ONLINE EDUCA BERLIN 9th International Conference on Technology Supported Learning & Training December 3 – 5, Hotel Intercontinental, Berlin

The MUltigrade School Education Project: Distance Training of Teachers in Remote Rural Schools Costas Tsolakidis, Emmanouel Fokides, Persa Fokiali, Sofokles Sotiriou, Michail Orfanakis

Outline  Prehistory  Framework  Consortium  Definitions  Multigrade school reality  The role of multigrade education  Identified needs in multigrade schools  Description of the MUSE project  Project’s Objectives  Training Framework  Current Status

Prehistory ONLINE EDUCA 1999

ΣΧ.Ε.Δ.Ι.Α. (ΣΧΕΔΙΑ {Greek}= raft)  connection to Internet  teacher training  work with educational software  development of Educational material  development of web pages to represent the schools  distance learning from the University of the Aegean in Rhodes funded by the Ministry of the Aegean installation of 88 computers in 46 schools in 32 small islands ONLINE EDUCA 2001 SCHOOL NETWORK OF THE AEGEAN

The ΜUSE project is co-financed by European Commission within the framework of the SOCRATES programme, action COMENIUS 2.1 ( CP GR-COMENIUS-C21/ ) Framework

Consortium  Salakos Primary School (Greece)  Vinturi Tastulan Pr. School (Finland)  Veiko Pr. School (Finland)  Tarifa Pr. School (Spain) These schools are the pilot test sites of the training programme.

What is a multigrade school ? Why do we have many multigrade schools ? Is a type of school where the teacher has to teach in more than one grade simultaneously in the same classroom a lot of mountainous regions and a large number small islands a lot of mountainous regions and a large number small islands historical reasons forced the population to live in areas of difficult access historical reasons forced the population to live in areas of difficult access a significant percentage of the population still lives in the above a significant percentage of the population still lives in the above described regions described regions schools operating even with a very small number of students and even if the conditions do not provide the ideal educational environment Definitions

More than islands 4/5 mountainous areas In Greece Definitions

Total Number of schools in Greece5.881 Total Number of multigrade Schools2.558 Percentage of Multigrade schools in Greece43,5 % Grades in school12345 Schools Number of teachers Number of students In Finland : multigrade schools represent 30% of the total school number In G. Britain : 6,3 of primary schools are multigrade Definitions

Teachers have to be well prepared: they have to plan ahead they have to plan ahead be exact on how and when to administer specific parts of the syllabus be exact on how and when to administer specific parts of the syllabus the schoolbooks are the same as in any other school the schoolbooks are the same as in any other school there is a considerable work for the teacher who has to deal with there is a considerable work for the teacher who has to deal with different grades different grades The teacher acts under great time pressure Multigrade school reality In multigrade schools usually there is a teacher “acting as headmaster” having the double role of manager and teacher. Multigrade schoolteachers have a great deal of administrative work.

The role of Multigrade Education  Multigrade schools practice multigrade teaching that is considered a very interesting teaching model for many educators.  Multigrade schools are considered to play an important role on providing access to education for all in remote, isolated and underdeveloped rural areas.  Multigrade schools are the focal point for cultural, social and in cases economic development of the area they operate

Identified needs in multigrade schools Teaching techniques cooperative learning - elements of self- learning extended working hours breaks and activities are skipped teaching assistants some subjects are not taught at all Multigrade teachers have a multidimentional Educational task – more difficult than the one of their coleagues in “normal schools” Managers of the school Teachers act as promoters of multigrade school social role

Description of the MUSE project  Furthermore it encourages innovation in pedagogical methods and materials and promotes trans-national cooperation and communication between schools and teachers training establishments.  The project is based on the use of information and communication technology (ICT) in school education and in the training of the staff working in multigrade schools.  The project MUSE aims at the development of a new model of teacher’s training that assists teaching in multigrade schools.

The specific aims of the MUSE project seem to be exactly along with the aspects of multigrade education mentioned in the above paragraphs. In detail, these are: Projects’ Objectives  To develop a dedicated educational web platform which will support in service training and support of multigrade teachers.  To enhance professional skills of multigrade schoolteachers and improve their abilities to develop plans according to the needs of the specific school environment.  To develop an in-service specialised training programme for teachers in multigrade schools, aiming to meet the teachers’ needs.

 To conduct an intervention study in multigrade classrooms across Europe. Projects’ Objectives  To make recommendations on multigrade teaching policy and practice.  To enhance communication among remote multigrade school teaching environment and outside educational community and initiate the formation of a European network on the multigrade school education.

Training Framework three two The training programme is developing across three main axes and in two cycles: in service  To provide in service training of teachers in multigrade teaching methodologies ( mixed age grouping, individual teaching etc.) as well as training on organizing and managing multigrade classrooms.  To train teachers on the use of ICT and its usage for multigrade teaching. The use of ICT should focus on (a) upgrading quality of multigrade teaching, (b) supporting students learning and (c) fostering social development of the local community  To train teachers to be able to design, implement and evaluate multidisciplinary learning activities which should require cooperation of groups of students of different ages, grades or schools.

Training Framework

Current Status Teachers Needs Analysis Traning program Finalised A ‘ Cycle of training started at end of October with collection of evaluation data A’ CYCLE 30 hours a. ICT 12 b. Multgrade teaching 12 c. Cross curricula applications6 a. ICT 12 b. Multgrade teaching 12 c. Cross curricula applications 6 Follows Evaluation period Redesigning training techniques B CYCLE Final Evaluation B’ CYCLE 30 hours a. ICT 12 b. Multgrade teaching 10 c. Cross curricula applications8 a. ICT 12 b. Multgrade teaching 10 c. Cross curricula applications 8

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