tinoca gomes valente 2014 the eduscratch case: supporting the development of key competences in...
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supporting the development of key competences in school curriculaTRANSCRIPT
THE EDUSCRATCH CASE: SUPPORTING THE
DEVELOPMENT OF KEY COMPETENCES IN SCHOOL
CURRICULALUÍS TINOCA
MARIA JOÃO GOMES
LUÍS VALENTE
AGENDA
• CONTEXT
• THE EDUSCARTACH CASE
• SUBSTANCE RELATED ISSUES
• PARTNERSHIPS
• STRATEGY
• MAINSTREAMING
• EVALUATION
PARTNERS
• 21 PARCEIROS DE 10 PAÍSES EUROPEUS
• EUROPEAN SCHOOLNET (COORD.)
• 6 MINISTÉRIOS / DEPARTAMENTOS DE ESTADO
• 8 PARCEIROS ACADÉMICOS
• 6 OUTROS PARCEIROS E CONSULTORES
Agreeing on an operational definition
‘ A c o m p e t e n c e r e f e r s t o a c o m p l e x c o m b i n a t i o n o f k n o w l e d g e ,
s k i l l s , u n d e r s t a n d i n g , v a l u e s , a t t i t u d e s a n d d e s i r e w h i c h l e a d t o
e f f e c t i v e , e m b o d i e d h u m a n a c t i o n i n t h e w o r l d i n a p a r t i c u l a r
d o m a i n . ’
Hoskins B., Deakin Crick R., (2010) Competences for learning to learn and active citizenship: different currencies or two sides of the same coin?, European Journal of education, Vol.45, N°1, Part II, pp.121-138
How do we define the concept of Key Competences for the purpose of
our network’s activities?
Website, case notes
and studies, videos,
newsletter, etc.
Spread of stakeholders in
countries covered
Other EU countries
2 main working areas
Public debate,
legislation, change in
curriculum, pilot
project, experiment,
strategy, etc.
Phases, role of
various stakeholders,
evaluation, etc.
Identifying
analysing
mapping
KCD INITIATIVES
&
IMPLEMENTATION
STRATEGIES
Increasing network
influence
through dissemination
and membership
C o r e r e m i t : i d e n t i f y i n g a n d a n a l y s i n g emergent s t r a t e g i e s i n i m p l e m e n t i n g k e y c o m p e t e n c e s i n t o e d u c a t i o n r e f o r m s , a n d p r o d u c i n g r e c o m m e n d a t i o n s .
KEY COMPETENCES
Communication in the mother tongue
Communication in (multiple) foreign languages
Math competence and science and technology competences
Digital competences Learning to learn Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression
How to implement a holistic approach for an effective change in
the student curriculum?
Teacher trainingStudent
assessment
Learning
resources
School
organisation
Major focus
Enablers? Obstacles?
A troubling divide
Policy making
Research
Practice
A PERMANENT DIALOGUE
10
PolicyResearch
Practice
Our methodology
Case notesApril-June 2012May-Sept. 2013
Case studiesFeb-April 2013
Jan.-March 2014
IDENTIFY
Mapping & country sheetsDec.2012Dec. 2013Dec. 2014
RECOMMENDATIONSNov. 2014
K e y C o N e t w e b s i t e / l e a r n i n g c o m m u n i t y
O p e r a t i o n a l f r o m A p r i l 2 0 1 2
Peer study visits
Nov. 2012Sept. 2013June 2014
VideosDec.2012Oct.2013
Sept. 2014
Identifying existing networksApril 2012
L i t e r a t u r e r e v i e w1 s t v e r s i o n : S e p t . 2 0 1 2
InitiativesMarch /April 2012
Jan.- May 2013
ANALYSE DISCUSS
Increasing membership
ILLUSTRATE DISSEMINATE
National networking
eventsMarch-May 2012
Nov. 2013Sept. 2014
SCRATCH.MIT.EDUKIDS.SAPO.PT/SCRATCH
CONTEXT
• SCRATCH LANGUAGE
• ICT & MUCH MORE
• SINCE 2009
• TEACHER TRAINING
CONTEXTUAL INFLUENCES
+ ICT COMPETENCES IN THE CURRICULUM SINCE 2007
- RECENT REFORMS (2012)- ICT
- PROJECT WORK
SUBSTANCE-RELATED ISSUES
• IN-SERVICE TRAINING
• 15-HOUR OFFICIALLY-CERTIFIED WORKSHOPS
• CLASSROOM PROJECTS
PARTNERSHIPS
• MINISTRY
• SAPO WEB PORTAL
• MEO CABLE TV
STRATEGY
• TEACHER EMPOWERMENT
• (ONLINE) COMMUNITY OF PRACTICE
• VOLUNTEERS
MAINSTREAMING
• OFFICIAL SUPPORT
• DEDICATED TEAM
• EQUIPMENT
EVALUATION
• PARTICIPATING TEACHERS
• NATIONAL SEMINARS
• STUDENT PROJECTS
• ONLINE RESOURCES
• NEED FOR LARGE-SCALE EVALUATION
How can YOU get involved?
I. Share your key competence development initiative/s with us by drafting case notes on the basis of guidelines that your national coordinator will provide you with.
II. Apply to become an associate or full member of the network by indicating your interest to your national coordinator.
III. Engage with the project’s outcomes which will be provided on our website as they become available during the network’s 3 year lifetime.
