Track 3: Disseminating and scaling-up through materials

Track chair

Dr Michiel Doorman, University of Utrecht

Prof. Martin Bilek, University of Hradec Kralove

Prof. Valentina Dagiene, University of Vilnius

Prof. Dr Philipp Schmiemann, University of Duisburg-Essen

 

Here you can download the schedule for track 3 (final version): Conference Programme Track 3.pdf

Track description

Carefully designed classroom tasks can be a powerful tool for enhancing the quality of maths and science teaching, influencing the classroom culture and fostering students’ learning. Classroom tasks stimulating inquiry and/or based on real problems from the world of work give rise to more meaningful and motivating maths and science learning. Appropriate tasks support students in developing scientific reasoning, as well as transversal competences such as: critical thinking; problem solving; creativity; teamwork and communication skills. Simultaneously, good tasks secure basic knowledge, allow learning from mistakes and cumulative learning, and facilitate autonomous learning. Other possible benefits include promoting student co-operation, offering interdisciplinary approaches and contributing to the reduction of gender stereotypes. Obviously, tasks have to complement current school curricula.

In the process of developing a task culture and implementing good tasks in classrooms, a spiral model of professional development has proven efficient and effective within various projects (e.g. EU projects LEMA, COMPASS, PRIMAS). In the spiral model, teachers actively experience inquiry learning with new tasks themselves, subsequently implement the tasks in their classes and reflect on their experiences. Teachers thus work in continuing cycles of analysis – implementation – reflection. After gaining some experience, learning communities are able to develop their own tasks. This process ensures shared ownership of tasks, and thereby facilitates their use.

In addition to exemplary, high quality classroom tasks, spiral model professional development requires appropriate materials designed for a learning community’s teacher educator or facilitator to use and that support them in the work of supervising teachers.

Proposals of paper, poster or materials presentations in this track will address some of the following questions (examples):

    • What are the quality criteria for the design of materials for classrooms and/or PD?
    • How can suitable quality assurance of materials be ensured?
    • How can the design of materials meet the affordances out of education systems and policy context? How can constraints for the flexible design of materials be overcome?
    • What are the features of materials for classroom and/or PD that are suitable for promoting IBL and/or more closely connect science and mathematics learning to the world of work?
    • Which factors promote or impede the implementation of innovative materials in practice?

How can self-explanatory materials be designed that have large potential for scaling-up?

 

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The project mascil has received funding from the European Union’s Seventh Framework Programme under grant agreement n°320693