studybays me – Vain to criticize here, that they are unprepared for other, more active methods of work with the student.

just please do not cry … as soon as you bring the paper … Jacek 艢cibor, Schools in the United Chrz膮stawa, Superbelfrzy RP 18.10 FORUM INSPIRE @ CY free or proposals and questions 18.30 21.00 COMMON PHOTO evening under the stars in a pub 馃檪 July 1, 2016 – Friday Donors Hall (at the entrance to a building) 09.00-10.00 Cooperation is the key to the success of schools and students – an eTwinning workshop No. 1 (30 people) 10.15-11.15 Cooperation is the key to the success of schools and students – eTwinning workshop No. 2 (30 persons) Auditorium them. Dembego: 10.00 Joy coding. Educational benefits of the program and the teachers object Carolina 呕elazowska, Masters Coding, Superbelfrzy Poland Anna Krawczyk, Masters Coding, Superbelfrzy RP 10.30 Ideas for language classes, the provisions of twisted beak Joanna Krzemi艅ska Gymnasium Mikron in Lodz, Superbelfrzy RP 10.55 Scenarios p贸艂wariackie, ie readings Dariusz Martynowicz school differently, V High School in Krakow, Poland Superbelfrzy 11.20 Math bones – let’s play to learn (part. 2) Anna Grzegory,, Superbelfrzy Poland Sabina Pilate, Polish-French Non-Public Primary School “La Fontaine” Warsaw, Poland Superbelfrzy 11.50 Safely Here and There – new technologies in the school with the Orange Foundation Kus Alexander, coordinator of the program, Orange Foundation Ewa Krupa, president of the Orange Foundation 12.20 Coffee break 12.45 How to use the communication potential of the internet to better educate?

Professor dr. Jacek Py偶alski, University. Adam Mickiewicz University in Poznan, Poland 13.15 Superbelfrzy Education in the shackles of stereotypes, that is too rarely questioned the views of Jaroslaw Pytlak, STO Schools in Bemowo, ed. In chief of “around school” Education 13.40 on request – how to deal with difficult cases? Zyta Czechowska Jolanta Majkowska, Special Schools in Kowan贸wek, Superbelfrzy RP 14.00 How to make the first step and raise funds for the development of schools and how to make essay writer teachers? Catherine newcomer, editing The money is for the School, Middle School Public in Przezmarku, Superbelfrzy RP 14.30 Instead kser贸wki – learn by playing and having fun (Part. 2) Joanna Apanasewicz, “small school” – Non-Public Primary School in Konin 呕aga艅, Superbelfrzy Poland Monika Walkowiak, Kamieniec Primary School in Wroclaw, Poland Superbelfrzy 14.55 spaces twenty-first century education – engaging students in creating a good learning environment G贸rkiewicz Catherine, Center for Civic education Marcin Polak Foundation, Think!

15.20 Summary: What do you really need a Polish school? prof. dr. hab. Lech Mankiewicz Center for Theoretical Physics, Khan Academy Poland, Superbelfrzy Minister Jaros艂aw Pytlak, Schools STO Bemowo, ed. In chief of “around school” 15.50 prize draw for participants INSPIRE @ CY 16.00 End of the conference and lunch Moreover – in parallel with the sessions: Workshops stands of coding educational institutions talks on the sidelines of Holiday Just relax … Important venture in education. Dozens of teachers from across the Polish declared their adherence to a community of Ambassadors Education Kulczyk Foundation. They play a very important role in the national Global Education project – a domino effect. This is the result of participation of experts Kulczyk Foundation in reputable educational conference INSPIRE @ CJE 2016. “For us it is important to value education.

And it is extremely basic values 鈥嬧媘ost strongly shape the social ties: responsibility, sensitivity and willingness to work for others, and respect for the environment. lesson “Education Global – domino effect,” whose first edition last year went to every primary and secondary school in Poland, help educators make learning child care for others. Now, welcome our Ambassadors, because who if not they best reach students ” – emphasizes Marta Schmude-Olczak, Managing Director of Kulczyk Foundation. The idea of 鈥嬧媍ommunity Ambassadors Education involves the exchange of experience, teaching materials. Ambassadors of Education will be able to direct meetings and discussions, so twice a year, will be held dedicated to inspiring workshops ago. During the conference in Warsaw on June 30 and July 1 at all times acted booth educational Kulczyk Foundation. The Foundation presented digital projects related to global education and pedagogy values. The conference is behind us, but still Kulczyk Foundation invites teachers and educators to a common network of Ambassadors of Education, who understand best how to effectively strengthen the social competence of children.

Special Call Center 794 48 121 121 is open on weekdays. 13: 00-14: 00 (rates are calculated by rates). Http:// page you will find all the necessary information about the network, as well as the registration form for people willing to join the Ambassadors of Education Kulczyk Foundation. Global Education – the domino effect is an innovative project for primary and secondary schools carried out by Kulczyk Foundation. Beginning was a TV program in TVN domino effect and the need to help others. The next step was to take a completely innovative attempt to what you can see on the screen, move to school.

That’s how the teaching materials for teachers, which are addressed to teachers in grades 4-6 elementary school grades 1-3 and high school. Packages lesson plans can be used for educational classes, social studies, and within a block or interdisciplinary extracurricular activities. For the youngest Kulczyk Foundation has prepared and “Wise fairy tales from around the world” – the audiobook, housing for teachers and teaching work cards, poems, and coloring books for the students. The article was prepared by Kulczyk Foundation. / ** / jQuery (document) .ready (function ($) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 ‘, errorMaxLength:’ Your comment is too long. ‘isEnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 3524 ‘, commenttype’ 1 ‘jacomentUrl’ it-join ‘contenttitle:’ A network of Ambassadors of Education roll Language Foundation and you can join it! ‘, hidInputComment:’ You must input comment. ‘, hidInputWordInComment:’ The words are too long you should add more spaces between them ‘, hidEndEditText:’ Please exit spell check before Submitting comment ‘, hidInputName ‘You must input name’, hidInputEmail: ‘You must input email’, hidValidEmail: ‘Your email is invalid’, hidAgreeToAbide: ‘You must agree that abide by the website rules’ hidInputCaptcha: ‘You must input the captcha’, textQuoting ‘Quoting’ textQuote ‘Quote’ textPosting ‘Posting’ textReply ‘Reply comment’, textCheckSpelling ‘No writing errors’, mesExpandForm’ (+) Click to Expand ‘mesCollapseForm’ (-) CLICK to Collapse ‘theme’ default ‘, txtCopiedDecode’ Copied DCode ‘}; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length> = 1) {for (i = 1; i -1) {tmp = c_url [i]. split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 3524 & wound = 1459745476” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’ function (e) {displayVotedComments ( ‘com_content’, ‘3524’); }); }}.) Send (); }); / ** / In recent times, he appears in the media more and more votes, which shows that our education system needs urgent and profound changes, but not necessarily going in the same direction as the proposals of the Ministry. I am a school teacher in Nidzica, or in a small town (20 thousand.

Inhabitants) in the Warmia-Mazury and from this perspective I would like to present a point of view on school education. I will confine my observations to primary and secondary school education, which are well known to me, also at international level. The core curriculum would be difficult to me to judge the substantive justification of the curriculum in specific subjects, just in the case of foreign languages 鈥嬧媐ully agree with its fundamental assumptions. In contrast, lean on the opinion of fellow students of both disciplines of science, and the humanities: according to them for the great demands a change in emphasis from acquiring hard data on general and specialized competence and effort develop the students’ habit of asking questions, and then deliberate search, analysis and synthesis of information and to encourage them to think creatively not go realities. And requirements for infrastructure (in the form of manuals) still cover too wide range of topics, which represent obligatory swathes of knowledge “to assimilate”.

The teacher is accountable for the results of the tests, and these will always prefer encyclopedic knowledge, because even if the individual test items were formulated as problems, the facts are the basis of their solutions. In this way, the majority of teachers continue to limit their efforts to force the young heads of information. Vain to criticize here, that they are unprepared for other, more active methods of work with the student. Following the work of teachers who theoretically know what to do differently, but confess with embarrassment, that’s just … “do not have time for that” in these times, which are available in the current network schedule. The conclusion is that the scope of the individual subjects of the curriculum is correct, but he took it all together we get too extensive concept of the scope of existing knowledge and issues in primary school and secondary school. Perhaps in the course of work on the core curriculum lacked key stage look at the whole? I work in a school where students represent the average (and below) the level of intellectual ability and the rather low level of support and quality of family environment.

In such a situation, according to the normal distribution of social phenomena, it is probably about 66% of the population of students. For them, the requirements of the curriculum is too academic, too distant from the concrete everyday life. Already in the first years shaped the attitudes of frustration, disappointment to himself and to school, start the mechanisms of learned helplessness, and a little later – also aggression as a way of increasing discharge pressure. I have the impression that the school is now a friendly place some 10 per cent of children whose synapses are able to meet the educational requirements. Key competences glance experienced teacher (and psychologist whose one specialization was psychology, children’s and sociotherapy) on eight key competencies sufficient to conclude that at distended requirements thematic simply is not realistic actual implementation of competence 5, 6 and 8 (respectively: implementation self-learning techniques, learning citizenship and to develop cultural awareness and artistic). For they are tasks that require time, giving at the same time in proportion to the time little measurable “products” end.

At the same time these areas are under-represented in the final evaluation, the test ending as each stage of education – thus in the school set on “hard” results more easily subject to statistical processing will be always pushed to the second or final – in practice – the virtual set. While it is becoming painfully feel the lack of a core curriculum classes umiej臋tno艣ciowym character (appear in the gymnasium, but rather are placed randomly and in many places virtually, for a simple reason – will not be tested on the output of the stage, so they are at the tail end of priorities). Arts education is also suffering, as already mentioned. And this is a tragedy, especially in light of the conclusions to which come increasingly specialist education – artistic education is not an end in itself, but getting better documented enhancing agent not only engage students, but their capabilities academic and intellectual (one of the sources: Burton J. Horowitz R ,. H. Abeles In and Learning Through the Arts: Curriculum Implications. the Center for Arts Education Research, Teachers College, Columbia University, 1999; the issue was dedicated Euridyce report of 2009). Also mention that in the US since the early 2000s, a program by the late composer Leonard Bernstein Artful Learning.

Report after three years of implementation, published in 2009 (CRESST Report 760, Noelle C. Griffin and Judy N. Miyoshi – CRESST / University of California, Los Angeles), demonstrate a positive impact on the whole school education in these institutions, which this model implemented. The growth of the school bureaucracy Over the past years we have seen exponential growth in the formalization of documentation of school work. This is no doubt partly an attempt to quantify all the actions of teachers, could be used to firm and unequivocal assessment of the quality of schools. Unfortunately, education is not commodity production, and some of these actions are not only absurd, but downright suicidal. The teacher spends more and more time on paperwork – and very often completely unnecessary or ill meets its goal. This in turn translates to fatigue, frustration and burnout. Often directors of municipal teams create their own educational requirements documentation or exert pressure on school principals, allowing them created.

It is really urgent problem, which is associated with the issue of the development priorities of education (whether the school is primarily to teach or assist in the socialization and personal development; the more important are the steps if the atmosphere, etc.). Here I appeal to the Report Hannama (in the UK in the eighties studied the quality of schools in response to the growing emphasis in the evaluation of schools on academic achievement), which states that schools run on the basis of shared responsibility and wsp贸艂partycypacji student has been a significant improvement in first atmosphere in school and decrease the negative effects of type truancy, which resulted in a significant improvement in learning outcomes.