1st Educational Leadership Academy classroom of the future
Πρόγραμμα Welcome Coffee (10:15 - 11:15) a. Άγγελος Πατσιάς: TSL Ta Spaei Learning b. Lydia Kellas: Storytelling Lunch Break c. Lydia Kellas: Life Competencies¨ d. Ιωάννα Ζιάκα: CLILL & Alternative Assessment e. Βαρβάρα Καλούδα: Early years’ learners: Skill-based learning and pedagogical documentation Closing
1st Educational Leadership Academy
Τίτλος TS LEARNING (Ta Spaei Learning) Περιγραφή Μια ομιλία-εργαστήρι, που σκοπό δεν έχει να σας μάθει τίποτε! Ίσως όμως βρείτε μέσα σε αυτήν, τον εαυτό σας, το παιδί που κρύβεται μέσα σας, τον μαθητή ή την μαθήτρια που υπήρξατε ή και τον εκπαιδευτικό που είστε ή θα θέλατε να ξυπνήσετε.!
Classroom of the Future
Άγγελος Πατσιάς Γεννήθηκα στην Αθήνα το καλοκαίρι του 1985 και μεγάλωσα στην πόλη της Δράμας, σε μια ήσυχη γειτονιά παρέα με ένα ποδήλατο, λάσπες, μουσική και καλούς φίλους. Ο μπαμπάς μου ήταν ο μεγαλύτερος μου δάσκαλος. Ό,τι μου δίδαξε, μου το δίδαξε με σιωπή. Από μικρός έβλεπα ανθρώπους να τον συναντούν στο δρόμο και να τον κοιτούν με αγάπη. Όταν πλέον καταλάβαινα, έμαθα πως όλοι αυτοί, ήταν μαθητές του. Ίσως κάπου εκεί να γεννήθηκε η ορμή να ακολουθήσω τα βήματα αρκετών προγόνων μου και να γίνω και εγώ δάσκαλος. Ακόμα το προσπαθώ… Το έργο μου έγινε γνωστό χάρη στους ανθρώπους του Αμαρίου. Συναδέλφους, γονείς και χωριανούς, όπου όλοι μαζί δημιουργήσαμε στο Δημοτικό Σχολείο Φουρφουρά, μια κοινότητα μάθησης ή οποία αναγνωρίστηκε στην Ελλάδα αλλά και διεθνώς. Το 2015 ακολούθησα αυτό που έλεγα στους μαθητές μου. Να ακολουθούν τα όνειρά τους. Έφυγα από τον Φουρφουρά και τη δημόσια εκπαίδευση, για να δημιουργήσουμε με τη Βέτα Γεωργιάδου και τον Γιάννη Σωτηράκο ένα νέο δημοτικό Σχολείο στη Θεσσαλονίκη που θα αλλάξει τον τρόπο που σκεφτόμαστε το σχολείο και την εκπαίδευση. Το Big Bang School. Σήμερα ζω με τη γυναίκα μου Μαρία και τα τρία μας παιδιά στη Θεσσαλονίκη, ενώ προκάλεσα ένα ακόμη όριό μου, διδάσκοντας σε παιδιά Νηπιαγωγείου, κάτι το όποίο έγινε φέτος στο Σχολειό της Φύσης, μέσα από το οποίο θα γεννηθεί τον Σεπτέμβριο του 2019 το Δημοτικό μας!
1st Educational Leadership Academy
Τίτλος Life Competencies¨ Περιγραφή STORYTELLING • To discuss participants’ memories of stories and the impact they’ve had; • To ask why it’s important to incorporate stories in the classroom; • To look at some practical examples on how to approach using stories in the classroom; • To think about integrating skills using the medium of ‘storytelling’. CAMBRIDGE FRAMEWORK FOR LIFE COMPETENCIES How can we prepare our students to succeed in a fast-changing world, to collaborate with people from around the globe, to create innovation as technology increasingly takes over routine work, to use advanced thinking skills in the face of more complex challenges, to show resilience in the face of constant change? These are questions that will be addressed in the workshop, where we will also determine the skills and competencies our students need for the 21st century.
Classroom of the Future
Lydia Kellas Lydia Kellas started her teaching career in the Canary Islands, Spain and then moved onto Oman, Japan and finally Cyprus. She is a qualified CELTA and DELTA trainer and has a BA (Hons) and an MBA in Educational Management. As well as her teaching qualifications; Lydia has co-authored for Cambridge University Press (CUP) and is also a Freelance Teacher Trainer for Cambridge Assessment English and CUP, and a CELTA Main course tutor. Lydia is currently a Cambridge oral examiner and ESOL examination administrator.
1st Educational Leadership Academy
Τίτλος CLIL and Alternative Assessment Περιγραφή CLIL is used to describe an approach where a language, different to the language of schooling, is used to teach certain curriculum subjects other than languages themselves (Eurydice, 2017). The objective of such an approach is to enhance learner’s proficiency in languages by increasing the time of exposure to languages and the amount of input without putting a strain on curriculum time. To do so, it focuses on both language and content with the former becoming the vehicle of progress in understanding the latter. Planning and implementing CLIL lessons is a complex process since the educator needs to take into account several factors. To this effect, the 4Cs framework (Coyle, 2006) has been suggested and the educator is advised to plan for: Content, Cognition, Communication and Culture. Additionally, a language triptych has been suggested for the communication factor (Coyle, Hood & Marsh, 2010): language of, for and through learning. The 3rd Experimental primary School of Evosmos has been implementing CLIL since 2010 and has been the coordinator of a CLIL Erasmus+ project since 2016. The project has been an opportunity to calibrate planning procedures and make suggestions for lesson planning, material production and implementation practices. There has also been an effort to look into the effect peer assessment has on the learners’ engagement, quality of learning and achievement as well as on their self-esteem and respect for others. For this reason, 6th grade learners have been given the opportunity to create their own assessment grid for classroom presentations after brainstorming on criteria that such presentations should meet. They implemented these grids during lessons and instances of recorded sessions bear witness to the way such methods of assessment can • give a sense of ownership of the assessment process, improving motivation • encourage students to take responsibility for their own learning, developing them as autonomous learners • treat assessment as part of learning, so that mistakes are opportunities rather than failures • practice the transferable skills needed for life-long learning, especially evaluation skills • use external evaluation to provide a model for internal self-assessment of a student’s own learning (metacognition), and • encourage deep rather than surface learning (Brown, Rust and Gibbs,1994, Zariski 1996)
Classroom of the Future
Ioanna Ziaka Ioanna Ziaka received her PhD in the Aristotle University and is a teacher and the principal at the 3rd Experimental School of Evosmos. She has worked both in the primary and tertiary sectors of education in Greece and has also worked as a teacher trainer. Her current research interests lie in the use of ICT in education and CLIL. She has written books for students of Agricultural Sciences and students of Pharmacy. She has also participated in the writing of the Greek 3rd grade textbook for public schools and published several articles. She has recently cooperated with IEP as an expert in scenaria for the teaching of English in Primary Education. She has also taught the course Learning and Teaching with Technology in the MA in Language, Literature and Digital Media in Education of the School of English language and Literature of the Aristotle University. Currently, she is engaged in the promotion of CLIL through the Clilprime Erasmus+ program run by the school.
1st Educational Leadership Academy
Τίτλος Early years’ learners: Skill-based learning and pedagogical documentation Περιγραφή • How young children learn • The Reggio Emilia approach, 3 key concepts: The image of the child as rich and capable, the unique learning journeys, the pedagogical documentation • Teaching young children inspired by the Reggio approach: Skill-based learning and open-ended activities • Workshop: Creating our own portfolios through open-ended activities
Classroom of the Future
Βαρβάρα Καλουδά Η Βαρβάρα Καλουδά είναι νηπιαγωγός, απόφοιτη του Καποδιστριακού Πανεπιστημίου με μεταπτυχιακές σπουδές στο Institute of Education στο Λονδίνο. Έχει εργαστεί στο “Magic Roundabout Nursery” (Λονδίνο) και στο Νηπιαγωγείο του “Kissifer” (Αθήνα). Αυτή την περίοδο, έχει τη θέση της Early Years Coordinator στον Όμιλο των Εκπαιδευτηρίων “Ο Πλάτων”.
Thank you!
changing the face of education