1. ILE CZECH REPUBLIC - Approaches and learning dynamics
Innovative Learning Environments – organisation, approaches and learning dynamics
Czech Republic
ILE CZECH REPUBLIC - Approaches and learning dynamics

2. ILE CZECH REPUBLIC - Approaches and learning dynamics
Presented ILEs
Selected for the INVENTORY
Gymnasium Přírodní skola („Nature School“), Prague (age 11-19)
exceptional elements of teaching and learning organization: a fan of inspiration
Fakultni zakladni skola profesora Otakara Chlupa, Prague (age 6-15)
Zakladni skola Dr. Jana Malika, ZS Chrudim (age 6-15)
the two basic schools together – a best practice example: a model for the compulsory part of schooling- system
Referring  to the letter from Mariana from March 29th, we prepared presentations with these Inventory examples selected by OECD ILE team but we did not limit ourselves only to these and add one more, this one out of Prague.
Underlined: this is how the three schools will be distinguished in this presentation 
Fan = vějíř
The two basic schools: the core of the system is the same.
ILE CZECH REPUBLIC - Approaches and learning dynamics

3. Examples of Shared Features
significant role of school leadership („charismatic and enthusiastic leader“)
schools on the move, shared concept of quality and shared visions about the further development
community and family involvement based on mutual respect
openness and self-presentation (web, TV, press)
teachers avoid mutual comparison of learners by their attainment
team teaching, co-operative learning, supervision and patronage
Project-based and cross-curricular education is probably most strongly present in the secondary school. This is interesting as these elements are rather typical for innovative primary and lower secondary education.
ILE CZECH REPUBLIC - Approaches and learning dynamics

4. Examples of Shared Features
building on prior learning
project-based and cross-curricular education, often in age-mixed learning groups, often in nature
emphasis on critical thinking and individual development
students held responsible for their own learning
learners‘ self evaluation and mutual evaluation
students MUST assess what the school means for THEM by their choice of facultative subjects
strategies used in the ILE do not exist separately but they complement each other
ILE CZECH REPUBLIC - Approaches and learning dynamics

5. Examples of Shared Features (pairs of schools)
school parliaments
(Gymnazium & ZS Prague)
students are tested when ready
(Gymnazium & ZS Chrudim)
lesson finished by a teacher, not by a bell
(ZS Prague & ZS Chrudim)
students create and check fulfilling of the rules of behaviour
school piloting the Framework for School Education Programmes for Compulsory Education
ILE CZECH REPUBLIC - Approaches and learning dynamics

6. …and more of what is shared.
Voluntary testing to see the position of individual pupils and the whole school within the group of all schools in the Czech Republic that apply for voluntary testing (this is a feedback to schools, other schools are anonymous in the report for each school (SCIO, KALIBRO)
Final theses of pupils in ZS Chrudim and Papers on conclusion of the expedition in Gymnasium….
But in addition…
ILE CZECH REPUBLIC - Approaches and learning dynamics

7. ILE CZECH REPUBLIC - Approaches and learning dynamics
Gymnasium Prirodni skola
(Nature School), Prague
ILE CZECH REPUBLIC - Approaches and learning dynamics

8. Gymnasium Prirodni skola (Nature School), Prague
lower and upper secondary (age 12 – 19 y), since 1994,
Motto: „The Journey is the Aim“
curriculum divided into thematic areas – compulsory + compulsory-facultative
clear standards of achievement
learning process: partly lessons in classroom, partly cross-curricular projects
model of effective learning community– concept of traditional large family
„Journey“ je zřejmě vhodnější - Viz skotský koncepční materiál pro systém „The Journey to excellence“
ILE CZECH REPUBLIC - Approaches and learning dynamics

9. Gymnasium Prirodni skola (Nature School), Prague
School Expedition = regular month-long project:
students‘ own research (3 phases)
1: teachers and students together choose a destination and topic of their work – biological, cultural or mixed; literature search, design of the methods and preparation work (funding and equipment)
2: research work (two weeks in the chosen destination)
3: analyzing and interpreting data, presentations
examples of research topics in the history of ILE:
mortality of animals on the roads,
forest diversity and diversity of species,
history of the monastery in Tepla,
Shoa
ILE CZECH REPUBLIC - Approaches and learning dynamics

10. ILE CZECH REPUBLIC - Approaches and learning dynamics
Fakultni zakladni skola profesora Otakara Chlupa, Prague
ILE CZECH REPUBLIC - Approaches and learning dynamics

11. Fakultni zakladni skola profesora Otakara Chlupa, Prague
primary and lower secondary (age 6 – 15y), since 1993,
Motto: „Our Education - Chance for Everyone/Desire to discover, Joy to find“
key question: how to teach (not what to teach)
ILE CZECH REPUBLIC - Approaches and learning dynamics

12. Fakultni zakladni skola profesora Otakara Chlupa, Prague
students´ option to choose the form of activity and its difficulty level + to choose members of their work team
students framing the size and depth of the projects
students forming questions for which they want to get answers
workshops for pre-schoolers and their parents
ILE CZECH REPUBLIC - Approaches and learning dynamics

13. ILE CZECH REPUBLIC - Approaches and learning dynamics
Zakladni skola Dr. Jana Malika, Chrudim
ILE CZECH REPUBLIC - Approaches and learning dynamics

14. Zakladni skola Dr. Jana Malika, Chrudim
primary and lower secondary (age 6 – 15 y), since 1992,
Motto: „To know and to know how, so we can work in our life"
school with diverse population for ALL children, avoiding external differentiation
emphasis on (and tools for) giving each student opportunity to experience success
ILE CZECH REPUBLIC - Approaches and learning dynamics

15. Zakladni skola Dr. Jana Malika, Chrudim
over 20% of students with disabilities and learning difficulties
but no special classrooms and no levelling off,
work of every student at a personal maximum
everybody including a star ‘pupil‘ can improve
set of facultative subjects updates every year,
composed as much as possible on the basis of students’ wishes and plans for their future
no levelling off – žádné zprůměrování, vyhlazení, „zplanýrování“
ILE CZECH REPUBLIC - Approaches and learning dynamics