The Albanian partners are developing modules for further education for teachers in Albania. Danube University Krems supports and advises them. In this article, we will give a little insight into this work by examining two modules being developed in this project.
Module: Learning and assessment culture
In this passage, we talk about the module Learning and assessment culture.
When developing this module, it is important to make sure that the teachers and their opinions on the topic are addressed in detail. Teachers should have enough time in this module to think about and reflect on their own learning and assessment culture. After that, the teachers can compare them with learning and assessment culture of other teachers from Albania and other countries.
The topics teaching, learning, and assessment are strongly intertwined; they are interdependent. Therefore, it is important that literature on all three topics is included in the module. Each of the three themes can serve as a starting point for the theoretical background of the module.
Here are literature recommendations for all who are interested in module development in this area.
Baumgartner, Peter (2004). The Zen Art of Teaching – Communication and Interactions in eEducation. Proceedings of the International Workshop ICL2004, Villach / Austria 29 September-1 October 2004, Villach, Kassel University Press. Retrieved from http://peter.baumgartner.name/wp-content/uploads/2012/12/Baumgartner_2004_The-Zen-Art-of-Teaching.pdf
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi delta kappan, 80(2), 139-148. Retrieved from https://pdfs.semanticscholar.org/15bc/cadd19dbeb64ee5f0edac90e5857e6d5ad66.pdf
Ghoneim, A. (n.d.). ATS2020 – Tools and Technology: bibliography + research – ATS2020. Retrieved November 5, 2018, from https://mahara.ats2020.eu/view/view.php?id=178
Ghoneim, A. (n.d.). EUfolio Quality Assurance Plan for Assessment Operations – ATS2020-Mahara E-Portfolio. Retrieved November 5, 2018, from http://mahara.eufolio.eu/view/view.php?id=10272
Module: Teaching Methodology
Knowledge and understanding of teaching methods is a cornerstone of good teaching. This includes the ability to consider the needs of each student in relation to the curriculum to be taught. Therefore, it is crucial to select teaching methods based on didactic principles. In addition, exploring and trying out different teaching strategies and teaching aids is important to improve one’s own teaching.
For the module Teaching Methodology we can recommend you the following resources.
Bates, T. (2015). Teaching in a Digital Age. Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/front-matter/scenario-a/
Economou, A., Constantinou, M., Hadjittof, P., Markidou, N., & Stefanou, A. (2017). ATS2020 TOOLKIT. How to implement the ATS2020 learning model in your school and your classroom. Retrieved from https://resources.ats2020.eu/udata/contents/files/Resources/Administrative/ATS2020_toolkit.pdf
Gill, E. (2013, January 5). Teaching Styles: Different Teaching Methods & Strategies. Retrieved November 12, 2018, from https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/
Grundschober, I. (2018). How to Write Learning Outcomes. Rules of Thumb to Define and Write Learning Outcomes. Retrieved from https://imbstudent.donau-uni.ac.at/isabellgru/wp-content/uploads/2018/02/HowtoWriteLearningOutcomes_Guidelines_IG2018.pdf
. INDUCAS is a pilot project, launched in May 2017 and funded by the European Union. During the pilot phase of INDUCAS (2017-2018), newly-appointed teachers and mentors from Italy, France, Sweden and Romania are invited to join the platform and participate in eight communities (one community for each of the two networks in each of the four countries). They will be able to interact with other peers, share ideas, address challenges and learn in their own language.
How can beginning teachers be better supported through a targeted network that facilitates a dialogue amongst them? A similar network of mentors help them develop their practice within their own community and for the benefit of beginning teachers whom they are bound to support?
European Schoolnet is the network of 34 European Ministries of Education, based in Brussels. As a not-for-profit organisation, they aim to bring innovation in teaching and learning to the key stakeholders: Ministries of Education, schools, teachers, researchers, and industry partners.
They are driven by their mission to support education stakeholders in Europe in the transformation of education processes for 21st century digitalized societies. They do this by identifying and testing promising innovative practices, sharing evidence about their impact, and supporting the mainstreaming of teaching and learning practices aligned with 21st century standards for inclusive education.
For more information check out their website:
Wrexham local authority’s skills-based teacher training has built a common approach to teaching and learning across schools in the area. Pupils’ thinking skills have progressed well, especially in the transition between primary and secondary school and professional learning communities have encouraged teachers to share their experiences and practices.
Wrexham is situated in north-east Wales and is bordered by Flintshire to the north-west, Denbighshire to the west, Powys to the south and England to the east. The total population is 133,207. The percentage of Wrexham pupils of compulsory school age eligible for free school meals is 19%, similar to that nationally.
The local authority wanted to promote joint-working and a better understanding of skills-based learning.
The local authority provides training for two teachers from each school, one of which should have a leadership responsibility and be responsible for developing teaching and learning across the school. Teachers attend the course with both primary and secondary colleagues from their cluster, supporting them in the development of professional learning communities to share good practice and agree on a common skills-based approach with their feeder secondary school.
Teachers are asked to implement the strategies and research their effectiveness on raising pupil attainment. The outcome of their research is fed back to colleagues both at school and at the subsequent course. The headteacher of each school is given a copy of each teacher’s personal learning target agreed with the course leader. The headteacher is expected to monitor the action taken by the member of staff and ensure that the strategies learned on the course are embedded in classroom practice. Attendance on this course is a requirement for all newly qualified teachers appointed to Wrexham schools.
As a result of the training, improvements include:
a common approach to skills-based teaching and learning in all schools in the cluster;
better continuity and progression in pupils’ thinking skills, especially in transition between key stage 2 and key stage 3;
improved pupil achievement;
the development of schools as professional learning communities.