1. Mobility Programs Menie Kourou Eleni Ioannidou
European Programs: A driving force in the Reformation of the Curriculum
Mobility Programs
Menie Kourou
Eleni Ioannidou

2. Introduction
School units involved in European Programs, were seeking to achieve objectives of the Curriculum such as:
Balanced development of students’ body, soul and mental power
Understanding of the value of teamwork and inspiring co-operation
Development of practical skills, exploratory thinking and creative fantasy
Achievement of learning objectives of the Curriculum
Improvement of the quality of education and schools
Extending students’ and teachers’ horizon through interacting with various schools in Greece and Europe
Implementation of European dimension in education - basic priority of the education policies in the European Union.

3. Mobility Programs
Framework of the Operational Program for Education and Initial Vocational Training of the Second Community Support Framework (1996 – 2000)
Students exchanges, short-term in-service training for teachers, and co-operation programs between schools
Modernization of the educational system and its synchronization with those in more developed member-states
Overthrow, in practice by day-to-day work, the widely accepted and dominating notion on student - teacher relationship

4. Professional Development via Mobility Programs
Quality school-based teacher professional training and development
Teachers achieved own professional upgrading
Personal commitment
Acted as mentors
Collaborated with one another in curricular and instructional development
Evaluated themselves and fellow teachers within the co-operation framework
Evaluated final products

5. Teaching Methods RESEARCH interviews observation diary
project material gathering
field research
material evaluation
statistical analysis and processing
bibliography use

6. Teaching Methods ICT computer use internet use videotaping
photographing
taping
video-projecting
slides-projecting

7. Teaching Methods EDUCATIONAL VISITS museum visits factory visit
visits to community facilities
environmental center visits
scientific places visits

8. Teaching Methods MOBILITY SCHOOL SOCIETY CO-OPERATION
common activities
students exchanges
seminars
school visits
cooperation with organizations
partners cooperation

9. Teaching Methods OTHER team working project presenting lab-exercise
practical exercise
program assessment
book-leaflet printing

10. Teaching Methods

11. Teaching Methods used are not always recognized as such resulting to limited appreciation of the teacher’s own achievements in the framework of continuous training

12. Anticipated Gain

13. Anticipated Gain
Teachers: Opportunity to gain an understanding of the theory underlying the knowledge and skills being learned
Schools: Use of sources external to the school to provide necessary resources and new perspectives
Educational System: Association to a comprehensive change process focused on improving student learning

14. Internal Evaluation
Acknowledged practices of evaluation of the process were mainly spontaneous and limit future exploitation. Discussions amongst teachers and between teachers and students were a prominent favored way of evaluation.

15. Internal Evaluation

16. External Evaluation
Pedagogical Institute has evaluated all Multilateral School Partnership Programs on grounds of:
Flexibility: i.e. inherent ability of the product to be modified or reformed by the user
Potentials for incorporating final product into the Curriculum
Ways of dissemination of the program’s results

17. Accumulative ranking based on the three aforementioned components

18. Ways of dissemination Dissemination is accomplished by
20/7/2018
Ways of dissemination
Dissemination is accomplished by
Incorporating the final products -through adaptation to suit the needs of different schools- in the educational system.
Introducing, illustrating, indoctrinating the program’s core beliefs and values.
Directly and indirectly cultivate a new «philosophy» i.e. beliefs about teaching and learning held by participating teachers, which, in turn, plays a crucial part in the teachers’ Professional Development.

19. Ways of dissemination

20. Traditional Team Games
fifteen schools and educational organizations research traditional team games in Greece
present children’s team games enjoyed for at least three generations
innovative educational activities plus curriculum orientation (History, Physical Education, Music and Language)

21. Traditional Team Games
Flexibility: High
Final Product: Publication
Potential Usage: Good
Dissemination: Fair
Quality: Good
Self evaluation: on 5 elements
Dissemination: includes 5 ways

22. «Ulysses»: Physics Experiments at school
Oriented to a Curriculum subject (Sciences)
Five schools and institution co-operated to create new teaching tools for Science Lab.
Seminars for students and teachers
Know-how Exchange

23. «Ulysses»: Physics Experiments at school
Flexibility: High
Final Product: Publication-CD-Videotape
Potential Usage: Good
Dissemination: High
Quality: Very Good
Self evaluation: on 3 elements
Dissemination: includes 4 ways

24. Educational Tour Guide
orientated towards developing a teaching method
27 schools co-operated
compiled their educational visits’ experiences mainly in the area of Attica
created a functional tool for any school that wished to visit the presented spots

25. Educational Tour Guide
Flexibility: High
Final Product: Publication
Potential Usage: Good
Dissemination: Fair
Quality: Good
Self evaluation: on 3 elements
Dissemination: includes 1 way

26. Conclusions
Practices and methodologies of E.P.s can be used at school and contribute decisively to make the schools more “effective” working environments
Today, it is partially attainable to instill teachers who have not been involved in E.Ps and thus provide them with in-service training and continuous professional development
An assessment framework for E.Ps is required in order to promote a modus operandi, for teachers’ professional development which will consequently enable them to participate in the reformation of the curriculum in the near future
Professional development should focus on what students are to learn ( = curriculum) and how to address the different problems students may have in learning the material

27. The future Attempts to improve student learning should be
based on analyses of the differences between
(a) actual student performance and
(b) goals and standards for student learning
involve teachers in the identification of what they need to learn and in the development of the learning experiences in which they will be involved
primarily school-based and built into the day-to-day work of teaching
continuous and ongoing, involving follow-up and support for further learning
incorporate evaluation of multiple sources of information