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Description
The project will develop an innovative curriculum for grades 4-8, integrating all learning forms (lessons, extracurricular activities, interdisciplinary projects, tutoring, e-learning, and the student''s work).The program promotes an integrated view of learning, teaching, and development. The aim is to move away from the dominance of classroom teaching and the transmission of content to education for the future supporting students'' independence and well-being, incorporating new technologies (ICT), developing creativity, communication, criticality, and cooperation at school. They create conditions for the transformation of learning activities into student development. The project team consists of 4 researchers from Østfold University College in Halden, 4 researchers from the University of Lower Silesia in Wroclaw, and 22 teachers from Spark Academy in Poznan. All students will be actively involved in the development of the program. The methodology used will be formative interventions, engaged qualitative research, Galperin''s theoretical and methodological learning concepts. The project team''s collaboration will include workshops of the Teaching Laboratory, direct observations in the school, research lessons, networked analysis of multimedia data in Portfolio. The project will include the following stages: development of a school research plan; evaluation of the existing teaching; design and testing of new teaching solutions; development of publications - to improve the quality of education.
A SPARK ACADEMY TEACHING LABORATORY HANDBOOK will also be prepared, that will enable teachers from other schools to initiate changes in classes 4-8 adjusted to local conditions, in accordance with the idea of education for the future. Polish and Norwegian researchers will publish the research concerning the new teaching quality that transforms interrelated learning and teaching activities.
Summary of project results
The project was preceded by a prior visit of ULS and HiØ researchers to Spark Academy Primary School, which took place online due to the COVID 19 pandemic. Due to the school''s transition to the online mode, the evaluation plan was modified (6 group discussions with teachers and a focus group with parents). The research with students was postponed until the school returned to full-time teaching. The collected material analysis showed SPARK''s extensive resources in terms of methodology, education, and cooperation based on good relations between teachers, students, and parents. The areas that require change are related to work organization and didactics. The recommendations included in the report concern mainly reorganization of the school''s wide range of educational activities into a coherent, comprehensive teaching model, binding the school''s mission, vision, and values with the requirements of the educational system, and the development of internal evaluation and teaching design by teachers in cooperation with parents and students. During the analysis of the collected material, discussions have been held with researchers from Østfold University in Norway, who have been using Galperin''s methodology in their work for years. The planned study visit was adjusted to the pandemic situation and took place on Feb 22, 2021. From the Polish side, two SPARK teachers and two ULS researchers participated in it. Prof. Irina Engeness presented her experience of cooperation with Norwegian teachers, the possibilities of using Galperin''s model in developing teaching solutions in a Polish school were discussed. A preliminary plan for Polish-Norwegian cooperation within the Teaching Laboratory Project has also been agreed upon.
The "Teaching Laboratory" project enabled the testing and description of an innovative teaching concept for grades 4-8 in primary school (open access publication, Wydawnictwo Naukowe DSW). The project was essential to comprehensively change the traditional classroom-based teaching, which limits students'' creativity, autonomy, and engagement. The project facilitated the participatory development and testing of new educational solutions through close collaboration between teachers and researchers from Poland and Norway. At Spark Academy, an innovative approach to education was implemented, significantly changing the school''s functioning. The focus was on relationships, student autonomy, and openness to change. New solutions include interdisciplinary projects, such as the Spark Interdisciplinary Organization of Education (SMOK), which allows students to work in teams on topics from various subjects. The Big Idea Day (BID) and afternoon electives were also introduced, allowing students to pursue interests beyond the standard curriculum. Problem-based learning, according to Piotr Galperin''s concept, emphasizes an active and critical approach to solving real-world problems in subject teaching. The lasting change in the quality of the school''s work results from a holistic approach to education, integrating various aspects of teaching and upbringing, and engaging the entire school community. Through active collaboration and continuous search for innovative solutions, Spark Academy has created an educational model that can inspire other institutions aiming to better prepare students for life in a changing world. The presented teaching concept is implemented daily by a team of nearly 40 teachers and 200 students.
The book contains practical guidelines for interdisciplinary work, project methods, problem-based learning, psychological and pedagogical support, assessment, and educational space organization. Educational researchers can design school-based studies using the historical-cultural activity theory (CHAT) and Piotr Galperin''s concept applied in the project. The publication provides examples of implementations, evaluations, and modifications of teaching programs, which can inspire further research on transformative teaching methods in various educational contexts.
Summary of bilateral results
The donor country partner, Østfold University College (HiØ), contributed specialized knowledge to the project, derived from Prof. Irina Engeness''s years of studies on transformative learning within Piotr Galperin’s framework. Researchers from DSW consulted with the HiØ team on how external actions are transformed into internal psychological processes during social educational interactions. They also discussed the importance of deliberate planning and support in the teaching process, which proved crucial for developing new teaching methods. The collaboration between Polish teachers and researchers also benefited from the study visit to Halden, organized by HiØ. Teachers from SPARK and researchers from DSW had the opportunity to observe lessons, engage in discussions with Norwegian teachers, hold joint meetings and reflections at the HiØ campus, and analyze various educational approaches, such as interdisciplinary projects, working with students with special needs, and mathematics teaching methodologies.This exchange of experiences allowed teachers to learn innovative teaching methods, which they could implement in their work, such as exploratory tasks in mathematics or interdisciplinary projects.Polish and Norwegian partners continue their collaboration. The University of Lower Silesia and Østfold University College signed a cooperation agreement under the Erasmus+ program for higher education institutions, covering the exchange of students and academic staff. They also plan to prepare scientific publications that delve into topics developed during the project: Visualization of knowledge in problem-based learning and project work; Professionalization of teachers through the collaborative transformation of teaching practices. The Spark Academy Foundation and Østfold University College have prepared an application for a research grant under the Erasmus+ program: AI LITERACY – applying artificial intelligence tools in English language teaching.