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Description
The project concerns the organization of a 3-day job-shadowing study visit for 5 people: 4 teachers and 1 head of the Non-Public High School Warsaw Montessori High School (WMHS). to Giljaskoli - Icelandic primary school. The aim of the project is to strengthen the competence of the WMHS staff in inclusive education and management in education. During the visit, our staff will observe programs and methods of conducting classes, i.e. crafts, workshops and visual arts, which will be a mandatory element of CAS in our school IB. The principal will familiarize himself with a different model of cooperation between the school and external organizations, ensuring the quality of school work, including observation of the methods used to motivate students to take part in extracurricular activities. The result will be the implementation of the observed education methods incorporating WMS into practice, as well as the involvement of the Icelandic school to exchange students.
Summary of project results
The visit took place on November 8-10, 2021. We met director of the school (Kristín Jóhannesdóttir) and Giljaskóli teachers directly. We were shown around the building, acquainted with the equipment of the classrooms. We learned how the education system in Iceland works and how the Gilja school works. We told about the Polish education system and our high school.
Each day of the visit, we had the opportunity to observe the work of Giljaskóla teachers, mainly in the three oldest classes, during school and extracurricular activities in arts, crafts, design / construction and visual arts workshops. We had the opportunity to observe the practical application of the Icelandic system of grading and motivating students. Our teachers individually observed the working methods used by teachers of various subjects. We had a meeting with a psychologist and school educator. We got acquainted with methods of promoting a culture of healthy eating. Particularly interesting was the opportunity to observe the practical classes conducted at the Icelandic school: carpentry and kitchen, and properly equipped "professional" workshops.
We observed how in practice the participation of children with disabilities in school activities and the activities involving them in the peer group are organized. We also watched the fully multimedia conducting of the classes.
The headmaster of our school exchanged experiences with the headmaster of Giljaskóli, and also observed the current management of the school, administrative work, procedures, contacts with parents, contacts with school environment organizations. The organization of parent-teacher meetings was particularly interesting. The director of Giljaskóli was keenly interested in the IBDP program in our Lyceum and the CAS classes.
Our stay ended with a summary meeting during which the headmasters of both schools summed up the visit and the exchange of experiences.
Summary of bilateral results
The visit took place on November 8-10, 2021. We met director of the school (Kristín Jóhannesdóttir) and Giljaskóli teachers directly. We were shown around the building, acquainted with the equipment of the classrooms. We learned how the education system in Iceland works and how the Gilja school works. We told about the Polish education system and our high school.Each day of the visit, we had the opportunity to observe the work of Giljaskóla teachers, mainly in the three oldest classes, during school and extracurricular activities in arts, crafts, design / construction and visual arts workshops. We had the opportunity to observe the practical application of the Icelandic system of grading and motivating students. Our teachers individually observed the working methods used by teachers of various subjects. We had a meeting with a psychologist and school educator. We got acquainted with methods of promoting a culture of healthy eating. Particularly interesting was the opportunity to observe the practical classes conducted at the Icelandic school: carpentry and kitchen, and properly equipped "professional" workshops.We observed how in practice the participation of children with disabilities in school activities and the activities involving them in the peer group are organized. We also watched the fully multimedia conducting of the classes.The headmaster of our school exchanged experiences with the headmaster of Giljaskóli, and also observed the current management of the school, administrative work, procedures, contacts with parents, contacts with school environment organizations. The organization of parent-teacher meetings was particularly interesting. The director of Giljaskóli was keenly interested in the IBDP program in our Lyceum and the CAS classes.Our stay ended with a summary meeting during which the headmasters of both schools summed up the visit and the exchange of experiences.