Aktuelle Projekte

Aktuell werden an der KPH die folgenden Erasmus+ Projekte durchgeführt.

Abgeschlossene Projekte

ICT for Innovative Science Teachers

At the present time there is a widespread desire amongst policy makers in the European Union to promote the use of ICT to assist learning at all levels of education.  Many national agencies have identified the need for improving the quality and effectiveness of initial and in-service teacher training related to ICT innovations. 

The ICT for IST project will be built upon the project IT for US (Information Technology for Understanding Science - 119001-CP-1-2004-1-PL-Comenius-C21) which resulting materials are ideally placed to fulfil this need; they are directed at teachers and teacher trainers and explicitly offer support to help teachers develop their skills in using ICT in their teaching.

The ICT for IST project aims to broaden the scope of application of the ‘IT for US' training pack with the view to increasing the international transfer of the teacher training agenda contained therein. It proposes to extend the teaching modules, to develop more ideas for implementation strategies, to increase the flexible use of existing modules across different software systems.

The results of the ICT for IST will offer new approaches to teacher training supported by the instructional material, online resources and demonstration videos for use on courses for teachers.

The consortium includes four former partners (PL, CY, NL, UK) in the project and two new partners (AT, CZ). The fields of partners’ expertise are complementary; some partners are curriculum developers with extensive experience in innovations with ICT, some with extensive experience in teacher training and the pedagogical applications of ICT in science teaching.

The short term impact of the project will be on the local level as partners try out the developed materials during the teacher training courses in their countries. The long term impact will be achieved via offering the resources on-line to a wider audience of science teachers and teacher trainers.

Information Folder

The Building Blocks of Europe

Comenius-Schulpartnerschaft

Im Rahmen des Projekts „Bausteine Europas“ soll jede Lerngruppe der teilnehmenden Schulen ihr Umfeld unter Berücksichtigung der spezifischen Aspekte der Geschichte, Tradition, Geografie, Umwelt, Kultur und Musik der interkulturellen Struktur und der regionalen kulturellen Spezifika handlungsorientiert und fächerübergreifend erarbeiten und unter dem Aspekt der Entwicklung der Schlüsselqualifikationen unter besonderer Berücksichtigung einer altersspezifischen Präsentation zum Austausch mit den teilnehmenden Lerngruppen aufarbeiten.

Dazu soll neben dem Einsatz von digitalen Medien (E-Mail, Chat, Blog, Forum, Videokonferenzen) vor allem das Schreiben von Briefen dienen. Neben der Schaffung authentischer Schreibanlässe und der damit einhergehenden Erweiterung schriftlicher Kommunikationskompetenzen, soll sich vor allem eine nachhaltige interkulturelle Korrespondenz/Verbindung zwischen den SchülerInnen verschiedener europäischer Länder aufbauen.

Über diesen Austausch sollen die SchülerInnen eine Erweiterung ihrer Kompetenzen auf menschlicher, sprachlicher, künstlerischer und inhaltlicher Ebene erfahren. Die Beschäftigung mit der eigenen Lebenswelt und deren Kommunikation an andere sowie die Auseinandersetzung mit den Arbeiten der anderen Lerngruppen soll die Grundlage für ein besseres Verständnis der eigenen sowie der Lebensweisen anderer Nationen bilden und somit zu einem respektvollen und achtungsvollen Miteinander führen.

Für die teilnehmenden LehrerInnen soll sich ein inspirierender Dialog entwickeln, der sowohl auf fachlicher (Austausch von Lehr- und Lernmethoden) als auch auf persönlicher Ebene auf Nachhaltigkeit zielt.

Unsere Partnerschulen sind in Polen, Ungarn, Luxemburg und Deutschland (2 Schulen).

BEREV

LEONARDO BEREV - Vocational training in the European context

Project number: AT/08/LLP-LdV/VETPRO/158017
Coordinatorin: Doris Sygmund, KPH Wien Krems
Partner: Marnix Academie, Utrecht, Niederlande
Place/Date: preparation and follow up at KPH Wien/Krems, Campus Krems-Mitterau

Auslandsaufenthalt: 13. 03. - 27.03.2009 in Utrecht, NL

The in-service training for 15 teachers at compulsory schools focuses on the skills and competences of school leavers with special reference to reading skills. They are invited to study the situation of Dutch youngsters and their choices of career and the function of the teachers in this process in authentic environments.
The beneficiaries exchange their own experiences with those of their Dutch counterparts gain from these impulses insight into their own learning/teaching situation back home. It is interesting to reflect on Dutch pupils' competences that enable them to meet the demands of modern professional life.
Dutch schools cater for groups with different cultural background. The participants will discuss the transfer to the Austrian situation. The linguistic competences (L1 and L2 and /or L3) of pupils play an important part in the stage of preparing young people for their professional lives. Portfolio work, authentic learning, social learning, ICT skills will be practiced.

 

TeCORE

Erasmus Intensive Programme TeCORE (Teaching Competences in Real Environments)

Co-ordinator: Mag. Doris Sygmund, KPH Vienna, Campus Krems-Mitterau
Partners: Estland, Griechenland, Lettland, Litauen, Niederlande, Norwegen, Rumänien, Spanien, Tschechische Republik, Türkei, Ungarn, Zypern
Location/Date: Samsun Türkei

Summary: In a competence based learning environment (Key Competences for Life Long Learning) students from different nationalities work together to develop teaching materials for different age groups (primary education - 4 to 12 years).The crucial starting point for this project is always the real environment: first year Kaunas College, Lithuania, second year Madrid, Spain, third year Samsun, Turkey. Via the inquiry approach students collect the resources in the field. In the transfer stage (teaching materials and learning strategies) they use the idea of multi-perspectivity (looking at the world from different perspectives) in order to develop balanced views on a variety of topics. The teaching materials include innovative didactics, aspects of new learning strategies, ICT and IST and relevant aspects of the current society like pluriiculturalism, citizenship, sustainable development and the European dimension. In this three year project students present the outcomes to their peers. They also teach in real classroom situations in as many languages as possible.An electronic learning environment, a project portfolio and a publication in different languages are parts of the programme.

This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 

CreaTiFoLa

Erasmus Intensive Programme CreaTiFoLa

Coordinator: Maria Pakozdi, Karoli Gaspar University of the Reformed Church, Budapest Hungary
Contact: Doris Sygmund, Maria Wannerer
Partners: Belgien, Dänemark, Griechenland, Lettland, Niederlande, Norwegen, Österreich, Rumänien, Spanien, Tschechische Republik, Türkei , Vereinigtes Königreich
Location/Date: Bolu, Türkei 15.02. - 01.03. 2009

CreaTiFoLa addresses the issue of creativity in education and aims to produce teaching materials which foster this capacity in students of 10-16 years in content and language integrated (CLIL) lessons.

Teachers and teacher trainees will work together in international groups, discuss updated, global pedagogical issues, prepare lesson plans based on a common criteria. They will pilot their materials in schools and reflect on their experiences. A CD-ROM will be disseminated to CLIL schools in Europe containing the input of the Intensive Programme, the lesson plans, the teaching materials and the reflections on the lessons taught with video footage. Preparatory and follow-up project activities will be enhanced by a forum provided by an Internet-based Learning Management System.

Creativity, preferably flavoured by humour, will be approached in a multidisciplinary and democratic sense: as a capacity all students possess and possible to be facilitated by educators. CreaTiFoLa participants will experiment with task-based CLIL lessons incorporating elements from keyboarding skills, communications & expressive arts, handcrafts and cognitive psychology.

CreaTiFoLa draws on previous project outcomes dealing with Multiple Intelligences and Culture. The core of the consortium relies on 5 years of cooperation accumulating a wealth of experiences in teamwork, which they will share with the newcomers

 

LICI

LINGUA 2 LICI - LANGUAGE IN CONTENT INSTRUCTION

Coordinator: Dr. Heini-Marja Järvinen, Turku University, Finland
Contact: Doris Sygmund
Homepage: lici.utu.fi/materials.htm
Partners: Finnland, Frankreich, Italien, Litauen, Österreich, Ungarn

Summary: Teaching content through a foreign language (CLIL, Content and Language Integrated Learning) is a 1990's newcomer in Europe. So far, there are a number of implementations around, but there is no established pedagogy targeting at the language of learning and teaching, and assessing language learning in CLIL.

The objectives of the LICI (Language in Content Instruction) project are to develop language learning and teaching in CLIL by producing a principled and pedagogical model and a set of outputs based on the model. The LICI outputs are based on the model and they consist of: teaching materials (CD-ROMs) for teaching social sciences and science at primary (CEFR levels A1 - A2) and secondary level (B1- B2), and third level sociology, science and marketing (B1 - C1), a teacher's and trainer's handbook, and a website for dissemination and discussion during project life and after.

The target languages are DE, EN and FR, and for some materials also FI, IT,LT and HU. The products will be used by students, content and/or language teachers and teacher trainers. The project activities consist of discussion and modification of the model > design of materials >piloting materials and publication of drafts> modifications > final products > publication.

eCLILT

Comenius cCLILT e-based Content and Language Integrated Learning Training

Coordinator: Claudia Saccone, Universität Molise, Italien
Contact: Doris Sygmund
Partners: Frankreich, Griechenland, Litauen, Österreich, Polen, Slowakei, Spanien, Vereinigtes Königreich
Homepage: www.eclilt.net/index.html

Are you interested in CLIL (Content and Language Integrated Learning)?
Are you planning to teach your subject in a foreign language?
Are you looking for a European training course which can answer your needs?
e-CLILT (e-based Content and Language Integrated Learning Training) aims at developing an innovative e-training in CLIL.

The main outcome of the project is a blended trans-national model training course (on-line and face-to-face) adaptable to different countries for CLIL teacher trainers, and pre-service and in-service secondary school subject teachers.
The course, therefore, tackles both the absence of qualified trainers, who can promote an advanced CLIL approach and a successful multilingualism, and the shortage of appropriately skilled teachers in Content and Language Integrated Learning provision.

 

Fifobi

Fit for business - Developing business competencies in school

Project number: Key Activity 1 transversal programme 143356-LLP-2008-DE-KA1-KA1SCR (2008-3580)
Co-ordinator: Dr. Matthias Pilz PÄDAGOGISCHE HOCHSCHULE FREIBURG Deutschland
Partners: Latvia, Austria, Poland, Spain, Hungary
from Austria: Dr. Ingrid Schwarz, Mag. Doris Sygmund
Time: 36 Monate

Project summary

Many school leavers have a lack of knowledge of the business world and the competencies required by vocational occupations within the EU. The proposed project investigates the current programmes that exist within the final two years of compulsory education in the field of business education and pre-vocational education from across the different countries taking part in the study. This comparative analysis will identify the strengths/weaknesses within each of the national education systems with the aim of promoting best practice. Ultimately, the project will develop a model of innovation for other countries to follow and also help form the basis of a lifelong learning strategy for the education of students undertaking vocational studies.

The project will allow for the collection of cross-country information and comparative assessment methodologies. This will help close an existing gap in research in the area of key competences in business and pre-vocational education. Specifically, the analysis will concentrate on three areas. Firstly, to identify the skills and knowledge held by learners of the general economic and business environment. Secondly, the extent to which personal responsibility and entrepreneurial thinking is encouraged in schools. Thirdly, to identify the core social competencies which are addressed in the teaching of young people in the context of occupational skills.

The study will entail a comparative curriculum analysis across countries based upon agreed criterion. This analysis will involve undertaking interviews with teachers in schools in order to establish how business and pre-vocational education is organised within schools, the potential problems of implementing such a curriculum and the range of existing contacts held within the schools with the world of work. Additionally, employer associations and trade unions will be interviewed with the aim of assessing the schools’ business links and collaborative agreements.

The research will aim to develop a common conceptual framework in order to compare and contrast particular curriculum developments within and between countries. The intention then is to subsequently identify areas of best practice that could be used as a basis for national and supranational comparative research. The study will contribute to tackling perceived weaknesses in establishing meaningful business and pre-vocational education within the compulsory school years. In addition, the outcomes of the project will involve the publication of academic outputs, including electronic communications and the attendance at national and international conferences to disseminate results.


BEROPA

LEONARDO BEROPA - Vocational Training in Europe

Project number: LLP-LdV VETPRO-07-AT 0012 (Leonardo Mobility)

Coordination: Doris Sygmund, KPH Wien Campus Krems-Mitterau
Partner: University St. John, York, UK
place/date: preparation and follow up at KPH Wien/Krems, Campus Krems-MitterauStudy visit: University St. John York,UK: 24.3. - 6.4.2008

Summary: 15 colleagues from Lower Austria are invited to compare aspects of vocational training in Austria and in Great Britain. To prepare pupils for the demands of 21st century professional life it is useful to study European models in order to make changes and to reflect on different approaches. It is necessary to enhance the linguistic competence (English) of teachers and pupils alike. The CLIL approach helps everybody involved to use L2 in a meaningful context. The production of teaching material (video and audio files included) by the participants to be used in all schools in Lower Austria will guarantee sustainability and dissemination.

Pri-Sec-Co

COMENIUS 2 Pri-Sec-Co Primary and Secondary Continuity in Foreign Language Teaching

Duration: 2 Years (starting 2007)
Coordinator: Dr. Annika Kolbe, Päd. Hochschule Freiburg Breisgau /PH Heidelberg
Contacts: Maria Felberbauer, Doris Sygmund
Website: www.pri-sec-co.eu/de/home.html
Partners: Germany, Austria, Sweden, Switzerland, Spain, Hungary

Summary: The project addresses the transition from primary to secondary education in foreign language learning and teaching. This transition from rather informal and holistic to more formal and conscious ways of language learning is often experienced as a problematic one by pupils and teachers alike due to different teaching approaches and a lack of communication and cooperation between teachers of both levels. Whereas language learning at the primary level is communicative, content-based and multi-sensory, rule-oriented learning and written language prevail at the secondary level. The project seeks to exchange experiences and gather models of good practice in the field of transition and further develop strategies to facilitate the move from primary to secondary education.

It will create both an international website and local manuals for teachers and teacher trainers on the subject. These products intend to help teachers get insights into different teaching approaches and learning cultures and foster mutual understanding (e.g. via commented videotaped sample lessons). They will also provide teaching material for the transition phase (e.g. based on task-based and CLIL approaches) which aim at reconciling both approaches ("bridging tasks"). For diagnostic purposes, assessment tools are presented, including self-assessment and portfolio work. The sample lessons as well as the teaching and assessment material are accompanied by comments and study tasks which will enable teachers to reflect on their own teaching and to integrate new ideas.

These materials will serve as a basis for the development of methodological concepts for transition conferences and teacher-training on the topic of transition. Apart from the website and the local manuals, the results are disseminated through initial teacher training in the participating organisations as well as through in-service teacher training courses involving the associate partner schools. An international Comenius teacher training course is projected. Each of the partner organisations which work in the field of teacher training cooperates with at least one primary and one secondary school in order to collect sample lessons, try out and test material which is developed in the project and gain feedback from teachers and pupils. The project addresses the target languages English, German and French.

 

CLIL Network CCN

The CLIL Cascade Network CCN

Koordinator: Tuula Asikainen, University of Rovaniemi, Finland
Homepage: www.clilconsortium.jyu.fi/
Kontaktperson: Doris Sygmund
Partner: aus 17 Ländern
Erstes Treffen: 7.2/ 8.2. 2008 in Venedig

Summary: The term Content and Language Integrated Learning (CLIL) was launched in 1994 following some 10 years of European dialogue (supported by European Commission and Council of Europe), and national actions, on the benefits for additional language learning of variants of what had been widely termed bilingual education or immersion. CLIL is a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language.

In 1994, the focus was on transferring good practice found in special contexts (e.g. border regions & privileged schools) into mainstream education at all levels. The period 1994-2006 saw numerous European Commission and national initiatives which led to exponential interest in this educational approach, driven, in part, by the need to achieve MT+2 (mother tongue plus two other languages) in member states. The past two decades have witnessed considerable top-down and grassroots pressure to have CLIL offered to pupils and students at all educational levels from primary to higher education.

Alongside trans-national dissemination, analysis, and political discussion on the potential of CLIL to help address poor levels of language learning in mainstream school populations, there have been various capacity and competence-building initiatives taking place at national and regional levels. This application is to address the development needs which have now surfaced regionally/nationally, and consolidate resources and expertise for the benefit of a pan-European network of stakeholders. This involves primary, secondary, vocational, and higher education. It aims to provide a platform (The CLIL Cascade Network - CCN) by which to transfer good practice from one environment to another, enable expert dialogue on a pan-European level, create the structures identified for informed development of teachers, schools, and educational administration at local, regional/national, and European levels, and launch a self-sufficiency post-funding business plan.

Operating through the platform will be 5 "Thematic Hubs2 which focus on the following development needs: creation of teacher training and professional development programmes; teacher/school capacity-building and networking; coordination of national resources by which to create a European evidence-base for CLIL; articulation of CLIL at policy levels, dissemination and valorisation; adoption of CLIL for the learning of less widely used languages and transfer of information on existing good CLIL practice (successful projects carried out over 1994-2007); and the design and implementation of a long-term self-sufficiency plan to serve partnerships within education, public administration, and through to working life. Each Thematic Hub feeds into the central platform which is an information service and resource base for the individual members in the LLP countries. CLIL networks, of differing sizes, and formed with various degrees of local, national, and European support and recognition, exist in many EU countries. These tend to operate in isolation from each other, which leads to lack of efficiency and limited access to actions which could enhance development. The CCN Network Platform will provide new trans-national synergy by binding these together, supporting their expansion, and strengthening their function at a European level.

 

Comenius PVS Wien

Comeniusprojekt der Praxisvolksschule der KPH, Campus Strebersdorf

Wir haben nun bereits das zweite Jahr ein Comenius-Projekt als koordinierende Schule laufen. Unser Projekt steht unter dem Titel „Bausteine Europas“. Weiters nehmen zwei Schulen aus Deutschland und jeweils eine Schule aus Ungarn, Polen und Luxemburg daran teil.

Schwerpunkt dieses Projekts ist der Briefkontakt der Kinder der teilnehmenden Schulen zu ausgewählten kindgerechten Themen und Besuche der LehrerInnen in den anderen Ländern und Schulen, um das Schulwesen und die Unterrichtsarbeit in den anderen Ländern kennen zu lernen. Es gibt auch einen LehrerInnenaustausch zwischen Luxemburg und Österreich. Dieser wird noch im heurigen Schuljahr stattfinden. Ein luxemburgischer Kollege kommt im Mai auf eine Woche in meine Klasse und ich werde dann in unserer ersten Ferienwoche nach Luxemburg fahren und dort eine Woche gemeinsam mit dem Kollegen unterrichten.

Im Mai findet das große Abschlusstreffen unseres Projektes bei uns in Wien statt. Bei diesem Abschlusstreffen soll dann auch offiziell unsere Abschluss-CD mit dem von allen teilnehmenden Schulen gedichteten Comeniuslied vorgestellt werden.

Wir haben heuer aber auch schon ein neues Comeniusprojekt eingereicht. Auch diesmal wären wieder wir die koordinierende Schule. Unsere Partner bei diesem neuen geplanten Projekt sind Ungarn und Polen. Das Thema des neuen, noch nicht genehmigten Projektes ist: „Wir wollen Brücken bauen“. Der Schwerpunkt soll darin liegen, dass die Kinder diesmal auch die Möglichkeit bekommen sich kennen zu lernen. Auch soll diesmal eine Art Lexikon entstehen zu folgenden Themen: Land, Leute, Bräuche und Kultur der jeweiligen Länder. Durch dieses Projekt soll sehr intensiv an der Völkerverständigung gearbeitet werden.

Kigaver

Kindergartenpädagogik im europäischen Vergleich

AT/10/LLP-LdV/VETPRO/158062

Koordination: Mag. Doris Sygmund KPH Wien/Krems

Im Studienjahr 2010/2011 findet an der KPH Wien Campus Krems-Mitterau, der Weiterbildungskurs "Kindergartenpädagogik im europäischen Vergleich" statt. 15 KindergartenpädagogInnen aus Niederösterreich sind dazu eingeladen, im Rahmen dieses Weiterbildungslehrgangs in Realbegegnungen die Situation in norwegischen Kinderbetreuungseinrichtungen in Oslo in der Zeit vom 26. April bis 14. Mai 2011 zu studieren.

In vorbereitenden Veranstaltungen werden die Begünstigten eingeladen, ihre eigenen Erfahrungen auszutauschen und zusammenzufassen, um dann im Vergleich mit den Erfahrungen der norwegischen KollegInnen Impulse für die Erarbeitung schlüssiger Modelle für ihren pädagogischen Alltag zu gewinnen.

Großer Wert wird auf theoretische und praxisrelevante Inhalte gelegt, die die TeilnehmerInnen befähigen, innovativ und flexibel im pädagogischen Alltag von Kinderbetreuungseinrichtungen zu arbeiten und den Bedürfnissen der Kinder gerecht zu werden.

Die TeilnehmerInnen dokumentieren ihre Erfahrungen, um die Nachhaltung zu gewährleisten.

CiTiFoLa

Equitifola will for local purposes be entitled CiTiFoLa, because the focus this year addresses the issue of citizenship and volunteering in education for sustainable development and aims to produce teaching materials which foster social and community based sensitivity in students of 6-15 years in content and language integrated (CLIL) lessons.

Teachers and teacher trainees will work together in international groups, be presented with and discuss updated, pedagogical issues, and prepare lesson plans based on common criteria. They will pilot their materials in schools and reflect on their experiences. A CD will be disseminated to CLIL schools in Europe containing the input of the Intensive Programme, the lesson plans, the teaching materials and the reflections on the lessons taught with video footage. Preparatory and follow-up project activities will be enhanced by a forum provided by an Internet-based Learning Management System (Moodle).

Citizenship and volunteering issues will be approached in a multidisciplinary sense: the incorporation of education for citizenship, volunteering and sustainable development into different subjects of the school curricula contributes to the development of social and civic competences required for lifelong learning. CiTiFoLa participants will experiment with task-based CLIL lessons with elements from keyboarding skills, communications and arts.

CiTiFoLa draws on previous project outcomes dealing with Multiple Intelligences, Culture,  Creativity, and Sustainable Development. The core of the consortium relies on 6 years of cooperation accumulating a wealth of experiences in teamwork, which they share with the participating teacher trainees. With this application, Denmark continues the coordinator role.

The consortium aims to renew the programme with new innovative topics in 2012, when it is also projected that the IP will change location, to Madrid, Spain, but still be coordinated by University College Sjælland, Denmark. This application is for funding for 2010-11 in Austria only. The funding for the projected IP in Madrid will be applied for in the 2011 Call.

EffLer

Effizientes Lesen und Lernen - Comenius Regio Projekt


Gesamtkoordination:
Mag. Doris Sygmund, Campus Krems
Koordinierende Region: Landesschulrat für NÖ
Regionale Partner: Praxisvolksschule Krems der KPH, MHS-Tulln, Buchclub der Jugend, ARGE Lesen in NÖ
Partnerregion: Kedainiai, Litauen


Zwei  Regionen im europäischen Bildungsraum  (Niederösterreich, Österreich und Kaunas Region, Litauen) versuchen auf verschiedenen Ebenen die Frage der Lesekompetenz in den jeweiligen Gebieten zu analysieren, zu dokumentieren (Durchführung von Studien) und schließlich auch neue pädagogische Ansätze zu erproben. Der Austausch von Erfahrungen und Beispielen guter Praxis stehen im Mittelpunkt der Projektarbeit.

Dieses Thema ist für die beiden beteiligten Regionen von Interesse und Relevanz, da das Niveau bei den Lesekompetenzen der Schüler in der EU nicht ansteigt, sondern in einigen Fällen zurückgeht. Die Lesekultur wird immer mehr durch die konkurrierenden Attraktionen der neuen Medien bedroht. Insbesondere ist die Motivation zum Erwerb und zur Erweiterung der Lesekompetenz, vor allem bei Jungen, zu stärken. Das Projekt wird auf die Entwicklung, Prüfung und Implementierung von Materialien, neuen pädagogischen Methoden und Strategien ausgerichtet sein, die das Lehren und Erlernen von Lesen verbessern. Zusammenhänge zwischen der Verbesserung der Lesekompetenz  und Lernleistung werden untersucht. 

Als Schwerpunkte der Projektarbeit bieten sich folgende Bereiche an:

-) Entwicklung von Materialien zur Steigerung der Lesekompetenz

-) Förderung von Lesestrategien und Lernstrategien  

-) Lesepädagogik im Vergleich

-) Das Lesen von Sachtexten in allen Gegenständen CLIL

-) Förderung der Lesekompetenz im formalen und informellen Bildungsumfeld

CroCre

Erasmus Intensive Programme CroCre (Crosscurricular Creativity)

Co-ordinator: Olga Orehhova, Narva College of the University of Tartu, Estonia
Contact Campus Krems: Gerald Kolm, Maria Wannerer
Partner: Austria, Italy, Lithuania, Netherlands, Hungary, Norway, Poland, Romania, Slovakia, Turkey
Location/Date: Narva, Estonia: 22.03. - 5.05.2012

CroCre draws on previous project outcomes dealing with teaching competences in real environments (TeCoRE). The core of the consortium relies on three years of cooperation, accumulating a wealth of experiences in teamwork, which they share with the participating teacher trainees.

In view of the European strategy for the effective and competence-based holistic education, the Crosscurricular Creativity IP addresses the issues of creativity in crosscurricular education and aims at producing innovative and practical teaching materials which foster creative learning and teaching in school classrooms for children between the ages of five and fourteen. The programme brings together teachers and teacher trainees from different nationalities who will work together in international groups, discuss the notion of creativity in education and the prerequisites for developing creativity at school, formulate the key principles for effective crosscurricular working, and prepare lesson plans based on common criteria and innovative didactics. They will pilot their materials in real classrooms at schools, reflect on their experience and present the outcomes to their peers. The main activities of the IP include lectures, workshops, individual inquiry-based study, and practical training. As a result of the project, a CD will be prepared and disseminated to CLIL schools in Europe, containing the input of the Intensive Programme, the lesson plans, the teaching materials and the reflections on the lessons taught with video footage. Preparatory and follow-up project activities will be enhanced by a forum provided by an Internet-based Learning Management System. The IP will also result in a project portfolio and teachers’ and students’ publications in different languages.

CoCLIL

Comenius Regio: CoCLIL (Content and Language Integrated Learning and Coaching Lifelong Innovative Learning)


Co-ordinator: Bezirksschulrat Tulln, Bilinguale Hauptschule Zwentendorf, KHP-Wien/Krems - Campus Krems
Contact Campus Krems: IL Mag. Petra Braun
Partner: Italy
Duration: 2013 - 2015

 

CO-CLIL (COoperative CLIL) is addressed to educators who are willing to develop advanced skills to tutor their colleagues in augmenting their motivation, their competences and strategies in teaching. Content and Language Integrated Learning and Coaching Lifelong Innovative Learning, because it is addressed to trainers who are willing to educate their trainees in teaching their subject/s in a foreign language, and in openness to innovation in education.

 

The course main objectives are:

1) to reach a full exchange of good practices and educators between Italy and Austria
2) to organize a common training based on a direct professional collaboration based on team teaching and peer learning activities
3) to train skills to facilitate mentoring and teaching
4) to prepare quality observation and effective feedback

The project’s main outcome ‘CO-CLIL train the trainer course’ will have hands-on sessions encouraging team work, awareness, innovation and creativity in training and teaching. The training will be learner-oriented and co-operative both in face to face sessions and in the self-contained collaborative learning platform.
Great emphasis will be placed on monitoring and dissemination in both participating countries during all the project’s life.

 

More Projects:

Erasmus Intensive Programme: SoliTiFola

Erasmus Intensive Programme: Generation Y

European Teaching Practice Project (in der Vorlaufphase)