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MUSEMultigrade School Education

Guide of Good Practice

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Editors:Costas Tsolakidis

Alina Constantinidi

Sofoklis Sotiriou

Michail Orfanakis

Artwork:Vassilis Tzanoglos

Evaggelos Anastasiou

The MUSE project is co-financed by European Commission within the framework of theSOCRATES programme, action COMENIUS 2.1

Contract Number: 106231-CP-1-2002-1-GR-COMENIUS-C21/20024146

Copyright © 2005 by Ellinogermaniki Agogi

All rights reserved.

Reproduction or translation of any part of this work without the written permission of the copyright owner is unlaw-ful. Request for permission or further information should be addressed to Ellinogermaniki Agogi, Athens,Greece.

Printed by EPINOIA S.A.

ISBN No. 960-8339-45-6

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MUSEMultigrade School Education

Guide of Good Practice

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Contents

For the teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Chapter 1: Initial Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.1 Definition and general characteristics of multigrade schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.2 What is Multigrade Education?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

1.3 How MUSE project corresponds to Multigrade Education needs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

1.4 Teacher’s Needs Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 2: Presentation of MUSE Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2.1 Project’s Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

2.2 Aims and Objectives of the project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

2.3 Educational and Teaching Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2.4 The target group and the expected impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.5 Project’s Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.6 Project’s partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

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Chapter 3: Tools and Technology of MUSE project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

3.1 ODL, Tools and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

3.2 Information Technology in Multigrade schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

3.3 Conventional ICT applications included to the computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.4 Educational Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

3.5 Connection to the Internet and Communication Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

3.6 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Chapter 4: The training programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

4.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

4.2 Style, Scope, method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

4.3 Training curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

4.4 Duration and Teaching Hours of the training program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

4.5 Target of training Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Chapter 5: Evaluation of MUSE project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

5.1 Teacher’s engagement with the new model of in-service training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

5.2 Teacher ability to implement cross curricula teaching plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

5.3 Teacher attitude to the new model of pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

5.4 Summative evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

5.5 Tables of evaluation annexes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Chapter 6: MUSE project Web Site: Get the most out of it. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

6.1 ICT Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

6.2 Methodological Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

6.3 Teacher’s training lesson plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

6.4 Cross Curricula applications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Annex I: Comparative analysis in the countries participating in the MUSE project . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Annex II: Commentary of the MUSE DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

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For the teacher

Any decision taken in the field of education or teaching is based, albeit implicitly, in a body of theoretical knowl-edge mixed with philosophical, psycho-pedagogical or sociological principles. In this case multigradel schools are analysed from these three viewpoints given the global conception remains implicit.

The last few years have produced important changes, both of a qualitative type (democratization of teaching, new ways of making relationships...) and quantitative (increas-ing the period of compulsory schooling, full education...), in the guidelines and schooling methods of the child popula-tion that try to meet social needs with educational material. Currently in schools students who have special educational needs are integrated with students from different ethnic backgrounds with different cultures, culturally deprived... a situation in which new formulae have to be investigated. Teachers have to face different levels of development, moti-vation, ability, interest and different learning rates; but they have to do it in a way that is substantially different to the way things have been tackled before. To all of this we have

to add the enormous technological changes that have been taking place and the place occupied by social communica-tion media that compete with schools in the transmission of information and culture. How have schools responded and how are they responding to all these changes? In a brief analysis we can identify the following as the traditional responses: grouping by age; uniform curriculum; individual attention (undertaken by support teachers and specialists) for those students with difficulties, etc. The adoption of a multigrade approach is a response by schools that are try-ing to deal with this enriching reality satisfactorily.

But perhaps it is not as easy as it seems. Giving an educa-tion adapted to the aptitudes and abilities of the students was previously spoken about in the General Educational Law, but neither channels nor flexible structures were set up or are being set up to achieve this. We return to highlighting the importance of adapting basic education to the needs of each student, and in addition of making the timescale for getting through the curriculum more flexible, but the rigidity of educational structures has been maintained which has

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lead to limited practical cases in Europe. Because of this, from experience we believe that in order to carry out these practices not only does the curriculum need to be modified but also a complete reform of the organisational structure of schools needs to be undertaken.

The approach and implementation of the MUSE project was governed by the above mentioned ideas and this book summarises the two years systematic work that has been done in the field of multigrade education in three different countries. The aim of this book, the MUSE guide of good practice, is to support anyone interested in the MUSE project and its activities, mainly multigrade teachers, to ef-fectively use the MUSE project approach in their teaching practices.

The document consists of six main chapters which include all the necessary information for the project’s philosophy and implementation. The first chapter is presenting the main characteristics of the multigrade teaching in Europe and describing the concepts that led to the design and implementation of a project such as MUSE. The second chapter presents the MUSE project with further details. It provides information concerning the project’s objectives, its approach the expected impact to the multigrade teachers and it presents the outcomes of MUSE. The third chapter describes the tools and the technology that was utilised for the implementation of the project while in chapter four there is a detailed presentation of the training programme and its philosophy. The fifth chapter presents the evaluation meth-odology of the project and includes summative aspects of the evaluation of the project. Chapter six includes a short presentation of the website of the project focusing on the training section and its contents. The MUSE guide of good practice closes with two annexes that provide additional complement information concerning the project. Annex I gives an overview of the comparative analysis on multi-grade education that was conducted within the framework of needs analysis research of the project. Finally Annex II includes the commentary of the MUSE case study DVD which accompanies this book. The DVD includes video presentations of the schools that participated in the MUSE project and presents main characteristics of multigrade education in Greece, Spain and Finland.

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Introduction

Some researchers note that multigrade type of organisation in teaching has its pros and cons. Firstly, we will highlight some of the negatives that have been identified by teachers working in this way:

Having students of two different age-groups means that the teachers have to try to cover two areas of the curriculum.

There is a wide range of student abilities.

• Evaluation should be different given the different ages and levels of maturity.

• Parents are not convinced about multigrade schools.

• Younger students feel inferior to older ones.

• There are planning difficulties.

• Teachers could leave the school or refuse to use this type of organisation.

But on the other hand this type of school has a number of positive aspects:

• Increase in knowledge because of the influence of older students on younger ones.

• Students help each other.

• Younger students learn maturity from the older ones.

• Older students have the opportunity to refresh their knowledge.

• It is a professional challenge for the teachers.

Considerations for the future

As result of some experiences in Europe, there are some points to bear in mind if this type of organisation is not to be a disaster:

• Review the structure, organisation and content of the National Curriculum.

• Establish teams that condense the curricula so that they can be adapted.

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• Develop curricular schemes that take multi-level or-ganisation into account.

• Include teaching practice in multi-level classes for trainee teachers.

• Organise courses for teachers to introduce them to this way of working.

Lastly, we would like to highlight that it is not sufficient to remove traditional grouping in order to produce significant changes in the school. It is necessary to take on board different concepts re the teaching and learning process; diversity, organisation, the curriculum concepts which are necessary to bring about gradual change that will produce new systems and definitions of schooling.

INCLUSION OF NEW TECHNOLOGIES IN MULTIGRADE SCHOOLS

The educational use of new information and communica-tion technologies and the organisational model of rural schools – essentially formed by the Grouped Rural Schools system – mutually reinforce their effects and complement each other to the point that they seem to have been made for each other.

The negative effects of institutional isolation, a characteris-tic of multigrade schools, are largely seen to be removed by the increase in communication and participation that are brought about, in real time, by email, “on line” connections and related tools, like “chats”. These are particularly use-ful for contact between teachers and work groups to share experiences and knowledge, hold coordination meetings or even “virtual staff meetings”.

The creation and use of communication channels between students of the same grouped rural school are seen to be stimulated by the possibility of reinforcing this contact on a virtual basis.

In general, communication processes, between students and teachers, via the use of new technologies (in an edu-cational environment that is traditionally slow in adopting new ideas) are seen to be stimulated in a spectacular way because they are united in a compatible, pre-existing insti-tutional and organisational system (the multi-level system) that gives them all the meaning necessary to increase mo-tivation and the individual energy required for dealing with the new circumstances.

Muse project among others aimed to:

• Facilitate the consolidation of a model of sustainable growth in rural areas via the training of students and teachers in the use of the tools that run the economy

in the 21st century within a society based on knowl-edge.

• Reinforce local identity in a global world

• Emphasize in European cooperation

• Put Multigrade Schools at the head of the innovation process in teaching material applying new technolo-gies

• Help teachers in their work, allowing them to reduce “dead” time (time during one grade is inactive au-dience, since teacher addresses his teaching to an other grade) thanks to the use of technology as a teaching method.

Communication.- MUSE project required connection with the internet for all partners schools

Infrastructure.- MUSE project required computing equip-ment to be present in schools and specific software that were selected.

Training.- In order to implement the Programme well and achieve the main objective of integrating rural schools in the Information Society, technical and methodological training for the teachers involved was fundamental if they were going to be able to develop their own educational material and cross curricula applications effectively.

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CHAPTER 1:Initial Concepts

“Multigrade schools can be at the cutting edge of in-

novation in teaching…”

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1.1 Definition and general characteristics of multigrade schools

Traditionally, multigrade1 schools are defined as those with an organisational structure set up to deal with students of varying ages. However, in the current legal framework in Europe, multilevel education should be defined as that which takes a global overview and adapts its work accord-ing to different educational levels.

Multigrade schools do not only have students of different ages or levels in the same classroom, it goes much fur-ther than a simple idea of spatial organisation. The need to put students together because of low student numbers is the excuse for creating a new concept of education in the classroom. This type of school implicitly brings with it a way of working and forming relationships, of organising and designing the curriculum, some peculiarities that make it different from the rest.

The majority of these schools in Europe are in rural areas where the low levels of population mean these schools have to face the problem of a range of student ages and low student numbers which means that they can only have one class. However, this type of organisation has, in many cases, solved the problem of isolation and lack of resourc-es which have traditionally existed in rural education.

On the other hand, flexible grouping in order to deal with the question of diversity is another reason for the emergence of these schools. Using an organisational and curricular strategy to attempt to adapt teaching to different learning rates, needs, interests and individual characteristics of the students creates the need to create a curriculum and an organisational structure that serves all students. Some English authors call these mixed age classes.

In order to carry out our educational project, it is essential to make the organisation of students, teachers and the cur-

riculum more flexible. This will not be possible if we do not introduce new teaching approaches and take on a series of personal responsibilities.

Flexible organisation of students: in contrast to the rigidity and the inflexibility of traditional grouping a new organi-sational structure is proposed that is based on different methods of organisation that those previously described. Flexibility in the organisation of students refers to different ways of grouping them, both in the individual classroom and across the classes within one educational cycle. Our organisational model, in contrast to the traditional group-ing, is not based on a single, fixed, stable type of group but on five different types that can be combined according to the time and situation and that we will develop later. A student does not have to always be in the same group but can change from group to group according to the amount of knowledge gained, his/her learning pace, interests and personal preferences. Flexible grouping constitutes an organisational and curricular strategy to attempt to adapt teaching to different learning paces, needs, interests and individual characteristics of the students avoiding, on the one hand, poor acquisition of basic concepts and early educational failure and, on the other hand, the holding back of the best students who have to work within a rigid and egalitarian structure. It is necessary to programme the teaching so that each student can advance according to their ability and learning pace.

Flexible organisation of teachers: With this type of school we have to forget the idea of a teacher per year-group and often think in terms of complete “cycles”. This requires the development of systematic, cooperative teamwork by teachers if we desire the learning process of the students to be real, coherent and adapted to their characteristics. This change in the system of working brings with it a change in the activities carried out by teachers and the addition of new ones: placement of students into groups in accord-ance with the results of the initial evaluation; creation of a timetable for the “cycle”; production of student materials, teamwork, the maintenance of an investigative attitude etc.

1 The multigrade class structure is known by various names in different countries; these include “composite” or “combination” class-

es, “double” classes, “split” classes, “mixed-age” classes, “vertically grouped” classes, “multiple classes”, “family classes” or “mul-

tilevel classes”. You may find more than one terms in this document that always refer to the same class type of multigrade schools.

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Types

In order to create a multilevel structure, teachers work with a “cycle” rather than an individual year-group and student groupings can be defined as being of five types: real multilevel grouping, grouping according to age, flexible grouping according to tasks, flexible grouping with open classrooms and flexible grouping according to needs.

a) Real multilevel grouping. The basic objective of this type of grouping, characteristic of schools not organised by age-group, is respect for the individuality of the student. “Schools that are not organised by age-group aim to put into practice the theory of continuous progress of the student. Given than the differences between children are great -and this is not likely to change very much- school organisation must try to facilitate the constant, educational development of each student”.

In order to place students in the various levels, an initial evaluation is carried out that allows us to discover the real situation of each student at the start of the school year. Continuous evaluation helps us to make changes in the composition of the groups.

a) A student can change from one level to another at any moment during the course and as many times as neces-sary. What can also happen, and in fact does, is that stu-dents can be found in different levels for different subjects. In the case that the student has to stay an extra year in a “cycle”, the general rule is that they continue in the next level up from that which they finished the year in, so con-tent is not repeated.

b) Traditional Grouping by Age. This is carried out accord-ing to age and students are distributed alphabetically. The stability of the group is respected throughout their time in the “cycle”. This leads us to think that the tutor group should not disappear given the psychological need of stu-dents of this age to keep a stable frame of reference. Four tutorial groups are established (A and B, for the students of the first year of the cycle; C and D for those students who have been in the cycle for two years – or three in the case of repeaters.

c) Flexible Grouping According to Tasks. This affects all the students of the cycle depending on the activity that is going to be carried out (social activities, introductory sessions for teaching units in medium-sized or big groups, etc.).

d) Flexible Grouping in Open Classes. The objective of this type of organisation is to allow students to exercise choice (exercising freedom of choice is essential for living in a de-mocracy) which, in our opinion, increases their motivation and encourages personal autonomy. All the students in the

cycle are involved in the tutorials A & B and C & D but in an independent way and on different days and at different times. The groups are heterogeneous (there are students of different abilities, but with a common interest in the ac-tivity being undertaken at the given time) and of variable composition within the same session. Each student has the opportunity to choose the classroom (Reading Room or Writing Room) they want to go to, being able to change to another during the session, trying, if this is the case, not to interrupt the work of their schoolmates. With regard to groupings within the classroom, individual work is alternat-ed with pair work and group work. The students choose the type of work and the classmates they want to work with.

e) Flexible Grouping according to needs. This starts from the idea that the time taken for learning need not be identi-cal for everyone and this is therefore a way of breaking the rigidity and uniformity of schooling schedules. The objec-tive of this is to allow students different amounts of time to gain the knowledge and develop the abilities for this particular “cycle” according to their personal needs. When we talk about needs we are not referring exclusively to the cognitive dimension of school learning but also to personal and social development. A positive relationship with one-self and with others is the most valuable lesson that can be learnt for our life in society. With regard to the organisation of students in the classroom, individual work is alternated with group work (whether it be to carry out work together or develop help networks between equals) and with work in heterogeneous groups that can undertake a cooperative activity or the same activity with variable levels of difficulty. The tutor decides at each moment what is most appropri-ate.

The five types of grouping should be used simultaneously in order to deal with students individually and in groups that match their learning pace and particular characteristics. At the same time, they can work on socialisation and coop-erative education in tutor groups and workshops where students of different levels and different tutor groups work together and share their experiences - a mutually enriching experience.

Within the multilevel structure each teacher can take re-sponsibility for a tutor group, a level (different each year), a workshop, a needs group and a group of open classrooms, which will allow him/her to understand the organisational structure, the peculiarities of each level, to globalise the curriculum and simplify, as far as possible, the timetable for the “cycle”.

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Curricular Plan

With respect to the curricular plan, we have to highlight that the introduction of the term “diversity” in education is due to, above all, a socio-political purpose, which is derived from the adoption of a comprehensive model. A comprehensive curriculum does not mean uniform teach-ing, a standardised programme, the same timetable, the same methods, the same content and the same materials for everyone; comprehensiveness has to be combined with diversity, offering flexible and open curricula that consider individual differences in learning as something dynamic and continually evolving. It is, therefore, essential to adapt teaching to the characteristics of the students, never limit-ing the acquisition of new concepts, and, at the same time, not forcing anybody to try to learn more quickly than they are able to. Taking this on board, it is essential to make the curriculum as flexible as possible, as it must be coherent with the new organisational structure that is going to be imposed, as well as with other elements such as the time-table, the use of space, the assignment of the teachers to the groups, evaluation or how children move from one level to another.

The educational programmes that are used in this type of school are usually interdisciplinary and cyclical therefore starting from the interests of the students.

The objectives are defined according to the abilities that the students are expected to develop. From that point, general, not specific, objectives for the whole “cycle” and for each subject area are set.

The content is based on interest and each year it is different depending on the depth of the subject and any advances in it.

The activities are varied, motivating and adapted to the dif-ferent abilities and learning paces. Some are individual; others are for small groups (4-6 student) or medium-sized groups; and others, like film shows, excursions, etc., are in large groups. Various activities and suggestions for pieces of work come together in the same space and time. They are open suggestions and can be taken forward in different ways.

The methodology is active, trying to start from the experi-ences of students in the immediate environment and using materials that they find and use in everyday life.

The teaching materials are very varied. They do not usually use a textbook on an individual basis, as textbooks organ-ised in levels are not available on the market.

The evaluation is individual and continuous, integrated in

the global process of teaching and learning, understanding that it is important to consider the concept of diversity as the basis of evaluation (different abilities and learning pace of each student, different motivation for studying, existence of children with special educational needs within a hetero-geneous group, etc).

The multilevel structure implicitly implies that students do not have to “repeat” in the traditional way, as each student is in the appropriate level and, if they are not, they move to a lower or a higher level depending on the case.

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1.2What is Multigrade Education?

Multigrade teaching occurs within a graded system of education when a single class contains two or more stu-dent grade levels. It is contrasted with the usual pattern of classroom organization in graded systems where a single classroom contains students of only one grade level. In many graded systems, age and grade are congruent, so a grade level is also equivalent to a particular age group of students.

There are three important reasons why multigrade teaching may occur in both developed and developing countries

a. First, multigrading is often associated with ‘small’ schools in remote and sparsely populated areas. In such schools, there may be only one, two or three teachers, yet they offer a complete cycle of primary education

b. Multigrade teaching is also common in larger urban and suburban schools. In some countries, it is a response to uneven student enrolment. For exam-ple, a school with a two and a half grade entry may have to combine two grade levels to make up class sizes.

c. Third, multigrade teaching may be a deliberate response to educational problems. In developed countries, this is linked to the multi-age perspective. Mixed age classes, it is argued, stimulate children’s social development and encourage greater class-room cooperation

A link is sometimes made between the problems facing the multigrade classroom teacher and those confronting the monograde teacher

First, curriculum reform is one way in which multigrade teaching can be made more effective

Second, monograde teachers in many countries need to reduce their dependence on ‘chalk and talk’ and to increase the range of instructional strategies that they com-monly use. Some of these strategies are those promoted in the multigrade context.

Third, the way in which monograde teachers manage their classes should in some cases become more like the facili-tator role suggested in the multigrade class.

Multi grade schools are an exception of the traditional sys-tem of the Primary Education: there is a different policy and

infrastructure that applies for them.

Multigrade and single teacher schools are a necessity mainly due to specific geographic configuration. There are many mountainous regions and a large number of small is-lands with sparse population that can not afford a conven-tional school. In the past, historical reasons had forced the population to live in areas of difficult access, scattered in a great number of small and isolated villages that were locat-ed either deeply in the mainland, or in small islands. Even though nowadays, there is a change in the demographic dispersion, due to urbanisation, there is still a significant percentage of the population that lives in regions with the above described characteristics. This creates the need for the operation of schools in small villages, even with a very small number of students and even when the conditions do not provide the ideal educational environment.

Sustaining a large number of multigrade schools is a diffi-cult task. The problems that arise can be epitomized in two categories, financial and educational. On the one hand, the state has to provide the necessary economic means in order to keep schools fully equipped and in an acceptable operational condition. On the other hand, there must be ad-aptations in the curriculum; in order to fit in the way teach-ing is conducted in multigrade schools. These adaptations lead to the justified belief that the quality of the provided education is inferior, compared to the quality of education in the rest of the schools.

The usual situation is that multigrade schools are ignored, or assumed to be non-problematic, or problematic with non-resolvable problems, or unimportant, or marginal. Bibliography on schooling in developed and developing countries implicitly assumes that schools are monograde. Rarely one finds specialized programmes and implementa-tion methodologies referring to such schools and also rare is research on this issue. The University Departments of Education, which are institutions that deal with the devel-opment of educational models, methodologies and ap-proaches, concentrate, almost exclusively, in monograde schools. National school curricula do not refer separately to multigrade schools.

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1.3 How MUSE corresponds to Multigrade Education needs?

Objectives and aims of Muse project emerged directly from Teacher’s need analysis:

Lack of special training programs for teachers in multigrade schools. Faculties of Primary Education in general do not provide special courses on multigrade school. Freshly ap-pointed teachers in multi grade schools rarely get some na-tionally organized seminars on this special type of school. Yet, multigrade school is a very common reality through the world. Muse developed a training program aiming to fill in that peculiar and intense gap.

Lack of effective implementation methodology of educa-tional curricula in multigrade schools. In most countries, national educational curricula are designed to meet the re-quirements of each grade independently and this is based on the fact that educators usually deal each time with a specific target group of pupils that is homogeneous with re-spect to age and educational level. This situation does not apply in isolated schools where teachers have to deal with several target groups and have to implement several differ-ent curricula at a time. The rule is that these teachers have no theoretical background on how to teach in multigrade schools since in most of the curricula of the Departments of Education no such a subject is taught. On the other hand, multigrade schools are a fair percentage of the total number of schools. For such situations the development of specialized educational methodologies are required to modify this multi-oriented teaching scheme in a successful and efficient learning process.

Lack of methodological approach concerning the use of new technologies to assist teaching in multigrade schools. The effective use of ICT could really act as a qualitative up-grade to the multigrade teaching. Teachers in most of the cases are not trained to use ICT. Furthermore, training pro-grammes, where available, see the introduction of ICT as a goal by itself, while the focus of the training should lie on the exploration of multimedia, the Internet and special soft-ware that could improve the teaching and learning process. For this reason specialized methodological approaches for the use if ICT in multigrade teaching are required.

Lack of continuous training and support for teachers. Teachers in multigrade schools do not have the chance to participate in educational training seminars and courses available to teachers working elsewhere. The introduction of ICT and the application of Open and Distance training

schemes could support the teachers at the place where they work.

Lack of communication between multigrade schools and outside educational community. The above-mentioned conditions of specificities and oddities limit effective com-munication among rural schools and thus enhance further their isolation. The use of Internet, videoconferencing and other communicating tools are ideal and offering unique capabilities for overcoming these obstacles.

As a response to the above mentioned crucial needs, Muse’s objectives mainly were to:

• Develop and disseminate methods for combating educational exclusion and school failure, promot-ing the integration of pupils with special educational needs, and promoting equality of opportunity in all its aspects

• Promote the use of information and communication technology in school education and in the training of the staff working in this sector of education

• Encourage innovation in pedagogical methods and materials

• Promote trans-national cooperation and exchanges between schools and teacher training establish-ments.

• More specifically, and as it was described in details in the interim report, Muse’s aims were in topics:

• To develop an in-service specialised training pro-gramme for teachers in multigrade schools.

• To enhance professional skills of multigrade school-teachers and develop their abilities to design di-dactic plans according to the needs of the specific school environment.

• To develop a model that will allow for the continuous training and support of the multigrade schoolteach-ers

• To conduct an intervention study in multigrade class-rooms across Europe: The project was implemented in multigrade school environments in Greece, Fin-land, Spain and United Kingdom.

• To make recommendations on multigrade teaching policy and practice.

• To enhance communication among remote multi-grade school teaching environment and outside educational community.

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• To initiate the formation of a European network on the multigrade school education. The partnership aims to initiate a network on the multigrade school education

1.4Teachers’ needs Analysis

The needs analysis was focused on the determination of the skills required of the multigrade teacher. In order to identify the training needs of teachers of all participating countries, it was asked from the local coordinating institu-tions to compile a study for the subject, applying well-ac-cepted theoretical principles and appropriate methodologi-cal instruments. The main target of these studies were to present the existing situation with respect to multigrade schools, their problems and weaknesses, the needs of schoolteachers and to identify whether these needs are common for the four countries or differ reflecting a specific situation in each country independently.

Based on the reports from the studies, these needs were grouped in categories as seen below:

• General issues

• Curriculum issues

• Preparation for multigrade school teaching

• Methodological and didactical issues

• Students’ grouping issues

• Co-operation with local and educational authorities

• Working issues

• Social and cultural issues

• Training program issues

• The role of ICT

• Infrastructure

• Administration

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Training needs in Finland

In Finland 12 teachers from 8 multigrade schools in rural areas in Northern Finland were interviewed by members of the Chydenius Institute. Each school had 2-3 teachers and between 30 and 70 pupils. The level of ICT infrastruc-ture in each school was already high and teachers and pupils were already familiar with using PCs in their work. The challenges of multigrade teaching expressed by these teachers were several. They felt that their work was profes-sionally very demanding and they often felt isolated from other teachers. With the introduction of a new curriculum nationwide these multigrade teachers wanted support to understand it and introduce into their multigraded schools. Teachers felt that one of the greatest pedagogic challenges in the multigraded classroom was the differentiation and in-dividualisation of teaching. While computers were already in use in the classroom teachers wanted to learn more about how they might be used to better support teaching and learning in multigraded classes.

Teachers identified the following areas as being important content in the training programme.

• Cooperation between the pre-school and the first grade of primary schools to identify individual needs of children and ensure a sound start to primary edu-cation

• Social development of the child and the opportuni-ties for teacher intervention

• Didactical aspects of multigrade education, materi-als, new ideas and teaching ‘tips’

• Sociological and psychological perspectives on the future of multigrade schools

• The new curriculum: how to do it and deal with it, especially in multigrade classes

• The value of multigrade schools

• The need for a practical and continuing education in this area

Training needs in Greece

The Analysis of Teachers’ Needs in Greece was conducted through interviews with multigrade schoolteachers partici-pating in the project SXEDIA and through a MUSE ques-tionnaire survey of 900 multi grade schools. The question-naire survey revealed that 100 of the 900 schools had been closed. The study also revealed that schoolteachers felt that the curriculum they had to teach is neither differenti-ated nor adjusted in the needs of multigrade schools. As a result, they face problems with the volume of work and with the distribution of teaching time. They have insufficient time to complete the teaching of the main subjects. This has a negative backwash on the less important subjects to which they devote less time or they don’t teach at all. The main teaching methods employed are collaborative learning and silent assignments. They feel that they need good exam-ples of implementing this method, in real and not ideal con-ditions. To a large extent, in order to carry out the needs for silent assignments, it is necessary to prepare worksheets at home. They consider that this work puts extra pressure in their already full timetable.

Teachers were asked their opinion about priority content for a training course for multigrade teachers. The priority areas and frequency of response were:

• Teaching materials and their use (65%).

• Methods for reorganizing the curriculum, so that it is suitable for the needs of multigrade schools (63%).

• Information technology and its applications (56%).

• Teaching methodology, and dealing with administra-tive work(50%), and

• Classroom arrangement in multigrade schools (48.5

A full version of the extensive analysis is available in the report submitted to the MUSE project by the University of the Aegean.

Training needs in Spain

The report from the MUSE Spanish team referred to a number of challenges faced by students and teachers. Although these do not point to specific content areas they highlight concerns that could be addressed within a train-ing programme. They include:

• Physical and cultural isolation of students and teach-ers: The need for Homogeneity between centres.

• The need for a more positive evaluation of work of

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teachers by local communities activities as possi-ble.

• Unification of Methodological Criteria in classes

• Introduction of cross-curricular or transverse sub-jects including academic content values, personal development etc.

• Lack of resources

• Grouping of children of various levels

• Physically and psychologically demanding work for the teacher

• Poor physical structure of buildings and deficiencies in equipment

• Temporary nature of the staff, due to high level of mobility that makes continuity in the work with students and the development of a Curricular Plan impossible

• Teachers are not prepared for rural schools: Univer-sity teacher training courses do not deal with multi-level schools

• Difficulty in completing the official curriculum and the need for flexible approach to educational inspec-tion

• The need for continuous professional development and in particular for new teachers.

• Difficulty in team work in grouped rural schools

• Little diffusion of innovative practice and methodo-logical advances

• Information and communication technology is lim-ited and of poor quality

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21

CHAPTER 2:Presentation of

MUSE Project

“Due to the socio-economic peculiarities and the

lack of adequate school infrastructure and person-

nel, multigrade schools still remain at the education’s

world cut off..”

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2.1The project’s description

The MUSE project aimed at developing an in service train-ing programme that is designed to meet the needs of multi-grade schoolteachers in order to improve their educational performance in the multigrade school environment.

The training is based on methodological approaches of multigrade teaching and on the use of ICT applications so as to provide:

• An in-service training programme for teachers of multigrade schools.

• The use of the Internet in order to develop a platform for training, collaboration, networking and exchang-ing of ideas between teachers, students and train-ers.

The proposed approach is expected to enhance profes-sional skills of multigrade schoolteachers as well as de-velop their abilities to design and evaluate didactic plans. The MUSE project provided multigrade schoolteachers continuous training and support, enhancing communica-tion among remote multigrade school teaching environ-ment and outside educational community.

The duration of the project was two years (October 2002 - September 2004).

2.2 Aims and objectives

MUSE was aiming at the development of a new model of teachers’ training that assists teaching in multigrade schools. The project was based on a close cooperation between pedagogical experts, trainers, policy makers and teachers.

In detail, the aims of the MUSE project, were:

• The development of a specialised in-service train-ing programme for teachers in multigrade schools. Within the framework of the project a specially de-signed training programme was developed in order to meet the needs of the teachers. The program in-cluded training on the methodological approaches applying to the multigrade school environment. In addition the training programme focused on the fa-miliarization of teachers with the use of ICT as an as-sisting tool for multigrade teaching. The training was delivered to the teachers through ODL techniques.

• The enhancement professional skills of multigrade schoolteachers and the development of abilities to design didactic plans according to the needs of the specific school environment. The training programme included extended presentations of case studies and examples of good practice on how teachers have to face the particularities of the multigrade school environment. The teachers par-ticipating in the project was trained in designing and implementing cross-curricula applications, projects and activities.

• The development of a model that allows continuous training and support of the multigrade schoolteach-ers. The project developed a platform for continuous interaction between teachers and trainers.

• The conduction of an intervention study on mul-tigrade teaching across Europe: The project was implemented in multigrade school environments in Greece, Finland, Spain and United Kingdom. Through systematic ethnographic research the part-nership studied the attitudes of teachers with differ-ent cultures towards the application of the proposed approach as well as the attitudes between teachers themselves coming from the same country.

• To make recommendations on multigrade teaching policy and practice. The project intends to raise awareness of policy makers, pedagogical experts, educational authorities, problems and the needs of multigrade teaching.

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• The enhancement of communication between the remote multigrade school teaching environment and outside educational community. The aim of the project was to create a virtual educational society where teachers to be able to communicate with the academic community and become familiarized with the idea of international cooperation and network-ing.

• The formation of a European network on the mul-tigrade school education. The partnership aieds at initiating a network on the multigrade school education. Within the framework of the project a virtual educational community (teachers, research-ers, policy makers) was formed in order to exchange experiences, proposals and ideas for the qualitative improvement of the multigrade education.

2.3 Educational and teaching approaches

The development of the MUSE training programme was based on the adoption of a teacher centred approach. The implementation of the training program included extended cycles of school centred work. Teachers were continuously giving feedback to the academic team about their experi-ences gained in the classroom. This not only increased the motivation of the teachers, and gave weight to their practi-cal experiences, but also provided the necessary cross-links between theory and practice. Upon suggestions of the teachers, the academic team performed the necessary adjustments to the didactical approach. The school trials were not meant for evaluation purposes only, but involved both teachers and students offering them the chance to provide feedback to the project and its pedagogical as-pects. The partnership believed that teachers could gain important professional skills and come to view their involve-ment in this procedure as a craft that requires dedication and precision but simultaneously encourages creativity, humour, and personal expression.

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2.4 The target group and the expected impact

The target group of the MUSE project are the teachers of the participating multigrade schools. Through the dis-semination strategy of the project’s results and outcomes, this group will eventually not only be addressed within the participating institutions, but also to the wider educational community.

The multigrade primary school teachers taking part in the implementation of the training programme profited several different ways:

• They participated in the development of the special-ized courses and the course material and thus ac-quired skills in conceptualising, planning and evalu-ating their didactical approaches and methodology.

• They gained knowledge, skills and experiences in the use of educational technology in the classroom, and provided interesting classroom experiences for their students.

• They gained intercultural awareness through coop-eration with partners from different European coun-tries, adding a new dimension to their teaching.

• They had an opportunity to look beyond their every-day practical problems get fresh input of ideas.

2.5 The project’s outcomes

The main output of the project was an innovative training programme for the teachers in multigrade schools. The general framework of the programme is composed by three parts and it is based on the teachers needs analysis that performed the first months of the project’s run:

• Methodological approaches for multigrade teaching (theory and praxis): The first part of the programme presents the main aspects that are considered essential for multigrade teaching: classroom man-agement and discipline, instructional organisation, curriculum, evaluation, instructional delivery and grouping, self directed learning, planning and peer tutoring. There are several teaching strategies for multigrade school environments (e.g. work card or workbook method, staggered start, differentiated direct teaching).

• Introduction to the use of ICT (theory and praxis): This part includes the basic introduction to the use of the ICT. During this part of the training programme, a series of examples of good practice for the usage of the Internet and multimedia applications in the classroom will be presented to teachers. Teachers were asked to introduce a selected sample to their classrooms according to specific lesson plans and evaluate them. Furthermore teachers were asked to prepare their lesson plans in different cases.

• Cross-curricula applications and projects (praxis): The third part of the training curriculum concerns the training of the teachers to become able to de-sign their own cross curricula applications (based mainly on the use of ICT tools) and projects to be implemented in classroom. Teachers were trained to design open-ended, divergent learning experi-ence projects accessible to students functioning at different levels, utilizing the capabilities of modern ICT techniques. These long-term projects were implemented as holding activities for the specific study groups ensuring that time spent away form the teacher is spent productively, while the teacher is occupied with a specific group of students trying to implement the official curriculum.

25software tools, development of Web pages and many applications (e.g. Microsoft Word, Excel, PowerPoint).

Figure 2a: Methodological approaches for multigrade teach-ing (theory and praxis). The first part of the training programme presented the main aspects that are considered essential for mul-tigrade teaching: classroom management and discipline, instruc-tional organisation, curriculum, evaluation, instructional delivery and grouping, self directed learning, planning and peer tutoring. There are several teaching strategies for multigrade school envi-ronments (e.g. work card or workbook method, staggered start,

differentiated direct teaching).

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The training material is presented on the web and it was delivered to the teachers over the web during the pro-gramme’s implementation. The lessons, including links to all the reference material, are available in the web site of the project. Additionally the trainees’ guide and CD-ROM were developed and delivered to the teachers at the beginning of the training programme. The trainees’ guide and the CD-ROM include the pedagogical approach and specific ex-amples (examples of good practice, projects) concerning the application of ICT in the classroom. Additionally to the training material (curriculum, courses, trainee’s guide and CD-ROM) the partnership developed the following material in order to enforce the dissemination strategy, the MUSE web page, the MUSE guide of good practice, Posters and leaflets and the MUSE CD-ROM.

The former were produced in order to describe the project, the outcomes and mainly the proposed training methodol-

ogy. The aim is to support a more effective dissemination of the idea of multigrade school teaching to the academic community.

Figure 2c: Cross-curricula applications and projects (praxis):

The third part of the training curriculum concerns the training of

the teachers to become able to design their own cross curricula

applications (based mainly on the use of ICT tools) and projects

for implementation in classroom. Teachers were trained to design

open-ended, divergent learning experience projects accessible to

students functioning at different levels, utilizing the capabilities of

modern ICT techniques. These long-term projects (as an example

the e-tool of the YouRA project is presented) were implemented

as holding activities for the specifi c study groups that ensured that

time spent away form the teacher is spent productively, while the

teacher is occupied with a specifi c group of students trying to imple-

ment the offi cial curriculum.

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Dissemination Plan – Dissemination Activities

The partnership has the ability of promoting the project’s products and services, outcomes of basic and applied edu-cational research. The MUSE project is taking advantage of all dissemination and communication channels available including regular press releases as the partnership has proven its capability of drawing the press attention.

Additionally the following concrete measures for an effec-tive dissemination have been planned:

• The MUSE web site: The project’s web site presents the current status of the project. It is the backbone of the project, a state of the art web page. It in-cludes, the web based training material, links to related sites and libraries, the electronic edition of the user’s manual and the trainees’ bulletin board (www.ellinogermaniki.gr/ep/muse). The MUSE project aims to create conditions for the adaptation and transfer of its innovative approach, since it can be easily expanded to a larger network of schools and training centers in other countries.

• Leaflets were produced and distributed to teachers and educational experts describing the project and the developed training curriculum.

• Closing Conference – Open day Workshop: At the end of the project an open day event was organised in Athens, Greece to draw the attention of the wider public (students, parents, press etc.). Teachers had the opportunity to present their work. In the confer-ence the final results of the evaluation of the training programme were presented. Education policy mak-ers (representatives of the state, the ministry of edu-cation, teachers training centres etc.) were invited to attend. The attention of the media was also drawn through press releases. The collaboration intended to disseminate the project results not only to poten-tial appliers of the project, but in simplified form to the wider public as well. Articles in newspapers and magazines of general interest served the intention of dissemination of the project to the wider public. In addition the MUSE consortium organised the teachers’ workshop in the framework of the 12th An-nual EDEN Conference which was held in Rhodes in 2003. The conference was introduced to the official programme of the Greek Presidency of the EU. Uni-versity of Aegean and Ellinogermaniki Agogi were the co-organisers of this conference. The MUSE consortium considered this event as a unique chance to present the MUSE project’s idea to the

European Academic Community (more that 400 pro-fessionals, researchers and teachers involved in the field of Distance Education participated to the con-ference) and for that reason introduced the teachers workshop in the programme of the conference.

• CD-ROM/Full hardcopies of the Guide of Good Practice: The CD-ROM and the full hardcopy of the project will be distributed throughout Europe to Ministries of education and culture, Pedagogical in-stitutes, training curriculum developers, SOCRATES National Agencies.

• Conferences, symposia and paper submission: The outcomes were and will be presented to interna-tional conferences, symposia that focus on educa-tional and training issues and submitted to scientific magazines.

• Teachers’ training seminars: The participating teach-ers are expected to act as multipliers in the educa-tors’ society disseminating the idea of applicability of the proposed pedagogical approach applying ODL and ICT methods. Although this measure may not approach the number of people addressed by “con-ventional” dissemination measures, undoubtedly the impact of an active experience is much deeper than the one a paper or a presentation at a confer-ence may have. Teachers that have by themselves experienced the qualitative upgrade the introduction of ODL and ICT can bring to the teaching practice are definitely effective “promoters” of the idea in the educators’ society.

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2.6Partners of MUSE project

The partners of the MUSE project were:

University of Aegean

Ellinogermaniki Agogi

Chydenius Institute

University of Cadiz

University of London

Primary school of Salakos

Vintturi-Tastula primary school

Veikko Vionoja primary school

Public Rural School Campiña de Tarifa

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Chapter 3: Tools and

Technology of MUSE Project

“Modern, international trends of pedagogical science and of the educational policy adapt forms of work and school

organization and perceptions (multigrade grouping, peer tutoring, total cognitional perceptions etc) that until now

were attached as disadvantages of multigrade schools. In the past years, the development in telecommunications

has brought into light new forms of work in the classroom that support small and flexible educational units, such as

one-grade schools. The multigrade schools have strong advantages that are recognized internationally. Of course

there are problems. But what is needed is new perceptions and compound ways to confront them. The age when

the practical dentists applied the method “tooth ache tooth removal” is over. And this is valid in “double” when it is

about the deconstruction of the countryside’s cultural entity.”

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3.1 ODL, Tools and Technology

The introduction of Information Communication Technolo-gies (ICT) in any field of social and economic life promises revolutionary changes. These are of specific importance for remote and geographically isolated areas. ICT offers anyone equal accessibility to information, irrespective of the size of the place one lives, the geographical character-istics and the distance from the centre. The introduction of ICT in education contributes to the development of a tech-nological culture in general that it is believed to upgrade education system in general as well as provide valuable knowledge on using modern technologies in real life situa-tions. The development of technological culture within the framework of the multigrade school is considered to be even more important and valuable. The effective use of ICT could act as a qualitative upgrade to the multigrade teach-ing, support students learning and foster social develop-ment of the local community.

ICT and ODL play a central role in the project. The imple-mentation of the project was based on the use distant learn-ing techniques and taking full advantage of all capabilities the web offers. The implementation of the training program was organised according to an ODL scheme. Teachers had the chance to apply and test specific activities in their classroom and give feedback from the practical point of view. Teachers presented the difficulties and limitations they are facing during the application in the classroom, as well as the organisational, methodological and techni-cal problems. Trainers and teachers formed in this way a virtual educational society. The training programme, how-ever, wasn’t limited to these activities, because an essential part of the project was the continuous communication and exchange of ideas between the teachers, and the experts who suggested the didactical approach, methodology, classroom activities, and the design of the training scheme and the material. The training scheme had the objective to familiarize teachers with the use of ICT assisting their work in the multigrade classroom. ODL cannot be seen as a substitute of the conventional teaching but rather as a distributed learning environment, an add-on that has to justify its implementation in the school curriculum through the qualitative upgrade it offers to everyday school prac-tice. The partnership managed to design, develop, imple-ment and evaluate didactic plans that make use of ICT as a tool in actual classroom environments so as to develop the educators’ abilities to use the computer in everyday teaching.

Upon completion of the project, the full training program and the accompanying material is accessible through the Internet as a fully developed ODL In-Service Multigrade

Teacher Training Programme.

Furthermore, the usage of ICT is very important for the dissemination of the project’s results and outcomes as the dissemination strategy is mainly based in the use of the new communication channels the ICT offers (web page linked to search engines, CD-ROMs, e-mail notifications to teacher’s lists, etc.)

The introduction of ICT in education contributes to the development of a technological culture in general that it is believed to upgrade education system in general as well as provide valuable knowledge on using modern technolo-gies in real life situations. The development of technologi-cal culture within the framework of the multigrade school is considered to be even more important and valuable. The effective use of ICT could act as a qualitative upgrade to the multigrade teaching, support students learning and foster social development of the local community.

In the framework of the project, teachers were trained via ODL techniques (video conference, email, forum), traditional mail (conventional posting of questionnaire), e-questionnaires in managing multigrade classrooms, in specifying the applicability of the certain curricula, in evalu-ating the importance of lessons’ specific educational aims, in organising study groups effectively.

In order to train teachers to use homogeneous and hetero-geneous grouping and to design cooperative group tasks as well as to be proficient in assessing, evaluating, and recording student progress, qualitative methods were used such as portfolios and anecdotal reports.

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3.2 Information technology in multigrade schools

The introduction of ICT in any field of social and economic life promises revolutionary changes. These are of specific importance for small, remote and geographically isolated areas. Provided that some basic infrastructure and a mini-mum experience are available, ICT offers anyone equal accessibility to information, irrespective of the size of the place one lives, the geographical characteristics and the distance from the centre.

Education could not be exception to such a technological development. ICT provides tools that help the school’s operation; it is a new instrument that makes teaching more effective and more stimulating; and through some specific applications, such as distance learning, it brings a com-plete reform to the learning process.

While important for any school, ICT promises an increase in the quality of knowledge acquisition in multigrade schools. Through a proper organization and support, multigrade schools can benefit from ICT, becoming more efficient and competent.

In multigrade schools, a teacher can choose to apply one of the following proposed teaching methods:

• Holding activities

• Staggered start.

According to the former, the teacher starts by teaching pupils of one grade. Meanwhile, the rest of the children are occupied with simple and enjoyable tasks that do not need the teacher’s direct involvement. When teaching is completed, the pupils of that grade interchange places with pupils of another grade and the teacher starts teaching the new grade in the same way.

According to the latter, the teacher begins by teaching the pupils of one grade, motivating participation in some self- learning activities. Then, while the first group’s pupils are busy working in such activities, the teacher begins working with another group. In this way, in one hour, the teacher ac-tivates in parallel more than one grade. It should be noted that it helps if the topics taught in parallel to different grades are from the same subject, but this is not necessary.

Holding Activities and Staggered Start have many common characteristics and can be considered equally efficient. Due to syllabi restrictions, other techniques, such as Dif-ferentiated Direct Teaching, are not applied.

Availability of ICT infrastructure in multigrade schools and familiarity of teachers and pupils in the use of computers of-fer a unique opportunity for improving quality of multigrade teaching methods. Computers, in their role as educational instruments, favour time sharing between different groups of pupils, promote self learning activities and help control-ling the degree of teacher- pupil contact. Consequently they offer a means for upgrading parallel session teaching methods and for providing high educational standards.

Given the time table requirements, the teaching method-ology limitations and the electronic equipment available, there are three major facilities by which ICT may improve efficiency in multigrade schools:

• Conventional ICT applications included to a stand-ard personal computer system

• Educational software

• Internet and communication programs

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3.3 Conventional ICT applications included to the computer

One of the popular activities in primary schools is that the teacher prepares and provides to the pupils specific educational material utilising conventional ICT applications (usually MS Office suite). The material is adapted to each grade’s average efficiency standards and most usually contains:

• Exercises on a subject taught which the pupils are asked to answer

• Motivation for learning or practicing on a specific subject (e.g. drawing).

While important for any school, such an educational mate-rial is highly valuable specifically for multigrade schools. Here this material becomes the basic means that helps occupying pupils of one grade while the teacher is working with another grade.

However, it is easily understood that for a teacher of a mul-tigrade school, a well prepared educational material of this kind, is time consuming and tedious and requires multiple effort compared to the effort required by a teacher in a monograde school.

The solution was to compile and make electronically avail-able a database containing the relevant work produced by many teachers. These teachers offered willingly their activi-ties written in paper and these became the input for the da-tabase. By adopting a simple method for the organization and classification of this material (using criteria such as the instructive unit, the grade and the degree of difficulty) this database became an easily handled instrument that helps the teacher to make the choice that fits each grade’s needs. The exercises can be printed photocopied and handed to pupils to work on. Alternatively, it is possible for the pupils to give the answer to the exercises electronically, practicing their skills in Word Processors, electronic drawing or sim-ple calculations in a Spreadsheet.

The database, created in this way, and its application for occupying constructively pupils, proved to be a useful educational tool for teachers of multigrade schools. It is simple, easily accessible and requires only basic computer literacy. Since it contains products of teachers’ work, it is tested in practice and it is adapted to meet the every day educational needs. The teacher can modify and alter any-thing on each text.

This area is subject to further development: The existing database is enriched continuously.

Also presentation programs are planned offering tech-niques that help the pupils to work on their own, to make revisions, to consolidate and finally to better understand a lesson. The need for such presentation programs is es-sential if one keeps in mind that the teacher in a multigrade school spends a limited time with each subject and cannot give the appropriate attention to each pupil. Moreover such programs promote the individualization of the curriculum, giving motives to the children to learn in their own pace, something that seems vital in the modern teaching method-ology. This brings the discussion to the next step.

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3.4Educational software

In multigrade schools, the major problem of occupying some groups of children while the teacher works with one grade, can be confronted partially using commercially available educational software. This proves to be a good solution that can be applied with both teaching methods of multigrade schools. It assumes the existence of a library consisting of carefully selected educational software that covers almost all the subjects taught to an elementary school.

The process of occupying children with educational soft-ware is the following:

While the teacher is working with one grade, children of other grades are asked to study a specific topic using edu-cational software (usually in the form of CDs). The pupils may be asked either to be ready to answer some ques-tions, or to present a written essay on the topic.

The main difference between this application and the one mentioned in previous paragraph is that the educational software usually not only contains more information on a subject (and not only some specific points and questions related to it), but also the presentation framework men-tioned above and facilities as marking, timing etc.

Through educational software schools can be provided with a set of CDs that cover a wide range of general or spe-cific topics (such as encyclopaedias, language, mathemat-ics, tutorials on the subjects of each grade’s curriculum, educational games etc). The CDs are carefully selected on the basis of some criteria among which the most important are:

• Easiness of usage and navigation

• Good presentation of the content

• Close relationship of the contents to the curriculum approved by the Ministry of Education and Peda-gogical Institute.

• The wide variety of the existing educational software in the form of CDs facilitates the creation of a rel-evant library but imposes the need for the evaluation of the quality of the software

Working with educational software, peer tutoring is a fre-quent phenomenon: pupils with more knowledge and older pupils served as “teachers” to other pupils within and across differing grade levels, guiding and helping “weaker” and younger pupils.

In this way, they also learn that the teacher is not the only source of knowledge.

An increasing number of educational CDs appear in the market and the relevant library for multigrade schools can be enriched periodically at low cost. It is within the inten-sions of the University’s supporting team to produce spe-cific educational software for multigrade schools.

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3.5Connection to the Internet and communication programs

Connection to the Internet and familiarization of teachers and pupils with its uses opens new horizons for learning. Thus:

The Internet can provide a practically unlimited amount of information on any topic, substituting other sources of references in many occasions. In the case of the islands provides the only source of reference. A lot of effort was put towards training the teachers to use it.

Further, it is a means for implementing distance learning. Distance education, through videoconference, took place repetitively to nearly all schools. It was used to deliver ex-perimental teaching on subjects of the curriculum, for train-ing in the use of software, helping solve simple hardware problems etc. Under certain circumstances such distance learning could be a great part of the answer to the prob-lems of multigrade schools.

Finally, the Internet allows communication among schools, thus reducing isolation. The web site is a platform where teachers and students of small schools can exchange ideas, present problems and search for solutions. Teachers were trained and continuously encouraged to communi-cate with each other, contacting schools in different islands using e-mail, e-chat, or videoconference techniques.

The web is the area where they searched for support in technical (hardware and software) and administrative prob-lems, and -most important- the area for educational dia-logue. Various web sites act as a link between the teacher and the authorities (Ministry of Education, various admin-istration offices and between the teacher and colleagues. It is easy to understand how important this is in the case of multigrade schools where teachers are isolated, many times inexperienced and receive little (if any) support and infrequent supervision.

For pupils, the Internet is an area where they can express their ideas and communicate. Communication between pu-pils from different schools is encouraged through contests and joined projects, thus promoting the development of the feeling that students belong to larger communities. To help towards the above a drawing contest and a composition contest took place last month with many entries from pupils from most schools.

It is expected that the Internet will improve quality of knowl-edge offered to multigrade schools and will lead to a spec-tacular reduction of isolation.

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3.6Conclusions

Multigrade schools is a reality and a necessity in many de-veloping and developed countries, especially in the remote and isolated areas.

Information and communication technologies offer a real-istic and practical method of helping the teachers in these schools in many and diverse ways as described above. The results can be very spectacular and not only improve the level of teaching, but also reduce isolation of teachers and pupils.

Pupils can learn to cooperate in a more coordinated and pleasant way studying their subjects with the help of the computer or communicating through the Internet.

Distance education can be used to train the teachers and lecture the students the same. The Internet applications help the communication between the islands and the rest of the world a much-needed commodity.

The infrastructure needed is very simple and easy to get as known (telephone lines are available in every school and a very common personal computer is very cheap). What is difficult is teacher’s training in ICT, their conviction to incorporate some of their acquired knowledge in their way of teaching and possibly later the inclusion of such tech-niques in the curriculum.

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37

CHAPTER 4: The training programme

“In a world of accelerating changes, in-service train-

ing for teachers schools can be the most viable solu-

tion to keep up with the changes…”

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4.1 Introduction

The overall aim of the Multigrade School Education (MUSE) project was the development and evaluation of an innova-tive training programme for teachers in multigrade schools in Finland, Greece and Spain through open and distance learning (ODL).

The innovative training programme has three foci:

Methodological approaches to multigrade teaching and practice

The use of ICT in the classroom

The design of cross curricula applications and projects (based mainly on the use of ICT)

At its conception the training programme was considered to be innovative, for, inter alia, the following reasons:

• It uses ICT to support the professional development of teachers who work in multigrade schools in geo-graphically isolated areas

• It seeks to involve teachers in the identification of their training needs

• Its development is intended to be ‘participatory’ is so far as the teachers are encouraged to reflect on the training content and process and to feed this information to the designers and evaluators of the content and structure

• It involves partnerships between schools and higher education institutions in each of the three countries

• It involves partnerships across three countries be-tween teachers and teacher trainers

• It involves an institution in a fourth country in the formative and summative evaluation of the training programme

Although the long-term impact of the training programme is intended to improve the quality of student learning in multigrade classes, the main focus of this evaluation is the assessment of the impact of the training programme on the teachers.

4.2 The evaluation: style, scope and methods

Style

The evaluation style chosen for evaluation was ‘participa-tory’ and ‘user-centred’. This implied a qualitative and continuous approach, supplemented with quantitative in-formation where appropriate. The evaluation style chosen by the evaluators was consistent with the pedagogical style chosen by the trainers. While teacher educators worked closely with teachers to jointly develop and implement the training programme, so the evaluators worked alongside the teachers, teacher educators and programme designers to jointly develop and evaluate the programme. A detailed evaluation plan was finalised in September 2003, available on the MUSE website (http://www3.ellinogermaniki.gr/ep/muse/).

Scope

In the original project proposal (dated 2002) it had been suggested that the impact of the in-service training pro-gramme would be evaluated by assessing:

(i) Teachers’ engagement with the new model of in-service training

(ii) Teachers’ ability to design and implement cross-cur-ricular teaching plans, projects and activities that are relevant to their specific school environment and use ICT

(iii) Teachers’ attitudes to the new model of multigrade pedagogy.

(iv) Students’ achievement using the new model of mul-tigrade pedagogy in the classroom.

However, in the course of the development of the project two additional features were added and one of the above modified. Consistent with the assessment of impact was the need to assess the practices of multigrade teaching in the schools before the training began and to understand the context in which teachers and students were working. This is referred to below as the training context. And con-sistent with the teacher-centred approach was the need to evaluate the extent to which teachers were involved in the relationship between the needs analysis (WP2) and the ini-tial development of the content of the training programme (first stage of WP3). The modification to the above list (i) – (iv) was to item (iv). While the partners agreed that the

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long term goal of the training programme was the improve-ment of learning among students in multigrade classes it also became clear that any systematic assessment of this would be impossible within what was already a complex project, implemented by a small number of teachers.

Methods

The main evaluation methods used to generate evidence to assess each of the above were:

(a) The training context: observations, interviews and documentary evidence by evaluators, teacher educators and teachers, following formats and check lists suggested in the Evaluation Plan www://www3.ellinogerminaki.gr/ep/muse/

(b) Training needs and training content: a self report evaluation by teachers on the likely relevance of proposed training content and suggestions for ad-ditional content

(c) Teachers’ engagement with the new model of in-service training: self-report evaluations by teachers

(d) Teachers’ ability to design and implement locally-relevant cross curricular teaching plans using ICT: observation and self report

(e) Teachers’ attitudes to the new model of multigrade pedagogy: interviews and end of project self report

Formats and checklists used to guide the collection of evi-dence are provided in the Evaluation Plan V4 (Sept 2003)

4.3 Training curriculum

The MUSE project aims at the development of an in serv-ice training programme designed to meet the specialized educational needs of multigrade schoolteachers. The main goal is to provide continuous support to multigrade teach-ers in order to improve their educational performance in multigrade school environment.

The training was based on the implementation of meth-odological approach of teaching specifically targeted for multigrade classroom and on the use of ICT applications so as to provide:

• An in-service training programme for teachers of mul-tigrade schools.

• The use of the Internet in order to develop a platform for training, collaboration, networking and exchang-ing of ideas between teachers, students and train-ers.

The development of the training program was based on the adoption of a teacher centred approach. The implementa-tion of the training program included two cycles of school centred work. Teachers continuously gave feedback to the academic team about their experiences gained in the classroom. This not only increased the motivation of the teachers, and gave weight to their practical experiences, but also provided the necessary cross-links between theory and practice. Upon suggestions of the teachers, the academic team performed the necessary adjustments to the proposed didactical approach.

The training curriculum includes three main parts:

a) Methodological approaches for multigrade teaching

Usually, educational training institutions and pedagogical university departments train teachers to be professionally prepared to handle single grade classrooms with students that have more or less similar educational needs. Attention to multigrade teaching in the majority of the cases is not paid at all despite the fact that a significant percentage of teachers, mostly in the beginning of their career have to deal with multigrade classrooms. This was the main sub-ject of the MUSE project, to assist teacher professionals to be able to work effectively in the multigrade school en-vironment and be trained on teaching in the different ways referring to the multigrade classroom. For children to learn effectively in multigrade environments, teachers need to be well-trained, well-resourced and hold positive attitudes to

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multigrade teaching. Multigrade teaching in many views represents a more demanding teaching situation and special attention should be given to it. However, many teachers in multigrade environments are untrained have few, teaching and learning resources; and regard the mul-tigrade classroom as a poor cousin of the better-resourced monograde classroom found in large, urban schools that are staffed by trained teachers. In addition, at the majority of the cases, the multigrade teachers are very young with-out significant experience, “chosen” by the state to teach at the specific rural areas. These teachers are left alone without resources and support to handle the demand-ing multigrade classes. The former has serious negative impact on teachers’ psychology and attitude towards the multigrade class, and affects in a negative way their teach-ing performance. The project aimed at providing assist-ance to teachers in multigrade schools by training them on how to organise their teaching in the complex multigrade classrooms, on how to organise their classroom, utilise school resources and spend teaching time productively by combining educational curricula or implementing special-ised teaching strategies.

b) Introduction to the use of ICT

The MUSE Project was based heavily on ICT, acknowledg-ing that the introduction of ICT promises revolutionary changes in any field of life, but is of specific importance for remote and geographically isolated areas. In this sense, ICT in multigrade schools was expected to of-fer to teachers and pupils, as well as to other groups or individuals who were involved in the project acces-sibility to information, no matter the area’s size, geo-graphic characteristics and the distance from the centre.In the MUSE project, the introduction of ICT in multi-grade schools was based on the following principles:The use of advanced communication channels focusing on providing a high quality continuous training programme to the multigrade schoolteachers. This was based on an innovative methodological approach that includes the use of the Internet in order to develop a platform for training, collaboration, networking and exchang-ing of ideas between teachers, students and trainers. The use of ICT also focusing on (a) upgrading quality of multigrade teaching, (b) supporting students learning and (c) fostering social development of the local community. Specific emphasis was also given in the development, through ICT, of “technological culture” that is believed to upgrade the educational system in general, also providing valuable knowledge on using modern technologies in real life situations.

The implementation of the proposed project has been done using distant learning techniques and tak-ing full advantage of all capabilities the web offers.

A web platform was developed in order to support the teachers training programme. Teachers were able to attend on-line asynchronous and synchronous seminars concern-ing the implementation of the programme. Training mate-rial, contributions of the trainees, questions and answers were constantly uploaded at the project’s web platform. In relation to the use of ICT, the MUSE project represented a paradigm of distance education scheme that aimed at uti-lising the advantages of open and distance learning (ODL) instruments and techniques in order to provide:

• Quality in service training to multigrade schoolteach-ers.

• Professional support to multigrade educators.

• Support of pupils learning activities

• Lifelong learning opportunities to the local commu-nity

The training scheme had the objective to familiarize teach-ers with the use of ICT assisting their work in the multigrade classroom. ODL cannot be seen as a substitute of the con-ventional teaching but rather as a distributed learning en-vironment, an add-on that has to justify its implementation in the school curriculum through the qualitative upgrade it offers to everyday school practice.

c) Cross-curricula applications and projects.

In this part of the training programme the teachers were familiarized with the use of educational software for design-ing, implementing and evaluating its use in real teaching conditions. In this phase the teachers tried to combine the knowledge gained in the two former training phases and tried to utilise new technologies in order to be more flex-ible as they try to use multigrade teaching methodologies and practices. Educational software and other relevant material can provide solutions as it is applied as multi cur-ricula, multidisciplinary paradigms of good practice. The important issue that arises now is that the teacher must be able to choose material, design activities and evaluate the usefulness of these paradigms. Teachers in this stage are going were trained to be able to act as facilitators of the pre mentioned concepts and utilise the potential of ICT for good multigrade classroom practice Adoptions of exist-ing educational material as well as the design of first case studies for the classroom implementation were predicted in this stage.

The major innovation that MUSE project introduced is that it develops a specialized training program for multigrade primary school teachers using ICT and ODL techniques. The use of these technologically advanced software and

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communication tools allow both, educator’s in-service training and implementation in school to evolve in paral-lel. In-service training participants influenced the plan-ning of the implementation in school and vice-versa, results from the implementation in school affected the planning of the in-service training. In this way trainees had the opportunity of an on-field experience and on the other hand the development of the pedagogical frame-work for ICT implementation in school practice was the outcome of the collective work of a much wider group.The training programme was developed by educational and academic institutions specialized in teachers’ profes-sional training and the same institutions supervised and guided the implementation of the programme in each of the participating multigrade schools. Under such circum-stances, the implementation of a project like MUSE may be considered as a multidimensional case for studying the contribution of ODL in professional training and education-al schemes. In this sense, the evaluation of the project’s results with respect to the effectiveness of ODL could be used in support of implementing open and distance teach-ers’ training programmes not only in remote places but in urban areas as well.

Software training

A’ cycle B’ cycle

WINDOWS POWER POINT

BSCW FRONT PAGE

FORUM

EXCEL

NETMEETING

As one can see, in the first phase of training the ict skills provided were mostly focused on e-communication. The tools selected are giving the user the possibility to find, edit, upload and download educational material (BSCW), exchange opinions (FORUM) in both synchronous and asynchronous communication, have video conferrence (NetMeeting). Excel and Windows were also added in the training scheme because of their necessity. In the second cycle, tools were selected because of their possibility to create material

Methodological modules

A’ cycle B’ cycle

Classroom org.1 Ability Grouping

Classroom org. 2 Mixed Ability

Theoretical overview Peer Tutoring

Potential of ict Self directed learning

Organizing the curriculum Whole class learning

Function of teacher

First cycle was focused on general theoretical information as well as practical strategies in organizing class and ma-terial. Second cycle was focused on pure teaching tech-niques between which the multigrade teacher can chose

A’ cycle B’ cycle

Evaluation (annexes 4 & 5)

� �

Comments

� �

Cross Curriculum applications

�

Ict training

� �

Methodological and theoretical background

� �

Ict implementations

�

Here is a comparison between the two phases of training. One can conclude that second phase was more enriched in practical implementations. Teachers were asked to cre-ate ppt presentation, a web site for their school, and make their own cross curriculum applications.

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4.4Duration and Teaching Hours of the training program

GENERAL CHARACTERISTICS

A’ CYCLE

Curriculum Of The Training Program

A. Information and Communication Technologies (ICT) skills

B. Methodological Approaches

C. Cross Curriculum applications

Duration of the Training Program / Teaching Hours

The duration was calculated by practical considerations:

i.e. 4 hours weekly, 8 weeks /term = 32 ~ 30

• Training in ICT skills * 12

• Methodological Approaches 12

• Cross Curriculum applications 6

TOTAL 30

* To make the level of knowledge the trainees as close as possible, some training hours can be added to the begin-ning (or during) the first period dedicated to ICT skills

Cycles of The Training Program

There were two cycles

a. Mid October to December

b. Mid January to March

Countries of Application of the program

The partner schools are:

One school in Greece: Salakos Primary School

Two schools in Finland: Vinturi Tastulan Primary School, Veiko Primary School

One school in Spain: Tarifa Primary School

Color Code of the training program

Preparatory Cource in ICT

Training in ICT skills

Methodological Approaches

Cross Curricula Applications

Diagram of the training program CYCLE A’

COUNTRY Prepara-tory

Cource in ICT

(Optional / Help)

A.

Training in ICT skills

B.

Methodological Approaches

C.

Cross Curricula Applications

Teaching Hours

As Re-quired

12 12 6

Greece

Finland

Spain

Guidance and help

The responcibility for the training of the teachers of the school partners lies with the individual Universities - part-ners in the countries involved. Therefore:

• University of the Aegean will help Salakos Primary School

• University of Cadiz will help Tarifa Primary School

• Chydenius Institute will help Vinturi - Tastulan Pri-mary School, Veiko Primary School

Working Language

The notes, examples and material were written in English.

The Institutions helping the schools helped them overcome the language problems

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B’ CYCLE

Curriculum Of The Training Program

A. Information and Communication Technologies (ICT) skills

B. Methodological Approaches

C. Cross Curriculum applications

Duration of the Training Program / Teaching Hours

The duration was calculated by practical considerations:

i.e. 4 hours weekly, 8 weeks /term = 32 ~ 30

• Training in ICT skills 12

• Methodological Approaches 10

• Cross Curriculum applications 8

TOTAL 30

Diagram of the training program CYCLE B’

COUNTRY A.

Training in

ICT skills

B.

Methodo-

logical Ap-

proaches

C.

Cross Cur-

ricula Ap-

plications

Teaching Hours

12 10 8

Greece

Finland

Spain

INFORMATION AND COMMUNICATION TECHNOLOGIES SKILLS

Curriculum of the Training Program

The training in ICT is necessary for the full exploitation of the advantages of the new technology can offer to every-day teaching in class and for the communication a between the partners.

• There is a substantial difference in the background in ICT of the teachers in the countries involved. This reflects and to the individual schools - partners. A preparatory course in ICT and extra help during the actual course in ICT was considered to be a good idea.

Preparatory Course

The partners made sure that the schools can easily work with the following items

• Windows (whatever edition is installed in the schools machines)

• Word

• Internet

• E-mail

Main Course in ICT

The subjects selected for training were

• NetMeeting Simple videoconference software with capability of sharing an application

• Forum Use of forum, parameters of program,

• BSCW (Working space)

• Excel Useful for presentations and statistics

Duration of the Training Program / Teaching Hours

Subject Corresponding teaching Hours

NetMeeting 3

Forum 2

BSCW (Working space) 2

Excel 3

TOTAL 10

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Preparatory Cource Help

Main Cource

Methodology

1. A set of exercises were given to the partners to do and submit electronically to their respective tutoring institutions. Problems and queries discussions were discussed and solved by e-mail, videoconference, and use of forum and telephone communication.

2. Comments and suggestions were submitted by everyone involved and were tabulated, organized and presented by the coordinator to the evaluating team.

CYCLE B’

The subjects selected for Cycle B’ training are

• PowerPoint Simple videoconference software with capability of sharing an application

• Front Page A very simple authoring tool for the pro-duction of educational material

• Application of simple software to education and case studies

Duration of the Training Program / Teaching Hours

Subject Corresponding teaching

Hours

Powerpoint 4

Frontpage 3

Aplications & Case Studies 5

TOTAL 12

4.5 Target of training Cycles

The targets of the Cycle A’ were to:

1. ICT

a. Polish up the ICT skills of the Participant schools

b. Even the differences between the schools

c. Provide the teachers with Communication tools

The partners made sure that the schools can easily work with the following items

• Windows (whatever edition is installed in the schools machines)

• Word

• Internet

• E-mail

Main Course in ICT

The subjects selected for training are

• NetMeeting Simple videoconference software with capability of sharing an application

• Forum Use of forum, parameters of program,

• BSCW (Working space)

• Excel Useful for presentations and statistics

2. Multigrade School Applications

a. To examine from a theoretical point of view some practices that already are performed by the teach-ers

b. To cooperate and exchange ideas about the multi-grade issues

3. Cross Curricula Applications

a. To know the use and the benefits of cross curricula applications

b. To practice in class some ready made subjects with

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the necessary alterations for each country

c. Options were given to choose the most suited from the presented works (Historical, Environment, Re-gional problems, Weather – Temperature and plants and animals, Pollution, Recycling, Geography, etc) See Site

The targets of Cycle B’ were:

1. ICT

Mainly Provide the teachers with Tools that can be used for developing their own educational material

The software taught and practiced was:

Powerpoint Well known software in the Microsoft Office Suite for simple presentation sin the class

Frontpage Easy software for hypertext and multimedia presentations and in web designing

2. Multigrade School Applications

a To study further the issues of multigrade teaching

3. Cross Curricula Applications

a. Design of a new cross curriculum theme

b. Working on a common project (Project Youra)

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47

CHAPTER 5: Evaluation of

MUSE Project

“Bringing together educational systems from four

countries and integrating them in a single in-serv-

ice training program is by definition a difficult task.

This task is even more difficult when the in service

training program refers to one of the most neglected

aspects of the educational systems of all countries,

multigrade schools…”

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The evaluation of the MUSE program was performed in three aspects: evaluation of teachers’ training, evaluation of the students’ performance and ethnographic evaluation. The research plan for the project’s evaluation included both measurements and on-field observation for trainers and trainees.

Evaluation questionnaires were made from University of London and divided into two different major categories. Forms which were filled from teachers evaluating training modules, and Forms, from institutions responsible for each school, evaluating organization, datelines, exercises…

Teachers were asked to record student’s opinions and comments evaluating Muse’s innovative implementations in class

Then a collated version of questionnaires was made and a report with statistical analysis and conclusions was made by University of London. This collated version with all an-nexes is available within deliverables of Muse

Criteria in development of these questionnaires were: Overall evaluation, Tutor support, Administrative arrange-ments

For each module an annex was filled from both teacher and institution. The questionnaire was structured on both quali-tative and quantitative parameters and there were scale answers, as well as open commentary answers.

5.1Teacher engagement with the new model of in-service training

Finland

Interviews conducted during the MUSE team meeting in Spain in February 2004 and followed up by visits to both schools in Finland in May 2004 confirmed that both schools had a good level of engaged with the new model of in-service training under the supervision of Juha Paasimäki from the Chydennius Institute. Their engagement was also demonstrated by completion of the full set of module evalu-ation forms by both schools. In Vionoja School the head teacher, Maila Koivumäki, provided exemplary leadership, involving all teachers in her school in the project as well as being in frequent contact with Leena Harju at Vintturi School to provide advice and encouragement who was new to primary teaching. Pekka Lehto at Vintturi school, a very experienced multigrade teacher, was less involved with the project but demonstrated knowledge of the skills and strategies being taught.

Greece

Observation and discussions with the head teacher, Dimi-tris Zoros, before the training programme started showed that he was open to using new methodologies and tech-nologies in his teaching and was ready to engage with the materials. His strong engagement with the training programme was subsequently confirmed by completion of the full set of evaluations of each Unit. This teacher was well supported by Alina Konstantinidi and also Kostas Tsoak-ides at the University of the Aegean in Rhodos.

Spain

Observation of teaching and interview data collected dur-ing a school visit in February 2004 confirmed the engage-ment of the head teacher, Manuel Quilez Serrano, with this project despite difficulties arising from the lack on an internet connection at the school. He regularly attended the weekly face-to-face meetings with his training supervi-sor, Raquel Rodriguez, at the University of Cadiz over 80 km away. Engagement was further demonstrated by the completion of a full set of module evaluation forms. Other teachers in the school were only minimally involved in the project through sharing of experiences during staff meet-ings.

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Synthesis

The four lead teachers (Maila Koivumäki, Leena Harju, Dimitris Zorzos and Manuel Quilez Serrano) demonstrated a high level of engagement with the new model of in-serv-ice training. In the case of Vionoja school although the lead was provided by Maila Koivumäki all teachers were involved and able to pick up on the ideas taught in the training programme and Mauri Niemistö attended MUSE team meetings.

5.2Teacher ability to design/implement cross curricula teaching plans

Finland

The head teacher from Vionoja School, Maila Koivumäki collaborated with the teachers in her school and also with the lead teacher in Vintturi School, Leena Harju, to develop a cross-curriculum project for Easter 2004. Materials from the Easter project, sent to the evaluators and observed during the school visits, together with discussions held with the teachers involved, confirmed their ability to design useful and enjoyable cross-curricula projects. Teachers in Vionja School also designed and implemented cross-cur-riculum projects on recycling, the weather and seasons in Finland. Detailed feedback on this project was provided on the module evaluation form. Maila Koivumäki uses the enquiry-based approach that is now being introduced into the schools in Finland. Teachers in both schools clearly devoted considerable time and energy to the cross-cur-riculum projects finding them useful and interesting for their pupils: “Most of the pupils were very motivated….it

was very suitable for non-grade teaching , … pupils learned

to use different sources of information and to be critical.” Extensive feedback was provided by the teachers in their Unit evaluations for cycle A

Both Vionoja and Vintturi schools participated in the cross-curricular Youra project during cycle B of the training pro-gramme. Despite initial technical difficulties experienced (e.g. if they clicked on Finland, Germany appeared on the screen) both schools persevered. Feedback from the teachers at Vionoja School confirmed that the project was very interesting and diverse and that the students were very motivated: “The lesson plan is very fruitful and

good. There are many ways to arrange groups. It is very

interesting and diverse”. Both schools felt rather alone in this project because they were the first to input their data. The teachers felt it would have been useful to have all the project schools doing the tasks at the same time so that the students could learn from those in the other countries. In all these cross-curricular projects teachers and pupils drew on a range of ICT (including the internet and front page) and pupils developed ‘mind maps’ to help them research the topics. These cross-curricular plans brought together lan-guage, environmental studies, music, geography, culture and history.

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Greece

Dimitris Zoros designed and implemented a cross-cur-ricular project on ‘Plants and their cycle of life’ during Cycle A of the training programme. He incorporated ICT into the design together with enquiry-based activities. The cross-curricular plan brought together language, biology, music, geography, culture and history. He felt that the cross-curriculum training programme made a vital contri-bution to the Project: “I would like to state that this phase

of the training was achieving MUSE’s goals the most”. He went on to explain that this had been achieved by bringing together theory with ICT to enable teachers to reduce their isolation and encourage mutual support and co-operation. It is clear from the extensive analysis he provided in the evaluation for this Unit that he developed the work very carefully and thoughtfully and reflected at each step to find the best way to incorporate the ICT and evaluate student performance. In Cycle B of the training programme Dimi-tris Zoros involved his students in the Youra Project. He was impressed by the way in which information could be shared between countries using the e-com interface that is based on symbols and images so that language was not a barrier to communication: “The interface (e-com) is really

enhancing and it helps students to combine the tools that

are available”. He points out, however, the need for teach-ers to understand how to use the e-tools: “The teacher will

function as the guide and instructor, so he/she has to be

certain about the extent of Youra’s possibilities”.

Spain

During Cycle A of the training programme Manolo Serrano designed and implemented a cross-curriculum project for years 7 and 8 on the flora of the sand dunes and on the local anthropomorphic tombs. This project was observed by one of the evaluators over a two-day visit to the school in February 2004. From the observations and discussions held it was clear that the project had been well-designed and implemented. It brought together a number of different subjects including language, geography, history, math-ematics and art and involved students in using a range of ICT including GPS (global positioning system), digital imaging, front page and word. Most importantly students spent a very high percentage of time on task and were en-thusiastic about the work. Good analytical feedback from the teacher was provided on the evaluation for this module. He found the module content of great value because it “focused on taking advantage of the richness provided by

the diversity in the multigrade classroom”. He pointed out, however, that “it would be also interesting to publish practi-

cal activities which can be used as a resource. They could

be a great help for those teachers who do not know how

to perform”. In developing his cross-curriculum project he took advantage of mixed-ability grouping and peer tutor-ing and his goal was for all students to carry out the same activities but with different levels of depth according to their needs and interests. He commented that: “This module is a

content of great value focused on the importance of taking

advantage of the richness provided by diversity in multi-

grade schools.” This school did not participate in the Youra Project during cycle B of the training programme because the school did not have adequate internet connections, another cross-curriculum project was designed and imple-mented in its place.

Synthesis

Data from the observations of teaching and learning in action, perusal of the learning materials developed and interviews with teachers and students have shown that this module was especially highly valued. Even the most experienced project teachers found something useful for their teaching in this module and all teachers expressed the view that this approach was useful and relevant for the mul-tigrade teacher. By the end of the training all teachers had designed and implemented at least two cross-curriculum projects using ICT. Despite the technical difficulties with the Youra Project the schools that participated in it found it interesting and enjoyable. Providing that the tools are used by all schools at the same time, the Youra Project can help teachers and students to overcome their feelings of isolation and enable students to share information across national and language boundaries.

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5.3 Teacher attitude to the new model of multigrade pedagogy

Finland

For the experienced teachers many of the ideas in the train-ing programme were not new. They were already using a variety of curriculum strategies and student groupings and developing ‘whole school’ cross-curricular projects. Fur-thermore, they were already using an electronic system similar to BSCW called ‘Peda.net’ to network with teachers in other schools and for students in their schools to net-work with year other. However, despite their familiarity with much of the training content these teachers had a positive attitude to the ‘new’ model of multigrade pedagogy find-ing that it provided a useful theoretical basis for their own good practice. They also commented that “Tips on setting

up a technology corner are good and useful”. For the less experienced teachers in the project schools the training materials provided a much needed theoretical basis for their practice and opportunities to increase their use of ICT with good support from colleagues and the training super-visor. All teachers learned some new ICT applications and were especially positive about the Youra Project. Teachers pointed out the advantages of using ICT to promote inclu-sive education: “ICT is one good tool for example for spe-

cial (needs) children”. Leena Harju found the module on peer tutoring especially useful: “This way of teaching is my

favourite. All organised and new ideas I could take about it.

I enjoyed it a lot and I take it as a profit”.

Greece

In Salakos School the project provided an opportunity for the lead teacher/head teacher, Dimitris Zorros, to reflect on his established practice and try to deliver the curriculum more flexibly through cross-curricular projects using more ICT. He commented that the module on peer tutoring was especially relevant to teachers wanting to innovate: “I think

that the activities can be very useful for those teachers start-

ing to use a less traditional methodology with their pupils in

the classroom”. He was very open and receptive to the new model and from the level of analysis he provided in each of the Unit evaluations it is clear that he had a very positive attitude to the training programme. From the outset he was clearly enthusiastic about using ICT in the classroom see-ing its wider benefits: “..providing a multigrade teacher with

the prowess to use ICT can bridge his/her school with the

rest of the educational community, nationally or worldwide”.

He had already gathered a range of digital learning materi-als for his students to use. The project enabled him to use ICT more interactively with the students in cross-curricular projects.

Spain

Manolo Serrano is a very experienced teacher and the head teacher of the school. At the outset of the project he was already very committed to cross-curricular project work as a means of making teaching and learning interesting and relevant for his students. He reported that this module was the one “which best fits the multigrade teacher’s needs

since it puts into practice all the content that we have been

working on throughout the project period”. He felt it also provided increased opportunities for interaction and learn-ing between students and between teacher and students and was overall the most valuable approach that could be used to teach multigrade classes. He stressed, however, the need to take for any training programme to take into account a range of theoretical perspectives in developing any new pedagogic model to be delivered across national boundaries. He commented: “I would have taken account

of other theoretical overviews in order to know the way mul-

tigrade schools are considered and conceptualised from

other different perspectives”. In the evaluation feedback he identified the need for further input on the implications of curriculum adaptation for student evaluation in multigrade classes. He said “...it is very important to make a deeper

study of the curriculum evaluation and its implications in the

curriculum reorganisation”.

Synthesis

Overall, teacher attitudes were positive to the new pedagog-ic model espoused in the training package. They found the theoretical underpinnings provided by the methodological modules informative and learned some new skills in apply-ing the ICT and cross-curricular modules. The teachers in Finland and Spain, however, were much less positive about their lack of participation in developing the new model. The comments from Manolo Serrano in Spain also illustrate the difficulties involved in developing any ‘international’ model of good practice that can be applied across countries with different philosophical perspectives on the relationship be-tween teacher and learner.

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5.4 Summative evaluation of the impact of the training programme

Teacher perspectives

Data from the teacher evaluations of each module provide evidence of a high level of engagement with the training materials and good critical analysis of their usefulness and implementation. The training programme clearly made teachers reflect on their own practice and consider how it might be improved (as well as how the materials might be improved). All teachers reported some positive changes in teaching and learning in their classroom and were support-ive of at least some aspects of the new pedagogic model developed. Most teachers found the methodological mod-ules helpful in developing a theoretical framework for their practice although the materials, especially those for Cycle A of the training programme need to include more exam-ples of how teachers can apply the ideas in their teaching. Furthermore, there is a need for different philosophical views to be taken account of and a clear statement to indi-cate that the ideas presented are not limiting or exhaustive, but indicative and flexible. All teachers developed some new skills in using ICT packages and further developed their skills in designing and implementing cross-curricular projects. The training provided was clearly not exhaustive and further training needs were identified for example in relation to curriculum adaptation and student assessment. The lead teachers involved in the MUSE Project had ex-pected to be able to visit each other’s schools and to share their experiences more with the other teachers. Any further programme development should take this on board and seek to facilitate such visits to reduce the professional iso-lation felt by teachers living and working in remote areas.

Teacher Educator perspectives

All teacher educators maintained a good level of regular contact with the teachers in the project schools throughout the project period. A record of tutorial support was kept by teachers for each of the modules taught. This annex pro-vided data on the issues covered during support sessions and action to be taken by the partner school and by the partner institute tutor. These data were supplemented in the case of Finland and Spain with interviews with Juha Paasi-maaki and Raquel Rodriguez which indicated that these educators had a heavy workload in translating the training materials into their own language for use by the project teachers. They also had to translate the MUSE website into

Finnish or Spanish.

The data show that teacher educators provided a high level of support and with very few exceptions teachers reported that they always felt supported by their tutor. Furthermore tutors used their own initiative in responding to the needs of their tutees. For example, Juha Paasimäki developed additional material on ICT because his tutees were already familiar with much of the existing training content. Raquel Rodriguez, worked closely with Manolo Serrano to try to adapt the training materials to the philosophical approach to learning that is used in Spanish schools.

Evaluator perspectives

The lack of participation of teachers in the development of the new pedagogic model should be addressed in any future programming. This could be achieved by having a longer time-frame for materials development to allow for some action research with teachers and writing workshops for the teacher educators.

The training project was designed to be user-sensitive and throughout the design of the programme and its implemen-tation teachers have made detailed suggestions on how to make improvements to content and structure. At the end of Cycle A of the training programme the teachers’ com-ments were discussed at the team meeting in Cadiz and this led to some modifications of the programme during Cycle B. Many of the points raised about the training mate-rials were brought up again and explored further at the final team meeting in Athens in September. As the minutes of this meeting show, these points included the need for the teachers in the project schools, with ongoing support from their trainers in the partner institutes:

• to use the software programmes and methodologi-cal strategies as often as possible so that they are not forgotten.

• to keep in touch with their trainers and to encourage other teachers to visit the MUSE website.

• to disseminate the work of the project through writ-ing articles for local newspapers explaining the aims of the MUSE Project and the results, making a school exhibition with photos and other materials so that their local community will get to know what this project was about

• to provide prototype educational material for their own classes and send these to their partner institu-tion to be shared using the MUSE website platform

53

and tools such as the virtual library of BSCW.

• to promote communication between all parties in-volved to exchange opinions and find solutions to multigrade problems using the Forum, NetMeeting tools on the MUSE website.

5.5 Tables

The following tables demonstrate teachers evaluation concerning the modules delivered. Their opinions were recorded via questionnaires.

PowerPoint and FrontPage

Salakos Tarifa Veikko Vinturi

Rate the module

Very good

Very good

Very good

Very good

Did it fulfill its aims

yes yes yes yes

Would you recom-mend it

yes yes yes yes

Tutor support

always frequently always occasionally

Admin-istrative arrange-ments

yes yes yes yes

These two software programs allow the trained teacher to develop his/ her own presentations in class using either transparencies or hyperlink structured sites. This way, teacher’s teaching armory is enriched by multimedia ap-plications. Hardware needed for transparencies to be projected is standard equipment for the vast majority of schools. Necessary software is in both cases (FrontPage and PowerPoint) included in Windows Office Package.

So, if teacher exploits web resources, scans images from books and encyclopedias etc, he/ she may develop his/her own original educational material with which he/she may support teaching aims. A lesson may be easily and at-tractively presented to the class not with the conventional teaching model “teacher speaks – students listen”, but with the multimedia enhanced model “teacher develops multimedia material – teacher presents the material in class – students participate with all their senses”. A lesson presentation enhanced by motion, sound, and images is definitely more attractive for students of all ages.

The dilemma whether teacher will create the material in transparencies form or in website form, is not a real di-lemma. Each form serves different needs. Transparencies are structured in a linear way. Html pages are structured in a multiple “branch” access way. Transparencies are not interactive. Html pages can be highly interactive. Teacher has to determine what the purpose of the lesson is and how this purpose can be better achieved.

54

Cross curriculum applications

Salakos Tarifa Veikko Vinturi

Rate the module Very good

Very good

Very good

Good

Did it fulfill its aims yes yes yes yes

Would you recommend it

yes yes yes yes

Tutor support always always always always

Administrative arrangements

yes yes yes yes

Cross curriculum applications find themselves in the hard-core of Muse’s training material. The aim of ict train is not qualify teachers to develop ict based lessons, but develop combined ict lessons. Teacher is encouraged and guided to enrich a subject with parallel approaches of other sub-jects. This multiple based input helps students to achieve a coherent, spherical concept of information. Teacher can encourage his students to develop, using team work, their own cross curricula applications which they can present to the rest of the class, using either .ppt or .htm archives.

Methodological modules

Salakos Tarifa Veikko Vinturi

Rate the module Very good

4 good

1 poor

Very good

3 Good

2 very good

Did it fulfill its aims

yes yes yes yes

Would you recommend it

yes yes yes yes

Tutor support always always always always

Administrative arrangements

yes yes yes yes

YouraProject

Salakos Tarifa Veikko Vinturi

Rate the module

Very good

•

Very good

3 Good

2 very good

Did it fulfill its aims

yes •

yes yes

Would you recommend it

yes •

yes yes

Tutor support always •

always occasionally

Administrative arrangements

yes •

yes yes

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CHAPTER 6: MUSE Project

Web Site: Get the

most out of it

56

Here you can see the home page of MUSE project web site. The address for that is:

http://www3.ellinogermaniki.gr/ep/muse/data/ict_bulletin.htm

Your navigation in this site will give you the chance to train yourself in ict, methodological approaches for Multigrade school teaching and development of cross curricula applications. This site, is the main outcome of MUSE project and it aims to develop your professional skills, if you are interested in multigrade school teaching.

6.1. ICT training

FORUM

Forum is a very practical tool via which you may exchange opinions with people that share the same problems and needs as you. This forum aims to be a communicational means for mul-tigrade education community. Registering in it is simple. The URL of this multigrade school Forum is:http://www3.ellinogermaniki.gr/ep/muse/forum/

In the following URL you may find a tutorial to use this forum, an example of registration and some exercises to check your new skill!

http://www3.el l inogermaniki.gr/ep/muse/data/ict_bulletin.htm

Communication appears to be an intensive need. So, not only asynchronous communication via a forum, but also synchronous communication via videoconference soft-ware, promises to facilitate multigrade teacher’s life. Here follows NetMeeting’s tutorial URL:

http://www3.el l inogermaniki.gr/ep/muse/data/ict_videocon.htm

Training material also includes a virtual library in which you

57

may find educational material, download it, add your own and edit it any time etc. So, if each multigrade teacher adds his/ her own material there, shortly the resources will be vastly enriched! The URL for the software that serves this purpose is:

http://bscw.fit.fraunhofer.de/GettingStarted.html

You can also find a tutorial of this software, named BSCW

http://www3.ellinogermaniki.gr/ep/muse/data/images/BSCWtutorial.doc

Transparencies and web pages can make your teaching techniques far more attractive for your students. That is why in MUSE training program the adequate software for this purpose, were also selected. FrontPage and Power-Point do not claim to be the only possible choice, but since they are included in Windows office, they do not need addi-

tional installation and extra cost. By learning how to handle them, you may develop your own –ICT enhanced way- to present your teaching material.

In the following URL you may find the relevant tutorials and exercises:

http://wwww3.ellinogermaniki.gr/ep/muse/data/ict_webpage.htm

http://www3.ellinogermaniki.gr/ep/muse/data/ict_ppoint_tutorial1.htm

Here follows an example of the transparencies exercise sheet:

58

Transparency

1 Open Power Point and let’s create the transparency above

2 Insert a table

3 Insert a graph

4 Insert an image (a clip art or a pic-ture from a file)

5 Insert a with a comment

6 Add a hyperlink

7 Add from Objects an Excel spread-sheet

8 Decide about motion effects for the objects in every cell of your table

9 Add date in the footer of all trans-parencies

10 Add sound from a file

11 Add a background color in all trans-parencies

12 Make a second transparency of your own

13 Add navigation buttons from the first to the second transparency and from both to a sound reproduction button

14 Define timing of transparencies change

15 Decide about the effect of automatic change of transparencies

16 See different ways of viewing your transparencies

17 Check your presentation (F5)

An example of a FrontPage exercise:

Since most of Multigrade teachers are headmasters of their schools, MUSE material designers thought that Ex-cel would facilitate your tasks a lot. Less administrative bureaucracy means more time to teach. Excel’s URL for tutorial and exercise is: http://www3.ellinogermaniki.gr/ep/muse/data/ict_spread.htm

59

The same template characterizes all modules of ict training in MUSE Web Site, all freely accessible.

All the software selected is:

A training cycle

Windows Office

Word

Excel

NetMeeting

Forum

BSCW

B training cycleFrontPage

PowerPoint

6.2Methodological strategies

Training material emphasizes a lot in methodological strat-egies, developed on most recent pedagogical research on this field. The URL for this material is:

http://www3.ellinogermaniki.gr/ep/muse/data/meth_teach-ing_01.htm

Methodological strategies for multigrade school is divided into the following titles:

A training cycle

Introduction

Function and role of multigrade teacher

Potential of ict in multigrade teaching

Classroom organization

Organizing the curriculum

Teaching and learning strategies for multigrade classrooms

B training cycle

Whole class teaching

Ability grouping

Mixed ability grouping

Peer tutoring

Self directed learning

60

Training modules on the Methodological approaches for multigrade Teaching share a common format as seen in the picture above and each module is structured on theory, examples and implementation ideas. It ends with an evalu-ation form:

6.3Teachers training lesson plan & evaluation

Lessons’ Title:

Grade: Date:

Other grades Present:

Subject:

Teaching Chapters of the Curriculum:

Teaching Targets:

Expected Results:

Required Time and Teaching Time table (for all grades):

(If the class was divided in groups for attending the les-son)

Required Time: teaching hour/s

A min B min C min D min E min

Time devoted to the grade/group under main consideration in minutes

Time devoted to other grades/groups present in the classroom in minutes

Required Educational Material (books, notes, work-sheets etc.):

Required Equipment (ICT, lab equipment etc.):

Required Software:

Use of Internet and Links:

Description of the subject to be taught:

Prerequisite knowledge of students:

Implementation Scenario:

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6.4. Cross Curricula Applications:

Third and last axis of training module is presentation of cross curriculum applications, developed both from administrator and teachers-partners. The main idea is that multigrade teacher is now qualified to use the appropriate software to develop his/ her own cross curriculum lessons.

Here follows an example, available in the URL:

http://www3.ellinogermaniki.gr/ep/muse/data/cross_curricula.htm

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63

ANNEX IComparative analysis in the

countries participating in the MUSE Project

64

Comparative analysis in the countries participating in the MUSE project

Spain Finland Greece England

Gen

era

l is

su

es

Multigrade teaching is a physically and psycho-logically demanding work for the teacher:

The adverse conditions which teachers in multi-level schools have to face means great tiredness.

Their involvement in the daily work and personal development of their students is not rewarded in any way. The work that they carry out is not recognised nor are they given any incentives.

There is appre-ciation towards multigrade schools.

Multigrade schoolteach-ers should be trained to acknowledge

the role and significance of multigrade schools

a.The reasons of multi-grade schools’ exist-ence

This training should be incorporated in the in-service training course for multigrade teachers which will cover various issues of interest for multigrade schoolteach-ers.

The content of Pre-service and/or in-service training courses for teachers should acknowl-edge the existence of mixed year classes within the primary school. There is a one in four chance that a teacher will be allocated to teach in a mixed year class at any given time, and an even higher chance that a teacher will be expected to teach a mixed year class at some point in his/her career. Newly Qualified Teachers (NQTs) may find that their first posting is to a multi-age class.

Spain Finland Greece England

Meth

od

olo

gy (

co

nt)

-

It is necessary to:

Give teachers the necessary theoretical background on new and dif ferent learning methods.

Explain these methods ap propriately

Provide ade quate knowl edge on the ways by which these methods may be ap plied effec tively in a multigrade class.

Flexible and innovating teaching methodolo-gies not only re quire the schoolteachers’ collaboration but also the specialists’ sup-port.

For this pur pose it is con sidered neces sary to apply an in-ser-vice training pro gram enriched with seminars in which spe cialists will dis seminate their knowledge and know-how to multigrade schoolteachers.

Other strate gies that teachers find useful in all classes, whether mixed or sin gle year, in clude (a) peer learning, and (b) group work (based on flexible grouping ar-rangements, dependent on the task in question).

65

Spain Finland Greece England

Stu

den

ts’ g

rou

pin

g issu

es (

co

nt)

- - -

Teachers need to be aware of the range of dimen-sions on which pupils vary in both mixed year and single age classes.

The criteria used to allo cate pupils to mixed year classes will in turn determine the most sali ent dimen-sions in par ticular con texts.

Example:

While many teachers point to the greater age range in mixed year classes, this is not the case in situa-tions where pupils are allocated to classes on the basis of age. In these cases, the age range of a mixed year class is likely to be less than that found in a single year class.

Spain Finland Greece England

Wo

rk issu

es

The temporary nature of the staff, due to the high level of mobility makes continuity in the work with students and the develop-ment of a Curricular Plan impossible.

Teachers that do not have a large number of credit points cannot choose where to work.

They need to know where they will be working in the short-term in order to get involved in the develop-ment of a Curricular Plan.

-

During the program’s implementa-tion it is estimated that multigrade schoolteachers will be moving, fol-lowing the normal rate of change in this type of work. According to the existing situation a large number of teachers serving in multigrade schools will not stay in their posts for more than a year.

This will have a negative impact on the in-service training op-eration, since it will be necessary to provide training to the new teachers so as to become quickly familiar with the way in which the system operates and to start us-ing it with no delay. Care should be taken in order to develop a system of fast and modular train-ing of newcomers.

-

66

Spain Finland Greece England

So

cia

l an

d c

ultu

ral is

su

es

Physical and cultural isolation of students and teachers:

The location of multigrade schools in rural areas with limited, low quality communications (roads, telecom-munication networks, etc.) makes it difficult to use material and cultural resources which allow teachers to enrich their teaching and maximise the development of students.

The societal develop-ment is a general aim in these areas. It is worth investigating whether there are possibilities that teachers influence positively this task.

Multigrade schools need to eliminate the disadvantages that arise due to the societal framework within which they operate.

Thus, the villages in which multigrade schools operate are isolated communities with little, if any, cultural activities.

In such an environment, schoolteachers should be appropriately trained and the necessary material should be given to them so as to enrich their teaching and maximise the socio-cultural development of students.

-

Lack of resources: The cultural pov-erty that exists in rural areas (from a schools’ point of view) means that more resources have to be provided. Without these teachers are unable to carry out their work effectively.

67

Spain Finland Greece England

Tra

inin

g p

rog

ram

issu

es

Limited diffusion of innovative practice and methodological advances:

Teachers need information about what is happening in similar schools in order to be able to take advantage of good practice as a point of reference.

Innovation and methodological advances in specific cases can be of great value. Hence know-ing other teachers’ experiences as well as any advances on educational theory and practice helps schoolteachers overcome difficulties when faced with similar problems.

Overall teachers would like to have practical continuing education

Schoolteachers should under-stand the necessity of in-service training in general but also in particular for multigrade schools.

Life long learning is a new institu-tion in Greece and it needs time until it becomes well accepted.

All teachers in training would benefit from com-paring their and other teachers’ perceptions with the evidence of-fered by research studies.

Teachers could benefit form a reading and discussion of the reasonably exten-sive international education literature available on the pedagogic benefits of mixed and mono grade classes.

Teachers’ development:

Continuous professional de-velopment is seen as a way of upgrading and enriching the work of teachers. The need for the implementation of courses and fora where multigrade schoolteachers can share ex-periences, etc are seen as tools with which the work they carry out can be improved.

Continuous professional devel-opment schemes is a response to their needs provided that these are adjusted to the multi-grade schools’ situation.

There should be seminars by sociolo-gist or psychologists including discussions about the future of the multigrade schools (advantages and disadvantages).

The training program should give emphasis on the dimension of horizontal cooperation among schools either of the same coun-try or among different countries.

This has the benefit of:

• Reinforcing links between schools and the mem-bers of school commu-nities;

• Promoting the exchang-ing of views, ideas and solutions

• Disseminating information and experiences

• Promoting understanding of different educational systems.

-

68

Spain Finland Greece EnglandIn

frastr

uctu

re

Poor physical structure of buildings and deficiencies in equipment:

The spatial organisation of the centres means there is a great difficulty in carry-ing out flexible teaching schemes.

Teachers need buildings that allow them to meet the needs of the educa-tional community flexibly.

-

Schoolteachers should be familiar with the use of basic ICT equipment. Provided that a school has an “aver-age” ICT equipment, the in-service-training program should provide solutions and ideas on

how to use efficiently this equipment

-

Spain Finland Greece England

Ad

min

istr

atio

n

- -

Schoolteachers should be aware of:

All the administrative procedures and the documents that they need in each case.

When and how these documents are used.

Moreover schoolteachers should be encouraged to apply more flexible ways in dealing with bureaucratic situations.

Their administrative duties should be the object of the training program through the prism of ICT applications in multigrade schools.

-

69

ANNEX IICommentary of the MUSE

case studies DVD

By Pat Pridmore

Institute of Education, University of London

70

Introduction

The overall aim of the MUSE project is to develop and evaluate an innovative training programme for teachers in the 4 project multigrade schools. One school is in Greece, one in Spain and two in Finland. The training programme has been delivered through open and distance learning (ODL) and it aims to improve classroom pedagogy, the use of ICT in the classroom and enable teachers to design and use cross curricula projects that include the use of ICT. This video was produced as part of the evaluation materials for the MUSE project.

Salakos School, Rhodes, Greece

The film was made in September 2003. It starts with a view of the school at the beginning of the school day showing the large playground. There is also a separate area with plat equipment (swings etc.) and rose bushes, lemon and orange trees and other plants. The plants are looked after by the children who have formed an association to market their products mostly to their parents. The modest earn-ings are spent on school activities. The school has two teachers (including the head teacher) and at the time of the visit in 2003 there were 41 pupils (20 boys and 20 girls) in 6 grades, A-F, and two spacious classrooms. These grades correspond to Grades 1-6 in education systems elsewhere. The school is very well endowed with material resources, computers, video, TV, data projector, scanner, telephone. (There is also a kindergarten class that is not part of the school)

Salakos school follows the Greek National Curriculum, in line with guidance from the Ministry of Education on how this should be done in multigrade schools. In a 2 teacher school the recommended grade groups are (A, C, D) and (B, E, F).. In the classroom with grades A,C,D the teacher teaches grade A as one group and grades (C+D) as anoth-er. In the classroom with grades B,E,F the teacher teaches grade B as one group and grades (E+F) as another. At any one time one group (whether a single or combined graded) is working with the teacher, while the other group engages in ‘silent’ work. The principle behind the separation of A and B into two separate teaching groups is the need to have graded inputs from the teacher and the difference in level of learning of the pupils.

Subjects and Grades

For grades (C+D) and (E+F) the Ministry recommends that pupils follow a two year curriculum cycle (learning the same subject at the same time and being treated as if they were a single grade). In practice this means that in

one year all pupils in (C+D) (whether they are grouped in the same classroom with A, or alone) will follow the subject curriculum for grade C; in the following year the curriculum for D. In effect this means that in one year all pupils in the C+D combination follow the grade C curriculum and in the following year, the D curriculum. Dependent on the year of entry to grade C a pupil may work through the curriculum in reverse order i.e. grade D followed by C. The excep-tion to this principle of combined grades is the subject of Maths. The Maths curriculum is strictly ‘graded’ and it is assumed that pupils will work through it in the sequence A-F. Its design does not permit reverse ordering of adja-cent grades. In the case of Maths all grades, whether A-F, should be treated separately, with one grade group receiv-ing direct tuition from the teacher while the other grade(s) engage in ‘silent’, individual work, or study/activity outside the classroom.

Lesson 1 Grades A, C, D Subject: Language (C and D), Formation of letters from Greek alphabet (A)Duration one and a half hours.

This was a double language lesson focussed on the two up-per grade, C+D. The teacher was teaching the content for the first time ever, this being only her fourth day of primary school teaching. The youngest pupils, themselves just 4 days into the formal classroom, were, officially in the ‘silent’ group for the double period. During this time they were in-troduced to and practised the writing of two of the letters of the Greek alphabet. With Grades C+D the teacher followed the structure of the lesson dictated by the pupil texts very closely. Though Grade A was officially the ‘silent’ group this did not mean that they were ignored by the teacher. On the contrary, the teacher paid Grade A pupils a good deal of attention, and moved regularly between the two groups. The dominant talk throughout the lesson was that of the teacher, and it was clear that the teacher was constantly and actively engaged. The lessons were strongly directed by the teacher, and the lesson plan for C+D was, in turn strongly determined by the pupil text. There was little talk between the pupils, and little opportunity for them to initi-ate questions of the teacher. The length of the lesson (1.5 hours, with no break) in which the Grade A pupils were expected to engage in letter writing was, in the view of the observer, excessive. The pupils, one by one, began to seek teacher approval and attention, as they began to finish or tire of the set tasks. Once they had finished there was little other activity to command their attention.

71

Lesson 2 Grades B, E, F Subject: Language. Duration one hour

This was a double language lesson starting with dictation to the two upper grades, E+F whilst the younger group Grade B did ‘silent’ work from the textbook. The teacher (who was also the head teacher with 16 years experience in the school) followed the structure of the lessons dictated by the pupil texts very closely throughout the lesson. It was clear that the pupils were very accustomed to this style of teaching and had been trained to have their textbooks open at the relevant page before the teacher entered the room to start the class. Pupils worked individually and re-mained seated throughout the lesson. The teacher moved frequently between the grades checking work done, set-ting new work and occasionally stimulating discussion. The teacher injected considerable personal energy into the room and remained totally engaged throughout. Op-portunities for creative pupil led activity or group-work were not included.

Grades E and F were seated separately but taught together following the lesson set out in the Grade E textbook. The teacher devoted roughly equal time during the lesson to direct teaching of grade B and direct teaching of Grades E+F. The teacher introduced each section of the les-son, stimulated brief discussion about the text, checked responses to the exercises and helped children with any difficulties. Pupils not being directly taught were involved in ‘silent learning’ activities which mostly involved reading and doing exercises from the textbook.

All pupils spent a high percentage of time on task and were enthusiastic in their learning and there was a relaxed work-like atmosphere in the room. Children behaved re-spectfully towards each other and the teacher and this was reciprocated.

Lesson 3 Grades B, E, F Subject: History (E,F) Language (B.) Duration one hour.

This was a double history lesson focussed on the two upper grades with language work set for silent study by grade B. The lesson was strongly teacher led with the ICT materials being used by the teacher to present additional content and interest. Pupils had little opportunity to interact with the teacher or the visual material during the lesson. They enjoyed the projected images together with the short bursts of sound and aural commentary but found it difficult to sit and listen for an hour.

Grade B pupils were initially interested to watch the ICT presentation but quickly got bored and went back to doing their grammar activity. This did not occupy them for the

whole lesson and after they had finished their work they sat quietly but did not appear to be paying attention to the history lesson.

Lesson 4 Grades B, E, F. Subject: Maths (F) Free choice (E) Maths (B). Duration one hour

For Grade F (6) Maths was the main focus of the teaching input during this lesson. The topic was ‘number’, the first topic for the new academic year. Grade B (2) were also timetabled for Maths, but ‘silent’ Maths. Grade E (5) were ‘free’ to do whatever they wished, quietly and with no input from the teacher. This is another type of classroom organi-zation in the Greek multigrade class. Maths, the subject which must be taught separately to each grade, is timeta-bled for the active group and the ‘silent’ group. Despite the ‘silence’ the teacher clearly makes regular and frequent in-puts to this group. Only the ‘free choice’ group receives no attention from the teacher beyond the initial introduction.

Lesson 5 Grades C,D. Subject: Language (C+D). Duration one hour

In this lesson the two grades were taught together as in a monograde class. This was an engaging lesson to watch, strongly directed by the teacher but with ample scope for pupil’s engagement both in the whole class, questions and answer sessions and individual exercises. But this level of teacher involvement lesson after lesson and in split group Maths would (we think) be fairly tiring.

Summary

The five lessons presented in the video demonstrate four forms of classroom organization in the Greek multigrade class. Lessons 1 and 2 involved three grades studying the same subject, but with the older children grouped together as if one grade, and the younger working as the ‘silent’ group. These groups worked on different language material and at different cognitive levels. The older groups worked on the same language material. Lesson 3 also in-volved 3 grades, but with the older and younger groups following different subjects. Lesson 4, again with 3 grades, demonstrated a different type of organization again. Here, the grade groups were treated separately, with one of the older groups left completely ‘free’ to choose their learning activity. The subject- Maths- was the same for the oldest and the youngest group, but taught separately, with most attention, in this lesson, being given by the teacher to the oldest group. Finally, Lesson 5 was the form of organiza-tion used for the subject of language, in a 3-teacher school.

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Here the teachers work with just two grades each, and, in the case of language, teach the pupils as is they were one grade.

We do not regard these four forms as exhaustive. There will be additional forms in Greek 1, 2 and 3 – teacher schools. Likewise we expect there to be many forms of organization in the Spanish and Finnish schools – and we see part of the purpose of these school case studies to identify the diver-sity of classroom organization.

Bologna School, Spain

This is one of three schools forming C.P.R. Campiña de Tarifa located south of Cadiz on the west coast of Spain. There were 97 students at the school at the time of the visit in 2004, of which 33 are of other nationalities (some with a Spanish parent). The school has an infant class, 3 primary classes and one ‘junior’ secondary class and there are 7 full-time teachers, 2 assistant teachers and 3 peripatetic teachers. The video starts with a view of the school bus bringing children at the start of the school day – it shows the main school building with the infant class to the left in a separate building.

Cross-curricular environmental studies activity. Grades 7 and 8

Day 1 Field work

The head teacher, is also a class teacher for the ‘junior secondary class’ grades 7 an 8, age 13-14 years. The pupils in grade 7+8 are timetabled for a whole day cross-curricular activity in environmental studies. This activity will include botany, history, geography, mathematics and physical education. The film begins with the pupils in the classroom preparing to go out to the sand dunes to start their activity – they are led by their class teacher who is also the head teacher and two female teachers also accompany the group (they go by car). We then see them getting onto their mountain bicycles and (later) arriving at the first field site where they study local plants. They have a digital cam-era to record plants for their report and some reference books to identify the plants and learn more about them. Each pupil has a field notebook to take notes

The group then move on to a new site to study anthropo-morphic tombs. They draw maps of the area – using a compass to give the correct direction. They measure the tombs and take readings on a geographical placement satellite tool. The teacher gives then constant support and feedback on their work so that they can make any neces-sary revisions. Pupils work sometimes individually and sometimes in groups – they mostly choose themselves to work in single sex groups.

The scene then moves back into the classroom at the end of the day when the teacher leads a discussion to agree the timetable for the class to write up their project and decide what groups the pupils will be working in.

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Day 2 Writing up the fieldwork

Lesson 1 Following up the fieldwork. Grades 7 and 8

This is a long lesson lasting most of the morning. It starts with input from the teacher to review what they had agreed yesterday about writing up the project and some additional input on anthropomorphic tombs. Some pupils are going to be writing up the flora from the sand dune and they con-tinue working on this using reference books. Finally the pupils split up into their interest groups and begin work on the report writing using the computers.

Lesson 2 Maths. Grades 7 and 8

The grades are working on different tasks but each pupil works individually from the textbook throughout the lesson. The teacher sets the tasks at the start of the lesson and then goes around giving individual help as needed. The pupils are very restless at the outset and becomes increas-ingly so as the lesson proceeds. Very little time is actually spent on task.

End of week assembly for Grades 6, 6 and 8

There have been some behavioural problems that the head teacher needs to address. These problems include fight-ing in the playground and disruptive behaviour in Maths lessons. The head teacher leads a lively discussion to help pupils reflect on how they want to live together in the school. The focus is on treating each other and their teach-ers with respect and being treated with respect in return.

The kindergarten class before school starts

Children are letting off steam – the boys are being espe-cially rowdy whilst the girls mostly sit quietly wit their fingers in their ears.

Classroom of grades 3 and 4 ages 7 and 8 years

Pupils are sitting in separate grade groups and are mostly taught separately (quasi monograde)

The film ends with a shot of the chicken project funded by the EU.

Summary

Two different teaching styles are represented in this film with the class of Grades 7+8. The cross-curricular environ-mental studies activity involved pupils in whole class teach-ing and collaborative small group learning to link learning in the classroom with learning in the local environment. Learning was active and relevant to their specific context.

There was effective se of ICT both in the field and the class-room and good use was made of paper-based resources as reference materials. In contrast the mathematics lesson focused on individual learning from workbooks with the teacher supporting individual students.

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Vintturi School, near Kaustinen in Finland

This small school is more than 100 years old and had 27 children enrolled at the time of the visit in 2004. The film starts with the whole school coming together for morning assembly.

Lesson 1: Mathematics lesson on shapes. Grades 0+1+2 (7-9 years old). Duration 40 minutes

The lesson starts with pupils sitting with the teacher on a mat on the floor with cushions. There are 9 children present in the class (1 pre-schooler, 4 in grade1 and 4 in grade 2). The teacher introduces the lessons, explains what activities they are going to do and says that they do not need to finish all the activities today. She then takes the whole class around each of the activities in turn to explain what they should do. She organises them into groups of 2 and 3 based on similar levels of ability and provides sepa-rate activities for grades 1 and 2. The one pre-school child (grade 0) is put into a group with grade 1 pupils. Each group then starts their activity by taking a numbered card from the black board and finding the table on which the activity (a task card and equipment) had been laid out. In the film we see that when they have finished that activity they take their card back to the blackboard and change it for another. One activity involved the use of ICT. Pupils can be seen using a software programme on the computer to help them learn how to draw shapes. Whilst the pupils are working on the maths activities we can see the teacher providing individual assistance. This lesson demonstrates many of the innovative ideas presented in the MUSE train-ing programme on the organisation and management of teaching in the multigrade classroom.

In the class there is one pupils with special needs in this classroom – he was unable to read and constantly seek-ing attention. He receives weekly visits from a special needs teacher in Kaustinen and some daily support from the teaching assistant in the school. The organisation of teaching and learning during the maths lesson enabled this pupil to join in with his peers and he was well accepted by the pupils in his group.

Lesson 2 Grades 3+4 Biology (10-11 years old); Grades 5+6 Maths (12-13 years old). Duration 1 hour

The teacher of this class has spent his entire childhood and teaching career in multigrade classes. He has a teaching assistant who also give occasional support to the other teacher in the school. At the start of the film we can see that the classroom is laid out in columns and rows for Grades 5 and 6 to work individually from their Maths workbooks. On the other side of classroom grade 3+4 pupils are seated in three groups around biological specimens (stuffed birds) which they have to draw and label with help from the text-book. Pupils stayed on task for the entire one-hour lesson with occasional support being given from the teacher or the teaching assistant both of whom were present in the classroom. A two-year curriculum span is being used for grade 3+4 in Biology so that these pupils can work as one class with the same content. Grades 5 and 6 are working individually.

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Vionoja School, near Ullava in Finland

The film was made in May 2004 and starts with an outside view of the school and the play facilities. The school has recently been extended with new buildings. It now has 4 classrooms and a large hall for sports and school assem-blies. There is a central ‘break out’ working space that is also used for eating lunch and a spacious area for teachers to work. There is a library that belongs to the commune but is part of the school and available for school use. This library is an ideal place for adults in the to community come and see something of the work of the school.

The film then moves on the show a whole school assem-bly.

Lesson1: Preschool Grade) (5-6 years)

There are about 10 pupils in this class. The film starts at the beginning of the lesson with the teacher asking the pupils to update the information on the board – the day, date etc. It then moves on to show pupils doing their daily ‘gymnas-tics’ to music before doing an activity called ‘guess the word’ in which the teacher describes an object at the pupils ask question to guess what it is. The film then moves into an adjoining room belonging to this class that was very well equipped area for creative play with a shop, dressing up area, soft toys etc.

Lesson 2 Maths. Grades 1+2 (8-9 years old). Duration 1 hour.

There are 20 pupils in the class and a full-time teaching as-sistant working with the teacher. A quasi monograde strat-egy is used for this lesson with grade2 pupils being given a revision activity whilst the teacher gives direct teaching to grade 1 pupils. Grade 2 pupils are dispersed around the classroom and also some other classrooms so that each pupil has a computer with a maths revision programme. The programme is interactive in that it asks them to give answers and then ‘speaks’ to them saying whether their answer is right or wrong. The teaching assistant spends most of her time supporting the work of grade 2 pupils on the computers. One pupil in this class has learning difficul-ties and works individually from a maths workbook follow-ing a tailor made programme to meet her needs.

Lesson 3: Mother tongue (Finnish) language. Grades 3+4 (10-11 years old). Duration 1 hour

There are 18 pupils in the class (10 in grade 3 and 8 in grade 4) and there is a full-time teaching assistant. This was the first lesson of the day and it starts (as always) with a whole class introduction. This morning the teacher reads a short passage from the bible and plays some quiet music. The teacher then conducts a brief whole-class language test asking questions and recording the oral answers on the overhead projector. He then introduces the lesson explain-ing that pupils were going to be journalists and write arti-cles for a newspaper. The task is differentiated with grade 3 working collaboratively in self-selected small groups to make a poster and grade 4 working in small groups to write articles for a class newspaper. In all groups boys choose to work with boys and girls with girls.

The poster paper was fixed onto the blackboard and divided into sections for news, weather, sports etc. Pupils worked in twos and threes to find or write content for the poster and then stick their contribution on the poster. Grade 4 worked in a similar way but there was more writing of original mate-rial and less cutting and pasting of content they had found. Pupils had access to the Internet to find weather informa-tion and maps and also to the television text pages to get the latest sports news etc. Additional space was made available to them to cut and paste in the library.

(After one hour the lesson stops for pupils to have a short lunch break and then continues for a second hour (which was not filmed). At the end of this second lesson the class comes together to share the poster and the class newspa-per.)

Lesson 4: Environmental studies Grades 5+6 (12-13 years old). Duration 1 hour.

There are about 20 children in this class and a full-time teaching assistant. For environmental studies the teacher uses a two-year curriculum span so that the whole class can work on the same content. An enquiry-based approach is being used for environmental studies. To work through the entire process takes the teacher 4 hours and the film only shows the early stages of this process - steps 1 to 4 in the 7-step enquiry process shown below:

1. What is the problem/issue to be explored? (Teacher builds the context using books, stories, ICT)

2. What questions do I want to answer in my enquiry? (Pupils write questions)

3. What do I know already? What more do I need to find

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out? (Pupils develop a mind map)

4. Finding out more (Pupils gather new data using ICT, books etc.)

5. What did I find out? How do I now see the problem? (Pupils critically reflect on their findings)

6. What new questions do I want to answer? (Pupils write new questions)

7. What do I understand now? What is my new theory? (Pupils develop a new mind-map.

The teacher begins by explaining that they are going to start a new enquiry into how to classify insects. She writes the first step on the blackboard ‘What is the problem/issue to be explored?’ and gives a general introduction using large pictures and charts of insects and digitised material projected onto the classroom wall through a data projec-tor to illustrate the problem/issue. She then moves onto the second step (again writing the question on the board to track the process) and divides the class into groups to work on this enquiry. Each group is set the task of writing a ‘learning diary’ on ‘How to Classify Insects’. One pupil in each group decorates the front cover of the diary whilst the rest of the group begins to write questions that they want to answer in their enquiry. The next step is to discuss what they already know about how to classify insects and then to develop a mind-map (web-diagram) using this informa-tion and to add to this diagram things they want to find out. One person in each group acts as a scribe to draw the diagram and to keep adding to it as the group moves through the enquiry process. At the end of each step in the process the teacher brings the pupils together to move them onto the next step together.

In the next step the group sets about collecting informa-tion to answer their questions. To help them do this the teacher provides a range of resource materials. There are 5 computers in the classroom, they have Internet connec-tions and pupils are encouraged to use the ‘google’ search engine. They also have resources on CD and reference books. One computer is attached to the data projector so that pupils can share information on the large screen.

Summary

The lessons shown in the film illustrate a wide diversity of curriculum strategies including whole class teaching, small group work, individual self-study and enquiry-based learn-ing. Two-year curriculum spans are commonly used to avoid teaching across grades in history and environmental studies and music and physical education are taught to whole classes. A further strategy being practiced was to

have a staggered start and finish time for the pupils in the different grades in a class so that a teacher only has pupils from one grade to teach during the first and last lesson. In this school each teacher has a teaching assistant to sup-port pupil learning and the school is very well resourced with learning materials including ICT materials.

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