Teaching-learning process Teachers’ perspective

I – Strategies/ activities Teacher-centered (inputs) + learner-centered approach Promotion of autonomous learning Brainstorming/ mobilizing previous knowledge Meaningful learning ; balance of different skills/ competences

I – Strategies/ activities Diversity of strategies/activities Differentiation of activities according to students’ needs/ abilities Research/ project work Open-ended activities that stimulate creativity, critical thinking, reasoning

II – Materials/ resources Set book complemented with additional materials (study guides, further practice exercises, up-to-date information from mags, papers,…;) Reference books, dictionaries Computer and projector in all the classrooms allow intensive use of images, documentaries, films, on-line newspapers, other on-line materials

II – Materials/ resources E-mail exchange with students (marking works, posing doubts,…) School library Occasional use of experts as resources (lectures) School trips (historical sites, enterprises, museums,…)

III - Interaction Teacher exposition/ inputs Prevalence of Individual work ( subjects like Technical Drawing) Prevalence of pair- group work (languages)

IV – Teacher-student relationship; student-student relationship Formality (Students address teachers in a formal way – “S’tor, s’tora”) Openness Affection

V – Evaluation Leading principles Assessment criteria for every subject given to students and parents in the beginning of the school year Transparency of evaluation procedures (test specifications, test grading,…)

V – Evaluation Variety of assessment instruments (tests, project work/ research work, oral presentations, reports,…) Shared evaluation (self-assessment and peer assessment)