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Description
The main aim of the project is to develop a programme for a systemic introduction of methods and strategies for effective children''s learning in primary schools by improving the quality and adaptation of the school''s educational offer, as well as the development of the school''s staff in the area of improvement of teachers'' professional competences in: methods and techniques for effective children''s learning.
The activities concern:
a) Establishing an institutional partnership for the exchange of experiences and good practices in the field of inclusive education and creating a system of social care for children at school (study trips for 5 participants – primary school teachers will travel to Norway and 4 participants from Norway will travel to Poland);
b) Workshops for children and their parents on active learning methods (300 students and their parents);
c) Training for teachers, including: gamification of teaching, inclusive education, work with students with special needs for 2 participants;
d) Creation of a programme for a systemic introduction of methods and strategies for effective children''s education at school by: 25 lesson plans implementing ''The Brain rules'' programme, developing a project of an educational platform for the school community and a project to modernise the school space to make it conducive to learning.
As a result of joint initiatives, innovative solutions will be developed and will contribute to the organisation of a system conducive to children''s learning. The research and analyses conducted by the school show that children have big problems with effective learning, especially now. Long-term benefits:
– continued international cooperation with other schools in Norway in the area of project activities;
– coverage of children with special needs by permanent social supervision, which can be implemented in other schools with a similar level;
– developing a system on children''s ''learning'', which may be scalable for schools in Poland.
Summary of project results
Research and analysis conducted by the school indicated that students have significant difficulties with effective learning. Current primary and high school students face a variety of problems that were not experienced by previous generations: disrupted social relationships, impaired ability to recognize emotions, stress and anxiety exacerbating other difficulties, difficulties in organizing time and self-management, inability to delay gratification, difficulties in dealing with failure, uncertainty about the future, and lack of conviction about the value of education. The ‘Brain Rules’ project was created to improve the learning process and make it more effective, to equip students with knowledge about effective learning techniques and to implement them in practice.
It assumed the development of psychological and pedagogical support for students and their parents in order to build independence, responsibility, and perseverance in the learning process. Teachers developed their professional competencies, undertook innovative actions in the field of learning methods and techniques, cooperating with each other and exchanging good practices. As part of the project implementation, an institutional partnership was established, serving the exchange of experiences and good practices in the field of inclusive education and the creation of a social care system for children at school; workshops for children and their parents on active learning methods were conducted, as well as training for teachers including: on gamification of teaching, inclusive education, working with students with special needs; a program for the systematic introduction of methods and strategies for effective learning of children at school was developed, as well as 25 lesson scenarios implementing the ‘Brain Rules’ program, and also a project for an educational platform for the school community and a project for the modernization of the school space conducive to learning. In the survey conducted, teachers declared that participation in the project inspired them to reflect on their own work and to search for new methods, what is the most valuable asset of the project.
Changing thinking leads to changing behavior. Teachers already declare that they are introducing various methods and techniques of learning in their classes. This is confirmed by the results of surveys conducted among students and parents, as well as conclusions from observations conducted by the school’s management.
Summary of bilateral results
Cooperation with the Norwegian training company turned out to be surprisingly beneficial. We learned about the Norwegian education system, with particular emphasis on working with children with specific learning difficulties. The visit to the Norwegian school gave us the opportunity to observe interesting solutions in the organization of school work, which we are already implementing in our field. The business experience of the partner institution allowed for the inclusion of a new perspective in planning and organizing educational and upbringing activities. We especially have in mind the benefits of gamification. We also consider cooperation in developing a social assistance system based on Norwegian experiences and models to be very beneficial.