A prologue Creative Learning is an educational European ERASMUS+ project The project is aiming to introduce a new innovative method that will make use of theatre techniques in order to make more attractive the teaching of the school subjects in the elementary school. Through the improvement of the attractiveness of these subjects and through the active participation of the students in the classroom, the project aims to improve the educational achievement of the students in these subjects. The project aims also to develop innovative resources for the teachers embedded in the digital era. It is aiming to develop an e-learning course for the training of the teachers as well as a portal which leads the teachers through the interactive resources of the project. In this way, by creating open and innovative resources, accessible in different European languages, it aims to expand its impact all over Europe and develop resources that will be widely used and accessible to all elementary school teachers interested.
The use of theatre techniques in the elementary school is proven to be very effective for the improvement of the school performance of the children (see for example the work of Kieran Egan, Dewey and Jean Piaget). It addresses at the same time linguistic spatial, logical, bodily-kinaesthetic intelligence. It makes the class more attractive and it promotes the active participation of the students in the class improving in this way the educational performance of the children. The project is aiming to produce a comprehensive methodology for the use of theatre techniques for all the subjects of the school curriculum and for all the classes of the elementary school. This will be a very useful resource for all the elementary school teachers in Europe who will be able to find suggestions and tools in order to implement artistic techniques for teaching the curriculum. The scarcity of teacher training in this field is another need addressed by the project. Throughout Europe, there is scarcity of teacher training seminars on the subject and when they are organised, they are usually concentrated in the big cities. The material that is available online is usually fragmented and limited in “tips� that could be used by the teacher in order to teach specific subjects in specific classes. The project is aiming to develop interactive online resources that will be comprehensive, they will cover the whole curriculum of the elementary school (adapted in different national realities) with case studies and good practices implemented by other teachers that would be practical and easily implementable by teachers all over Europe. Nicholas Kamtsis
PREFACE
Creative learning is the title. (Clear) It aims to become a useful tool for all those involved in the educational process and provide material for significant experiments at school. CLEAR addresses mainly to teachers and concerns primary education. It has theoretical and practical character. It attempts to redefine philosophical and pedagogical concepts such as learning, creativity, imagination, and suggests ways so as the school become a field of creative forces and fertility source for teachers and students. It aims that the school become a space vivid and attractive so that the teacher and the student, can love and support it. The student could link the knowledge with the pleasure and the teacher could reassess its role in the educational process. The teacher-student relationship can reveal its true meaning and magic power. The goal is the school community to become a creative interaction field where both individual advancement and collegiality will be promoted equally.
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To hunt these grand objectives, CLEAR suggests as weapons theatrical techniques, technology (multimedia, etc.), game, creativity and arts. The arts-music, visual arts, Theatre-do not constitute independent fields of knowledge or “supplements” of education. There are not “lessons” that can be put roughly in the jam-packed train of program so as to provide an alibi for an education sterile and mechanistic. Art can be a driving force to the “vehicle» of treatment, can provide the key to a comprehensive and essential education, can become the missing link between learning and creation. CLEAR focuses especially on the relationship between drama and learning. It is based on the common pedagogical place where imitation, action, role play are the ways that the child spontaneously chooses to communicate with its environment and learn from it. Theater, as the meeting place of diverse forms of artistic expression, gives the child the opportunity to explore its inclinations and interests, to unfold its personality. As an activity, eminently collective, it favors the socialization of the child making the child an “addict” to the communication and team spirit. CLEAR can be an alternative for children with learning difficulties, who are unable to respond to the traditional teaching methods and as a result, they placed in the margin of the educational process. CLEAR and its creators put a great deal: that drama can work as an effective method of teaching all kind of courses. Maybe not as exclusive method, but as an option, so that the
learning process can become colorful, charming and funny. CLEAR is one of those ideas that need the right conditions to thrive. We need the right framework and planning, we need support, logistics and above all, teachers with inspiration broader education and –especially- political will. Otherwise, it is doomed to be lost in the ocean of good intentions of confusion and babble talking.
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INTRODUCTION TO A NEW METHOD
CREATIVITY
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Three reasons why people are motivated to be creative: Need for novel, varied, and complex stimulation Need to communicate ideas and values Need to solve problems
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In order to be creative, you need to be able to view things in new ways or from a different perspective. Among other things, you need to be able to generate new possibilities or new alternatives. Tests of creativity measure not only the number of alternatives that people can generate but the uniqueness of those alternatives. the ability to generate alternatives or to see things uniquely does not occur by change; it is linked to other, more fundamental qualities of think-
ing, such as flexibility, tolerance of ambiguity or unpredictability, and the enjoyment of things heretofore unknown. Characteristics of the creative personality: 1. Creative individuals have a great deal of energy, but they are also often quiet and at rest. 2. Creative individuals tend to be smart, yet also naive at the same time. 3. Creative individuals have a combination of playfulness and discipline, or responsibility and irresponsibility. 4. Creative individuals alternate between imagination and fantasy at one end, and rooted sense of reality at the other. 5. Creative people seem to harbor opposite tendencies on the continuum between extroversion and introversion. 6. Creative individuals are also remarkable humble and proud at the same time. 7. Creative individuals to a certain extent escape rigid gender role stereotyping. 8. Generally, creative people are thought to be rebellious and independent. 9. Most creative persons are very passionate about their work, yet they can be extremely objective about it as well.
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LEARNING We define learning as the transformative process of taking in information that—when internalized and mixed with what we have experienced— changes what we know and builds on what we do. It’s based on input, process, and reflection. It is what changes us. Term coming from Greek philosophy and history culture. Education usually holds two meanings: the narrow one is the school education. The broader one is, according to the ancient Greek beliefs, the creation of a good, decent, conscious citizen as well as the creation of a culture which equals the spirit of the cultivate human. As Richard E. Mayers mentioned1 learning is the relatively permanent change in a person’s knowledge or behaviour due to experience. This definition has three components: 1) the duration of the change is long-term rather than short-term; 2) the locus of the change is the content and structure of knowledge in memory or the behaviour of the learner; 3) the cause of the change is the learner’s experience in the environment rather than fatigue, motivation, drugs, physical condition or physiologic intervention.”
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Learning also is the complex psycho-physical function of familiarisation and assimilation of knowledge and development of skills. The learning process requires the use of a complete methodology that involves all aspects of the person’s personality (physical, mental, emotional).
EDUCATION The act or process of imparting or acquiring general or particular knowledge, developing skills, for a profession or the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.
TEACHING Teaching is the on purpose and by planning transfer of knowledge that aims at the students’ education. Teaching is the teacher’s supply of knowledge, is the student’s introduction to the current culture, is the exercise of the physical and mental powers and skills within the educational system.
KNOWLEDGE The fact or condition of being aware of something or of knowing something with familiarity gained through experience or association. Acquaintance with or understanding of a science, art, or technique the fact or condition
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PEDAGOGY
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Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the study of how best to teach (transfer the knowledge). Spanning a broad range of practice, its aims range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Instructive strategies are governed by the pupil’s background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher.
LEARNING ENVIRONMENTS Education is considered to be necessary for the physical, emotional and intellectual development of man. For this reason, the functioning of the means (the learning environments) that educate the man is considered to be vital. These means are: The natural environment, the family, the school, the church, the mass media, the society and the state. The Natural Environment The natural environment plays a vital role in the learning process. The climate, the ground, the weather, not only do they affect our emotional and physical world but also give us the first substantiated examples. Within our natural environment we can find the basic learning structures (biological, mathematical, chemical, social etc.) and it offers us plenty of stimulus and for this reason the environment is an endless source for learning. Consequently the kind of the natural environment we live in (forests, heat, lack of green etc.) can affect not only the quantity of learning but the quality as well. The Family The family factor plays a very important role because it is the first and the basic cell of social life. The child formulates its first attitudes towards the social situations in the family life. The child is affected by the parents the family circle and familiarize the human relationships and tests its first social behaviors and knowledge. The first foundations for its character and personality are put in the family.
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The School Schools and every kind of educational institutes exert a very decisive effect on the children not only through the people that are involved in the teaching process (teachers, students) but also through the organization and the way of life of their members. The educational philosophy (a result of state and social philosophy), the educational relationships and the material taught (to what extent it applies to the children’s needs and society’s needs) affect the learning process decisively. School is the first organized, basic educational cell within which the learners adopt or question the knowledge the acquire. The Church-Religion
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Although these two terms are strongly interrelated, they have two different aims. Religion refers to the philosophical level offers answers to philosophical and existential questions. Church teaches the principles and morals not only of religious life but also social life and formulates specific views and attitudes. Depending on the philosophical frame of each religion, we have different emphasis on learning and education. Christianity kept the faith on the power and meaning of education that the ancient Greek had. According to the priests the teaching of the Christian beliefs plays an important role by affecting and altering the person’s beliefs. Christianity also stressed the importance of
the person’s responsibility. To the extent that church affects learning by its organisation and its teaching of morals on every level (social, intellectual, emotional and philosophical), it consists a very powerful learning unit. The Mass Media The mass media are an integral part of our life from the first steps of our life. Their power as a learning environment is found in their presence at children’s life daily and for many hours every day. As a social means it is considered to have the most powerful effects on society’s members because it affects directly and indirectly on every level of personal and social life, on language (supports, or formulates linguistic forms), on religion, on arts, science, on economy, on morals. The State Aristotle was the first to recognize the main characteristic in man’s nature: that he is a “political animal”. Man can only live, create and survive within the society’s limits. Politics as the utmost art in action ensures the people’s bliss and in theory it defines what is this bliss. The effect of the state of government is placed within this frame. All the social structures (and therefore the educational structures as well) reflect in a way the kind of the governmental system and vice versa (liberal, authoritarian). A liberal, democratic environment creates a way of life that respects the personality of a developing person. On the contrary an authoritarian environment resigns the family and every social element to the state, supports the authoritarian relationships between the children and the parents and is in favor of a despotic domination. The state and governmental system as well as the politicians of a country have a great impact on the development of the
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youth’s personality. The state affects education and school system with its laws. It intervenes dynamically and in many ways, directly and indirectly, not only as a carrier of certain beliefs as to what education is and which its aims should be, but also as an indicator as to how the teachers, the students, the parents should function and what attitude they should have. The Society When we refer to society as a means of learning what exactly do we mean? What is the society? Society is the total of people, their relationships, of institutions, of principles and all the factors mentioned above (state, family, church etc.). By the term Society we mean a big, autonomous and organized form of people and social groups that affect each other in the frame of a common culture within the specific geographical limits and has common goals and interests. The child’s personality is a product of a slow but steady development that is being affected by all the social factors. Family is the most important unit, the centre of the social influence. Within the family the first conceptions are developed. It is the social laboratory to work on beliefs and principles. Then the school comes to reinforce and develop these influences. The system of government together with the Mass media and Church are also vital factors that help the children achieve their goals and prepare them for the successful adaptation in the society. Learning Environment in School
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People have spent a great deal of time in the classroom, beginning in kindergarten and extending for years beyond. They are lucky those who have a
school or classroom where the teacher paid close attention to the learning environment, or the physical, psychological and instructional atmosphere. The learning environment in the classroom is vital to student success and impacts students in many ways. A negative learning environment, or setting that adversely affects student learning in many ways, such as low student achievement, poor behavior, student anxiety, or depression. The Physical environment in the classroom: The use of space includes how furniture is arranged and organized, how materials are stored and maintained, how clean the classroom is and the overall color and brightness. Bright posters, organized spaces and cooperative learning arrangements help. Students need a clean, bright, organized space to strengthen learning experiences. The psychological environment is how students feel about their learning. A calm atmosphere helps students to learn, both intellectually and socially. The students react negatively when they feel things are unfair, unclear or are worried about getting in trouble. The instructional environment is the setting for all teaching. She plans her instruction to make sure her students are able to comprehend by using different teaching practices, such as lecture, hands-on activities, cooperative learning groups and plenty of games using theater, role playing, narrating. All these various and different methods make the school an attractive environment and the students to be focused, engaged end efficient.
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CREATIVE LEARNING
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Learning is a complicated psycho-physical human functioning (inner and exterior factors are both involved) , thanks to which humans obtain knowledge and develop dexterities. The capacity of learning appears on the very same day a person is born, lasts for life, and is considered as a critical condition for one to fulfill his personality. The quality, as well as the aim of learning follows one’s personal evolution. Thus learning, instead of being a simple psychical phenomenon-a reflective reaction to environ-ment- progressively becomes a deliberate action pursuing the farther goal-Creation. Learning offers the necessary equipment for a person to use his creativity in a meaningful way. There is a dynamic, interdepen-dent relation between creativity and learning. Learning is by definition a creative process, while every form of creative expression is an important learning source. In creative learning, creation serves both as a mean as well as a motive for learning. In other words, creative learning is the conquest-through a process of creative interaction- of knowledge and dexterities which can be used for creative purposes.
The creative character of learning in school is nowadays an object of argument among experts, politicians, teachers, parents and students. The quality of learning provided within the school environment is doubted and the educational system as we know it seems to have reached a dead end. The creative learning theory and practice includes all the attempts towards a radical reform of the school institution based on the philosophy of making school a field of creativity and a source of euphoria for both teachers and students Aims Creative learning is aiming on the following: • To make school, especially public school, an attractive place where teachers and students would really invest their energy and their dreams. • To connect knowledge with pleasure, so that students will learn to love learning. • To encourage teachers to re-evaluate their part in the learning process. • To build a new kind of teacher-student relationship • To help students explore their talents and inclinations • To develop judgment and non-conventional thinking • To develop social values encouraging communication, companionship and cooperation • To make the school community a field of creative interaction where personal and collective evolution will be equally promoted.
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Means and instruments
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To cover the distance from traditional to creative learning some new methods of teaching should be invented and applied. To make creative learning from attractive theory educational fact, teachers need to enrich their teaching resources. Technology (multimedia), play and art-especially theatre-might be proved valuable instruments towards this direction. In our opinion, the arts-music, fine arts, theatre-are not independent areas of knowledge. They are neither “supplements” nor “subjects” to be added in the curriculum as an alibi for an education basically sterile and mechanistic. On the contrary, we strongly believe that art could serve as a moving energy, as a key for an olistic education, as the link between learning and creation. We are especially focusing on drama based on the pedagogical common place that imitation, action and role playing are the ways a child impulsively uses to communicate with its own environment and to learn from it. More specifically: Drama, as an area of cohabitation of several different forms of creative expression, gives a child the chance to explore its talents and inclinations, to develop his or her personality As a group activity, drama encourages communication and companionship Drama may be also used as an alternative for children with learning disabilities who do not respond in the traditional teaching methods.
The challenge is to prove in practice that drama can be applied as an effective teaching method for all the subjects included in the curriculum. Not exclusively but alternatively to make the learning process flexible, multi-colored and amusing.
Assumptions As an attempt to a radical educational reform, the creative learning theory and practice seeks suitable ground and adequate conditions to succeed. The minimum assumptions to be considered are the following • Scientific planning by experts in cooperation with teachers • Financial support on behalf of the state and the European community • Teachers well qualified, talented and with a wide area of interests • A radical change in the politics concerning education • The international community ought to decide upon some important philosophical and political issues such as: • What is the ulterior motive of learning—the conformation or the deliberation of the human beings? • In what kind of persons, in what kind of citi-
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zens we would like to trust the future of the humanity? • What are our social visions for the age coming? Otherwise, attempts like «creative learning» are meant to be lost in the ocean of confusion and loquacity.
WHY CREATIVE LEARNING?
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The creative learning process as a method at the teaching of the curriculum brings back the real dimension and the real purpose of education; the one of searching and understanding knowledge in order to use this knowledge in the real context of the everyday human life. The CL offers inexhaustible variety of human situations that are imaginative (they are within the frame of imagination, “as if “ situations) in which a need is created to use knowledge provided in school. Working within a frame with content and not using itemized, isolated, repeatable exercises and activities we move away from sterile, repetitive learning towards more human, experiential situations that give life to the trapped in the books knowledge. Knowledge is closely interrelated with action and interaction. The children interact in a safe environment where knowledge is tested and at the same
time they create something they are interested in. It is their creation and they take full responsibility for that. Whatever is happening in the class is happening from them, and for them and not for the sake of their teacher or a mark.
GENERAL PRINCIPLES OF CREATIVE LEARNING PROCESS Creative learning method is based on 5 principles: 1) All people have an inborn characteristic: the ability to mime and the ability to play through which people test and learn (because by miming people are experimenting as well). 2) All people learn when they have the motives and when they feel that what they have to learn interests them. 3) All people and especially students learn and understand better in an active environment, full of actions and events. This means that it is not enough to teach by telling or numbering what we want them to learn. It is the experiences itself that will help them learn and experience derives from action.
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4) The participants are responsible for their life and the acquirement of knowledge. The teachers become the enablers to their effort to learn, they guide and show possible ways of learning, thinking, operating. 5) Finally, CL sees the process of learning as a process for change. The emotional and intellectual change leads to maturity and therefore to knowledge.
ARTS AND CREATIVE LEARNING
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Arts in general target the audience. The people who come to see a painting or to watch a performance. Everything is happening, is created by the artists not only for their own satisfaction but mainly for the sake of the spectator. In an environment where creative learning is taking place, the source of expression and creativity is not the recognition by the audience but the satisfaction the participants themselves take by participating in the
situation. The roles of the creators and the spectators interchange in the classroom. The creative learning uses the rules and the elements (roots) of the arts (movement, painting, dramatic conventions, music etc) but does not necessarily target to a performance for an audience. Whatever happens during a creative learning lesson happens from the children and for the children. Arts help them understand and conceive meanings. Arts may have a more flexible form but we never forget their elements and main principles and the teacher helps the children to learn how to use these principles. It goes without saying that we can use this method of the creative learning in order to teach art itself. We take advantage of the main element of the Creative Learning which is creativity to teach art that is creation and expression.
THEATER AND LEARNING
The most important and the most immediate relationship between theater and learning is the one that the Ancient Greek people have expressed: you are being educated while being entertained. Children in a drama situation do not remain passive in front of a presentation-performance (just watching) but they are emotionally and intellectually involved and they “experience� the knowledge. Children start to recognise their personal abilities and understand themselves and their reactions better. Theatre is an experiential frame of learning, but because it includes the elements of evaluation, discussion, reflection, it also involves the intellectual part of the human. Children investigate the different drama situations that
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the teacher prepares for them and s/he makes sure to include the curriculum aims that s/he wants to teach. In a drama lesson teachers and students are involved in a collective effort and search to understand and resolve the problem in the drama situation. By definition drama involves co-operation and interaction. Learning is more probable to happen if there is such a spirit of co-operation and active involvement.
CREATIVE LEARNING AND SOCIALIZATION Forming social values and behavior (sociability, companionship, communication, tolerance, cooperation, etc) through creative learning in primary school
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One of the main purposes of school education-especially at infant and primary schools- is the child’ s socialization, its passing from the world of “me” to the world of “us” , from the protective family arms to a wider circle of interpersonal relationships, governed by rules and principles. The emotional climate of this journey is critical not only for the child’ s school progress but also for the building of its personality. As it is commonly known-and confirmed by the expertsa child who passes the school doorstep for the first time suffers some kind of shock. The effect of this shock (intensity, duration, consequences) depends on a number of factors, wholesale divided in two groups. The first group of factors is related to the child’ s background (character, previous experience, the type of family and community he lives in, the socio-educational level of the parents etc). The other one includes all the assumptions concerning the school itself (environment, the emotional climate in
the classroom, the teacher’ s personality etc ). For a child, however, to enter the school community is considered a major change, possibly the greatest challenge ever faced in its life. Especially for children who live in big cities, who grow up in apartments and are used to play on their own, the change is enormous. For the first time they realize that they are not “the centre of the world”, that their needs may be in conflict with other people’ s needs, that they have obligations besides rights and that they now have to claim and earn things they used to take for granted, such as attention, admiration, praise and love. And all this in a new , unknown environment , with specific rules of functioning, with strict timetable, with demands of progress. They are expected not only to adjust in this new condition, but also to conquer knowledge and abilities, “to learn”. The creative learning practices are meant to facilitate children’s adjustment in the school environment and to encourage their socialization in general. Taking part in activities alike group games, children communicate with each other, share experiences, test their limits and discharge unpleasant feelings. Children, as we all know, are much more willing to learn and respect rules in a game context rather than in a “serious” circumstance. When the kids play, they are usually honest, fair and disciplined. The group itself sees to bring back “in order” the cheating “delinquent”! The interaction within a play context, with rules and goals, impels children to adopt various roles(leading or supporting ones) and to enlarge their perception of reality. The self-centered thinking subsides along with selfish behavior, giving space to tolerance and sociability. The mutual goals, as well as the mutual difficulties faced during the process, reduce competition and promote cooperation and companionship.
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The teacher co-ordinates the “game�, guiding it tactfully towards the learning goal. He/she intervenes whenever necessary to offer outlets and motives and to ensure the coherence of the team. His/her calm, friendly and stable behavior forms the adequate emotional frame and serves as a model for the little ones. In modern society, school is expected to respond not only at its traditional role but also at needs and demands covered in former times by family and neighborhood. Children ,nowdays, have neither enough time nor space to play with each other, and this deficiency affects their mental health and their social adjustment. Modern school should cover this need introducing play into the classroom, in combination with the curriculum’ s purposes.
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WHAT THE CHILDREN LEARN FROM ART AND LEARNING THROUGH CREATIVE METHODS It might be late but eventually the direction changes in European education and globally. More and more schools and school programs give opportunities to creativity in the school program and to art in general.Universities of advanced countries teach to the future teachers and educators, courses based on creativity in the classroom.The four courses with the famous name STEM(Science, Technology, Engineering and Math) became STEAM as the Art is among Εngineering and Math. Indeed there are many skills children learn from the arts. We make highlight to 10 of them
1. Creativity – Being able to think on your feet, approach tasks from different perspectives and think ‘outside of the box’ will distinguish your child from others. In an arts program, your child will be asked to recite a monologue in 6 different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If children have practice thinking creatively, it will come naturally to them now and in their future career.
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2. Confidence – The skills developed through theater, not only train you how to convincingly deliver a message, but also build the confidence you need to take command of the stage. Theater training gives children practice stepping out of their comfort zone and allows them to make mistakes and learn from them in rehearsal. This process gives children the confidence to perform in front of large audiences. 3. Problem Solving – Artistic creations are born through the solving of problems. How do I turn this clay into a sculpture? How do I portray a particular emotion through dance? How will my character react in this situation? Without even realizing it kids that participate in the arts are consistently being challenged to solve problems. All this practice problem solving develops children’s skills in reasoning and understanding. This will help develop important problem-solving skills necessary for success in any career.
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4. Perseverance – When a child picks up a violin for the first time, she/he knows that playing Bach right away is not an option; however, when that child practices, learns the skills and techniques and doesn’t give up, that Bach concerto is that much closer. In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential to achieving success.
5. Focus – The ability to focus is a key skill developed through ensemble work. Keeping a balance between listening and contributing involves a great deal of concentration and focus. It requires each participant to not only think about their role, but how their role contributes to the big picture of what is being created. Recent research has shown that participation in the arts improves children’s abilities to concentrate and focus in other aspects of their lives. 6. Non-Verbal Communication – Through experiences in theater and dance education, children learn to breakdown the mechanics of body language. They experience different ways of moving and how those movements communicate different emotions. They are then coached in performance skills to ensure they are portraying their character effectively to the audience. 7. Receiving Constructive Feedback – Receiving constructive feedback about a performance or visual art piece is a regular part of any arts instruction. Children learn that feedback is part of learning and it is not something to be offended by or to be taken personally. It is something helpful. The goal is the improvement of skills and evaluation is incorporated at every step of the process. Each arts discipline has built in parameters to ensure that critique is a valuable experience and greatly contributes to the success of the final piece.
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8. Collaboration – Most arts disciplines are collaborative in nature. Through the arts, children practice working together, sharing responsibility, and compromising with others to accomplish a common goal. When a child has a part to play in a music ensemble, or a theater or dance production, they begin to understand that their contribution is necessary for the success of the group. Through these experiences children gain confidence and start to learn that their contributions have value even if they don’t have the biggest role. 9. Dedication – When kids get to practice following through with artistic endeavors that result in a finished product or performance, they learn to associate dedication with a feeling of accomplishment. They practice developing healthy work habits of being on time for rehearsals and performances, respecting the contributions of others, and putting effort into the success of the final piece. In the performing arts, the reward for dedication is the warm feeling of an audience’s applause that comes rushing over you, making all your efforts worthwhile.
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10. Accountability – When children practice creating something collaboratively they get used to the idea that their actions affect other people. They learn that when they are not prepared or on-time, that other people suffer. Through the arts, children also learn that it is important to admit that you made a mistake and take responsibility for it. Because mistakes are a regular part of the process of learning in the arts, children begin to see that mistakes happen. We acknowledge them, learn from them and move on.
To play, to learn, to educate It is commonly accepted that the established teaching methods have banished creativity and creative thinking from school. The Shape is so narrow and stereotype that gives no opportunity for innovation and initiatives. Children are terrified that if they escape a little bit from the standard ‘street’, they are threatened by unknown dangers. The daily official program in school is rigid and this phenomenon does not happen only in Greece, but in most education systems in Europe. Machine learning (rote) is prevailing and fatally, children become “information and data accumulation containers» (and not real knowledge). Exceptions are the Scandinavian countries that try alternative education systems with clear direction to make the school program and the education systems more creative. Using subjects such as subjects of constructions and simulation, they encourage the children to cooperate, to talk, to ask, to use their hands and generally, their body. They give children the motivation so as to create a way of thinking more independent, rich and creative. The view – widespread among teachers, parents and the state- that the “playing”, -“to play” 2 is a waste of useful time, is incorrect and with no realistic basis. The playing (the accurate word is “to play”) is a spiritual adventure for the children. “To play” raises problems and requires solutions from children, it encourages cooperation and collective effort, it requires initiatives and in this way shows talents and skills that children may have. Through playing, an abstract notion –so blurred and unknown- becomes specific and the child understands it, conquers it, because this notion takes shape and form. And with
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this, we do not mean something vague and imprecise, but certain things and objects derived from courses. Notions of physics, chemistry, mathematics, that through the eyes of a child are dry and boring, can become, through the creative process and the playing (in the sense that we defined above), exciting and fun for students. The only thing required is the teacher to find ways and give such forms in the subjects. For example, when it comes to the English system, three magical words are spread between the teachers: In free translation, we would say AUTHENTICITY, AUTONOMY, UNCERTAINTY And we explain: AUTHENTICITY : real problems (even the theoretical problems they take realistic form) are set and solved in the right way. As a result there is motivation and interest for the solution. AUTONOMY : Children have the opportunity to explore their own ideas and solve problems that they themselves set. UNCERTAINTY: The problems, raised by any subject, are not treated as solved (by others) that we have to assimilate with no negotiation, but it allows questions, objections, complaints and –as a result- argumentation and discussion.
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Problems, obstacles and objections in such a procedure, are already formulated and summarized in two words: School Program. Indeed, the real tyrant is the timetable that official ministry sets. But a crevasse must be found so as to begin the fall and the demolition of this wall.
THE IMPORTANCE OF PLAY IN CREATIVE LEARNING
Play and specifically the imaginative play is something that appears in man’s life in a very early stage. Children experiment within play, they adopt different roles, they try to discover new ways of behaving and they see the actions and the reactions towards those behaviours. In the creative Learning this play becomes more organised (and this is where arts in general contribute) and they have more specific educational aims. Furthermore, the Creative Learning takes the frame and the content of these games and not only does it transfer it to the real every day life but in the Creative Learning we also look for the universal meanings of life. Play and Creative Learning are closely interrelated (a lot of times we use games in the process) but still have some basic differences. The similarities and differences are the following: – Both activities are based on the human need for playing/enacting, for working I an imaginative context that suspends the real time, place, roles and actions. – The time, place, characters and actions receive a more symbolic character in both activities and our ability to participate in both these activities depends on our ability to forget the reality for some time and on our ability to read and understand the symbolic actions and meanings.
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– Both activities have rules and principles. However, in games and imaginative play the rules are more clear cut, while in the Creative Learning are more internal. – Both activities need a physical, mental, intellectual and emotional commitment and involvement. – Both have the elements of tension, surprise and the focus is clear. But in Creative Learning we need to consider the further elements that have to do with the arts. – The Creative Learning unlike play has specific educational goals and we use Creative Learning in order to teach our objectives. – The Creative Learning offers us the opportunity to avoid repetition, something that is common in the play, and we can choose from an indefinite number of imaginative situations and human contexts. – In the Creative Learning there is no superficial imitation where students just mime actions but they participate with the whole selves, they work intellectually and emotionally within a particular context, an experience that resembles the reality but does have the consequences of real life. The children bring themselves in this imaginative context and they do not try to escape to an imitation. – In the Creative Learning we have a very conscious implementation of the dramatic form on the creation of the meaning. – Finally in the Creative Learning the elements of the Arts hold a very high position
DRAMATIC CONVETIONS
The dramatic conventions are techniques that we use in drama to structure the dramatic activity. We use the conventions to explore, to focus on a specific action, to promote drama etc. The following list contains some but not all the conventions.
STILL-IMAGE: The participants create an image, a picture with their bodies that looks like a photo or waxworks or statues. INTERVIEWS: The participants act as reporters or detectives or historians looking for information. Convention used to promote drama, or to discover new elements or to understand a situation. MEETINGS: Formal or informal meetings to present information, or to take decisions, or to plan the next actions, or to solve problems. Forms: Assemblies, family discussions, union meetings, protests etc. THOUGHT-TRACKING: The revelation of the private thoughts of the child in role either by questioning or by presentation. To reveal hopes, fears, deep thoughts about the situation. GIVING WITNESS: The description of an incident by someone who claims to have been a witness but not a participant in the situation. COLLECTIVE DRAWING: We give a physical, collective image to represent the people, the place, the situation.
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MANTLE OF THE EXPERT: Children become specialists on a field; historians, architects etc. The teacher is not the person with the most knowledge in the classroom. The power moves, shifts from the teacher to the children. The teacher explores with the children. The children have the skills and the know-how. MAP-MAKING/DIAGRAMS: In or out of role the participants recreate the place where drama takes place (the factory, the forest, a village, a town, a laboratory etc). ROLE ON THE WALL: The children draw a diagram/a frame of the human body using their own body on a piece of paper that they put on the wall, and on this they work the internal and external characteristics of the character. HOT-SEATING: Children as a group ask open or close questions to different characters in the situation in order to discover the motives or the background of the characters. TEACHER-IN-ROLE: The teacher adopts a role different from his teacher role in the classroom in order to move the drama on or to help the students in a possible dead-end, or to help with questioning, or emphasise a point. IMPROVISATION: A spontaneous representation of a specific situation by the participants who have little time to prepare the scene. A given set of information is give but the children are left alone to create and bring themselves in the situation. REFLECTION: It is a convention used in drama to reflect on events in role or out of role in order to enhance the understanding, to summarise or to answer any questions and solve any problems. THE USE OF OBJECTS AS SYMBOLS: The use of objects to start or continue a drama. VOICES IN THE HEAD: When a character in the drama faces a dilemma or a difficult decision, the rest of the participants become the second voice representing the contradictory thoughts of the character, or react as the collective
consciousness of the character. FORUM-THEATRE: A situation or an improvisation chosen by the children in order to investigate the particular experience, is presented in front of the rest of the participants. While the rest of the participants, “the audience�, is watching everybody has the right to halt the action when they think that the action does not lead anywhere and try to take on the role that they think is weak and try to enact it differently. CAPTION MAKING: In groups the children create slogans, titles for the newspapers or magazines, Book Headings, or give titles to pictures. DIARIES, LETTERS, JOURNALS, MESSAGES: These are written texts from the students or the teacher during or before or even after drama, in or out of role, and they are used for reflection, as evidence or proof or as a way to bring in new tension. RITUAL, CEREMONY: The participants are faced with particular situations that have a traditional, particular, ritualistic character and which involve rules and codes. For instance, wedding, march, funeral etc. ANALOGY: A problem is being handled not in a direct way but through a parallel situation that reflects the problem. Usually such situations are the very painful ones or the very familiar ones or the ones that can bring prejudice. Examples of analogy are the myths and the fairy tales.
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THE TEACHER IN CREATIVE LEARNING
TEACHERS’S ROLE
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According to the beliefs of this method, the basis of which is that the focus of the learning process is the child itself, the teacher’s role is changing. It is no longer descriptive, corrective, authoritarian. We give more emphasis on the teacher’s qualities as an enabler, friend, colleague, facilitator, as person that wants to help the students in their effort to learn. The teacher trusts his students enough to let them make their own choices concerning knowledge and how they would like to acquire it, in a process that concerns mainly the students themselves. Teachers become more sensitive towards the social and emotional needs of the students, they empathise and respond positively. That does not mean that the teachers do not follow a curriculum programme or that there are no rules in the learning process. On the contrary, there are rules and subjects but the students participate in the procedures of deciding these rules and the way the curriculum is going to be taught and the teacher makes sure that these rules are going to be followed. More specifically, the teacher at the nursery and primary school tries: – to support the interaction among the students themselves and between the students and the teacher – to provoke and cultivate the student’s interest in different creative ways – to urge and to give opportunities of expression and participation – to show authentic interest in what the student does – to offer chances so as the child will be able to search and acquire the knowledge and has the chance to experience a lot of things – to allow and urge the child to do things independently and in groups.
THE TEACHER’S ROLE THE NEW TEACHER-STUDENT RELATIONSHIP In the creative learning process, the nursery school teacher and the primary school teacher have adopted the basic conception that learning starts from the children and ends to the children. It is the so-called Student-Centred method that has as its basis the children themselves and not the teacher’s power. The teacher has a facilitating, supportive role in the classroom. The teacher’s - student’s relationship is based on an environment of partici-pation, mutual trust, acceptance, co-operation. The teach is no longer the powerful image in the classroom that knows everything, the authority, and becomes warm, human and ready to share the children’s questions. As a true human being the teacher shares the different human and social relationships and needs. There is strong emphasis on the creative, self-discovering of new knowledge. The student’s self-creativity plays an important role because at the perception level of learning all types of knowledge need the child’s activity.
THE TEACHER’S ROLE AT THE NURSERY AND PRIMARY SCHOOL According to the beliefs of this method, the basis of which is that the focus of the learning process is the child itself, the teacher’s role is changing. It is no longer descriptive, corrective, authorita-rian. We give more emphasis on the teacher’s qualities as an enabler, friend, colleague, and facilitator, as person that wants to help the students in their effort to learn.
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The teacher trusts his students enough to let them make their own choices concerning knowledge and how they would like to acquire it, in a process that concerns mainly the students themselves. Teachers become more sensitive towards the social and emotional needs of the students, they empathize and respond positively. That does not mean that the teachers do not follow a curriculum program or that there are no rules in the learning process. On the contrary, there are rules and subjects but the students participate in the procedures of deciding these rules and the way the curriculum is going to be taught and the teacher makes sure that these rules are going to be followed. More specifically, the teacher at the nursery and primary school tries: • to support the interaction among the students themselves and between the students and the teacher • to provoke and cultivate the student’s interest in different creative ways • to urge and to give opportunities of expression and participation • to show authentic interest in what the student does • to offer chances so as the child will be able to search and acquire the knowledge and has the chance to experience a lot of things • to allow and urge the child to do things independently and in groups.
TEACHER’S ROLE AND THE ELEMENT OF DRAMA In the creative learning we use drama as a method of teaching. It is an alternative way of learning. This method, as it is clear from the name itself, borrows a lot of the drama art itself, and these may be used amateurishly or not in a drama lesson, but they are still very important and vital elements for the frame in which we as teachers are going to work. These elements should be included in a drama lesson and considered before planning one. The basic elements are the following:
Human Context: The basic source through which we derive our material for the creation of the imaginative frame is the human being itself. Man with his relationships, his opinions, his prejudices, and his everyday roles is giving us the source in order to choose and find on which imaginative context we are going to work. In drama we have to face “as if” situations that resemble reality. These situations include dilemmas, problems, questions that need an answer and a solution. The Human Context gives us the material to create the drama context. Drama Context: From this human context which offers indefinite number of situations, we choose one context, one situation that fits the imaginative frame that we would like to work on. For example, a trip to the space where the humans are trying to convince an alien to return with them to the earth. The human context here is the situation where someone is trying to convince someone else to do something. The Imaginative context is the trip to the space.
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Roles-Characters: Within this drama context there are
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characters that act. We choose the possible roles that are going to be involve in the action and we give them certain characteristics. In the above example we do not just have an alien but we have someone who is afraid, hesitating but still wants to meet humans. In this way we give them more concrete roles but we also leave the children space to add from themselves. What and how detailed information we give to the children for the characters depends on us and what we would like to achieve. Tension: In the dramatic context we have chosen there must be a kind of tension, a problem that needs resolving, otherwise the interest will fade away quickly. As in every kind of drama activity (performance, film, improvisation etc), we need some kind of emotional or intellectual tension but not necessarily coming from a big disaster. The source of tension could be more internal such as an unexpected event, or a dilemma. Focus: As soon as we have chosen the dramatic context and the tension, we need to find a focus on this tension. A specific question that we would like to investigate through this context. Imaginative Place: In a drama session we have to choose a place that fits our situation and holds a symbolic meaning as well. We can change the settings within a drama lesson but we need to take care of the coherence. It is important that the students would not be confused and distracted by the place changes. Time: A drama lesson takes place during a classroom hour. This is the real time but in drama context we are also concerned with the fictional time which can be more flexible. We can move through the past and the future with the same easiness that we would move in the present.. We also have to choose a time frame that fits the drama situation and place. There is flexibility but we have to pay attention not to loose the coherence.
Methexis (Participation): This is the part of drama that connects the art with the learning. While the participants are working in the fictional context, somewhere in their mind realise the real context as well, because they work as themselves and they bring themselves (which is very real) in the drama. This becomes more evident when the teacher stops the drama and reflects out of roles. Through this reflection, what they have been experiencing , becomes more conscious. Children as the audience in the performance live at the same time in the fictional and real world. Language and Movement : The means of expression in drama is language and movement. We use them not only to express or describe our feelings, ideas and so on but also to make sense of the world around us. What makes these two means distinctive in drama is that the movements, the words, the expressions, always hold some kind of symbolic, powerful meaning. The choice of the ways of expression is more conscious and more powerful concerning the meanings and reminds of poetry. There is no need to overload the expression and speech or ask from the children to move all the time. Symbols: Part of the drama language include symbols such as objects, movements, sounds, marks. It is necessary to have clear symbols in the sense that the implied meaning is given, even if the children are not consciously aware of that. But we do not need to have the perfectly designed symbols in order to have drama. Sometimes children can find implied meanings where we have not looked. For instance, in a drama lesson that concerns racism if we have a white journalist and a black employee to give a handshake, that could be a symbol of trust and hope.
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THE NEW METHOD
APPROACHING THE NEW METHOD
Creative learning is an acquisition of knowledge and skills through active participation. It is a combined procedure of a creative exchange between the individual and his natural or social environment. Learning is a complicated human function which has roots both in the psychological, and the physiological part of man. It is the outcome of internal as well as external operations, aiming at acquiring knowledge and skills. The process of Learning becomes more interesting and compound once it moves out of the state of memorizing , to a state where fundamental human functions are involved. Learning can be called creative if it stirs up imagination, memory, sensitiveness and the sentiment, mimesis, [following the Aristotelian idea], play, art and creation and also, learning, is creative, when it gains experience from the above.
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CLEAR aims at deciphering the connections between the above functions for the sake of the educational process .It aims at introducing a contemporary both in theory and in practice teaching method, which differing from the existing, will provide new lively elements to the teacher pupil relation.
This teacher-pupil relation has been undergoing many changes, and methods. It has taken up the theatrical game, the game of roles [role playing, or participation theater], or it has used story telling. However what, the target is always one; the conquering and evolution of man’s knowledge of himself, of his environment and the laws that govern it. Drama in education, theater in education, development drama. These we could call the ancestors and the foundations of the method that Clear wishes to cover, formulate , and take hold of.
THEATRE AND CREATIVE LEARNING
Certain things should be made clear from the very beginning. When we speak about creative learning, it is not implied that we refer to the theater. Creative learning aims at entirely different targets. According to Berthold Brecht: the theater’s aim is to entertain, while the specific concern of creative learning is to grasp and acquire knowledge through theatrical ways and paths If the man of the theater wishes to reach the Aristotelian catharsis by the end of each performance, by the same token, the tutor working in creative learning, desires reaching an analogous plateau, such, that only the conquering of acquired knowledge can provide. On observing a theatrical play, we see that there is a theme running, a myth or a story that builds the action and within its boundaries, the characters communicate, converse, conflict, sacrifice and live their lives all over again. We come now to say, that a similar situation is likely to arise in a classroom while the teacher is dealing with the teaching subject. All he has to do is to discern the myth and the conflicts, to organize the plot, and to arrive finally at the end of the road.
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In a similar way that whatever occurs in the natural world is likely to form part of our lives, we could say, that some person, or other people could have it reenacted and then live through the experience.
THEATRE IN THE CLASSROOM Creative Learning, makes use of Theater techniques while comprising a methodology for teaching. Creative and practical elements originating from a range of other arts, are likely to be used. However, the theater is likely to be the main source since, here we have the action and the experience incorporated, mainly the collective experience rather than the individual. Here we have an alternative kind of learning, a methodology which takes elements from Drama that could serve amateur purposes or not, but which however, are indispensable for creating the setting in which we are to work. The Art of Theater differs from Creative Learning. In a theatrical play, our main interest lies in the final outcome that it is integral and perfect, in other words, that the play is worth attending, In creative learning our main interest covers the medium, the techniques, and the various ways we use within the boundaries of teaching, whereas the final outcome depends on the extend of learning the students have acquired in other words, how well each time they grasp the learning object . Once more we should make clear that creative learning should by no means get involved in the requirements of a ‘work of art’. The ‘beautiful’ we seek in a work of art, has an entirely different meaning in the issue of creative
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learning. In the specific case when speaking of the beautiful, we make reference to the extend of knowledge gained through playing, acting or creating. Our interest and preoccupation should delve in the field learning, on how well we assimilate knowledge, and to what extend we conquer the object of learning. It is therefore within this scheme which is formed according to our educational aims and the manner in which the lesson is planned that we should take into consideration the following: Human field Imaginative realm Roles – characters The dramatic conflict The center of interest Imaginative place Time Participation Language and movement Symbols A careful analysis and definition of the above could be accomplished by using an example from the scheduled primary school program.
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WHAT A TEACHER NEED TO START OFF A CREATIVE LEARNING LESSON
1) Above all a teacher needs to have WILL and he needs to seek to make the lesson more entertaining and interesting. 2) To set in motion his own imagination 3) To know what “he carries in his suitcase” meaning to know his strengths and weaknesses, in order to make use of them in the creative process 4) He needs to be aware and to know his class social health and the children’s abilities and needs ( what their interests are, if and how they can work in group, what personal experiences they carry etc) 5) To be able to pose questions and search for the answers with the students 6) Will to cooperate and accept the children’s proposals.
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ACTOR’S ART AND FUNCTION The actor does not memorize. Not because he/she has a memory capacity, but because he/she does not learn by heart in the way that students have to memorize a mathematical form or a paragraph from the history book. The actor ‘learns’ pictures, reacts to stimulants and experiences feelings. With this kind of inner force the actor ACTS. Acts, internally ( lives, feels, suffers) and externally ( acts with concrete actions, movements, speech, etc). Actors, with the help of their imagination and sensitivity, and of course their experience, read under the lines and discover the sensitive, emotional material that exists beyond the words and meanings.
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They live this sensation and coherence of the feelings, and this living of words, makes them say the lines, as the author wrote them, possibly in another historical period and place. In this way, they “translate” words into images, stimulants and experience and then again into words. Only now, the word of a play is full of emotions and experienced. So, the actors “live” another “life”. And many times, this life is real (or even more) real than the real life. The words gain motivations and color, rhythm, movement and emotional weight and the text is fermented together with the actor and his/her expression, it is printed into his/her cells. In this way, the actor can re-product the words spontaneously and accurately, whenever he wants, without great intellectual effort. He/she just has to find the beginning …. the start of the line of emotions, then one emotion brings the other, one feeling is born from another and everything comes naturally. Like the hooks of a chain ones always brings the next.
In actor’s case, we cannot speak about memory in the real sense. But there exists a different kind of memory. The memory of Emotions. Every feeling that the actor lives, corresponds to a certain expression. It becomes a speech with structured syntax, rhythm and intonation.
In Creative Learning, we use all these “ingredients”, to consist a learning process and not an artistic creation. We form an environment, an atmosphere in which we choose to exist with the children that are sensitive to emotions. An environment rich in stimulants to serve as a ground for children’s imagination. Motivation is an instantaneous fact that can happen inside us (a thought, a remembrance) or outside us (something we receive with our feelings only) and which actually causes changes in our emotional situation.
CREATIVE LEARNING LIKE A STORY TELLING
Creative learning can come in the form of narration. As a story telling or a fairy tale. Our aim is that the children achieve the best possible understanding and comprehension. The teacher therefore, is the one to choose the best possible way in handling each educational topic. It is known that there is a variety of issues and topics that we can approach and teach in the form of narration. A .lecture could also come as a combination of narrative and action. It could begin with storytelling, continue with action, and end with a story. Teachers know that repetition and routine spoil the children’s interest and concentration span, and therefore finding new teaching methods and presentations that could initiate the unpredictable, the astonishing, or simply the novel, is highly advisable. If we are to introduce an instructional proposition to a lesson of such kind, we could begin by mentioning the following;
DEFINING THE TARGET
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What meaning do we want to convey by teaching the specific lesson. What do we want to prove.
USE OUR INVENTIVENESS IN CHOOSING AN INTERESTING FABLE WHICH HAS… Conflict in the middle of the plot An interesting plot beginning like… once upon a time… , development of the theme and finishing like….they lived happily ever after… conflict between two antithetical main characters or two controversial themes By the end of the story, we should be ready to have reached our goal.
DEFINING OPPOSITES FACTORS… Which battle – discuss each other- so as with the confliction to reached our final goal (Result-conclusionmessage)
DEFINING-BRING OUT MAIN CONFLICT RESULTS If our narration was lapidary, children with the appropriate encouragement will express by themselves their results.
THE STORY OF A LENTIL An example from botany. A plant is born . The procedure of sowing, growing, and bearing fruit ,up to the time a new plant is reproduced We define our target: our intention is teaching the children the reproduction of the plants, and under what circumstances this takes place.
We make up an interesting little story , like : The adventure of the restless spirit of a tiny seed of chickpea that decided to seek its fortune to unknown world and places. A beginning that might run as following‌once upon a time ( dialogue with mother chick pea and declaration that she wants to leave) Development : meeting a number of remarkable people [air, soil, sun etc ] End (The end could be something like‌ they lived happily ever after‌)
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Repetition of the same story, the same plot, and same dialogue with the new seed , the outcome of this We define the controversial factors who talk to each other, fight , and (1) so that the outcome brings out the desired final goal[outcome , deduction, message] Our first hero is the seed
The other could alternatively be the air [ that picks the seed and carries it elsewhere ] A lump of soil that happens to be next to where our seed has fallen. The water running nearby , that waters the seed. A pebble that temporarily obstructs the seed’s roots to expand and it’s leaves to grow the sun the most indispensable element for And the story goes on and on until our new plant is ready to produce seeds of it’s own
DEFINITION – CLEARING OF THE FINAL CONFLICT (1) In the given example we have many: Talking with the sun, the air, the soil, with the pebble, etc
CONCLUSIONS How nature operates, spring, winter, conditions permitting etc.
IN A FEW WORDS WHAT SHOULD I DO PREPARATION-BEFORE THE LESSON
1.Using your imagination transform the lesson into…pictures As if it were a film made up of small static pictures [still of a film]. Create a simple “story Board” sketching an image for every chapter of the lesson. So, you will have the lesson in an order like a guide in your hands. 2. Methodically, have at hand whatever materials you will be needing. A few simple, everyday materials that we can find in the house or classroom. White paper roll, A4 papers, colors, a box or a basket, a piece of cloth from an old sheet, some thin rope or cord etc can be very useful and be used many times in different classes.
IN CLASS
3. Excite the children’s interest with a proper introduction. Find a first element to surprise the children. A strange clue to excite their imagination and arise their creativity. 4. Who will be the heroes of this story-film
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They will be historical figures in a history lesson, or they might be chemistry elements in chemistry, or numbers, math conceptions and relations in a math class. It is not necessary a number, a word or a chemical element to be played by children. It could be an object animated and used by the children. Through this animation the children will have to move, act, and adopt behaviors. In general to give birth to active roles and “heroes” in the theatrical sense.
5. Personalize these heroes Direct the children so as to make the action and active roles, innteresting “characters” that act for a specific reason according to the object of knowledge. 6. Specify the plot and Define the existing relations between the children and the heroes. What these heroes are after, what they aim at, what are their fears, and what they wish to avoid, what works towards the action. The rules are simple. Defined by the teacher and followed by the children. 7. Choose a simple story Where the “heroes” can live, be protagonists, develop relationships, have conversations, or arguments, or simply be with each other, resulting in the outcome the lesson wishes to employ. 8. Devise or borrow from elsewhere, an enchanting environment (storytelling, theatre plays, mythology etc) where the creative action will take place. A place that excites the children’s imagination. Within this place, the children’s imagination will be provoked enabling them to talk about things , to have new ideas, to create a world of their own, contributing to the lesson. 9. Formulate a simple scenario Make an outline of the basic sequences phase, from where the action will pass to reach the desired outcome. Action is likely to build up after confronting various ad
ventures but not to reach the end very easily. It is up to you to find the right method that will lead action to the conflict. The “bell sound” can be a “tool” that allows the teacher to change the action so as to reach the desired end. 10. After reaching the peak of action, the end should not be far From the peak, [crescendo], we should be able to reach the adventure’s end quickly avoiding any superfluous details. However, make sure to save a little surprise for the end.
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EVALUATION IN CREATIVE LEARNING The issue of evaluation and assessment in the Creative Learning process is particularly sensitive since the child is not being assessed and evaluated in the traditional way (teaching, studying, examination, questioning, marking), but his/ her progress and change is being evaluated in the whole. Let’s not forget that learning means change and education is the process of change. By saying all these however, we do not want to reach the conclusion that there should be no evaluation of the CL process or the knowledge obtained in this process. Nevertheless, we should keep in mind three main points concerning evaluation: 1) What the children finally learned or gained in the process could be exposed mush later than we expect. We could see some or little change but the true change might come to surface much later. 2) The process of evaluating refers as mush to the knowledge that the students have acquired as to the evaluation of the teacher’s involvement in the process, how productive they have been themselves, if they have used the suitable techniques , if they have chosen the suitable activities to the theme. All in all, first to evaluate their own planning before they reach conclusions about what the students have/have not learnt or why or why they have so many difficulties. 3) Whatever way we choose to evaluate and assess the children, they should be informed about the criteria we as teachers have chosen to use. Generally speaking, we could say that in order to evaluate the knowledge that the students acquired, the simplest thing we can do is to write down the educational aims and objectives from the beginning
of the lesson and then see how many of them we managed to achieve. If, for example, I have set two curriculum aims (development of the use of the persuasive language and acquaintance with the Asia) and two objectives concerning learning drama terms, then in the end all I have to see is how many of these I managed to achieve. Let us see in more details what we can evaluate and how. There are no set standards and criteria for a teacher but still we can have some kind of categorising.
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CRITERIA CONCERNING THE DEVELOPMENT OF STUDENTS
1) Criteria concerning the attendance and the participation of the students a) If s/he attends regularly b) If s/he is punctual c) If s/he respects the place and what they create in the classroom d) If s/he follows the teacher’s directions and if s/ he respects the wishes of the rest of the class e) If s/he works seriously and purposely with self discipline and if s/he participates in the process without force and pressure f) If s/he has the courage to risk in the process and accept the success or failure and take responsibility of his/her actions. 2) Criteria concerning the skills development and understanding of the process: a) If and how well he knows the rules that govern the process b) If and at what extent s/he has assimilated the terminology that we use in the Creative Learning process c) How freely s/he can improvise, sustain a role, mimes, or listens to the other kids d) To what extent s/he participates actively and s/he is not being distracted, and of what quality work s/he presents while in role.
PARTICULAR CRITERIA FOR EVALUATION OF A LESSON
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These depend on the specific objectives of each lesson. If for example our goal is to teach maths (sizes, grouping), to help them take decisions, to discuss and to try to use the persuasive language, then these are what we are going to evaluate. This does not mean that we have to forget about the general criteria. The list of criteria could be indefinite and all we have to do is to decide on which levels of development we target, and which are our particular goals. It will be helpful if we divide the criteria into general aims and particular objectives. HOW? We mentioned before that the children should be aware of the criteria on which they are being evaluated. The first kind of evaluation through reflection is happening in the classroom but this in no time involves assessment. The children should not feel as if they are being tested on what they have learned. The evaluation in the classroom with reflection could be done in different ways: 1) In role: children express their opinion for the events-actions while in role 2) Out of role: Either in the middle of the process or during a break or at the end of the session the children discuss with the teacher about what happened in the classroom. In this stage the teacher is able to get the first information on what the children have learned. 3) By writing in or out of role (sending a letter, writing an article, writing a diary etc) 4) By drawing (in or out of role) 5) By creating still-images for which the children offer their opinion. ** One of the most important elements to remember is WHAT the teacher will ask and HOW he will pose the questions.
EXAMPLE OF POSSIBLE EVALUATION FOR THE SUBJECT OF MATHS WHAT WE EVALUATE ( COMMENTS) 1) Attendance 2) Punctuality 3) Participation (quality of participation) 4) Behaviour 5) Co-operation 6) Use of the appropriate language (i.e.maths language) 7) Understanding of the main points of the lesson 8) Processing and elaboration of the points the learnt (could they work on what we gave them?) 9) Way of handling the knowledge they acquired (how they used what they have learnt to solve the problem within the imaginative context)
SELF-EVALUATION
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After finishing the lesson and before we sit down for our final evaluation and assessment, we should evaluate ourselves and our planning because we might have been unproductive because of our fault. We can ask ourselves a few questions towards this direction: 1) Have I managed to communicate my expectations to the class? 2) Have I offered satisfying experience to the students? Do the children come willingly to the classroom? 3) How much has the experience changed them? 4) Have I asked too much or too little form the students? 5) Have I done enough to help them in the classroom? 6) Have I used the suitable techniques? 7) Have I used material that is suitable to my students’ needs and abilities? 8) Have I asked productive questions? 9) How has the status I chose in the process affected the children? Should I have taken on the role I took or would it be better if I had chosen another role? 10) Did I have the power to stop the process if I could see that the classroom was not productive in the process because of my mistake and change my planning? We have to keep in mind that we deal with human beings and every time that something else, beside the aims and goals we have set comes up, then it is good to take advantage of the chance and discuss it. We do not necessarily have to change our complete planning and aims.
CASE STUDIES G r e e k Educational System
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one, two, three lets count you and me 1st Grade Math / Chapter 5 and 6 Reading and writing of the numbers (Greek Educational system) Materials for the lesson A4 papers pieces of string pencils in various colors
Layout of the classroom The desks formed in a circle so the children that will be sitting to face the centre of a large circle.
1st Phase The children draw on A4 papers the numbers 1 to 10 and hang them on their chest or on their back. They divide in two groups. The “observers” and the “players”. The players go in the middle of the circle. The “observers” sit at the desks around the action area that is like an arena.
2d Phase The “players” move up and down to shuffle the numbers upon them. The teacher’s bell sounds and everyone freezes. The teacher assigns to one or more children to find the “one” and place it on the far left end of the arena. Then someone else to find the “2”. Then the “4” and to place it but now there has to be a space between “2” and “4”, in order for the “3” to have space to fit in between. The teacher asks someone to find number “7”. The same goes on until all the continuity of the numbers 1-10 is configured. The teacher’s bell sounds again, the alignment is dissolved and starts moving up and down.
Το καμπανάκι του δάσκαλου ξαναχτυπάει η σειρά διαλύεται σε μία κίνηση πάνω κάτω.
3d Phase
The two groups change roles and repeat the same process with the team of the “observers” to be in the middle playing while the ex-players are now “observers” The lesson can end with a poem that can be recited in a continual recitative (each child says a verse) that can be as follows: I am the one two is my name my name is three four is in the game Five is always here and the six beside, near I am the brave Seven Don’t forget the eight, never Here is the high nine and the ten bright and shine Don’t stop, the song is singing Together all, from the beginning
(The Greek version can be) Είμαι το ένα και εγώ είμαι το δύο Είμαι το τρία και το τέσσερα εγώ πέντε με λέν’ εμένα και εμένα έξι είμαι το επτά εγώ και εγώ είμαι το οκτώ Το εννιά έρχεται μετά και το δέκα ακολουθεί Και πιάστε ξανά το μέτρημα πάλι απ΄ την αρχή
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I think, therefore I exist 1st Grade physics: Psychokinetic Expression The body speaks-expresses facial expressions in combination with the Fine Arts of the 1st Grade “Faces that speak”(Greek Educational System)
Instructions for the lesson In extension of the lessons: 1. The body speaks (it is tired, in a hurry, calm, angry, happy) 2. Facial Expressions and based on the expressions “ sad, calm, angry, happy” and 3. Also in combination with the Fine Arts lesson 1st-2nd Grade Elemntary scholl “ Faces that speak” (B3)
Layout of the classroom According to the teachers thoughts and needs.
1st Phase Children are divided into 2 groups. Group A: the ones that take action
Group B: the observers-spectators CALMNESS Group A is divided in couples (they will take turns) From the couples, one sits and holds an object ( pencil, textbook, book) Body Expression: and uses it as wishes ( writes in the textbook, goes through the pages etc) Body Language-expression: the other child comes and takes it away. Facial Expression: The work is interrupted and evokes anger. ANGER The subgroup A, is angry (the teachers bell sounds and the action freezes). Group B (audience) are called in to put in words the anger of the sub-group A. (do not do this, give it back, it belongs to me etc). The best are recorded.
2nd Phase SADNESS Sub-group A is feeling sad. With the face ( crying, gloominess) How do express it with the body? The hands on the face, movement to the corner of the classroom hiding-crying etc. (the teachers bell sounds and the action freezes). Group B ( the spectators) are called in to put into words the sadness of sub-group A ( he took it away, how will I write/ read now, what will I tell my mother/father, it is unfair etc) The best are recorded on paper. Then Group B are asked to express in words, the expressionmovement of the children that “acted” and see sadness in the eyes of their classmates. ( I made him cry, I shouldn’t’t have taken it, I will give it back, I will apologize etc) The best are recorded
3d Phase HAPPINESS Sub-group B, gives back the object.
Apologizes. There are promises that it will not happen again. Order is established. Sub-group A is happy (hugging, handshakes, mutual promises). (the teachers bell sounds and the action freezes). Group B (observers) are called in to put words of happiness for the re-establishment of order and friendship. The best are recorded.
4th Phase Groups A & B change Roles and the same is repeated. The Educator can record the proposals, answers of the children as observers and create dialogues that derive from the children, which then can be used as material for an innovative theater act. In combination with the Fine Arts Class, the Teacher can: 1. Children will draw the expressions: Calmness, Anger, Sadness, and Hapiness. 2. Use well know paintings of the Great Masters, with themes of children in various moods. Discuss with the children about the paintings, the feelings , the expressions, the actions of children in the paintings etc. We suggest paintings by George Iakovides, Nikolaos Gyzis, but also Renoir, Degas)
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Waltz with the stars Our solar system 6th Grade Geography: Book: Learning about Earth FIRST SECTION The earth as a celestial (Greek educational system) Materials for the lesson A flashlight, a cd player / tape recorder, a famous waltz that could be “Blue Danube”, or “Traviata” by Verdi, or whatever the teacher chooses, teacher’s bell Tags with the names of planets (Mars, Venus, earth etc.). The tags are made by the children at the beginning of the course and hang them up with a cord around their necks or with a paper clip pinned to their clothes. The teacher’s bell
Layout of the classroom The desks-chairs must be by the walls of the class-room so as to have free space in the middle to move. The teacher
makes concentric circles with a chalk or masking tape on the floor. The number of circles must be half the number of children in the class because the children will be divided in pairs. It will be good if the concentric circles are as many as there are in our solar system stars. It will be better, more exciting and funny if we have a relative blackout by the school’s curtains so as the light of the flashlight to have more extraordinary results
Phase 1 With the guidance of their teacher, children learn to waltz. We do not care how well they will waltz. Just good enough so as the can twirl and click on the circle that is set from the beginning on the floor. The teacher stands at the center of concentric circles and illuminates the flashlight. The music plays and scatters the melody of the whole class. Off course the flashlight falls on the pair of children when they pass in front of him. So a pair is illuminated on one side and not the other. The teacher helps with the proper moves and maneuvers that flashlight=sun falls accordingly and makes the lesson more understandable.
Phase 2 The bell rings and children are immobilized. The teacher gives the tags with the names of the planets in each pair. The music resumes and children dance. The teacher with the flashlight illuminates the planets as the sun in our solar system. At his own discretion, action can stop to correct or clarify the details (How planetary paths do not overlap and do not strike one another, slower one planet in relationship with someone else who turns faster etc.)
Phase 3 Couples can change paths for greater variety and they can switch tags too. Phase 4 Children sit at their desks and the teacher presents the course by explaining and combining the creative course with the theoretical-cognitive way, with the known traditional form. Views and maps explain and show pictures that indicate the position of the planets on their orbits, their speeds etc. The gain is that children, in addition to knowledge about the planets, danced, listened to music, disciplined on the tracks painted by the teacher on the floor, socialized through movement, danced and played
4 The Trojan war
3rd Grade History (Greek educational system)
Materials for the lesson Paintings of Trojan war themes. The teacher can find many historic paintings online and choose what corresponds best with his/her class. For classes such as History or Religion, the teacher has many choices and take initiatives that will make the class fascinating (images, video projections, short theater performances etc) See below some sources with Mythology themes, including the Trojan war. (see image on the left column) http://www.howarddavidjohnson.com/myth&.htm http://holographicarchetypes.weebly.com/pantheon.html http://www.mythindex.com/greek-mythology/Names-O. html The teacher’s bell
Layout of the classroom The usual Layout The printed picture (as large as possible) to be hanged on the blackboard.
1st Phase What do we notice in the image? The people The environment (battle field, the Trojan castle etc) How are the people dressed (Helmets, armors etc) What exactly is going on (battle , the chariot that is dragging Hector etc) Description of the Battle in detail : Heroes (Can we name them - Achilles-Hector etc) Weapons (spears, shields, helmets etc ) Objects (chariot etc) What animals do we see ? The weather conditions (clouds, heavy sky etc) The dialogue with the children takes place in parallel with the teachers instruction of the lesson and describes the facts by the book and as he knows them .
2nd Phase According to the teachers judgment and when the descriptions and conversation with the children seems complete, he can pass on to theatrical forms and techniques, using simple imaginary dialogues upon various themes: What did the messenger tell Achilles about the death of his friend Patroklus ? What where Achilles feelings and what did he answer? What where Hector feelings towards his son Astyanax before going to battle? What where Priam feelings and his advice to his son Hector not to go to battle with Achilles? What where Priam feelings and what did he tell Achilles when giving him the dead body of Hector? The feelings of the Heroes in these short scenes are necessary and provide a different road to knowledge, “Creative Learning�, beyond the cognitive way. The Teacher aspires to direct the students towards this.
Aesthetically, there is little importance in the performance and ascription of the feelings. All feelings are acceptable. All feelings and every development or form created (words, syntax and possible mistakes are overlooked)
3d Phase These short-few minutes scenes of the class, can be combined later to synthesize the lesson as a jointed action that all children participate.
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The Flying Time-train 5th Grade Mathematics Units to count time, Section 9 (Greek Educational system)
Materials for the lesson 1-2 kg beans (preferably small) I piece of textile/bed-sheet about 4x4, preferably of a bright color. Numerous small paper bags (for the seconds) Numerous middle size paper bags (for the minutes). 60 small should fit in one middle size bag. Large bags (for the hours). 60 medium bags should fit in one large Hour bag. Paper clips Some thin rope or string about 15 meters. The string and the bags will create a Train with hanging wagons. A carton box. The teacher’s bell
Layout of the classroom The desks are placed on the sides creating 3 small nests. They are the Minute Stop, the Hour Stop and the End-of-the-Day Stop (last journey stop) In the middle the textile is placed and all the beans are scattered. The string is tied and runs all around the classroom from one stop to another.
It begins from the cloth were the children collect beans/seconds and ends were the Day ends and the large bags with the hours. The children are divided in 4 groups. The minutes (the team with most members) The seconds (lesser children than the team with seconds) The Hours (even lesser children that the minutes) The Day (Few children maybe even just one) (For example in a class of 25 students, 13 children=seconds, 7 children=minutes, 3 children=hours and 2 children=day).
Phase 1 The children of the seconds team fall upon the cloth (with the beans) and count to collect 60 beans each. They put them in the small bags. Each bag with the 60 beans is closed with the paper-clip and hanged on the string at its beginning.
Phase 2 One student pulls the paper-bag of Seconds- like a hanging wagon-bringing it at the Minutes Station (60 beans/ seconds=1 minute), where the children of that station take it (and maybe also counts them). Then the same happens to reach the Hour Station. There they empty the bags of Seconds, in the large bag of one hour. In that bag all the smaller bags of 60 minutes are collected until one hour is completed.
Phase 3 One student pushes like a flying wagon the bag full of minutes to the Hour Station. There, the students of the hours receive it and count the beans. When they finish counting, they put it in the large bag (1 hour) (super market-shop bag) and lead it to the END/DAY station, where the children there will receive it and collect 24 such bags, filled with “minutes” and “seconds”.
The children will continue the collection of beans/seconds and putting them into bags they lead them to the “Minutes Station”, hanging by the string, by a paper-clip, like a wagon. When they collect 60 “Minutes Bags”, the according children drive them to “Hour Station”. Accordingly when they collect 60 Hour Bags, they put them in a box and take them to the Day Station. When there are 24 Hours in the Day Station, then they take them to the Final-Day-End Stop. Alternative solutions for the teacher The Teacher can decide how to arrange the beans so as to have less bags. i.e. instead of 60 beans there can be 6 (each bean can count for 10), therefore have 6 beans in one “seconds” bag) The same can happen with the string as it can be replaced by cars/toys that the children can bring from home. So, during the action, the children can load the cars with bean bags and lead them to the according stations. The Teacher is free to imagine more solutions or more suitable ones for the space. Also, such an action can take place outside by collecting stone etc… Presentation and description of the lesson. In the last 15 minutes children can return to their desks and listen to the theory of the lesson and present their questions and answers to their teacher for the best understanding.
6 Title Social Groups 5th Grade Social and Political behavior: (Greek educational system)
Materials for the lesson The teacher asks the children to bring for the next day pictures that show : animals. Sport events or people, actors, singers or important personalities, social or political situations as well as clippings of criss-crosses, zodiacs, cartoons, announcements. MATERIALS : papers, pencils, scissors, cartons, glue, staples, pictures.
Layout of the classroom we separate the desks so as to form 4 squares which we name with labels : Sports, Social-political, Artisticaesthetic, General editing-press room. The pictures are displayed for all to see.
Phase 1 The teachers explains to the children that today they will make a news-paper that will be distributed to all of Greece. He/she asks the children to decide which subject they will write about in the paper.
Phase 2 After the teacher listens to what the children have chosen , they pick out a picture and go to the according section. So, some children are sports editors, other are social reporters and others are artistic reporters.
Phase 3 The teacher asks the children to comment on the pictures they have chosen and write their comments on a piece of paper. So, each of the 3 sections discuss the subjects of each one and co-operates to decide which is more important to be first-story. Then they glue the Central theme on a news-paper size paper and add all the other stories they think will make complete the 3 sections of the newspaper. When they finish all 3 sections move to the Editing, Press-room section and put together the whole news-paper, adding all else that is needed‌zodiacs, criss-crosses ‌ When they are done the children staple the newspaper and hang it at the News-paper Stand (blackboard) to sell it.
Phase 4 The classroom returns to its formal structure and the teacher talks to the children about groups, small or large about their common things or how groups act and co-operate for a common cause
CASE STUDIES Italian Educational System
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Classification 2nd Grade - Math (Italian educational system)
Materials for lesson A3 photocopies to colour, circles, boxes , stereo, white poster, glue, scissors, colours
Layout of the Classroom Phase 1-2: classroom Phase 3: gym Phase 4: classroom
Phase 1 The teacher introduces the subject, starting a debate with the students about the experience of their daily life. With the use of some items such as a toys, he/she asks children to make other examples of items that can be inserted into the toy category and so on for other categories. The informa-
tion gathered during the discussion is written on the blackboard.
Phase 2 The teacher distributes to each child a photocopy with objects of the same category (e.g. flowers, means of transport, sweets, furniture, toys ...). Each child color and trim the images of the sheet that was delivered to him. When all the children are over, the The teacher collects the images in a container.
Phase 3 Students are accompanied to the gym. The The teacher prepares the material for the game by placing as many circles as possible on the floor, each for every colored categories in the photocopies. Each circle must be marked with the name of the category. When the music begins, the children will have to pick up the pictures from the container and put them in the circle of the corresponding category. The The teacher keeps time of how long it takes to place all the images. It is possible to repeat the game to try to improve the time.
Phase 4 The teacher accompanies the children to the classroom where he/she resumes the experience they just lived in the gym and invites the children to create a poster with the sets of the categories used for the game. In each set, the images of the printouts previously used will be glued together.
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Concrete noun and abstracted noun 5th Grade - Language description (Italian educational system)
Materials for the lesson Cardboards with sensory organs sketched on it (one per cardboard),markers, stereo and music Layout of the Classroom Stage 1-2: classroom with desk divided in groups Stage 3: gym Stage 4: classroom
Phase 1 The Teacher introduces the subject and explains the difference between a concrete noun and an abstract noun. He/she writes some examples on the blackboard and asks the children if they are abstract or concrete names. In order to clarify the topic those example can be used to form sentences.
Phase 2 The students are divided into groups and they have come up with some concrete and abstract nouns. After finding them they have to form a sentence with each name, and in the case of concrete nouns they have to specify which sen-
sory organs they can be perceived with. When all the groups have completed the task, the teacher collects the produced material.
Phase 3 Teacher brings the children to the gym, tells them to sit down, and places the cardboard with the sensory organs at different corners of the gym. The game may start. Everyone moves freely in the space accompanied by a musical background, as the music stops the participants must stay still and wait for the teacher’s instructions. At this point the teacher gives a concrete or abstract noun among those identified by the children in step 2. If the name is concrete, when the music starts, children will have to sit near the cardboard with the corresponding sensory organ (even more than one). On the other hand if the name is abstract, when the music starts, children will have to try expressing the pronounced name (e.g. sadness - children walk in space with movements and expressions that remind us of sadness). The game ends when all the names have been pronounced.
Phase 4 The third activity is discussed in class to gather all students’ opinions. To verify the actual proficiency of the teaching unit, you can propose a form with exercises to be completed individually.
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Cell 5th Grade - Science (Italian educational system)
Materials for lesson A4 Sheet, big towel, circle, stereo e music
Layout of the classroom Stage 1-2: classroom, desks divided in groups Stage 3: gym Stage 4: classroom
Phase 1 Teacher explains to the children that during the lesson they will talk about the cell. A theoretical introduction is also made using of pictures or videos in order to facilitate understanding. It focuses on the various parts of the cell and its features.
Phase 2 Students are divided into working groups. Each group will need to deepen one of the parts of the cell researching information on the textbook or other sources. The information found is transcribed on a sheet and learned by the group . The components of each single group should divide brief parts of the explanation so that it can be memorized in sequence (eg, the central control cell of the cell / directs its life / allows it to be reproduced).
Phase 3 Teacher accompanies the children to the gym and invites them to join the partners of the workgroups formed in second phase . In a corner of the gym the towel / parachute is arranged. After a brief review of the learned parts, the game may start. All the children move into space with background music, the teacher at one point begins a brief narration: “All living beings are made up of infinity of small cells. Cells are considered bones of living beings because they form plant and animal organisms. The organisms formed by one cell are called unicellular, those formed by multiple cells, multicellular. The cell is composed by different parts: the cell membrane “at this point the music stops and so the children. The group that worked on the cell membrane explains what that is through the memorized parts , takes the towel / parachute and places it in the center of the gym. The teacher continues the narration by naming the various parts and the sequence of actions repeats. The children of the named party group give the explanation and position themselves inside / below the diaphragm canvas. The game ends when all the cell components are in place.
Phase 4 In class, the teacher confronts students with the activity they are doing. you can make draw on a poster the different parts of the cell and their explanations.
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Egyptian pyramid society 4th Grade – History (Italian educational system)
Materials for the lesson Tin cans, A4 sheets, pencils, scissors, glue, tape, paper ball.
Layout of the classroom Phase 1-2: the activity will be performed in the classroom. You have to form groups based on the pyramid society. Phase 3-4: you need a free space (without desks) inside the room.
Phase 1 The teacher introduces the topic: she/he will speak about Ancient Egypt in general and then about the pyramid society (pharaoh, nobles and priests, scribes, soldiers, artisans and merchants, farmers, servants and slaves).
Phase 2 The teacher divides the children into groups: nobles and priests, scribes, soldiers, artisans and merchants, farmers, slaves. Each group finds out objects that characterize the social status of the group. The children draw objects and men on paper stripes that they will stick on the tin cans. The number of cans has to be appropriate to build a pyramid.
Phase 3 Each group finds out features of the given social status (rights, duties, tasks,...) and writes them on a sheet. The children have now to hit the can pyramids with the ball: the points are given according to the social status represented by the pyramid (1 for a slaves can, 2 for a farmers can,...). In order to get the points, the group has to answer some questions about Ancient Egypt; it has also to recognize a particular social status by reading the files prepared previously by the groups.
Phase 4 The teacher discusses the activity with the children and asks them if they know societies/states that still have pyramid societies.
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Flower and fruit 2nd Grade – Science (Italian educational system)
Materials for the class White cardboard, pencils, a fruit, a flower.
Layout of the classroom The task will be performed in the classroom.
Phase 1 The teacher explains the characteristics of the flower, as the part of the plant that produces fruit and seeds. The children observe sections of flowers and fruits and describe the parts that characterize them.
Phase 2 The teacher explains that different varieties of plants exist in the world and each one produces a different variety of fruits. He/she discusses with the class and trys to understand what the children know about the topic (do they have trees in their garden? what are their favourite fruits?). Then he/she finds out a fruit for each child and gives him/ her the task to individuate its flower and plant (homework).
Phase 3 The children show the results of the research to the class. The teacher asks them to draw flower and plant on two separate cardboards. Then he/she collects the drawings and explains the memory game. During the game the children have to find out each flower/ plant couple.
Phase 4 The teacher talks with the children about the activity. He/she lets them play the game the days after too.
CASE STUDIES Bulgarian Educational System
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Types of motion 6st Grade Physics (Bulgarian educational system) Based on lesson “Types of motion” In The human and the nature school book of 6st Grade page 8-11
Materials for the lesson Cards with a description of the type motion written on them. Different objects and pictures.
Layout of the classroom There is a desk in front of the blackboard. The different objects end pictures are placed on it. The rest of the desks and the chairs are put aside.
Phase 1 The teacher prepares the necessary “requisite”: different objects and pictures. He/she should make ready a variety of descriptions of different types of motions to be presented by each pair of students. They are written on the cards. The teacher says: “Today we will not be quiet and peaceful because we will talk about the types of motion.” You will act them. The teacher divides the class into pairs. Each pair of students should play a certain type of motion. The other students have to guess what the motion is. Each pair receives a card with a description of the motion which they
have to play. The students should not use words, only sounds, gestures and mimics. They can also draw on the board. For their performance, each pair can use the objects and pictures in front of the board.
Phase 2 The game can go like this: The first pair: On their card are written the words: sun, earth, curvilinear uniform motion. The pair can first draw the sun and the earth on the board. Then one student points to himself for the sun. The other will be the earth. One student stands in the middle of the room and the other walks around. The answer to the other students should be: a curvilinear uniform motion. They should also indicate whether the trajectory of motion is visible or invisible.
Phase 3 Another pair of students draws a card. The words written on it are: a moving car, another one overtaking it. The students can act this type of motion in the following way: the first student moves forward and buzzes like a car. The other student buzzes like a car too and overtakes him. The answer of the other students should be: for the first student – rectilinear uniform motion and the other one – uniformly accelerated motion. The trajectory of both motions is invisible. The next pair draws a card. It is written on it: two skiers, slalom, leave traces in the snow. The correct answer of the students should be: curvilinear accelerated motion whose trajectory is visible.
Phase 4 The teacher announces the end of the game when all pairs make their acts. The students choose the best performance.
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Adjective- noun Agreement 2nd Grade – Bulgarian Language (Bulgarian educational system) Based on lesson “Adjective- noun Agreement” In “Bulgarian Language school book of 2nd Grade children-happy
Materials for the class Coloured sticky sheets with a noun and an adjective written on them. The noun and the adjective must be written in different colours.
Layout of the classroom The desks are arranged in two rows facing each other from opposite sides of the room.
Phase 1 The teacher explains the rules of the creative lesson. The pupils should stand in a circle behind each other and close their eyes. The teacher puts a coloured sheet with the written words on the back of each child. Each pupil should read aloud the noun from the back of the child in front of them. They have to say an appropriate adjective whish agrees with the noun in gender and number. There will be two spins in the circle.
Phase 2 First spin The pupils are standing in a circle behind each other. The teacher is choosing the child which will begin the creative activity. The pupil is reading aloud the noun on the back of the child in front of him/her. The pupil who is in has to say an appropriate adjective, agreeing in gender and number with it. The game continues until all the adjectives from the children’s backs are read.
Phase 3 Reverse circle rotation. This time, the pupil who was the last to read out a noun, starts first by reading the adjective from the child’s sheet in front of him/her. The pupil who is in front of him/her has to say a suitable noun which agrees in gender and number with the adjective read. The game can be made more complicated, depending on the ability of the pupils.
Phase 4 The teacher tells the pupils to close their eyes and put their hands on the shoulders of the children in front of them. They should make a nice massage to each other without opening their eyes. The teacher tells the children to open their eyes and look at each other in the circle. All children should smile at each other and help the teacher put the desks back to their places.
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Oceans on Earth. 6th Grade – Geography (Bulgarian educational system) Based on lesson “Oceans on Earth” In Geography & economics school book-6th Grade p.146 World_Ocean_Global_Animated_Map
Materials for the lesson The children bring from home: Plastic/paper plates. Biscuits or sweeties. Four large A2 sheets. Markers – four different colors Teachers Bell.
Layout of the classroom The classroom is organized in a way that 2 desks are put next to each other so 5 or 6 students can sit around. Four pairs of desks are needed in the classroom and 5-6 chairs around it. The rest of desks and chairs are put aside.
Phase 1 The teacher divides the class into four groups. (5 students per team, if the class is 20 children i.e.) Each group chooses one of the students to be their host. Each group sits around one of the desks. It is their table in the living room. There they will meet their guests – the students from the other groups. The students of each group cover their tables with A2 sheet. It is their “tablecloth”. Each group decorates their table with sweets and biscuits. On the “tablecloth” of each group is written the name of one of the oceans. (Atlantic Ocean, Indian Ocean, Pacific Ocean and Arctic Ocean)
Phase 2 At the beginning of the game the teacher says: “Today we will travel to the ocean world. The trip consists of five visits. We will visit and describe the oceans on the Earth. Each visit has its own name.” The teacher writes the names on the board. 1. Geographic position, boundaries 2. Specificities of underwater relief 3. Specificities of climate and ocean water 4. Natural resources 5. Protection of the ocean On the first and last visit the groups write down about their ocean on their table. During the other three, they visit the other groups and write down about the other oceans.
Phase 3 The teacher gives a bell signal. For the first visit, the groups have 5 minutes to discuss and write down what they know about their ocean: geographic position, boundaries. For the remaining 4, they have 7 minutes. The groups will also have the opportunity to add that has already been written. The teacher gives a bell signal. The students from each table leave their own and go to the next table. Only the host student does not move. At each visit he meets the new “guests” / other groups /. He first introduced the guests to what was written so far. Guests appreciate if there is something to add. At the last visit, each group returns “home”. The students of each group discuss and write down different ways to protect the ocean.
Phase 4 The teacher announces the end of the game with a bell signal. Each host tells what happened at his table: how the groups worked, how the discussions took place, what the emotions were. Finally, each host reads the ocean description.
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The clock 1th Grade . MATHEMATICS: (Bulgarian educational system)
Materials for the lesson Ropes 2. Numbers from 1 to 12 written on square pieces of cartoon on both sides. 3. 1 smaller stick about 50 cm and 1 bigger stick about 1 m. 4. Paper sticky tape
Layout of the classroom The classroom should be empty. All desks and chairs are put aside.
Phase 1 The teacher explains the rule of the Clock game. Big circle will be drown on the floor with ropes. 12 pupils will impersonate numbers of hours inside the clock and 2 – small and long hand of the clock. The rest of the pupils will be around the clock. The teacher will put questions to every pupil around the clock like ‘’What time do we start the school?’’ The pupil should answer: 8. Then the 2 pupils who impersonate clock’s hands should point to numbers of hours – small one should point to number 8, big one should point number 12. The pupils who impersonate the clock’s hands should change every question. Questions are divided in 2 groups. What do we do in the morning and till noon, and what do we do in the afternoon and evening. The pupils help putting aside desks and chairs to free the middle of the room. The teachers makes a big circle with the ropes and marks on the floor with a sticky tape places of the 12 hours inside the clock and the centre of it.
Phase 2 Questions: What do we do in the morning and till noon? The teacher chooses 12 pupils and gives them numbers from 1 to 12.
Randomly he asks each of them one after each other about their place in the clock and to crouch with the number in their hand to be visible for everybody. When the 12 clocks are in their places inside, the teachers points 2 pupils from outside to be small and long hand of the clock, gives them small and long stick and asks them to go in the middle, standing back to back. Teacher ask one pupil from outside: At what time do we start the school. Pupil should answer: At 8. Then the pupils who impersonate the clock hands should point with their sticks the hour of 8 – small one to 8, long one – to 12. Then the hand of the clock change, other couple of pupils take their places. And so on. Possible questions: – At what time do I wake up? – At what time my mom starts work? – At what time my dad starts work? – At what time my brother/sister goes to kindergarten? – At what time is our school break? And so on. Every teacher can made up the questions. Questions could also be vice virsae like: What do I do at 2 o’clock at night?
Phase 3 Questions: What do we do in the afternoon and the evening? Another 12 pupils take places of the numbers of hours inside the clock. And the game continues with questions related to afternoon and evening like: – At what time do we have lunch at school? – At what time do we finish the school? – At what time my dad comes back home from work? – At what time do we have dinner at home? – At what time do I go to bed? The pupils impersonating clock’s hands change after every question. The teacher also explains here that 3 in the afternoon is 15 h, 8 in the evening is 20 h etc.
Phase 4 The teacher explains that there are different type of clocks – mechanical, electronic etc. Pupils help the teacher to put the classroom back to the normal order.
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The chronicles of Krum’s dynasty 6st Grade History (Bulgarian educational system) Based on lesson “The chronicles of Krum’s dynasty” History civilizations school book-6st Grade p.46
Materials for the lesson Pictures of the rulers of Krum’s dynasty. Sheets with the names of the rulers of Krum’s dynasty. Sheets with the period of rule. Six bowls Two cardboards A2 Glue
Layout of the classroom There are only two desks in front of the board. There are 3 bowls on each of them. In the first one are the pictures, in the second one – the years and in the third one– the names. Half the desks are from the one side of the classroom and the rest on the other side. In two lines facing each other. (Not one behind the other).
Phase 1 The teacher divides the class into two equal teams (10 students per team, if the class is 20 children i.e.) Each team has a cardboard with the family tree of Krum’s dynasty. Some years and names are written on the cardboard. The students from each team have to fill in the missing ones – pictures, years and names of the rulers.
Phase 2 The game goes as a competition. The students from each team are in a column one behind the other. When the teacher gives a signal, the students of each team one by one go to the bowls with the rulers. They return to their team and they put the picture of the ruler on the family tree. If they have difficulties, the others help.
Phase 3 When all pictures are placed on the family tree, the students from each team go to the bowl with the names of the rulers. After that the students do the same with the sheets with the period of rule.
Phase 4 When all elements of the family tree are placed on the cardboard, the teams check if everything is in order. If they’re sure, they glue on/stick all pictures and sheets with the glue. Each team can decorate the family tree. The team who orders the family tree fast and correctly wins the game.
CASE STUDIES Swedish Educational System
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Count 1 to 10 1st Grade – Mathematics Swedish Education System
Materials for the classroom 3rd, 4th & 5th Phase: Music and a CD- player.
Layout of the classroom Phase 1,2,3,4 and 5. Free space for the students to move.
1st Phase The whole class stands in a circle. One at a time each student must try and sit down until everyone is on the floor. There is no order. The students can sit whenever they want. However, if two students try and sit down at the same time, the activity should start again. The activity is difficult if the classroom has more than 15 students. Therefore, it is better to divide into small groups. When two groups succeed at sitting down all together the teacher brings them together. At the end, they can try to do the activity with the whole class.
2nd Phase In the same way, all students stand in the circle and count from 1 to 10. Now instead of sitting down in order they count up from 1 to 10. If two students say the same number then they need to
start again. This is a group activity and the group should work together. If the teacher wants to make the activity easier it is better to divide the class in 2 or 3 groups. The teacher can make the activity a bit difficult to count from 10 – 1 or the students count while their eyes are closed.
3rd Phase The students are still in the circle and the teacher gives them a number from 1 to 10. Each student gets one number. The teacher asks the students to think about how the number can be in a drawing. The teacher lets the students think about how they can draw the numbers and at the same time she or he prepares music. When the teacher starts the music the students will draw the number that she or he has with their body. The rest of the classroom can repeat afterwards.
4th Phase Lastly the teacher asks the students to stand in line from 1 to 10 based on the number that they get. In this case it will be probably 2 or 3 groups. When the music starts each group will draw the numbers at the same times with their body. Tips to the teacher: The teacher can use different music to make the drawing more fun. It can be fast or slow-motion drawing.
5t Phase The teacher finishes the activity with music and dance. All students can dance as they wish. However, whenever music stops they need to freeze and count from 1 to 10 all together.
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Space and the solar system 1st Grade – Physics/Science (Swedish Education System) PULS NO-boken grade 1-3 Grundbok Page 8 Space
Materials for the lesson Phase 1. Music video: https://www.youtube.com/watch?v=tkzdR93bqw A round object. Phase 2. One or two package of Spaghetti. One package of Marshmallow. Phase 3. Music video: https://www.youtube.com/ watch?v=DEHBrmZxAf8
Layout of the classroom Phase 1 and 3. The empty classroom to move freely. Phase 2 and 4. Normal classroom setting.
Phase 1 The students stand in a circle. The teacher places one round object in the middle of the circle. This object is the sun. The teacher starts the music that is about the sun. https://www.youtube.com/watch?v=t-kzdR93bqw All students walk around the sun with music. When the music finishes they watch the same music video.
Phase 2 The teacher asks about the other planets that students have seen in the video. The teacher takes note on the white board and writes all planets. The teacher divides the class into 4 groups. Each group uses the spaghetti and marshmallow to build a rocket to send space. The group should work together and make a stable rocket. The teacher says that each group will visit the space, moon and 8 planets. – Venus – Mars – Uranus – Jupiter – Saturn – Mercury – Neptune
Phase 3 Each group comes in front of others with their rocket. The teacher countdowns from 10 – 0 and starts the music. https://www.youtube.com/watch?v=DEHBrmZxAf8 The group dances with music and pretends to travel in the space with their rockets. The teacher finishes the activity with another countdown to land on the earth. Each group improvises their travel.
Phase 4 The teacher asks reflection questions to all students. – Where is the world in the solar system? – What happens if we come closer to the sun or go away from the sun? – How moon and the sun help people?
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Affect of everyday decision 6th Grade – Geography – Swedish Education System Materials for the class
-Protective gloves for picking trash for each students. – Plastic bags for collecting it. – Paper (or whatever material suits) for signs. -Pen and papers. Different objects that you can find a documented breakdown time, in nature. Also signs with the time of its breakdown written. Example: Toilet Paper 2-4 weeks-Newspaper 6 weeks Apple 2 months-Plastic bag 1-20 years
Layout of the classroom Tables situated in such a fashion that groups can walk freely between them when choosing which sign to pick and stand next to. The exercise is also combined with outside activity (walking).
Phase 1 The teacher comes with several A4 papers. On each paper there is a word: glass bottle, apple, banana, metal fork, wooden chair, Lamp, Newspaper, Letter B, World, Plastic bag, School, Home, Friend, Help, Nature etc… The teacher collects all students in a circle and count from 1 to 4. Those who get number one is group number 1. Those who get number two is group number 2. Those who get number three is group number 3. Those who get number four is group number 4. Each group stands in one corner of the classroom. The teacher stands in the middle of the classroom and shows the A4 papers one by one. When it is Banana then every group should create a banana with the help of their group members bodies. When each group finish it freezes and then they move on to another word. Some words can be difficult or abstarct therefore the teacher should give more time that the students can accomplish the task. But, in anycase the time for each word should not be more than 20 seconds.
Phase 2 After the first game the teacher brings real objects and gives one object to each group. The teacher puts several signs with years, months and days. Then he/she asks the groups to stand by the sign that they think matches the time of breakdown for their object. The teacher gives the answer after all groups stand next to the sign that they believe. If the groups guessed wrong they can move the correct sign after the teacher reveals the answers. Tips to the teacher: Discussion about why breakingdown of some object takes longer time than others.
Phase 3 Take the whole class outside, maybe to a forest if possible. Now they will have a better understanding about breakdown in nature. The teacher hands out gloves and bags to each group. Then tell them to within 15 minutes try to gather trash worth of 500 years of breakdown combined. Each group comes back and hand out their plastic bag to the teacher. Together with the students the teacher counts the years that’s combined with the objects within the plastic bag. Tips to the teacher: Discuss within each group the reasons for recycling the object they’ve been handed.
Phase 4 The teacher says that one student in each group will play the “troublemaker”. The troublemaker is suppose to make up excuses for why he/she doesn’t want to dispose trash the correct way. – Example “I’m too tired to go down to the supermarket and recycle this… I’ll just throw it out the window instead!” Then the group for that object will act as protector of nature and tell the troublemaker why it’s important to recycle.
Phase 5 The teacher can suggest to the students to visit a recyling center near the school area. They can arrange some questions to ask the people who work in the recycling center and ask them when they visit.
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Our Money 2nd Grade – Math – Our Money Swedish Education System Page 28 Vera Pengar
Materials for the lesson Phase 1. 4 A3 paper, Colourful pens. Phase 2. Some coins and drawn credit card.
Layout of the classroom Phase 1. Students can use the whole classroom, the chairs and the desks for their group. Phase 2. The classroom setting is empty to move freely. Phase 3 and 4. Normal classroom setting.
Phase 1 The teacher divides the whole classroom into 4 small groups. Each group has a big A3 paper and some colourful pens. The teacher writes a question to the white board. ‘What can we buy with our money?’ All students discuss within their group and write down some objects, food, furniture, games etc…. Each group presents their brainstorming or drawings with the rest of the class.
Phase 2 The teacher asks the same groups to open a shop with the things they listed. The student will have time to draw and cut the objects that they want to sell. The teacher will be in the role of visitor and visits the shop. Each group prepare their shop and objects to sell. When one of the groups is ready, the teacher comes as a visitor to buy something. The teacher asks some questions during the visit – What is the price of the object? – Why are the tomatoes so expensive? – Can I get 2 plastic bags? – Can I pay cash or credit card? – How much will I pay total? Tips to the teacher: It is important that everybody in the shop has a certain roll. One person can be cashier and others objects or food in the shop. The teacher can also use real coins and drawn credit card to explain thepayment in the improvisation. The improvisation continues until shopping ends. Each group sets their shop and completes their improvisations.
Phase 3 The teacher asks reflection questions – What happens if the money is not enough for buying sweet/ cinema ticket/drink? – Do you get pocket money? – Do you save money to buy something? – Did you see other money in other countries?
Phase 4 The teacher asks the students to discuss at home with their parents about family money. What are the costs that family’s money goes to? – Renting the house, transport to the school, TV tax, food, Cinema, clothes etc. The teacher and all students can discuss the how money is used at home next week.
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Be a senator 5th Grade – History – Parliamentarism (Swedish Educational System)
Materials for the class – Music Player and CD or mp3, instrumental music for phase 1. – Flipchart papers with the color Blue, Red, Green, Yellow and markers – A5 papers with YES or NO sign on it. – One kitchen paper-roll
Layout of the classroom Phase 1. the room setting is empty to move freely. Phase 2. students can use the whole classroom, the chairs and desks for their group. Phase 3. There should be a stage where group leaders can speak up for their statements.
Phase 1 The teacher and group stand in a circle. The teacher explains to the group that when the music is on everybody can walk in the space acting out one of the instructions (written below) that the teacher gives until it stops the music. When the music stops the teacher gives a number, which shows the amount of people per group. For example, if the teacher says “3” student should come together in groups of 3. These numbers can change each time the music stops. At the end of the activity the teacher gives a number which can equally divide the class into 4 groups. until the end of the activity. – Walk on the beach under the sun. – Walk like basketball player – Walk like a monkey – Walk like a ballerina – Walk like a 1 year old child – Walk like an 85 years old person
– – – –
Walk on the top of the Eiffel Tower against the wind. Walk on the ice in Sweden Walk with your parents Walk with your friend
In parliamentarism we have different parties and to pass new laws in society you have to present them to the others. In this exercise the parties will present to the judge new laws that they think could be good for all of us.
Phase 2 The class has been divided into 4 groups. Each group sits in different part of the class and gets a colorful flipchart paper (Red, green, blue or yellow). Each group should name their group and write on the top of the flipcharts. Then they need to choose one group in the society; children, animals, fruits, grandparents, parents, politician, friends, superstars, sport people. Phase 1 activity can help to find a group so as a teacher reflect the first part of the activity. Give students time to discuss and decide the name of the group and target group. Then the teacher wants them to decide some statements based on their target group. For example, the group who would like to choose Animals can come with a statements such as: all animals have a right to walk freely in the world or the forest. Each group will have time to come up with several statements. The teacher goes around the groups and supports their ideas and helps those who need it. At the end each group writes/draws these statements in their colorful flipcharts and they hang up to class room wall.
Phase 3 When the groups finalize their statements the teacher allows the group to decide a leader to speak in front the others. No debates will take place. It is just a group leader that will present the statements. After all have spoken, each group will choose one statement for their group which is the most important one. When all the groups are ready, the Group leader will walk up to the
desks standing on the stage in front of the others. Now, one at a time, they will present why their statement is good for society and how it would help. After each explanation groups can disscus and vote for the statement or against the statement with YES or NO cards. The teacher can trigger the students mind with the some questions: – Is this your group decision or an individual opinion? – Why YES or NO? – Do you have other suggestions. At the end the statements those that passed through the voting will publish on the white board. Tips to the teacher: The teacher can lead the discussion in a role different than the “teacher” and more like a “panel host” or “presenter”. In that case it would be good to have a certain, symbol, clothes or make up to emphasize the role that she or he is in. This can help the students to focus on the activity.
Phase 4 Organize the desks and chairs back to the order they usually are. And reflect on todays workshop especially on; The represented colors for each group as nowadays politics. The division of the groups and the statements. How todays countries in EU decide on different statements.
Phase 5 The teacher lastly brings a kitchen paper-roll and ask students to get as much kitchen papers pieces as they want. Some of them will get one or nothing and some of them will get maybe 5 piece of kitchen paper-roll. Every kitchen paper represents one sentence to use in order to express themselves. Finally, the teacher asks the students to express themselves how they feel or what they think about todays workshop. They have the right to as many sentences to use in order to express themselves as based on the number of the kitchen paper-roll pieces.
CASE STUDIES Tu r k i s h Educational System
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Weather 3rd Grade Language (English) How is the weather? Chapter 9 – Page: 124 (Turkish Educational System)
Materials for the lesson Weather flash cards on which the pictures of sun, rain, cloud, fog and snowflakes. A big map of Turkey on which the cities are marked.
Layout of the classroom An empty space for the students to make a circle.
Phase 1 The teacher explains the activity. The students make a circle on the floor and the teacher is in the middle of the circle and shows a flash card (e.g. sun). Then the teacher mimes or acts the sunny weather either acting as if s/he is sweating or shows a smiling face. And then keeps saying’ ’It’s sunny! It’s sunny! It’s sunny!’’ And she asks the students to repeat what s/he is doing. All of them repeats the same thing by saying’ ‘It’s sunny!, It’s sunny!, It’s sunny!’’ And the same thing goes on with the other flash cards. When it is finished this time the teacher in the circle shows the flash card again but this time asks one student to come in the middle and acts the weather flash card. While the quickest student comes and acting the weather flash card the teacher asks the other students in the circle ‘’How is the
weather?’’ The students answers ‘’It’s sunny or It’s cloudy, according to the flash card and miming etc.’’ The activity goes on until all the students learn the weather vocabulary.
Phase 2 At this phase the teacher is in the circle and shows the flash card again but this time asks one student to come in the middle and acts the weather flash card. While the quickest student comes and acting the weather flash card, the teacher asks the other students in the circle ‘’How is the weather?’’ The students answers ‘’It’s sunny or It’s cloudy, etc.’’ The activity goes on until all the students learn the weather vocabulary. Dialogue Example – Teacher: How is the weather? – Students: It’s rainy
Phase 3 The second part of the activity is that each student picks a weather flash card and goes to the map and stands on a city on the map showing his or her flash card. And asks ‘’How is the weather in Ankara?’’ The other students answer such as ‘’It’s windy, cloudy according to the flash card. The activity goes on until each student takes his or her part.
Phase 4 This phase is optional but a good one. Each student picks a weather flash card and goes to the map and stands on a city on the map showing his or her flash card. She or he asks ‘’How is the weather in Ankara?’’ The other students answer such as ‘’It’s windy, cloudy according to the flash card. The activity goes on until each student takes his or her part.
Dialogue Example – –
Student on the map: How is the weather in Istanbul? The students in the circle: It’s cloudy.
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Rhythmic Counting 3st Grade Maths – Rhythmic Counting Chapter: 2 Page: 28 (Turkish Educational System)
Materials for the lesson No Materials are needed
Layout of the classroom Teacher is going to clap his / her hands and students will move in the classroom and also students are going to make a circle to count rhythmic numbers. So an empty space is needed for presentation activity. Students are going to work in groups in practice and evaluation part.
Phase 1 Saying “All of you is going to walk when I clap my hands once and when it becomes twice all of you is going to stop where you are and observing the students walking and stopping in the classroom when I clap my hands twice, I mean when you stop, say the numbers of the letters of the alphabet in your names and surnames to nearest student and walk again with my new command (sign)
Phase 2 Saying “walk through different directions, stop with my stop command and write the imaginary numbers forward five by five, ten by ten to the ground, to the board, the ceiling of the classroom, the Windows using your finger, hands, elbows, heads…
Phase 3 Saying to the students STANDING up like a circle wanting to come in the middle of the circle from a volunteer student. Saying a letter to the student in the circle wanting from the student in the circle to say the name of a vegetable, a fruit, food, drinks… Starting with this letter and at the same time wanting from the students out of the circle to count back two by two, four by four in loo. Having the student in the circle take out when she/ he can’t say anything or say the repeated Word and continuing the game with the rest of the students.
Phase 4 Think of moments in your life that you should definitely count. Maybe there are some important things about counting numbers in your memories. Maybe you can dream something now. Make groups of equal numbers among you. Share what you think in these groups. Then decide how to act / dramatize it. I want a short drama from each group.
Phase 5 Result / Evaluation Activity: Class discussion on groups work. Rhythmic counting forward and backword within 100. Listening to student views about rhythmic counting.
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Support and Motion Systems 6th Grade Science: The Systems In Our Body Chapter: 1 Page: 30 (Turkish Educational System)
Materials for the class « « « « «
Chalk Cartons on which the bone types are written 3 different colour cartons for hats Scissors Glue
Layout of the classroom Schoolyard
Phase 1 The teacher asks the students to research the bone types for the next lesson. When the teacher enters the class, he randomly chooses 3 students to give to his friends’ cartons with their headboards, flat bone, long bone, short bone written on them which he prepared earlier. The teacher will select 8 students for the group of students who will present the long bone, 7 students for the group of students who will present the flat bone, 12 students for the group who will present the short bone (the number of selected students can be changed according to the class.
Students who are selected to the groups are given colour cardboards and scissors and glue, and each group is expected to decide their own colour and make a hat in that colour.
Phase 2 The students go to the school garden and draw a large human body model with chalk, similar to the one above. As group voices, the students who are given cardboards written by the bone varieties wear the hats they made from the same colour card with their friends in their group. And they wait separately from other groups. Each group spokesperson stands out, revealing the specificities and locations of the bone variety given to them.
Phase 3 After each group’s spokesperson tells his/her own bone variety, it is expected that the students in that group will move to places where their bones are drawn. (one for right and left arms for long bone, one for right and left legs, one student representing right and left hand fingers, one student representing right and left foot toes, 1 student on the skull for flat bone, one right and left for the shoulder blades, one right and one left for the chest, one right and one left to the hip bones, one for right and left hand wrists for short bone, one for right and left ankles, 8 students for vertebrae) It is expected that the students who pass the wrong time are first corrected by their group mates and pass through the right place.
Phase 4 After all the students have settled in, the teacher checks and corrects them if necessary. Finally, the students are kept in hand, without leaving the places they are in, to realize that they have formed body integrity.
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Learning Fractions Aligning Volume Fractions 5th Grade Maths: Fractions Chapter: 1 Page: 84 (Turkish Educational System)
Materials for the lesson 11 students 90cm wide of 4 hula-hoop rings
Layout of the classroom The event will be organized in a U layouted classroom.
Phase 1 Teacher; The hula-hoop rings are randomly placed at distant locations. Randomly calls up 11 students and says that each of them is a dancer, they should show a dance performance.
Phase 2 He tells one of these students to go into the No. 1 hulahoop ring. He tells two students among the others to enter into the No. 2 ring, the three students into the No. 3 ring, and the remaining 5 learners into the No. 4 ring and telling them to dance without stepping out of the ring.
Phase 3 The teacher asks the students in the ring in turn, “Which of you are dancing more comfortably?” Student No. 1 in the ring says that he “danced comfortably” The students in the 2nd ring say that they are “a little difficult when they dance” Students in the 3rd ring say “they cannot dance comfortably” Students in the 4th ring say that they cannot move freely because they do not have any dancing areas.
Phase 4 The reason is asked to the students. The student who is in the No. 1 ring says that “there is a lot of space, that you can dance comfortably” Students in rings 2, 3 and 4, respectively, say that “their field of motion is gradually diminishing, so they cannot dance comfortably”.
Phase 5 In this case the teacher intervenes. Every dancer in the Hula-hoop ring represents a unit fraction. The student in the No. 1 ring is able to dance comfortably as more space is available, and the unit fraction here is bigger. He says that the unit fractions here are smaller, since the area to be danced cannot be comfortably danced because it gets smaller and smaller as you go towards the fourth circle.
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Body Parts 2nd Grade Language (English): Our Body Chapter: 7 - Page: 104 (Turkish Educational System)
Materials for the lesson Body flash cards. More than three or four cards for each body part. Black or white board and piece of chalk and glue tag
Layout of the classroom An empty space for all children to sit on the floor facing the front of the class.
Phase 1 The teacher gets the students to sit on the floor and explains the activity. The teacher gives out body flash cards so that each student has at least one card but two is better. The teacher also has one body flash card for each body part and when she shouts out randomly a body part for example nose with an action (e.g. noses point out the
board!). All the students with nose flash cards have to do the action. They continue with other words and actions (e.g. eyes close the window!; ears turn right!; hands touch your friend!, etc.)
Phase 2 The students sit on the floor facing the black or white board. The teacher gives out one or two flash cards for each student also has a flash card for each body part and chooses a card randomly and shouts out ‘’heads stand up’’ All the students who have the head flash cards stand up. When the students who have the head flash card do not stand up is warned and gets corrected by the other students. The activity continues until all the body flash cards are called twice or three times.
Phase 3 This time the teacher divides the board in columns and writes the body parts on each column. S/he plays the music and asks the students to stick the body flash cards on the right column. When the music is finished all the students must stick their cards on the correct column. They look at the columns and if there is a mistake the teacher and the students make the corrections.
EUROPEAN LEARNING SYSTEMS
G r e e k Educational System
The educational system in Greece is mainly characterized by its versatile character, which is ordained by the numerous laws and decrees of the Ministry of Education, Research and Religious Affairs. Over the years, the Ministry in question has made significant changes to the education system, most of which were mandated by the wish of each government to adopt recent scientific findings and acclaimed education models of other countries in the world. Adapting state-of-the-art research in the field of education, as well as foreign education practices to meet the needs of the Greek society and labor market has resulted in a multilayered education system, which caters for all students in the country. Most students in Greece attend public schools of all levels, for which there are no tuition fees, while less than 10% of the student population enrolls in private schools. Early childhood education/care AGE 0-4 Daycare center AGE 4-6 (one year or pre-school education is compulsory) Kindergarten Experimental Kindegartens exist
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Elementary education AGE 6-12 (COMPULSORY) Elementary school Experimental Elementary Schools Elementary Schools for Special Education, Elementary Schools for the Deaf do exist(SPECIAL EDUCATION)
Secondary education AGE 12-15 (COMPULSORY) Junior High school (Evening Junior High School, Experimental Junior High School, Music Junior High School, Arts Junior High School, Multicultural Junior High School) SPECIAL EDUCATION Junior High School for students with Special Needs AGE 15-18 General High school (General Evening High School, Experimental High School, Music High School Arts High School, Multicultural High School) SPECIAL EDUCATION Special Vocational Education & Training Institutes Vocational Education Vocational High School Vocational Evening High School Vocational Training Schools 18+ University Technological Educational Institute School of Pedagogical and Technological education School of Fine Arts Hellenic Open University Lifelong Learning Lifelong Learning Centers Second Chance Adult Education School VOCATIONAL EDUCATION Vocational Training Schools Vocational Training Institutes Also Military Schools,Police Academy, Drama Schools, Colleges (private ones that collaborate with non-Greek EU and US Universities under licenses)
Structure of the Greek Education System Education in Greece is compulsory for all students aged 5-15 y. old” (1 year Pre-School, 6 years Elementary Edu and 3 years Junior High School, 10 years of compulsory education. The education system is divided into Early Education and Care for children up to the age of 6; Primary Education for schoolchildren between the ages of 6 and 12, Secondary Education for teenagers between the ages of 12 and 18, Higher Education for those wishing to attend university courses, and, finally, Lifelong Learning, which caters for adult students of all ages. Early Education and Care In Greece there are Daycare Centers which provide children up to the age of 5 with preschool education. The last stage of pre-school education is carried out in Kindergarten Schools, where young students take preparatory courses just before enrolling in primary/elementary schools.
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Primary Education Primary Schools welcome children of the age of 6. Some of these schools are termed “Experimental”, as they carry out experimental education practices, and are supervised by university departments specializing in pedagogic and primary education. There are also primary schools which cater for students with physical or mental impairment, or special needs. In all three types of primary schools, students learn basic skills in a number of subjects, like Language Reading and Writing, Environmental Studies, Maths, English. Primary Schools in Greece operate between 8am and 1pm, while the majority of those offer extra classes on Physical Education, Art and Music until 4pm.
Secondary Education All students graduating from primary education must attend courses in a Junior High School (Gymnasium- age 12-15) and high school (Lyseum-Age 15-18). There are several types of Junior High Schools. A student may attend the Junior High School which is located in his neighborhood, or he/she may be admitted to an Experimental Junior High School through a lottery system. Students who have a special interest in painting, drama, dancing or music may attend a Junior High School that specializes in the field. There are also Junior High Schools which address students from a multicultural background, as well as students with special needs. Most Junior High Schools operate from 8am to 2pm, but there are also evening schools that operate from 7pm till 10pm for students – mainly adults – who work during daytime. A variety of subjects are taught in Junior High Schools, including Modern and Ancient Greek Language, Maths, Physics, Chemistry, Geography, History, Physical Education, Religious Studies, Music and Art, while special emphasis is given to foreign language learning, as students are taught both English and another European language of their choice (students tend to choose between French and German). Students take exams in all subjects at the end of each school year. Although upper level Secondary Education is not compulsory in Greece, most students attend High School. At this level, students may opt to attend a General High School or an Experimental High School (mainly for graduates of Experimental Junior High Schools) or any High School
specializing in music or the arts. Students coming from a different cultural/lingual backround may attend a Multicultural Elementary or High School, while there are Special Vocational Education & Training Institutes for students with special needs. Students may also pursue vocational training in Vocational High Schools, or, once they are 16, they may enroll in a Vocational Evening High School and graduate after 4 years of study. In addition, there are Vocational Training Schools; in these schools, as well as in all Vocational High Schools students attend general education courses combined with workplace courses. At the final stage of his/her studies, a student may work as an apprentice and gain valuable work experience. High Schools offer a combination of General Education courses and Advanced Placement courses. Students who wish to pursue studies in Higher Education take Panhellenic exams in a specific number of Advanced Placement courses which fall into one of the following categories: Humanities, Science, Technology. This is considered to be a tough and highly competitive exam proc ess that students go through in order to ensure education at a higher level.
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Higher Education (Post secondary education)
Greece has a high number of university graduates. Most of them attend four-year studies in University departments and in Technological University departments, as well as in the various departments of the School of Pedagogical and Technological Education, while those attending Technical University departments – specializing in fields like architecture and engineering – graduate after five years of studies. Students who wish to enroll in the School of Fine Arts take special exams, and graduate after five years of studies. Courses in Higher Education institutes in Greece take the form of either lectures or workshops, and most of the courses spread over one semester. Most university departments in Greece offer one-year or two-year postgraduate courses, as well as the opportunity to pursue a doctoral degree. Students may also enroll in the Hellenic Open University for graduate or postgraduate studies, where they pay tuition fees and where they are admitted through an annual lottery system.
Lifelong Learning Lifelong Learning in Greece takes place in Lifelong Learning centers which are usually supervised by Municipality services. These centers offer a variety of courses, aiming at both formal and informal education. On the other hand, Vocational Training Institutes and Vocational Training Schools often adapt their curriculum to suit the needs
of their adult students and of the labor market. Finally, Second Chance Adult Education Schools cater for those students who have dropped out of school at some point in their life, but wish to continue with their studies at a later date.
Italian Educational System
Organisation and Structure of the Education System The education system is organised as follows: • pre-primary school (scuola dell’infanzia) for children between 3 and 6 years of age; • First cycle of education lasting 8 years, made up of: - primary education (scuola primaria), lasting 5 years, for children between 6 and 11 years of age; - lower secondary school (scuola secondaria di I grado), lasting 3 years, for children between 11 and 14 years of age; • Second cycle of education offering two different pathways: -State upper secondary school (scuola secondaria di II grado), lasting 5 years for students from 14 to 19 years of age. It is offered by licei, technical institutes and vocational institutes; - three and four-year vocational training courses (IFP). It is organised by the Regions; • Ηigher education offered by universities, polytechnics included, institutes of the Higher Education in Art and Music system (Alta Formazione Artistica e Musicale, AFAM) and Higher Technical Institutes (Istituti Tecnici Superiori, ITS).
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Education is compulsory for ten years between the ages of 6 and 16. This covers the whole of the first cycle of education, which lasts eight years (five years of primary school and three years of lower secondary school), and the first two years of the second cycle. After completion of the
first cycle of education, the final two years of compulsory education (from 14 to 16 years of age) can be undertaken at a State upper secondary school (liceo, technical institute or vocational institute), or on a three- or four-year vocational education and training course which is within the jurisdiction of the Regions. 7In addition, everyone has a right and a duty (diritto/dovere) to receive education and training for at least 12 years within the education system or until they have obtained a three-year vocational qualification by the age of 18. Finally, 15-year-olds can also spend the last year of compulsory education on an apprenticeship, upon a specific arrangement between the Regions, the Ministry of Labour, the Ministry of Education and trade unions. Compulsory education refers to both enrolment and attendance. It can be undertaken at either a State school or a non-State, publicly subsidised school (scuola paritaria) or even, subject to certain conditions, through home education or private schools. Regional three-year vocational training courses are offered by the relevant training agencies. Parents or guardians are responsible for ensuring that children complete compulsory education, while the local authorities where pupils reside and the managers of the schools they attend have a responsibility for supervising their completion of compulsory education. Once they have reached school-leaving age, young people who do not continue with their studies receive a certificate of completion of compulsory ed-
ucation and the skills they have acquired. These skills contribute to training credits towards any professional qualification. Access to tertiary education (university, AFAM and ITS) is solely for students who have passed the State examination at the end of upper secondary school. Nevertheless, the specific conditions for admission are decided by the Ministry of Education, University and Research (MIUR) or individual universities and AFAM institutes. The three-year vocational qualification and the fouryear vocational diploma, both issued on successful completion of regional vocational training courses, allow entry to regional second-level vocational training. Holders of the upper secondary education leaving certificate are also eligible for second-level vocational courses. PRIMARY EDUCATION Primary school is compulsory, lasts for a total of five years and is attended by pupils aged between 6 and 11. Although they are two completely different levels of education, each with its own specificities, primary school and lower secondary school make up the first cycle of education, which lasts a total of eight years. The aim of this level in the education system is to provide pupils with basic learning and the basic tools of active citizenship. It helps pupils to understand the meaning of their own experiences. Primary education is divided, for teaching purposes only, into the first year, linked to pre-primary school, followed by a further two periods of two years each.
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Age Levels and Grouping of Pupils Primary school lasts five years and is generally for
pupils aged from 6 to 11. In primary schools, children are organised into groups called ‘classes’. Pupils are enrolled into class according to their age. However, pupils from different classes can be grouped together for special school activities or objectives. A class has a minimum of 15 and a maximum of 26-27 pupils. These limits can be modified within a 10% range. The maximum number of pupils per class is usually lowered to 20, if there are pupils with special educational needs. In schools located in small villages, usually in mountain areas or on small islands, the minimum number of pupils per class is 10. If the population is too low for the school to form separate classes of pupils of the same age, ‘multi-classes’ are allowed. In multi-classes, pupils of different ages are grouped together to form a single class. This practice is marginal today affecting only a very small number of pupils. Teachers working in multi-classes have to plan and present activities that are tailored to the different age groups in their class. Teachers in primary schools are generalists. The number of teachers per class varies according to the different timetable models (for details, see ‘Organisation of the School Day and Week’). In fact, the classes adopting the weekly school timetable of 24, 27 or 30 hours usually have only one teacher, who may be supported by English
language and Catholic religious studies teachers. Conversely, two teachers work – although not at the same time – in classes with a weekly timetable of 40 hours. Organisation of the School Year As with pre-primary school (scuola dell’infanzia), the Ministry of Education is responsible for setting the calendar for nationwide holidays, for all school levels. The Regions are responsible for defining the school calendar (start and end of school activities, length of breaks for national holidays, other holidays) so that it reflects 22local needs. Every year, the Ministry publishes a summary table on its website showing all regional school calendars. The school year starts on 1 September and ends on 31 August. Teaching activities, including end-of-term assessments, final assessments and examinations, as well as in-service training activities are carried out between 1 September and 30 June. There are 200 teaching days in a year. For pupil evaluation purposes, the school year can be divided into two or three terms (periods of three or four months, as decided by the Teachers’ Council of each school). The minimum and maximum number of teaching hours is set at central level.
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The teaching timetable offers the following options: • 24 hours a week; • 27 hours a week; • up to 30 hours a week, involving additional activi-
ties to the 27-hour timetable (i.e. up to 3 extra hours per week); • 40 hours a week, including the lunchtime meal, known as ‘full-time’. Parents can choose which timetable to enrol their children on. Schools form classes on the basis of demand, bearing in mind that 30-hour or 40-hour classes can only be formed, if the school has the necessary human resources and facilities available. Furthermore, the minimum number of pupils per class must be met. Organisation of the School Day and Week The District/School Council establishes the daily and weekly timetable and the distribution of teaching hours in the morning and afternoon. Lessons must be spread over no fewer than 5 days a week. Lessons are usually held from Monday to Friday, but some schools offer a six-day week with lessons on Saturday. Schools can autonomously adopt flexible solutions on the basis of the requirements of families, the teaching staff they have available, their facilities and services. Furthermore, the District/School Council can decide to redistribute the annual curricular teaching hours across different weeks of the school year, provided lessons are distributed over no fewer than five days a week. Out-of-school reception of pupils before or after the school timetable is a service run by the municipalities and as such is subject to demand and the financial and staff resources available to local administrations.
Teaching and Learning in Primary Education - Curriculum, Subjects, Number of Hours At primary level, the curriculum is defined through the National Guidelines for the Curriculum (Indicazioni nazionali per il curricolo) implemented from school year 2012/2013. As mentioned in the section on pre-primary school (scuola dell’infanzia), this document replaced the National Guidelines for the Personalised Study Plans in primary schools (Indicazioni nazionali per i piani di studio personalizzati) of 2004 and the Guidelines for the Curriculum (Indicazioni per il curricolo) of 2007.
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Specifically, the purpose of primary education is to enable pupils to acquire the fundamental knowledge and skills to develop basic cultural competence. According to the new guidelines, the general aim of school is the harmonious and comprehensive development of the individual, according to the principles of the Italian Constitution and European cultural tradition, to be achieved through the promotion of knowledge, respect for individual diversity and the active involvement of students and their families. The reference for these new guidelines is the Framework for Key Competences for Lifelong Learning set up by the European Parliament and the Council of the European Union through the Recommendation of 18 December 2006. The subjects taught during the 5 years of primary school are: Italian, English, history, geography, mathematics, science, technology, music, art, sports science (also called body, movement and sport), Catholic religious education. Catholic religious education is optional.
After a three-year experiment starting in 2009/2010, the curriculum now also includes ‘Citizenship and Constitution’. It is not a separate subject and content is defined through teaching projects developed by each school. To pursue this objective, all schools must include this teaching in their educational offer plans. Each subject has goals for the development of skills, which are mandatory for teachers and learning objectives which are needed to reach the goals. The specific learning objectives for Catholic religious education are defined by Presidential Decree in agreement with the Italian Episcopal Conference (CEI). At primary level, there are no specific subject timetables. Only English and Catholic religious education have a specific timetable: one hour of teaching for English in the first grade, two hours in the second grade, three hours in the third, fourth and fifth grades, amounting to a minimum compulsory total of 396 hours throughout primary education. Two hours a week are allocated to either the teaching of Catholic religious education or alternative activities for those who opt not to take Catholic religious education. Teaching Methods and Materials Freedom in teaching is a principle set out in the Italian Constitution (art. 33). The choice and use of teaching methods and materials must be consistent with each school’s educational offer plan (POF), which, in turn, must be consistent with the general and educational objectives of the different branches and levels of study established at national level.
While safeguarding the freedom in teaching, the National Guidelines for the Curriculum (see, ‘Curriculum, Subjects and Number of Hours’) suggest some basic methodological approaches, such as, taking advantage of pupils’ experiences and knowledge, promoting exploration and discovery activities, encouraging cooperative learning, developing awareness of one’s own learning method, carrying out in-lab learning, etc.Teachers choose textbooks & teaching tools. Textbooks should be in digital or mixed format (mixed format means paper, paper plus digital or digital, all with integrated digital content). In all events, textbooks and teaching tools must be consistent with the curriculum and with the school’s educational offer plan. Textbooks are free for pupils and the costs are met by municipalities, in accordance with regional legislation on the right to study. Every year, the Ministry sets the retail price of textbooks. In addition, for specific subjects, schools can create their own digital teaching tools which students will use as textbooks. Teachers can develop such tools in class during teaching hours and in collaboration with other class teachers and students. Schools can share and distribute their textbooks free of charge to other State schools, upon registration of the product.
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Primary schools are usually provided with many teaching materials and tools. Schools are encouraged to organise laboratories or set up rooms as libraries, gymnasiums, science or music laboratories. Primary schools generally have ICT laboratories to support teaching activities and several classrooms are also equipped with interactive whiteboards (IWB). Every school pays for teaching materials, tools and equipment from its own financial resources. Local authorities can share the expense, in accordance with regional legislation on the right to study.
Bulgarian Educational System
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Education in Bulgaria is mainly supported by the state through the Ministry of Education and Science. School education is compulsory for children from seven to sixteen years of age. The Bulgarian educational system falls within the continental European tradition. The main types of secondary schools are: general educational, vocational, language schools and foreign schools. Private schools are also being established and they are beginning to compete successfully with state schools. There are fifty-one higher educational institutions in Bulgaria offering degrees at undergraduate and graduate levels. The academic year for most Bulgarian universities begins around October 1 and consists of fall and spring semesters. The academic year covers up to 30 weeks. Classes usually meet once a week for 75 minutes or for two 45-minute periods with a 15-minute break in between. • Structure Structure of the Educational System of Bulgaria Useful table can be found here: http://www.fulbright.bg/en/educational-services/educational-services-for-visiting-us-schools/educational-system-ofbulgaria/#prettyPhoto • Grading System Main Grading System Used by Education Institutions in Bulgaria o All academic courses receive grades of 2-6 according to the following standards: @ 6 (A) – Excellent (91.5 -100%) @ 5 (B) – Very Good (80.5 – 91.4%) @ 4 (C) – Good (70.5 – 80.4%) @ 3 (D) – Sufficient (59.5 – 70.4%) @ 2 (F) – Poor (0 – 59.4%) @ 6.0 (US 4.0) is the highest possible GPA
@ @ @
Pass/fail level: 3.5 Lowest on scale: 2 To convert GPA from the Bulgarian 6.0 system to the American 4.0 system, subtract two points from the Bulgarian system. For example, a 6.0 in the Bulgarian system is a 4.0 in the American system. @ As a matter of policy, the Bulgarian education institutions do not rank or rate their students. @ The Bulgarian counselors and teachers do their best to distinguish applicants in recommendations, and you should not hesitate to contact them if you have questions. @ Languages of Study Languages of Study @ The official language of instruction is Bulgarian. @ At the school level, the general curriculum provides opportunities for ethnic minority children to study their mother tongue. @ In specialized language schools and in the profileoriented schools, instruction takes place in English, German, Italian, French, Spanish, Armenian, Hebrew, Russian, and other languages. @ At university level, instruction takes place in English at the American University in Bulgaria, and in German, French and English in some programs in technical universities. @ Primary and Secondary Education Primary and Secondary Education: General @ Authority: The Ministry of Education and Science Web site in Bulgarian: www.minedu.government.bg The Ministry of Education and Science creates and applies national education policy, and also plans and organizes the development of education by putting together long-term programs and operational projects. @ Education in Bulgaria is compulsory from the ages of 7 to 16. Children complete their compulsory education in
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upper secondary schools. @ Structure @ Basic education (Grades 1-8) in Bulgaria comprises primary school (grades 1-4) and pre-secondary school (grades 5-8). @ The Upper Secondary level lasts for either 4 or 5 years following the receipt of a Basic Education Completion Certificate. Upper Secondary education is provided in three types of schools: comprehensive (general) secondary schools, profile-oriented schools and vocationaltechnical schools. @ Admission Criteria @ Basic (primary and pre-secondary) education is free, except in private schools. @ Students can enter the profile-oriented schools upon completion of grades 7 or 8 after passing entry examinations, according to the profile of the school (mother tongue/literature, mathematics, humanities etc.). @ Curriculum is unified for all schools. It includes subjects such as Literature (Bulgarian, English, French, German), Mathematics, Foreign Languages, History, Geography, Physics, Biology, Chemistry, Computer Science, Psychology, Ethics and Law, Philosophy, Music, Arts, Vocational Training, and Physical Education. There are no course levels, i.e. A.P., or Honor Courses in the Bulgarian Educational System. However, in the last two years of study, students are required to take advanced courses in two or three subjects. @ School Year The school year is divided into two terms: the first is from Mid-September to the end of January, and the second – from the beginning of February to the end of June. At the end of each term students receive term grades in each subject, and at the end of the school year they get final grades in the subjects.
Completion Document: Name in Bulgarian: Диплома за средно/средно специално образование English translation: Diploma of Secondary/Secondary Specialized Education Higher Education Higher Education LEGAL FRAMEWORK DOCUMENTS Law on National Education, published, State Gazette N86/18.10.1991, last modified and supplemented, State Gazette N40/14.05.2004 Higher Education Act (1995) passed in December 1996, amended and supplemented in 1999 and 2002 to strengthen the legal context for higher education. The legislation recognized the private sector and new disciplinary areas. It also set guidelines to bring standards in line with the rest of Europe (e.g. in line with the Lisbon, Bologna and Sorbonne declarations) Government Ordinance on the State Classifier of the Fields of Study and Subject Fields (2002) Government Ordinance on the State Requirements for the Degree Qualifications of Bachelor, Master and Specialist (in specific professional field) (2002) Government Ordinance on the State Requirements for the Content of the Documents Issued by Higher Education Institutions (1997) MAIN COORDINATING BODIES AT THE NATIONAL LEVEL @ The National Assembly – Makes the final decision about establishment, transformation and closing of higher education institutions, as well as branches and departments where there are provisions for study programs of the regulated professions. @ The Council of Ministers – Makes the final decision about establishment, transformation and closing of departments, institutes, branches and colleges at the public univer-
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sities. @ The Ministry of Education and Science @ Controls whether higher education institutions respect the law and in the cases of legal infringement addresses the National Evaluation and Accreditation Agency with proposals to revoke accreditation status. @ Carries out the procedures for the recognition of foreign credentials. @ Decisions on recognition are made by a commission established by the ministry. The Bulgarian ENIC/ NARIC supports the activities of the commission on the recognition of higher-education study periods and qualifications. @ Keeps a record of all accredited institutions and their programs/courses of study in a State Registry of Accredited Institutions and Programs. @ The National Evaluation and Accreditation Agency (NEAA) is the only national statutory body for evaluation and accreditation in higher education. @ The Agency recognizes the degree-awarding powers of higher education institutions. @ Organizes also a follow-up procedure at institutional and program levels. @ Aims at post-accreditation monitoring and control of the capability of an institution to assure quality and standards, as well as whether the institution properly addresses the issues and follows recommendations set in the evaluation report. @ The National Information Center for Academic Recognition and Mobility (ENIC/NARIC) was established in 1994 within the International Relations Department of the Bulgarian Ministry of Education and Science. @ The members of the staff work in close cooperation with the Legislation Commissions, which are expert bodies of the Ministry of Education and Science entrusted
with recognition of foreign credentials. @ The Center is responsible for the certification of all national qualifications destined for external evaluation by foreign institutions. Types of Higher Education Institutions @ Total of 51 accredited higher education institutions See State Register of the Accredited Higher Schools in Bulgaria: @ Four types of higher education institutions: @ Higher Education College (non-university higher education institution) @ University @ Specialized Higher Education Institution Equivalent to Universities /Technical University @ Academy @ Private and Public Institutions (37 public and 14 private institutions) Admission @ The requirements for enrollment, depending on the type of higher schools and the particular specialty, comprise written competitive exams (one or more), tests (varying in volume and structure in the different higher schools), and a diploma of completed secondary education. @ The autonomy of higher education institutions allows them to define for themselves the requirements for enrollment every year. This enables them to organize admission in some specialties only on the basis of a diploma (a Diploma of secondary education) or by combining enrollment by diploma with a test or with exams. @ The procedure for application in each specialty is determined on an annual basis and made public in the reference manual of the higher school. Degree Structure (per 1995 law): @ “Specialist in…” Degree
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@ Colleges, which are generally incorporated into the structure of universities, offer relatively short, vocationally oriented programs (usually three years in length) leading to the award of “Specialist in…” degree. @ Holders of this qualification are eligible for bachelorlevel studies or for entry into the labor market. @ First or Bachelor’s Degree @ Four-to-five years of study is required at this level leading to the Bachelor’s degree. @ The curricula at the bachelor level provide for basic comprehensive training, thus facilitating direct access to the labor market. About 2/3 of graduated bachelors continue in master programs. @ Second or Master’s Degree @ Requires one-to-two years of additional study after the bachelor’s degree, and leads to a Master’s degree. @ The new Master’s degree is currently offered in parallel with the traditional, integrated master’s-level degree known as the Diploma of Higher Education. Both qualifications possess the same academic value. @ Only universities and specialized higher education schools offer a master’s degree of one year, building on a bachelor program of four to five years. There are still some long, integrated master’s programs of five-to-six years in subject areas such as architecture. @ Third or Ph.D. Degree @ Requires a minimum of three years of study after the master’s or four years of study after the bachelor’s, and leads to the Doctoral degree. @ Doctoral programs are essentially research programs. @ Graduates are awarded a Doctor’s degree upon successful defense of their doctoral thesis. European Standards in Bulgarian Higher Education
@ The 2003 draft of the Higher Education Act foresees the adoption of ECTS (European Credit Transfer System) by all higher education institutions. In Bulgaria, ECTS mainly facilitates academic harmonization and student mobility and functions less as a tool for assessment. European Diploma Supplement Since 2005 all graduates automatically receive the Diploma Supplement in both Bulgarian and English. The format corresponds fully to that recommended by UNESCO and the Council of Europe. The Diploma Supplement was developed to provide students with a document that will be attached to a higher education diploma and to improve international recognition of academic and professional qualifications (diplomas, degrees, certificates etc). The supplement provides a description of the nature, level, context, content and status of the studies a student pursued and successfully completed. Official Higher Education Documentation Diploma “Specialist in…” + Diploma Supplement (official transcript of the academic program listing subjects and grades; invalid without the diploma) Bachelor’s Diploma + Bachelor’s Diploma Supplement (official transcript of Bachelor’s degree program listing subjects and grades, invalid without the diploma) Master’s Diploma + Master’s Diploma Supplement (official transcript of Master’s degree program listing subjects and grades; invalid without the diploma) European Diploma Supplement Certificate of Professional Qualification Certificate of Professional Specialization in Medicine or Dentistry Doctor of Sciences Recognition of Studies and Qualifications Studies pursued in home country
NEAA (The National Evaluation and Accreditation Agency) at the Council of Ministers evaluates universities and colleges and accredits their programs. The Ministry of Education and Science is responsible for the certification of all national qualifications destined for external evaluation by foreign institutions. Studies pursued in foreign countries Bulgarian ENIC/NARIC (National Information Center for Academic Recognition and Mobility) at the Ministry of Education and Science deals with recognition of foreign credentials. Verification of Accreditation NEAA (The National Evaluation and Accreditation Agency) Internet: http://www.neaa.government.bg/index.php/en/ Verification of Academic Credentials Ministry of Education and Science Department: European Integration and Bilateral Cooperation Section: Certification of National Education Qualifications Internet: www.minedu.government.bg Verification of European Diploma Supplement
This document is a cortesy of Fullbright Bulgarian American Commission for Educational Exchange.
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Tu r k i s h Educational System
Turkey is located between Western Asia and South-eastern Europe. In Turkey, education is regulated by a national system which was formed as per the Ataturk Reforms after the Turkish War of Independence. The Ministry of National education is responsible for school level education in Turkey- pre-primary, primary and secondary education. The higher education system of Turkey is managed and supervised by the Council of higher education (CoHE). Education Profile of Turkey The National education system of Turkey comprises formal and non-formal education. • Formal education encompasses pre-primary, primary, secondary and higher education. Primary and secondary education in Turkey is funded by the state. Education in public schools for children aged 6 to 18 is free of charge. • Non-formal education is for young adults who could not attend schools or could not complete their studies. Compulsory Education Compulsory education in Turkey lasts 12 years. Formal Education Primary and secondary education in Turkey is represented “4+4+4” system, where the first level of primary education lasts for 4 years, followed by second level primary education for 4 years, and secondary education for 4 years.
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Levels of Turkish Formal Education System Pre-primary Education Pre-primary education in Turkey is optional and is offered by the kindergartens, nurseries, day-care centres and other child-care institutions. Children aged 3 to 6 may attend this pre-primary schools. In Turkey, there are private as well as state preschools. Primary Education (In Turkish: İlkokul)
Primary education in Turkey is for children aged 6 to 14. This educational level is mandatory to attend and is divided into two levels: • Level 1: First School (İlkokul 1. Kademe): The duration of this level is 4 years and covers grades 1 to 4. • Level 2: The duration of this level is 4 years and covers grades 5 to 8. Subjects: At grades 1 to 3, there are 4 core subjects: Mathematics, Turkish, foreign language, and life sciences (Hayat Bilgisi). At grade 4, instead of life sciences; science and social studies is taught. Secondary Education Secondary education in Turkey is optional and is for children aged 15 to 17/18. The duration of secondary education is 4 years. This education is offered by high schools (Lise). The government is responsible for these schools and education in these schools is free of charge. Secondary education in Turkey comprises of general, vocational and technical education. This educational level prepares students for higher education or a vocation. • General secondary education: Children aged 15 to 17 may go for general secondary education. This secondary educational level consists of high schools, Anatolia fine arts high schools, high schools of foreign language teaching, Anatolian High Schools, science high schools, and Anatolia teacher training high schools. • Vocational and technical secondary education: This secondary educational level prepares students for a particular profession, or for higher education. This secondary educational level consists of technical educational schools for boys, religious education schools, technical educational schools for girls, health education schools, trade and tourism schools, special education schools, multi-program high schools, and private education
schools. Examination: At the end of secondary education, students are required to sit for a high school finishing exam. Students who pass this examination are allowed to sit for the University Entrance Exam. Students who pass the university exam are eligible to apply for higher education institution in Turkey. Higher Education The higher education council (YOK) administers the higher education system in Turkey. Public higher education institutions receive finance from the state. Students who have completed secondary education and passed the university entrance exam are eligible for higher education. Higher education institutions in Turkey are mainly of two types- state and private/foundation universities. Universities offer undergraduate as well as graduate study programmes. Following are the units in the Turkish higher education institutions: • Institutes • Faculties • Higher education schools • Conservatories • Application and research centers • Vocational higher education schools
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The degree structure of Turkish higher education adheres to the Bologna process. Turkish universities provide following qualifications: • Associate’s degree: Vocational high schools in Turkey offer associate degree. • Bachelor’s degree: The duration of this degree is 4 to 6 years, depending upon the field of study. Generally, this degree programme lasts for 4 years. The technical institutions provide an engineering diploma after 4 years of full-time study. For studies in architecture, veterinary medicine and dentistry, it lasts for 5 years; while medicine studies require 6 years of study
and lead to the qualification of Medicine Doctor (MD). • Master’s degree: This degree requires 2 years of fulltime study. • Doctorate or PhD degree: This degree requires 2 to 4 years of study and students who have completed master’s degree programme are eligible for this level. At the end of the PhD programme, students need to submit a doctoral thesis. • A proficiency in art degree is the equivalent of a doctorate in fine arts, and a specialist degree is equivalent to a doctorate in medical science. To know in detail about the education system of Turkey, read the post “Turkey Education Overview”. Standardized Test Higher Education Examination-Undergraduate Placement Examination (Yuksekoğretime Gecis Sınavı-Lisans Yerleştirme Sınavı, or YGS-LYS), or Student Selection and Placement System (Oğrenci Secme ve Yerleştirme Sistemi, or OSYS)
is a standardized test required for admittance into higher education institution in Turkey. The examination is managed and oragnized by OSYM (“Olcme, Secme ve Yerleştirme Merkezi”). Private Schools in Turkey Private schools in Turkey are classified into 4 categories: • Private Turkish schools: These schools are established by corporate bodies of Turkish citizenship. These schools provide public education courses at pre-primary, primary and secondary levels. • Private schools for minorities: These schools are formed by Jewish, Greek and Armenian minorities; and provide education at pre-primary, primary and secondary educational levels to the minority class pupils who are having turkish citizenship. • Private foreign schools: These are schools are formed during the Ottoman Empire by Austrian, French, Italian, American and German individuals under the conditions of the Lausanne Treaty. Turkish children attend this school.
• Private international educational institutions: These educational institutions are established according to the provisions in the Law no. 625 (article 5). Non-Formal Education Non-formal education in Turkey is administered by the Ministry of National Education (MEB). This form of education is provided by a network of training centers available in Turkey. The non-formal education provides knowledge and skills to the individual from different professions; help pupils who couldn’t complete their education to study further and complete their studies, teach health lifestyle and balanced nutrition; and also provide reading and writing skills. This form of education also encompasses distance higher education which is provided at the Open Education Faculty of Anadolu University. The duration of the course of study is 2 to 4 years. Admission Requirements Students must complete their secondary education in order to gain admittance into the Turkish higher education. Students are admitted into the universities on the basis of the entrance exam results. The exam is conducted and managed by the student selection and placement centre (OSYM). To know in detail about the admission requirements and procedure, click here.
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International Students Admission requisite: International pupils must have finished their secondary education in a secondary/high school which is equal to a Turkish lycee. International students are eligible to enter in Turkish universities by exam results of ALES and SAT.
Turkish Language Test: The test is provided by the “Language Studies Center of Ankara University (TOMER)”. Candidates who have completed their secondary school education in Turkey or who have obtained their BA/BS or MA/MS degree in a University teaching in Turkish are exempted from appearing for Turkish language test. Following Turkish language test scores are accepted: • TELC- The European Language Certificate • Distance Turkish Test (UTS) • Turkish Proficiency Exam (TYS) Student Visa: International students must apply for a student visa at their nearest Turkish embassy/consulate in order to enter Turkey. For a Turkish student visa, students must submit the following documents along with the students visa application form: • An acceptance letter from a Turkish higher education institution • A valid passport and a passport photo • A processing fee To know in detail about the student visa procedure, read the post “Student Visa for Turkey”. Exchange Programmes: International university pupils are given the opportunity to spend 1 or 2 semesters in Turkish universities by participating in the Erasmus or Mevlana exchange programmes. Cost of Study and Living The cost of study and living in Turkey is as follows: Tuition Fees: Public higher education institutions charge low fees, while the private higher education institutions charge high fees. The fees vary depending upon the level
and study programme. Living Expenses: The costs of living in Turkey vary depending on the lifestyle, location and the services. International students can expect to pay between 400-500 USD a month, inclusive of accommodation, transportation, food and other necessary utilities. Scholarships In Turkey, there are many scholarships provided to Turkish as well as international students. The Ministry of Education provides state scholarships and government scholarships to students. Health Insurance Turkey has a well-established and maintained healthcare system. All higher education institutions in Turkey provide a free health care facility at their medical centres.
Swedish Educational System
•A goal steered system with a high degree of local responsibility. •The Swedish Parliament and the Government draw up the overall national goals regarding -the Education Act -the curricula -the school ordinance, the upper secondary school ordinance, and the adult education ordinance -the syllabuses for compulsory school -the syllabuses for subjects that are common for all programmes at the upper secondary school -the diploma goals for the upper secondary school. National Agencies •The Swedish National Agency for Education (NAE) •The Swedish Schools Inspectorate Regular supervision of all schools, may make use of sanctions. Quality audits – special matter or problem area. Applications and licences for independent education providers The Child and School Student Representative (BEO). •The National Agency for Special Needs Education Support to special schools, run special needs schools.
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Tasks of the NAE •Steering documents We set the frames and guidelines on how the education is to be carried out. •National school development We support the development of preschools and schools with the aim of achieving greater goal attainment. •Evaluation We evaluate activities through in-depth studies and analyses. •Follow-up We follow-up school activities, how they are carried out, and how results can be improved. •Teacher certification
We make decisions on the certification of preschool teachers and teachers.
The NAE’s steering instruments •The National Agency for Education draws up and decides on: -syllabuses for the compulsory school, the compulsory school for learning disabilities, the Sami school and the special school -subject syllabuses for the upper secondary school -knowledge requirements for all school forms -Regulations -general guidelines. •Education providers have primary responsibility for distributing resources and organising activities so that pupils attain the national goals. •Based on this, each preschool, school and leisure-time centre chooses the working approaches most appropriate for them. The work is followed up by means of systematic quality assessment. Education providers The main responsibility lies with the municipalities and the organizers of independent schools and schools. •no county-level governance •290 municipalities •approx. 600 independent providers •”voucher system” financed on tax funds – no fees •obliged to follow the Education Act - Equal terms for all education providers and schools •considerable differences in capacity •national and local requirements.
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Preschool •A school form for children aged 1-5 years. •Voluntary, general preschool from the age of 3, or from the age of 1 if this is needed because of parents’ work or studies or the child’s own needs. •Should ”stimulate the child’s development and learning, and
also provide a secure care environment.” Preschool class •Voluntary school form, free of charge for children aged six. •Covers a minimum of 525 hours per school year. •Should ”stimulate pupils’ development and learning and prepare them for further education.” •Combines the working approaches and methods of the preschool and school. Compulsory school education •Compulsory school attendance starts when the child reaches the age of seven. •Compulsory school attendance is the norm in compulsory school.
•Compulsory schools are run by municipal or private education providers. Alternatives to the compulsory school •The compulsory school for pupils with learning disabilities, sometimes together with the training school, has its own curriculum and syllabuses, for years 1 - 9 with the option of an additional year. •The special school (state), 5 regional schools - hearing, 3 national schools, years 1 – 10. •The Sami school (state), years 1-6. 7 international schools, 3 national boarding schools, special youth homes and Swedish schools abroad sure-time centres •Supplements the school for pupils aged between 6-13 years. •Should ”stimulate pupils’ development and also provide them with meaningful recreational activities.” •”… to the extent needed with regard to parents’ work or studies, or the pupil’s own need.” The upper secondary school All pupils who have completed compulsory schooling are offered upper secondary education by their home municipality.
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The right to start an upper secondary education applies to students up to the age of 20.
Free of charge and voluntary. Admission requirements Vocational programmes Pass grades in •Swedish or Swedish as a second language •English •Mathematics •Five other compulsory school subjects. Higher education preparatory programmes Pass grades in •Swedish or Swedish as a second language •English •Mathematics •Eight other compulsory school subjects. Education in upper secondary school Vocational programmes/ Apprenticeship education •Child and Recreation •Building and Construction •Electricity and Energy •Vehicle and Transport •Business and Administration •Handicraft •Hotel and Tourism •Industrial technology •Natural Resource Use •Restaurant Management and Food •HVAC and Property Management •Health and Social Care. Higher education preparatory programmes •Business Management and Economics •Arts
•Humanities •Natural Science •Social Science •Technology. Introductory programmes -Preparatory education -Programme oriented individual options -Vocational introduction -Individual alternative -Language introduction. Nationally determined differences -Special variants -Education with nationwide admission with its own diploma goals -Cutting-edge education -Professional dance education -Sports education. Diploma goals Alternatives to the upper secondary school
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•Upper secondary school for learning disabilities •International schools •National boarding schools •IB education •Distance education at upper secondary level in Torsås •Special institutions (state) •(Swedish schools abroad).
Municipal adult education Basic adult education from the age of 20. •Upper secondary municipal adult education from the age of 20 or completion of a national programs or equivalent education. •Special education for adults. •Swedish tuition for immigrants (SFI). Students from vocational programs have the right to attain basic eligibility for higher education. Pupil assessment •Formative assessment; development dialogue; written development plan: national tests. •Compulsory school: End of semester reports, year 6-9, pilot scheme year 4 (2017). •Literacy and numeracy from year 1 (New). •Upper secondary: Completed course, diploma project, final diploma. •No final exams.
Grading scale In the compulsory school for learning disabilities, grades are only awarded if the pupil, or the pupil’s guardian requests this. F or a (–) dash are not used in the compulsory school for learning disabilities.
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Equality of education •The voucher system – government funds following the choice of school. •The same expectations on all education providers at local level, regardless of their circumstances. •Responsible authorities do not evaluate their schools on an equal basis. The teachers •Teaching is not an attractive choice of career. •There is no central wage formation. •Teacher appraisal is underdeveloped. •Teachers do not have support staff. Long-term conditions •The municipalisation reform and school choice system have contributed to increase school segregation. Municipalities can lose their mandate every fourth year, and might not have any knowledge about schools and education.
How Sweden differs from other countries Equality of education •The voucher system – government funds following the choice of school. •The same expectations on all education providers at local level, regardless of their circumstances. •Responsible authorities do not evaluate their schools on an equal basis. The teachers •Teaching is not an attractive choice of career. •There is no central wage formation. •Teacher appraisal is underdeveloped. •Teachers do not have support staff. Long-term conditions •The municipalisation reform and school choice system have contributed to increase school segregation. Municipalities can lose their mandate every fourth year, and might not have any knowledge about schools and education.
Teacher Training Education •Preschool programme •Compulsory teacher programme •Subject teacher programme •Vocational teacher programme •UKÄ, the Swedish Higher Education Authority •Huge lack of teachers •Alternative ways, boosts. Top priority challenges •Newly arrived pupils Including all newly arrived pupils into ordinary education as soon as possible. •Educational equity All schools must be developed into good schools. •The teachers Ensure supply of competent teachers. Provide prerequisites for improved quality of teaching. •Long-term conditions Consistency and support for continued implementation of reforms and local development.