Conference co-creating a quality school

 

 THE INTERNATIONAL ONLINE CONFERENCE

»CO-CREATING A QUALITY SCHOOL«

5th and 6th March 2021

27th August 2021

Call for Papers
The epidemic unfortunately prevented the execution of the international conference Co-creating a Quality School, which was planned for the 17th March 2020 at the Danila Kumar Elementary School.

We decided to host an online supported conference in two parts. The first part of the online conference will be held on Friday, 5th and Saturday, 6th March 2021, while the second part will be held on 27th August 2021, 16 hours altogether.

Contributions approved last year are already included in the programme, which will be published on the Danila Kumar Elementary School web page (www.os-danilekumar.si).

Our goals are:

  • quality general education,
  • acquisition of new learning strategies, which include ICT,
  • raising awareness about the importance of intrapersonal balance,
  • developing of organisational skills for teaching and learning,
  • the necessity of physical activity during the learning process,
  • shaping of the school culture, which is based on empathy and common system of values.

One of the building blocks of a good school is tending to improving interpersonal relationships and improving connections amongst each other. Therefore, we are inviting you to find answers to the following questions together:

  • What is the role of the teacher in the 21st century?
  • What are some strategies for developing the students’ critical thinking, planning and inquiry into their own learning?
  • What do our students need for learning in a cooperative and supportive environment?
  • How important is learning through experience and how can we implement it in our teaching?
  • How do we facilitate peer cooperation and what poses the greatest obstacle preventing it?
  • What knowledge and experience should elementary students acquire?
  • What is the nature of the partnership between a teacher and a student?
  • How well is the teachers’ voice heard and how well the students’’?
  • Which are the important building blocks of generations z, 𝛼… ?
  • What are the positive outcomes of the pandemic for education?
  • Digitalisation of the teaching and learning process.

Please apply for both conference parts through the Katis Portal by 3rd March 2021.

There is still time to apply for active participation (a talk or a workshop) at the second part of the conference.

Your contributions will be published in an online collection of scientific papers, issued on the day of the conference in August. All participants receive a certificate of participations, and those with active contributions receive the certificate of a contribution at an international conference. Part of the conference will be in English. The conference fee (both parts) is 10 euro For all further questions and inquiries, contact Karmen Bizjak Merzel (bizjakmerzelk@os-danilekumar.si).

 

Karmen Bizjak Merzel, Danila Kumar Elementary School
Conference Coordinator

Conference Programme

FRIDAY, 27th August 2021

8.00-8.15 OPENING
8.15-9.00

KEYNOTE SPEAKER:

Wim Peeters

9.15-10.00 WORKSHOPS I
10.15-11.00 WORKSHOPS II
11.00-12.30 POSTER SECTION (2×45 min) AND LUNCH
12.45-13.30 WORKSHOPS III
13.45.14.30 WORKSHOPS IV
14.45-15.30

KEYNOTE SPEAKER:

Barbara Kampjut

15.30-16.00 CLOSING PLENARY

FRIDAY, 5th March 2021

16.00 OPENING SLO / ENG
16.15–17.00

KEYNOTE SPEAKER:

Kristjan Musek Lešnik
Quality school after the epidemic: About clogs and wings

MEET & GREET
The opportunity to share ideas and meet presenters from abroad

SLO/ENG
17.30–18.15

Emily Staudacher:

Developing a sensitive and supportive writing workshop that provides writing as a coping strategy to overcome trauma and adversity (International School Carinthia, Austria)

ENG

Lilijana Klinger, Marko Šolić:

Engage in STEM (Matija Gubec International School, Croatia)

ENG

Katarina Lovenjak:

Let opinions spark fire or a simple recipe for class (Gimnazija Kranj, Slovenia)

ENG

Simona Samida Cerk:

Interdisciplinary approach to teaching humanities (OŠ Franceta Bevka, Slovenia)

SLO

Tina Starec Klobasa:

Kamishibai connects (OŠ Danile Kumar, Slovenia)

ENG

Anja Podreka:

Contemporary art in elementary school (OŠ Danile Kumar, Slovenia)

ENG


SATURDAY, 6th 2021

 

9.00–9.45

KEYNOTE SPEAKER:

Jukka Miettunen:

Managing the Change Finnish Way (Yli-Iin koulu, Finland)

ENG
10.15–11.00

Jennifer Navarre:

Balanced Literacy and Fitting It In To Your Classroom (International School Carinthia, Austria)

ENG

Mojca Planinc:

Lessons as theatre and playground (OŠ Franceta Bevka, Slovenia)

SLO

Lojzka Lušin:

Real world Maths (OŠ Danile Kumar, Slovenia)

ENG

Brigita Praznik Lokar:

Formative assessment at history lessons through authentic tasks (OŠ Danile Kumar, Slovenia)

SLO

Tanja Jankovič:

Animated film as project work in class (OŠ Danile Kumar, Slovenia)

*please download Stop Motion Studio app on your smart phone or tablet

SLO

Mojca Škof:

How to connect home economics with basics in textiles (OŠ Danile Kumar, Slovenia)

SLO

Katarina Čepič:

Inclusion of multilingual students into (international) education (OŠ Danile Kumar, Slovenia)

ENG
11.15–12.00

Ines Schreiner:

The impact of the adolescent brain research on educating middle school students (International School Carinthia, Austria)

ENG

Emilia Hiltunen, Sari Sälevä and Ville Sillanpää:

Co-teaching Towards Sustainable Future With STEAM (Yli-Iin koulu, Finland)

ENG

Melita Plešnik:

Story line in teaching Slovenian (OŠ Danile Kumar, Slovenia)

SLO

Uroš Marolt:

School is a circus! (OŠ Danile Kumar, Slovenia)

SLO

Irena Lahajner:

Lost in space (OŠ Danile Kumar, Slovenia)

ENG

Damjan Beton:

Good people create a quality school (OŠ Danile Kumar, Slovenia)

SLO
12.15–13.00

KEYNOTE SPEAKER:

James Brightman:

Launching Virtual Professional Learning Networks within ACES (International School Carinthia, Austria)

ENG
13.00-13.45 CLOSING PLENARY SLO / ENG

 

Plenary Speakers

2. part – 27th August 2021:

  • Wim Peeters – Examples of sustainable professional learning of science teachers
  • Barbara Kampjut
1. part – 5th and 6th March 2021:
  • dr. Kristijan Lešnik Musek – Kakovostna šola po epidemiji: O coklah in krilih
  • Jukka Miettunen – Managing the Change Finnish Way
  • James Brightman – Launching Virtual Professional Learning Networks within ACES
Abstracts

FRIDAY, 27th March 2021

1. Dr Nasreen Majid: Using reflective journals in mathematics in Key Stage 2 to develop deeper thinking and understanding of mathematical processes

This workshop will provide an introduction on the how to develop the use of mathematics journals to support pupils’ metacognition and self-regulation capabilities in the teaching and learning of mathematics. The workshop will share research carried out with Year 5 and Year 6 in a British Primary school. The project was inspired by recent work on metacognition and self-regulation by the Education Endowment Foundation (EEF, 2018). Pupils completed mathematical journals every week for three terms. A review of written reflections showed increased awareness of mathematical thinking and demonstrated marked improvements in self-reflection and mathematical ability. The process also provided an opportunity to focus teaching for the class and individual pupils. Hence, writing journals helped pupils to improve their mathematics and their conceptual understanding of the subject.

2. Nataša Lacković: Using graphic novels and comics in teaching across subjects: introducing a flexible “inquiry graphics” teaching method

This workshop will explore a flexible and adaptable method for teaching with graphic novels, sketching and comics across subjects termed “inquiry graphics” that I developed over years of research and teacher feedback. Some of the outcomes of the studies I conducted on the method suggest major benefits and transformations in learners’ behaviour and performance, based on methodological applications, such as an 100% increase of interest in reading by reluctant readers, enhanced creativity and emotional wellbeing, and high evaluation and recommendations for the applications of graphic novels and visual media in teaching by participating teachers of history, citizenship, languages and art, as well as learners.

3. Adam Jagiello-Rusilowski: Monkeys, hats & keys – intervention through drama

Drama offers roles to safely exercise your agency and initiative both in positive and stressful situations. When you realize that a given behavior or attitude is not the ideal one or seems unacceptable you do not feel guilty or wrong – it is the character who makes mistakes and says foolish things. But you learn from those failures and feel support of the group in searching for better coping strategies. You critically chose your real role models and become the narrator of your own story. You are able to switch the perspectives, get into somebody’s else’s shoes and see the difference that empathy makes for yourself and peers. Drama reduces prejudice (DICE project -average of 20%) and fear of uncertainty (14%), it builds resilience and gratitude to the community of learners.

Materials needed:

4. Andrew Tomlin: Diversity in literature in the classroom is vital in so many ways

The presentation will look at the many aspects of why diversity in literature is needed in the classroom these include: historical context, Social background, Ethnic environment, amongst others., the presentation will highlight the need for the representation of a wide range of cultures, not just from around the world, but within countires themselves. Pre conceived ideas about cultures and countries will be questioned, and when anaylsed further, will be seen to be quite contrary to the truth. Positive representation will also be shown to be vital in increasing the self esteem of students from stigmatized backgrounds., and how this can bring students to a closer understanding of, not only other cultures, but their own. Helping to dismantle naive and false prejudices.

5. Marie Källström: With international mobility to networking in schools for the development of digital competences

English school In Upplands Väsby, Sweden has successfully engaged in a number of collaborations and projects within the Erasmus program. We have had student exchanges as well as teacher exchanges (K1 + K2). Today we are participating in a project with 4 other countries and the topic is “the power of women”.

The main benefit of collaboration is to be able to engage in other school systems and learn from each other. To exchange best practise and talk about similarities and differences in the different school systems, share teacher techniques, classroom management and spark ideas to spin off and bring back to your own school. Networking is great for sharing ideas and knowledge, but they can also surface areas of shared concern where we can address a particular issue and discuss different solutions. I have enjoyed exchanging” positives and negatives” as a school leader with Aleksander.

In my experience from these collaborations, a teacher is always a teacher and once you put them in a classroom whether it is in Sweden, Spain, or Slovenia they will interact pretty much in the same way. The engagement and love for teaching is universal.

6. Monica Bori San Tandem: Learn to play music and create community

This workshop focuses on the Tandem ORFF project, which is a co-work and collaboration between Patufet Sant Jordi Francesc Batallé i Aragonès school (Catalonia, Spain) and EMMCA (Municipal Music School and Arts Centre). It has been carried out for the last four years. One of the key points of this school’s project is to, through music and the Orff method, work on the languages of expression to promote communication skills and thus contribute to the integral development of children by ensuring inclusion. In this workshop we are going to explore the following issues regarding the Tandem Orff Project.

FRIDAY, 5th March 2021

  1. Katarina Lovenjak: When our views clash – a simple recipe for a whole-class debate

How can teachers provide opportunities for their students’ deliberate practice in developing argumentation skills, justifying diverse views and opinions? A time and space where the young can polish their critical thinking skills through a variety of topics? The aim of this presentation is to demonstrate how to implement a class debate which can include as many as thirty students, regardless of their level of pre-knowledge, skills, or abilities.

  1. Simona Samida Cerk: An interdisciplinary approach to teaching 5th grade social science in primary school

The paper presents the challenges of a modern school based on interdisciplinary teaching, which includes collaborative learning, innovative learning approaches and learning environments supported, by modern information and communication technology. Modern concepts of knowledge focus on skills and abilities such as the ability to independently search for information, the ability to critically evaluate information, the ability to use information in different situations, problem solving, collaboration and creativity. Digital competences of both teachers and students play key role. The paper presents guidelines and innovative solutions for teaching social science in the 5th grade through an interdisciplinary approach in which students are motivated, mentally active, independent and achieve high learning effects. A teacher in a modern school is not only a mediator of knowledge, but also an enthusiast and a listener.

  1. Tina Starec Klobasa: Kamishibaj brings together

Kamishibai (jap. kami: paper and shibai: theatre) is a form of storytelling with images and a wooden stage and it is extremely useful in the pedagogical process as it includes all elements of formative assessment, provides cross-curricular connections and allows a wide range of possibilities for internal differentiation. In addition, the return to the analogue after the period of distance learning with the help of modern technologies has increased its value and importantance and needs to be even more actively promoted.

  1. Anja Podreka: Primary school – contemporary art

The lecture will be dedicated to introducing the programme of the IB which makes it possible enables teaching global and personal concepts (politics, community and environmental concepts) through Visual Arts or understanding of the Contemporary Art. Lecture will aim at spreading knowledge and experience of the possibility of implementing a new curriculum and a renewal of it, in order to teach Contemporary art in primary schools through/with the theory and practice.

SATURDAY, 6th 2021

  1. Mojca Planinc: Theatre can be our playground, our laboratory, our kitchen …

It is important to acknowledge that theatre as an art and theatre as the teaching method are two completely different approaches to consider theatre. There are not many examples of good practise of theatre as the teaching method in school. Theatre gives children the possibility of research, dealing with problems and finding different solutions to problems. The process takes place in an environment that is relaxed and encouraging. Students also learn critical thinking. After introducing theatre activities in the class, pupils responded very positively. Their knowledge is obtained in a practical way and is therefore more sustainable. Children learn faster, they solve problems more creatively, their orientation and coordination improved and when they speak they are more confident. I also noticed improvement of self-awareness during communication and improvement in relations between pupils. Learning through the theatre method is not only empirical approach, it is also a multisensory approach.

  1. Lojzka Lušin: Is Maths Real? / Living Maths

Developing creativity and transfer skills means encouraging learners to think laterally and to make associations between things that are usually not connected. It means encouraging learners to reinterpret and apply their learning in a new context, looking at things from different points of view and experimenting with alternative approaches to solving problems. How students can understand and make connections between different disciplines in multidisciplinary, interdisciplinary, transdisciplinary contexts, or in relation to real-life situations, can be developed with the help of five levels of SOLO taxonomy. When exploring various real-life situations, students need to use factual knowledge and conceptual understanding as well as upgrade them to make a connection to real-life contexts by using the highest level of complexity. Studying mathematics by recalling knowledge, applying it to new topics of the subject and generalizing it, energizes learning and makes it more active and flexible. This Maths presentation will demonstrate how to implement thinking with concepts in the mathematical classroom when referring to unfamiliar situations.   

  1. Brigita Praznik Lokar: Formative assessment in history lessons with authentic assignments

Formative assessment accustoms the students to think independently about their learning, ways to gain knowledge, the facts they have already learnt, what skills they have acquired and why to study at all. The role of a teacher is to guide students and make them aware of all the steps of formative assessment. Thus, during the educational process, the teacher steps into the background, yet such a lesson requires a lot of time for preparation.

  1. Tanja Jankovič: Animated movie as a project in a classroom

In this article we focus on the final stage of the project based learning – the presentation of what has been learned. The presentation of what has been learned, products and evidence of learning is highly important. By presenting, students make sense of learning and put it in its place, in a broader context. What is learned gets additional value. There are several ways to present knowledge. Here, all creativity is left to students and teachers. This time we take a closer look at how we can make an animation in the final phase of project learning – a short animated film. Making an animated movie covers many areas of the curriculum as well as the “laws” of the modern school. Students get used to the useful value of ICT and the sensible use of digital technologies. They also learn how to develop visual literacy and learn about the laws of video content, which are even more important in today’s world of video and visual messages.

  1. Mojca Škof: How to connect the chapter of household economics with the basics of textiles

In the unit on the home economics, the students learn where and how people live. The students and I explore how important it is to plan the time for necessary and less necessary daily needs in a family. In the workshop, we will make a symbolic home – a house that offers shelter to family members (in the form of dolls). At the end, we will make a medal for every family member. On the inside, we will write five key words of praise that are the basis for creating good relationships among the family members.

  1. Katarina Čepič: The inclusion of foreign language students into (international) education

The inclusion of students who have limited knowledge and mastery of the language of instruction is multifaceted. It entails cognitive, social and psychological elements and it requires a holistic approach of the teacher. The following contribution will hopefully serve teachers of language or other subjects who encounter students with language of instruction deficiency and aim to scaffold the students in the learning process. The short lecture will give a general overview of the topic, provide examples of good practice, and engage the participants into a debate. 

  1. Melita Plešnik: Story line and Slovene lessons

Story line ideas and methods enable a quality way of teaching, develop collaboration among students in their learning process and mutual support as well as contribute to shaping student’s personalities. Moreover, the knowledge gained through the story line method is more permanent and better. Students reach their goals themselves through collaborating with their peers (they learn from each other).

  1. Uroš Marolt: School is a circus!

Can school become a circus? With the circus pedagogics we develop coordination, accuracy, speed, perseverance, cooperation and enable students to try out their limits in safe environment. Some of the standard circus disciplines and requisites (e. g. juggling balls, diabolo, Chinese plate, slackline) and ways to include them in the class will be introduced. We will bring into focus movement challenges with easier accessible circus props (wooden sticks, peacock feathers or jump ropes). Activities are suitable for the youngest but also older students in primary school.

In the end we will speak about possibilities to provide circus props, deepen the knowledge of circus skills and where to watch a circus show. We will do a short practical exercise for which you will need a small ball (the best is soft, in the size of the tennis ball). 

  1. Irena Lahajner: Lost in space 

How do we lead the students from the topic to the final project presentation? I will present how we did a project in physics using ICT and a team of teachers (a physics teacher, an English teacher, an ICT coordinator, a librarian and others). I will describe the project steps in writing the text, creating PPT presentations and handouts. I will show the advantages and disadvantages of such projects and point out the strengths and weaknesses students face in such activities.  

  1. Damjan Beton: Good people create quality school

According to positive psychology and ontology we will try to emphasize that person in his core is good and good school stakeholders make quality school. Positive psychology studies and strengtens positive aspects of human personality and his well-being and differs from other areas of psychology that focus more on pathology. Ontology (philosophical field that deals with nature of being, existence) states that person in his essence is good/well. But not to stop on theoretical level, we will search for concrete properties of students, teachers, parents through SWOT analysis (we will focus on strengths and opportunities). For our work we will also use adapted open space method. Both metods of work will be briefly explained so the participants will be able to actively participate on the topic.

Writing Abstracts

The abstract needs to include a summary of the content and the goal of the article. It has to introduce the context, discussed topics and important conclusions. Do not repeat the title of the article in the abstract, as well as no repetitive statements, which are included in the article. Use Times New Roman 12p and italics. The abstract in Slovenian and English mustn’t be longer than 150 words and include a maximum of 6 key words.

Action Committee
  • Andreja Hazabent
  • Urška Šuštaršič
  • Klemen Strmljan
  • Karmen Bizjak Merzel
  • Uroš Medar
  • Ines Huber
  • mag. Mojca Mihelič
Writing articles

In preparation …

Poster section

In preparation …