Romania:
I. Description of school:
School nr. 2 Independenta is located in the southeast of Romania
close to the border of Moldova. Independenta is a large village,
with a population of about 4700.
Most people are working in agriculture and in steel industry. Most
of them are very busy with their work and have little time for their
children.
The school has approximately 200 pupils, ages 6-15, 93 pupils in
primary school, and 22 teachers. The area is very poor in terms of
culture, so it does not offer pupils ways of personal development.
There are pupils in school who have difficulty adapting to school
life: learning disorders, misbehaviour, school absenteeism and
school dropout.
The last years adults have started to work in countries in Western
Europe and leave their children with their grandparents.
These children have poor learning results and special needs caused
by a lack of emotional support and parental control.
II. Role in the project:
The school is a partner school in the project. In addition to
exchanging methods and good practice, the school is responsible for
the newsletters in the project.
III. National Summary:
Mobility in Denmark, September 2010
We had a meeting with all the teachers involved in this project. We spoke and showed pictures of what we saw in Denmark.
We decided to choose cooperative learning and assessement in the classroom as our main topics to work in our school.
1. We saw:
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pupils are familiar with cooperative learning
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a lot of verbal activities
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there is more than one teacher in class
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learning by discovering
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reallity is present in children’s activities
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great methods and inventive teaching means for assessement
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students work together, they help each other for learning, the teacher only monitors students’activity and finnaly give them feeadback.
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the emotional climate of the pupils is very good, they are not corseted by scoring, the students are relaxed.
2. We discussed:
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The working methods are at least as important as the learning outcome!
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We believe that their curriculum gives to the teacher more freedom than Romanian curriculum
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It is important what the students know to do, more than how many information they know.
3. We will apply:
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Tests and questionnaires to identify each of our students the level of receiving the writing and oral message and writing ability/ respectively
the level of using of specific mathematical concepts and problem- solving ability. So, we want to measure the added value brought by this project on
our literacy and numeracy skills.
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Educational materials will be made at time seens in class assessement; we will adapt educational materials seen in math for literature too.
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We’ll combine in our lessons the methods of cooperative learning that we observed in Denmark with our methods.
Mobility in Slovenia, Februar 2011
We had a meeting with all the teachers involved in this project. We spoke and showed pictures of what we saw in Slovenia. We decided to choose
selfchecking and formative monitoring in the classroom as our main topics to work in our school.
1. We saw and discussed:
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Slovenian educational system is very similar to ours; common points: the educational levels, the kind of evaluations. Different points: the main goals for each grade
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In the first class: selfchecking: the students have acquired since the first class, great autonomy in learning and self-assessment.
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Class III: combining physical training with mathematics, the students have done the math to calculate the results of their stopwatch following physical activities.
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Class VI: formative monitoring, the use of teaching and assessment with gifted students. Students receive additional tasks and develop skills by
assuming the role of teacher. The other students are autonomous in solving tasks.
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Special program for the gifted students.
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Special tests for identify the special abilities/or needs of the all students.
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The using of real life things on the lessons.
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The special attention for the gifted students.
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How hard is to understand a lesson if they do not have a summary in English.
2. We will apply:
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Methods of combining physical education and mathematics for classes from 2rd grade to 5th grade.
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New methods of teaching gifted students.
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Selfchecking starting since first grade.
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Creating English language materials ahead of time for our foreign guests.
Thanks for Anastazija and whole Slovenian team for their receiving. They have inspired us for our future work.
Mobility in Germany, May 2011
What was interesting for us?
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A lot of stations with different tasks of work.
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The students can choose how, what, where and with whom to work.
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Also, they are allowed to use how much time as they need to solve a problem.
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The practical aspect of the lessons.
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The informal relationship between teachers and students.
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The using of all five senses for learning.
What have we learned?
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It’s important to implement simple and clear rules for students’ behavior.
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We have to let the students be more independent.
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We found new ways for applying methods we are already using.
What shall we use?
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Ways to improve literacy skills:
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each student have to write their own story based on the experience from last week and share it with the others.
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Involving the parents on the monitoring of the student’s reading.
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Applying the colour code to improve student’s achievement about spelling (ex.red for verbs)
Creating support materials which involve their five senses to improve students’ learning.
Mobility in Norway, May 2012
What was interesting for us?
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LP model
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four to six stations with different tasks of work
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the students have to change the station each 15- 20 minutes
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the students are divided in homogenous groups
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in each station the students find tasks of work for different level, they can work according their possibility.
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each class has more than 1 teacher in the same time.
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the students are learned to work mostly independent.
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The students and the teachers demonstrated a special, very closed relationship.
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The teachers are concerned to each pupil.
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The teachers stay in the school not only for teaching; they have to cooperate for planning each week schedule.
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The learning tasks and also the methods develop different skills.
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Using the games for learning/Learning by playing.
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The learning activities represent a challenge for students.
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The special attention for pupils with special needs from the teachers, but also from students.
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The polite behavior of all the students.
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How the students and the teachers managed to find the best information for all the partners.
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How it means active social participation for creating national feeling.
What have we learned?
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How important is to move after at least 15 minutes because the brain’s activity become slowly.
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How important is the positive feed back for developing self esteem and self confidence.
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How important is the cooperation between teachers for the achievement of the school’s goals.
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How important is self confidence and self esteem for improving academic and social skills.
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We have to let the students be more independent.
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How important is the challenge for learning.
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How important is the parents’ role for learning’s results of their children.
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How to create a school organisation
What shall we use?
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Ways to improve literacy and numeracy skills but also the social behavior of the students:
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applying LP model once a week for Math and Romanian
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Ways to involve and to improve the awareness of the parents on the monitoring of the student’s.
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Creating support materials for each class through cooperation for all the teachers from the school.
IV. Local Activities:
V. Contact:
Scoala Gimnaziala Nr. 2, Tudor Vladimirescu street nr. 185, RO –
807165 Independenta
Ms Mihaela Mihailescu, teacher and contact person
Telephone: +40 749 083 790
Email: miha_ind@yahoo.com
Mr Adrian Mihailescu, headmaster
Telephone: +40 749 083 791
Fax: +40 236 826 932
Email: scoala2indep@yahoo.com
Website:
http://scoli.didactic.ro/scoala_gimnaziala_nr_2_independenta