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ONLINE EDUCA BERLIN

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Costas Tsolakidis, Emmanouel Fokides, Persa Fokiali, Sofokles Sotiriou, Michail Orfanakis ... The role of multigrade education. Identified needs in multigrade schools ... – PowerPoint PPT presentation

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Title: ONLINE EDUCA BERLIN


1
ONLINE EDUCA BERLIN
9th International Conference on Technology
Supported Learning Training
December 3 5, Hotel Intercontinental, Berlin
2
The MUltigrade School Education
Project Distance Training of Teachers in Remote
Rural Schools 
Costas Tsolakidis, Emmanouel Fokides, Persa
Fokiali, Sofokles Sotiriou, Michail Orfanakis
3
Outline
  • Prehistory
  • Framework
  • Consortium
  • Definitions
  • Multigrade school reality
  • The role of multigrade education
  • Identified needs in multigrade schools
  • Description of the MUSE project
  • Projects Objectives
  • Training Framework
  • Current Status

4
Prehistory
ONLINE EDUCA 1999
5
S?.?.?.?.?. (S????? Greek raft)
SCHOOL NETWORK OF THE AEGEAN
funded by the Ministry of the Aegean installation
of 88 computers in 46 schools in
32 small islands
  • connection to Internet
  • teacher training
  • work with educational software
  • development of Educational material
  • development of web pages to represent the schools
  • distance learning from the University of the
    Aegean in Rhodes

ONLINE EDUCA 2001
6
Framework
The ?USE project is co-financed by European
Commission within the framework of the SOCRATES
programme, action COMENIUS 2.1 (106231-CP-1-2002-
1-GR-COMENIUS-C21/20024146)
7
Consortium
  • Salakos Primary School (Greece)
  • Vinturi Tastulan Pr. School (Finland)
  • Veiko Pr. School (Finland)
  • Tarifa Pr. School (Spain)

These schools are the pilot test sites of the
training programme.
8
Definitions
What is a multigrade school ?
Is a type of school where the teacher has to
teach in more than one grade simultaneously in
the same classroom
Why do we have many multigrade schools ?
  • a lot of mountainous regions and a large number
    small islands
  • historical reasons forced the population to
    live in areas of difficult access
  • a significant percentage of the population
    still lives in the above
  • described regions

schools operating even with a very small number
of students and even if the conditions do not
provide the ideal educational environment
9
Definitions
4/5 mountainous areas
More than 10.000 islands
In Greece
10
Definitions
In Finland multigrade schools represent 30
of the total school number In G. Britain 6,3 of
primary schools are multigrade
11
Multigrade school reality
  • Teachers have to be well prepared
  • they have to plan ahead
  • be exact on how and when to administer specific
    parts of the syllabus
  • the schoolbooks are the same as in any other
    school
  • there is a considerable work for the teacher who
    has to deal with
  • different grades

In multigrade schools usually there is a teacher
acting as headmaster having the double role of
manager and teacher.
Multigrade schoolteachers have a great deal of
administrative work.
12
The role of Multigrade Education
  • Multigrade schools are considered to play an
    important role on providing access to education
    for all in remote, isolated and underdeveloped
    rural areas.
  • Multigrade schools are the focal point for
    cultural, social and in cases economic
    development of the area they operate
  • Multigrade schools practice multigrade
    teaching that is considered a very interesting
    teaching model for many educators.

13
Identified needs in multigrade schools
Multigrade teachers have a multidimentional
Educational task more difficult than the one of
their coleagues in normal schools
Managers of the school
Teachers act as promoters of multigrade school
social role
14
Description of the MUSE project
  • The project is based on the use of information
    and communication technology (ICT) in school
    education and in the training of the staff
    working in multigrade schools.
  • The project MUSE aims at the development of a new
    model of teachers training that assists teaching
    in multigrade schools.
  • Furthermore it encourages innovation in
    pedagogical methods and materials and promotes
    trans-national cooperation and communication
    between schools and teachers training
    establishments.

15
Projects Objectives
The specific aims of the MUSE project seem to be
exactly along with the aspects of multigrade
education mentioned in the above paragraphs. In
detail, these are
  • To develop an in-service specialised training
    programme for teachers in multigrade schools,
    aiming to meet the teachers needs.
  • To enhance professional skills of multigrade
    schoolteachers and improve their abilities to
    develop plans according to the needs of the
    specific school environment.
  • To develop a dedicated educational web platform
    which will support in service training and
    support of multigrade teachers.

16
Projects Objectives
  • To conduct an intervention study in multigrade
    classrooms across Europe.
  • To enhance communication among remote
    multigrade school teaching environment and
    outside educational community and initiate the
    formation of a European network on the multigrade
    school education.
  • To make recommendations on multigrade teaching
    policy and practice.

17
Training Framework
The training programme is developing across three
main axes and in two cycles
  • To provide in service training of teachers in
    multigrade teaching methodologies ( mixed age
    grouping, individual teaching etc.) as well as
    training on organizing and managing multigrade
    classrooms.
  • To train teachers on the use of ICT and its usage
    for multigrade teaching. The use of ICT should
    focus on (a) upgrading quality of multigrade
    teaching, (b) supporting students learning and
    (c) fostering social development of the local
    community
  • To train teachers to be able to design, implement
    and evaluate multidisciplinary learning
    activities which should require cooperation of
    groups of students of different ages, grades or
    schools.

18
Training Framework
19
Current Status
Teachers Needs Analysis Traning program
Finalised A Cycle of training started at end
of October with collection of evaluation data
A CYCLE 30 hours a. ICT
12 b.
Multgrade teaching 12 c. Cross
curricula applications
6
Follows Evaluation period Redesigning training
techniques B CYCLE Final Evaluation
B CYCLE 30 hours a. ICT
12 b.
Multgrade teaching 10 c. Cross
curricula applications
8
20
www.ellinogermaniki.gr/ep/muse
21
Thank you
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