Different players different roles Strategies to promote knowledge

Different players, different roles Strategies to promote knowledge oriented policies in schools and educational inclusion

Task-oriented analysis From Lisbon’s Strategy • “to become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion” • Dynamic: to be intended as in progress and leading to a change of perspectives • Sustainable: equitable and credible in the long run • Cohesive: interdependent • Competitive: able to face new and different scenarios

Task-oriented analysis From the Manifesto of the European Students • • Common basic skills Flexibility of the system Student-centered learning environment Open and inclusive Proximity of pedagogical contents to professional contents Active citizenship practices Empowerment new modality of expression Exposure to LLL

What and how? • • Knowledge alone does not seem a viable solution Knowledge has always to be connected with competence, because it confers: a) b) c) d) e) f) g) Flexibility Management of acquired knowledge Social and interpersonal relations Communication skills Cultural capital Personal fulfilment Task-oriented strategies

From teaching to learning

The Teacher • I follow the syllabus • I have no time • I don’t want to interact • Quantity and not quality • No links with other subjects • I dislike ICT • I don’t need students’ opinions • I find no interest from some students

The student • Too many syllabus obsessions • Unfortunatly teacher is always right • Unfriendly atmosphere • Just “interrogations”… • Too abstract knowledge • Too many formalities • Just individual study • “Apple of one’s eye” factor • TEST…AND TEST AGAIN!! • “Water proof” opinions • Solo lessons • Demand for conventionality • Poor ICT’s • Biased marking We know what the problem is but not where it lies

From teaching to learning • Vantage point slightly tilted toward the student, teachers should be percevived more as learners • Intereactive lessons • Shift of focus to a more learner-oriented perspective and a comfortable exploration of new ideas • Pro-active perspective • Encourage turn-taking • Sensibility towards learners’ style of learning

From teaching to learning • Teachers’ shift from academic objectives to students’ learning process • Interdisciplinary approaches • Teamwork • Stragegies to convey knowledge • Strategies to make knowledge durable • Continuous updating • Higher level of teachers

yes • Teachers should be equipped to respond to the challenges of the knowledgesociety, participate actively in it and prepare learners to be autonomous • Teachers should be given better opportunities to exchange experiences and teaching practices

Knowledge and equal opportunities • Are equal opportunities issues relevant to every teacher? • Schools should be aware of the impact of their equal opportunities policies and procedures on different groups (by race, gender and disability)

Gender balance • Schools must broaden the opportunities for all pupils to reach their individual potential. The objective is not equality in the absolute sense, but the removal of what are often referred to as 'barriers' to educational success. • Help students understand their orientation by developing their best “intelligences” • Encourage girls to study scientific subjects and boys to study the Humanities by combating stereotyped roles which are deeply grounded in society • Show attractiveness of these areas by offering opportunities for making the learning of these subjects interesting and fun • To establish monitoring bodies to check whether discrimination has occurred and draft new policies to conteract it

Different cultures EU hugs many different cultures Possible discriminations • Workshops where people can talk about their problems, caused by discrimination, to overcome them • School should promote special induction courses for newcomer. • Teachers must be informed about new strategies of approaching foreigners students

Disability • To demolish architectonical barriers • Provide personal teachers per each disabled student • Become more sensitized to the inclusion of impaired students

Une tête bien fait vaut mieux qu’une tête bien pleine (Michel de Montaigne)