1. Teaching-learning process
Teachers’ perspective

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

3. 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

4. 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

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

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

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

8. 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,…)

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