4th Unit of Wrok

Education in Europe and the global world. Good practice.

4TH UNIT OF WORK:

In this last unit of work you will learn about quality in Education and you will have a look at some good practice examples.

Objectives of this unit of work:

• To start getting some knowledge on quality referring to education

• Learning about quality in education.

• To understand the main ideas in an oral/visual text related to education.

• To understand the main ideas in a standard cleeducation.

• To write a report in English using strategies learnt in previous modules for writing reports.

• To work towards expressing oneself in English according to B1 level in the European Language Reference Common Framework.

Final group task:

By the end of this unit of work, and taking into account the above mentioned objectives, you should be able to fulfill

“Your European Project

about quality in education and working on how each partner understands quality in

their context. You do not seem to reach an agreement, so in your next meeting, again

in Poland, you have decided that you will present a clear text discussing what you

understand by “Quality in Education” and also some Good Practice examples from

each partner country.

To be able to do a good job, you will have to use different resources. So, you need to

write a REPORT on the topic, trying to be as clear as possible, so that all the partners

can understand, and finally reach an agreement on the topic. In other words, it should

be clear what it is understood in your country by quality in education and why you

consider being Good Practice examples the ones you are presenting”.

Write your Report of between

Deadline: Monday, 28th March, by 12:30 p.m.

Education in Europe and the global world. Good practice. HUMANITATE ETA

HEZKUNTZA ZIENTZIEN FAKULTATEA

UNIT OF WORK: QUALITY AND GOOD PRACTICE

you will learn about quality in Education and you will have a look at some good

Objectives of this unit of work:

To start getting some knowledge on quality referring to education

Learning about quality in education.

To understand the main ideas in an oral/visual text related to education.

To understand the main ideas in a standard clear text related to

To write a report in English using strategies learnt in previous modules for writing reports.

ork towards expressing oneself in English according to B1 level in the European Language Reference Common Framework.

By the end of this unit of work, and taking into account the above mentioned objectives, fulfill the following task:

“Your European Project is getting closer to an end now. You have been discussing

education and working on how each partner understands quality in



in Education” and also some Good Practice examples from


on the topic, trying to be as clear as possible, so that all the partners

n understand, and finally reach an agreement on the topic. In other words, it should


Good Practice examples the ones you are presenting”.

between 800-1000 words.

March, by 12:30 p.m.

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HUMANITATE ETA HEZKUNTZA ZIENTZIEN

FAKULTATEA

QUALITY AND GOOD

To understand the main ideas in an oral/visual text related to education.

ar text related to

To write a report in English using strategies learnt in previous modules

ork towards expressing oneself in English according to B1 level in the European Language Reference Common Framework.

By the end of this unit of work, and taking into account the above mentioned objectives,

getting closer to an end now. You have been discussing

education and working on how each partner understands quality in



in Education” and also some Good Practice examples from


on the topic, trying to be as clear as possible, so that all the partners

n understand, and finally reach an agreement on the topic. In other words, it should



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WORLD CAFÉ

As in the previous unit of work, we will start with a World Café. Let’s see how much you know on the topic, and then you will have an opportunity to share it with your partners.

Step 1

First of all, think about the following questions individually

�What do you know about quality?

�Where did you learn about it? How?

�Have you had any experiences related to it?

Quality and Good Practice

�How can quality be measured?

�Is it the same in the different aspects/areas in life/society? Why (not)?


�Why do you think quality should (not) be measured in education?

�Do you know about any measuring systems? If so, what do you know about them?


�What education systems are more advanced in this area?

�What do you know about them?

�What else would you like to find out? Why?


�In education and in other areas we often talk about good practices, do you know about any?

�Have you heard about any good practice in any area in life?



�Can you describe any good practice?

�If not, what would you like to know about a good practice?


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Step2

Get together in groups and discuss the previous questions taking into account your

individual ideas.

Step3

Write down your main ideas in a poster to be presented in front of the class in the next

session.

Before giving the presentation think about the following aspects (some of them revised in

your last 1.1 week):

• Think about the context in advance

• Content

• Prepare your guidelines

• Think about the resources to be used

• Rehearse in advance

While giving the presentation be careful with:

• Non-verbal language: voice, body

• Language: introduction, development, the end, getting closer to the audience.

Step 4

• Present your posters to the rest of the class.

• As you listen to other groups take into account the different aspects to be

considered when assessing oral presentations.

• Be ready to give feedback to your classmates on their presentations, if your tutor

asks you to do so.

DEFINING LEARNING OBJECTIVES:

After having listened to all the different groups, get together in your usual group and try

to agree on possible learning objectives. In other words, try to reformulate what we

need to learn as far as Quality and Good Practice is concerned in this Unit of Work:


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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Agree on your learning objectives with the rest of the groups and your teacher.

TALK: QUALITY IN EDUCATION

Step 1:

Your teacher will give you a talk about Quality in Education and different aspects related to it (origin, situation, aspects to consider…).

As you listen to the talk, take notes on the different aspects mentioned as they will be helping you towards getting your final “Learning objectives”

Step 2:

You will watch two videos on the situation with education in a township in Africa. Compare the ideas mentioned in the talk and what you can see in the video(s)

http://www.guardian.co.uk/katine/video/2007/oct/20/schools.education (1:35 minutes - Primary school)

http://www.guardian.co.uk/katine/video/2007/oct/20/schools.education (6 minutes - Primary school)

Step 3

Contrast whatever explained in the talk and watched in the videos with the ideas you will read in the article as specified below, in your non-contact hours work

Non-contact hours work:

• In your reading booklet go to the following text “Defining Quality in Education”: As you

will see the text is divided into different sections:

o Quality learners

o Quality learning environments

o Quality content

o Quality processes (the longest section)

o Quality outcomes

o Bringing it together: examples of quality programmes.

• Your teacher will explain how to deal with the text and what section(s) to read.


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Step 4:

Go back to your answers on the article read. Discuss them with the person sitting next to

you and then with the whole class.

REPORT WRITING

Step 1

We are going to work on Report writing now. We want you to start getting ready for

your final report on your project and, as you have worked on this in previous modules,

we are going to use your knowledge from them to refresh your ideas a little bit.

If you remember you have worked on report writing in modules 1.1 and 1.4. In this last

one you worked on report writing in Basque and English. So you can refer to your

materials from those modules.

Get in your usual small groups and try to answer the following points:

a. Characteristics of a report

b. Important points to consider

c. Essential parts in a report.

Step 2

Refer to appendix 2 at the end of this booklet to find out and refresh your ideas on

Characteristics of a report (p.24).

Then go to appendix 3 (p.26), look at the checklist given so that you remember

important and essential points to consider when writing a report. Remember that the

points mentioned there will be taken into account when marking the report you will have

to write at the end of this unit and your Project Report.

TWO SPECIAL SYSTEMS IN EUROPE: REGGIO EMILIA (ITALY) AND FINLAND

Step 1

We are going to learn a bit about two systems which are well-known about their quality in Education. But before we do anything else try to answer the following questions:

• Go to appendix 1 at the end of this booklet (p.19) and complete the chart for the

corresponding setion(s)

• You will have to report your findings back in class in your next session.


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• What do you know about Reggio Emilia?

• What do you know about Finland?

• Why do you think they are well-known?

• What aspects do you think are important?

Step 2

We are going to watch two videos: one corresponding to each of the two systems mentioned before. In the videos we will see different teachers speaking about their experiences. But not everybody will watch the two videos. We are going to divide you in two groups. One group will watch the video about Reggio Emilia and the others the one about Finland. Then, after taking some notes, you will have to explain your video to other people in class.

Let’s have a look at the questions first:

CHANGING TEACHERS FINLAND COMES TO ENGLAND PRIMARY

Contextualizing video:

Finish teacher goes to Primary School in London for 1 week. This Primary school in London is very diverse both ethnically and linguistically (Multilingual and multicultural context).

While watching the video answer the following questions:

Day 1

What did she teach and how did the class go?

Did she manage to get through all the material planned for the class? Why (not)?

Day 2

What did she teach and how did the class go?

What were her feelings about her 2nd day’s experience?


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Day 3

What did she teach on her 3rd day?

Why did she decide to adapt the plan?

Day 4

What did she teach and how did it go?

Reflecting on the experience:

Finnish teacher:

How did she find teaching in English?

What about classroom behaviour?

Class teacher:

Why does the class teacher think that the Finnish teacher should have been stricter with the pupils?

Finnish teacher, one week later back in Finland:

What Finland could learn from England.

What England could learn from Finland.


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A STUDY VISIT REGGIO EMILIA: A PROSPEROUS TOWN IN NORTHERN ITALY

Contextualizing video:

In this video you will learn about the system in Reggio Emilia which you already know about. You will see some British teachers, who have previously been on a study visit in Reggio Emilia, putting it into practice in their own schools.

While watching the video answer the following questions:

What has Reggio Emilia an international reputation for?

What do schools need to recognise about children?

How does Reggio´s history help in understanding its approach?

When Loris Malaguzzi, the director, and his staff debated how to set up pre-school education what questions did they ask? What do they say about theory and practice?

What did the two teachers from England make of their recent research in Reggio Emilia? How does this compare with the approach used in England?

What do they think makes Reggio Emilia a success?


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There are two schools in the UK which have adopted the Reggio Emilia concept of learning. Look at the table below and try to complete the corresponding information in each case.

Bushbury Nursery School Sandback Nursery School

To finish, try to complete the following sentence:

Reggio challenges us to.................................................................................


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Step 3

Now, answer the questions as you watch the video and compare the answers at end of the session in groups.

Step 4

Once you have checked the answers and returning to the original class, we will cross groups and share information.

Step 5

In order to learn more about the two systems go to the articles available in MUdle. You have one short article on each of the two systems to be read in your non-contact hours working time:

Non-contact hours work:

• If you watched the video on Reggio Emilia – read the article on Finland. • If you watched the video on Finland – read the article on Reggio Emilia.

In your next session you will discuss the most important ideas from each of the articles.

QUALITY INDICATORS:

Step 1

When we talk about quality and what quality is or not, we need to agree on some kind

of common characteristics so that we all have the same criteria. In this case we call them

indicators, and when talking about quality in Education in Europe, there are some

indicators (16 to be exact), which are considered the same in The European Union. We

are going to learn about them in the following steps.

Step 2

Get in groups of 4. Each group will be given 2-3 indictors to read, understand and be

able to explain them to other people. Each group will be given some time to prepare the

corresponding indicators. To be able to take some notes, you will find a table below in

which you can complete the information corresponding to each indicator (title,

description…).

Go to the document in MUdle: Each group will be given copies of their corresponding

indicators (2-3 pages long in each case).

Step 3

Cross-groups and exchange information, completing sheets.



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1. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

2. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

3. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

4. INDICATOR TITLE:

• AREA:

• DESCRIPTION:



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5. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

6. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

7. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

8. INDICATOR TITLE:

• AREA:

• DESCRIPTION:



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9. INDICATOR TITLE:

• AREA:

• DESCRIPTION:

10. INDICATOR TITLE:

• AREA:

• DESCRIPTION:


• AREA:

• DESCRIPTION:


• AREA:

• DESCRIPTION:



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• AREA:

• DESCRIPTION:


• AREA:

• DESCRIPTION:


• AREA:

• DESCRIPTION:


• AREA:

• DESCRIPTION:



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Step 4

After getting all the information on the 16 indicators, we want you to refer to another short article. It is in your reading booklet and it talks about other principles or indicators. This time they are referred as principles for Good Practice, which will be the last section we will be dealing with in this Unit of work.

In your non-contact hours working time, read the corresponding article and contrast the previous indicators to the ones given in this second article to be discussed in your next session in class.

Non-contact hours work: • Read the article: “Seven principles for Good Practice in Undergraduate Education” • Compare and contrast the principles in this article with the other 16 that you have been

working on in class.

Step 5:

Compare and contrast them with the rest of your classmates.

GOOD PRACTICE EXAMPLES IN EDUCATION

Step 1

Get into your usual groups. Each group is given a “good practice” to analyse. The

examples are either in Basque or in Spanish, so you will not have any problems to

understand them.

Step 2

Each group, taking into account the different indicators mentioned at the reading in the

previous section, but also taking into account the Principles for Good Practice in Education

in the reading Booklet, try to analyse your example and see how close or how far away

they are from fulfilling those indicators and/or principles.

If the corresponding example doesn’t fulfil the indicators the group should try and

decide why it is that they have been considered as GP.

You should try and get the following information into a poster:



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Organization (name and some information):

Brief summary:

Indicators fulfilled and why?

If no indicators fulfilled: reasons to consider it a “Good Practice”

Once you have finished the posters we will put them on walls, as a kind of display.

Step 3

All the different groups have analyzed different examples of GPs. Now, you will move

around from group to group collecting different information on different GPs. One

member-of the group will stay with your poster in order to explain and present the

poster to other groups coming to see what you have analyzed.

As you see other posters take notes on the practices analysed and the different aspects

seen in each one. Also ask as many questions as needed to understand the given

information.

Step 4

Get back into your groups and decide on the three most interesting GPs you have learnt

about, giving reasons for your choice.

1._____________________________________________________________________

2._____________________________________________________________________

3._____________________________________________________________________

Step 5

Report to the rest of the class which GPs your group has chosen and the reasons for your

choice.



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Your choice of GPs should be included in your final task report in this unit of work. So

take into account the work done on writing reports in this Unit and in previous modules

(1.1, 1.4)..

CO-OPERATIVE LEARNING SESSION

In small groups look at the learning objectives defined at the beginning of this Unit of Work and using the work done throughout it, try to answer and clarify any possible doubts about them.

1. What is quality in education?

Why is it necessary?

How can it be measured?

2. What defines what good practice in

education is?

Any possible indicators or common grounds?

3. Learning about some more

advanced education systems and why they are considered to be so.



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We have finished this unit of work now. Look at the task below and remember that you have to do it in groups and for the corresponding deadline. Read it carefully and answer the task you have been given.

Final group task:

By the end of this unit of work, and taking into account the above mentioned objectives, you should be able to fulfill the following task:

“Your European Project is getting closer to an end now. You have been discussing

about quality in education and working on how each partner understands quality in



understand by “Quality in Education” and also some Good Practice examples from

each partner country.


write a REPORT on the topic, trying to be as clear as possible, so that all the partners

can understand, and finally reach an agreement on the topic. In other words, it should


consider being Good Practice examples the ones you are presenting”.

Write your Report of between 800-1000 words.

Deadline: Monday, 28th March, by 12:30 p.m.



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APPENDIX 1: DEFINING QUALITY IN EDUCATION

1.Introduction

Quality education includes:

1. 2. 3. 4. 5.

2.Quality learners:

Main ideas:

1. 2. 3. 4.

Personal opinion:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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3. Quality learning envirnoment:

Psysical elements:

1. 2. 3.

Psychosocial elements

1. 2. 3. 4. 5.

Service delivery

1.

Personal opinion:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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4. Quality content

Main ideas:

1. 2. 3. 4. 5. 6. 7.

Personal opinion:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Quality processes:

Teachers

1. 2.



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3. 4. 5. 6. 7. 8.

Supervision and support

1. 2. 3. 4.

Personal opinion:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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6. Quality Outcomes include:

1. 2. 3. 4. 5. 6. 7.

Personal opinion:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe an example of a quality program:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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APPENDIX 2: CHARACTERISTICS OF A REPORT

A report is a text which presents information about something, as it is. It is as a result of systematic observation, analysis, comparison or contrast. The topic or concept must be clear and logically-ordered so that the reader understands it. We will analyze some features of a report in this document.

GENERIC STRUCTURE OF A REPORT

The advice below consists of a set of suggestions of material that you might include in your report.

A particular report should only include those parts that are relevant:

INTRODUCTION

First and foremost, you should write about the most interesting or important parts of your project. Devote most space and time to this. For example:

o What did you learn? o Did you discover anything novel? o Why was it difficult? o What was the most difficult part of the project? o How did you overcome the difficulties? o What design choices did you have along the way, and why did you make

the choices you made?

Provide the motivation for reading this report. Introduce the structure of the report (what you will cover in which chapters).

BACKGROUND

You should provide enough background to the readers so they can understand what the project is all about. For example:

o What the reader needs to know in order to understand the rest of the report. Try to include some references.

o Related work (if you know of any) o What problem are you solving? o Why are you solving it? o How does this relate to other work in this area? o What work does it build on?

Explain the process you went through in performing your project work as the results you finally produced. So, make sure your reports concentrate on why you made the particular choices and decisions that you did.

ANALYSIS AND DESIGN

In many projects, the initial design and the final design differ somewhat. If the differences are interesting, write about them, and why the changes were made.



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If your design was not implemented fully, describe which parts you did implement, and which you didn't.

IMPLEMENTATION

It probably won't be possible to discuss everything. In this case, give a rationale for what you do discuss.

RESULTS

Make sure you use the appropriate results for 'research style' projects.

CONCLUSIONS, EVALUATION AND FURTHER WORK

What have you achieved? Give a critical evaluation of your own work - how could the work be taken further (perhaps by another student next year) (perhaps if you had more time) (perhaps if you dedicated more time to it)?

BIBLIOGRAPHY

Give publication details for all the references you have made in the report. Make sure you use the Huhezi Bibliography criteria.

LANGUAGE FEATURES OF A REPORT

- Introducing group or general aspect

- Using conditional logical connection; when, so, etc

- Using simple present tense

REPORT FORMAT REQUIREMENTS

• Remember that you are writing a formal report, not a diary of your work.

• Organise your material in a structured way along the lines of the suggestions seen in this document and in previous modules.

• It is better to keep the look of your project report simple and straightforward.

• Students are reminded that the report is an individual/group project and that the work submitted should be substantially your own.

• Each project is different, and you should get advice from your tutor about how to structure your report.

• Each project is unique and has its own natural length, and you will probably know when you have said everything that you think needs to be said.



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APPENDIX 3: REPORT WRITING - CHECKLIST

When you write a report there are different aspects that you need to consider. First and foremost, remember that you have been writing reports before now in your academic life. Remember whatever you do for report writing in your other languages is also transferable and applicable when you write a report in English, and vice-versa.

Let’s have a look at the different aspects that you should think about throughout the whole process of writing a report.

REPORT WRITING: MAIN

CHARACTERISTICS

APPROPRIATENESS AND

ACCURACY

CONTENT

Is the structure of the report appropriate?

• Front page. • Index. • Abstract. • Introduction. • Analysis of the topic or

contributions: o Theoretical

framework. o Practical framework.

• Conclusions and proposals. • Bibliography. • appendixes (not

compulsory) Title (subtitles):

• Are they meaningful? • Are they coherent?

Quotations:

• Has the original text been copied?

• Is the connection with the original text too close?

• Have the used sources been given the corresponding credit?

• Are the quotations adequate?

Bibliography:

• Are the references correct? • Have you taken into

account all the information on how to write references correctly?

Spelling Vocabulary:

• Not-appropriate words used?

• Not appropriate register? Grammar

• Syntax (subject-verb agreement, sing-plural agreement, sentence order, adverbs...)

• Subject inclusion. • Verb tenses, verb

structures. style

• Too long sentences? • Spanish-type sentences? • Too complicated ideas in

just one sentence? Paragraphing:

• One line paragraphs? • Balanced paragraphs? • Is the content of the

paragraphs adequate and appropriate in general?

Linkers and connectors:

• Are the main ideas and the subordinate ones well connected?

• Have you avoided repetitions?

• Are the linkers and connectors used appropriate?

Theoretical framework:

• Is it adequate to the given situation or task?

• Have the different sources given been used?

• Have the sources been supplemented?

• Is there a balance between the different topics?

• Are the topics relevant to the task?

Solving/answering the task:

• Is the answer relevant to the task?

• Is there a connection with the theoretical framework?

• Is the answer complete, having taken into account the different aspects?

Any contributions?

4th Unit of Wrok

Documents

Transcript of 4th Unit of Wrok