1. Project based teaching/learning as a tool for students' empowerment Center for Citizenship Education (CCE) Marianna Hajdukiewicz

2. How does the problem of socially disadvantaged groups in Polish schools look? How do Polish schools teach democratic and cultural competences? Experiences of CCE in challenging the empowerment gap. Key questions

3. Education inequality in Poland  SES determines the level of education: divisions between the city and the countryside, education of parents, social position and income.  Preschool education has a strong influence on further abilities.  Essential moment: the transition from middle school to high school.  Civic participation is strongly influenced by the level of education. Good and equal education Is the key to active and effective citizenship.

4. Preventing exclusion  Diffuse and therefore ineffective support system for children and adolescents.  Strategies of public institutions: - extension of compulsory education - individualization of the education process - emphasis on training of LLL key competencies  Non-governmental organizations offer various programs in the field of both formal and informal education.

5. The Polish school.... Children and young people spend 12 years at school - an institution:  is regulated on the central government,  which depends on local authorities;  in which the position of the school director is very strong,  in which the influence of parents, students, pupils, the local community is relatively small.

6. Key statements  Young people lack of basic competences needed in the contemporary world.  Students are taught patterns of thinking - rather than critical thinking or creative problem solving, theory approach - not practice skills, individualism - rather than teamwork.  Traditional methods of teaching predominate.  Teachers frequently use traditional summative assessment instead of formative assessment.

7. CCE activities  CCE believes that schools should be democratic institutions.  The schools should carry out activities which benefit all students and correspond to the needs of the disadvantaged ones.  CCE believes that project based teaching/learning is an opportunity to change methods, content, assessments and built the school community.  CCE has been implementing project based teaching/learning for the last 15 years

8. What is the project method?  A teaching method by which students acquire specific knowledge and skills through the planning and execution of practical activities.  Students solve practical problems over a period of time (several weeks or months).  The subject may be suggested by the teacher, but the project itself is planned and executed by the students themselves.  Requires varied and frequent assessment - teacher assessment, peer assessment, self-assessment and reflection.

9. When project method? CCE promotes the use of the project method in different areas:  Civic education – social science and active participation in social life.  Cultural education – history, culture and creative attitude.  Ecological education - the interactions between the people and the environment, principles of sustainable development  Global issues – how the globalized world functions and how we interact with each other across the boundaries  Students’ council – students’ participation in schools  ICT in education – the use of new technologies in teaching, communication and assessment.  Science – experiments and reciprocal learning projects.

10. Strengths of project method Students:  learn to organize themselves  learn to find information, and use it in practice  are trained in logical and creative thinking  discus to reach the consensus  work in a team, and learn how to cooperate

11. Oral history – project

12. Opportunities of the project:  The students are more motivated and develop higher self-estime.  The students can play an active role regardless they are „good” or „bad” students.  The projects involves knowledge and skills from different areas.  Parents and the local community are involved in students’ activities.  The monitoring and evaluation is an important part of work.

13. European education – Polish Presidency

14. Weaknesses  Too much time and effort spent on one project.  The students who do not manage with some tasks, can get away with it.  Encourages the expression of opinion, often without sufficient knowledge and understanding.

15. Education for cultural heritage

16. Threats  The teachers may take over the students responsibilities – doing most tasks themselves  The project frequently is a one-time activity, instead of a planned action integrated with school curriculum.  The teachers forget about monitoring and evaluation, focus on the topic or the activities.  The result of the project is not used in further education.

17. Media Literacy – Reportage

18. Role of CCE CCE supports schools in implementing project methods:  prepares materials  trains teachers  trains school directors and teachers’ council  promotes good practices  creates space for public presentations  rewards outstanding teachers CCE strongly influenced implementing project method as a obligatory task in polish schools.