Part of "Training of Trainers on Cross-curricular issues and Students Assessment", 14th-15th July 2014. Kosovo, Pristina. "Kosovo Twinning" project.

1. Training of Trainers on
Cross-curricular issues and
Students Assessment
14th – 15th July 2014
MEST, floor IV
Pristina

2. Monday 14th
July 2014
9.30 – 10.00 MEST: Opening and introduction
10.00 – 12.30 School working culture and development
(in this presentation file)
12.30 – 13.00 Free discussion & networking
13.00 – 14.00 Lunch break
14.00 – 16.30 Students’ assessment
Home work (in this presentation file)

3. Tuesday 15th
July 2014
9.30 – 13.00 Implementation of cross-curricular activities
in the Curriculum Areas
13.00 – 14.00 Lunch break
14.00 – 14.30 Presentation of the internal assessment
findings of 10 pilot schools
14.30 – 15.30 Evaluation workshop: The experience
gained during a year implementing KCF –
Challenges and Advantages
15.30 – 16.00 Conclusion & closing

4. School work culture
and development of
the learning culture
Esko Lius
Expert, Digital Learning
Twitter: @eskolius

5. School work culture
and development of
the learning culture
Leadership
Strategic
planning
Collaboration
Assessment
& reflection

6. Community
Authorities
Educators Learners

8. • To develop reflective and autonomous teachers
• Make continuous professional development a reality
• Help create learning organizations whose goal is
continuous improvement
• Use the wisdom of the crowds on national &
international level, harness best practice and build
mechanisms to enable effective knowledge transfer
• Make local connections, identify best practice and
‘crowd source’ their knowledge and skills
Esko Lius 2014
Teacher
professional development

9. • Teacher as a role model and a model learner,
including learning through failure
• Teachers who continuously develop their own
knowledge and skills
• Teachers who collaborate, communicate, interact and
share the organization’s knowledge-skill resources
Esko Lius 2014
Changing role of the teacher

10. Capacity to use knowledge and skills
to solve real-world problems and
to become a person who is creative, persistent,
capable of positive and constructive interaction
and who is open to change
Esko Lius 2014
Why
competence based curriculum?

11. Esko Lius 2014
Curriculum area integration
Group work

12. • KCF is structured into seven curriculum areas
• What structures and conventions of work culture
support the integration of curriculum areas and the
collaboration between teachers? What hinders it?
1. Each group (your colour) produces a SWOT analysis (1/2 hour)
2. Each group (your number) elaborates on this, instructions given later
Esko Lius 2014
Curriculum area integration
Group work instructions, phase 1

13. • Form new groups according to your number
• Find practical solutions, remedies and improvements
to your sub topic (½ hour)
• Number 1 > Strengths
• Number 2 > Weaknesses
• Number 3 > Opportunities
• Number 4 > Threats
• Visit all SWOT charts and use their input as your
starting point
• Use post-it notes, felt pens and produce a mind map
Esko Lius 2014
Curriculum area integration
Group work instructions, phase 2

14. ”STRENGTHS”, supportive questions
•How can these strengths expand to cover all?
•What structures in work culture could support them?
•Which are the most important ones for the curriculum area
integration?
Esko Lius 2014
Curriculum area integration
Group work instructions, phase 2 - S

15. ”WEAKNESSES”, supportive questions
•What kinds of weaknesses are easiest to fix?
•What structures in work culture could help?
•Which are the most serious weaknesses for the curriculum
area integration?
Esko Lius 2014
Curriculum area integration
Group work instructions, phase 2 - W

16. ”OPPORTUNITIES”, supportive questions
•Which co-operation or collaboration opportunities we can
promote?
•How can we help spreading the know-how about best
practices?
•Have we taken the learners themselves into the process?
Esko Lius 2014
Curriculum area integration
Group work instructions, phase 2 - O

17. ”THREATS”, supportive questions
•Which are the most serious threats for the curriculum area
integration?
•How can we turn them into opportunities?
Esko Lius 2014
Curriculum area integration
Group work instructions, phase 2 - T

18. • …
Esko Lius 2014
3) discussion about methods

19. Esko Lius 2014

20. Esko Lius 2014

21. • Read Active Learning Approach (paper copy)
• Watch video “How Youth Learn, Ned’s GR8 8”
shortlink: http://j.mp/gr8-8
• Think about the message of the video in the light of
Active Learning Approach
• On Tuesday morning we will have a “goldfish bowl”
discussion about active learning
Esko Lius 2014
Homework for Tuesday