w w w. f u t u r e s k i l l s 2 1 . e u
The acquisition of 21st-century skills through effective, innovative teaching and assessment
Editorial Unlock the potential
What we do? Ten partners are working on the development of a teaching material and assessment toolbox for 21st-century teaching. This is a KA2 project of the March 2018 Erasmus+ call.
How we do it?
10 Partners exchange good practices. We meet twice per year and work online in between. We use our horizontal management system with shared responsibility.
Why we do it?
Youngsters deserve to be motivated by being taught with 21st-century tools. We teach them to prepare them for the future, not the past.
What’s the purpose of education? Prepare youngsters for future jobs and foster economic growth? Lead pupils and students to great diplomas granting them access to the professional market? Or should schools rather invest in social cohesion, personal and mental growth leading to a peaceful and understanding society? We probably need both, don’t we? Knowledge, skills and attitudes are a three-legged table to support competencies. By the way, three legs support any weight on any surface – wobbly or flat – far better than any other number. We need science to prove things, don’t we? If we want our youngsters to act, perform and live in society in a balanced way, they need to gain access to factual and practical knowledge, broad social, emotional and physical skills glued together by attitudes and values allowing them to unlock their potential in new, unknown circumstances. Get a little help from your friends all around Europe to let the exchange of good practices develop into inspiring thoughts and break free from what seems to be unshakable. Or as the Greek philosopher Socrates used to say: “The secret of change is not to focus on your energy to fight the old but on the creation of the new situation”. Best wishes and happy reading Dirk, FS21 project coordinator
Content United in diversity.. ..................................................2 Team building activities ..........................................4 Simulise . . .................................................................6 Formative assessment tool.......................................8 Microplastics..........................................................10 Ice making and robot table football........................12 Belval blast furnaces..............................................14 Luxembourg city ....................................................18 Closure event..........................................................21 Group pictures........................................................22 project number 2018-1-BE02-KA201-046911 How to be a teacher in 2019 . . ..................................24
United in diversity By Aloys-Fischer-Schule, Deggendorf (G) How can you present yourself, your school and your city in a 5-minute video? That was the task that the participating students were given in preparation for the meeting in Luxembourg. Although there are students from very different European countries spanning the continent from north to south as well as from the exotic island La Réunion, the videos were quite similar – however, similar doesn‘t mean boring. The students took their peers and teachers on journeys across school buildings while opening doors of science labs, classrooms or even principals‘ offices. The audience also got a glimpse of squares and sights in the respective towns. So far, so similar. It was astonishing to see how creative the simple framework mentioned above was filled with life. Here’s a little summary of the highlights. The LHC students (LUX) started with their preparations at home before going to a school that is so well equipped that someone might get a little bit jealous. Two of the Norwegian students have a rather unusual way to go to school: they take a boat. The Finnish students also talked about topics that are deeply rooted in Finland’s identity: sauna and ice hockey. In the Spanish town of Segorbe, there are impressive traces of the Muslim reign. One of the German „actresses“ presented a Bavarian Dirndl. The Belgian group from the co-ordinating school in Leuven included interviews with their teachers, who are also responsible for the future skills project. These pointed out their commitment to new forms of teaching and assessing students‘ work. Not to forget the incredible beauty of the landscape at La Réunion. At the end of the day, all contributions would deserve the fs21 Oscar for creativity, screenplay and brilliant acting. Moreover, creating the story line, the shooting and the post-production all require many of the skills this joint project focuses on.
We l c o m e
By: De Nieuwste School, Tilburg (NL)
Futureskills21, the Erasmus+ Key Action 2 joint-staff training event and blended mobility of school learners in Esch-sur Alzette has started. On the 7th of October 2019 the headmaster monsieur Jean Theis officially opened the week by welcoming us to the school, a beautiful and inspiring building completely renovated in 2017. Also the alderman monsieur Cox gave us a warm welcome in the beautiful city of Esch, a city with many different people from different countries coming to work. Although a small town, it looks like a metropolitan city, according to Mr Cox. Dirk staf, the project manager of Future skills 21, opened the week with an inspiring speech. We, as participants of the project, all recognised our goals for education in his words. Our aims and ambitions: we want to promote learning outcomes which include not only literacy and numeracy – although they are vital – but also those wider, less well-defined outcomes such as problem-solving, collaboration, creativity, thinking in different ways, and building effective relationships and teams. Therefore, we chose “Futureskills 21: Towards the acquisition of 21st-century skills through effective and innovative learning, teaching and assessment” to be our project title. We work within a network of 10 schools, organisations and various external partners. We want to promote the achievement of relevant and high quality skills and competences among pupils and staff and support our pupils in acquiring and developing key competences - including basic, transversal and soft skills, entrepreneural, foreign language and digital skills - in order to foster employability, socio-educational and professional development. Our tangible project outcome will be the development and dissemination of an assessment toolbox for 21st-century competences. Our project aims at introducing a new pedagogy for 21st-century skills education by exchanging good practices on innovative teaching methods and formative learning and assessment. We want to move from teacher control towards learner autonomy, from content mastery to learning mastery and deep learning, from content delivery to making the learning process visible. We want our pupils to be able to use their competences in the real world.
Team building activities
By: Leppävaaran lukio Upper Secondary school, Espoo (FIN) During our Future skills 21-exchange in Luxembourg we had a chance to travel to Marienthal, a place where student groups can get acquainted with each other better via different activities. The activities started with a split up in groups where all the students and teachers chose a suitable activity for them. The activities to choose from were archery, cultural backpack and wild cooking. Archery was the most popular activity so, to balance the groups, the division took some time. The main goal of these activities was to get the pupils talking to each other and to get acquainted. Below you will find some information about the different activities.
WILD COOKING The students attending the wild cooking part had to cook certain dishes together in small groups. The instructors showed them the food circles and important nutrients that the human body needs. After that, the students were put into random groups and they were given the ingredients for the dishes to prepare (for example pizza and pancakes). The groups also had to start a fire to cook food on. The groups worked really well together and the food they prepared was delicious.
CULTURAL BACKPACK This group got a real chance to get to know each other through various group exercises. A couple examples of these are the chair game where one student stands in the middle of a ring of chairs/pupils and calls out a sentence like “Those of us who have green shoes have to switch seats!” and the pupils with green shoes stand up and switch seats as fast as they possibly can. This way the slowest one is left standing in the middle and can call out the next sentence. This game was really popular among the students and the chapel where the activity was organized was filled with laughter. Another great activity was to draw a large triangle in groups and think about aspects that connect the group members one way or another, for instance the fact that they are all human. Furthermore, the students had to think about what hobbies or interests that connect them. After the activities, an evaluation was conducted both orally and in writing.
ARCHERY The group that went bow shooting learned the basics of how to handle and use the shooting equipment. First the group found out what the proper strength of a bow was they should use and then they put on the protective gear. After that it was time to head to the shooting range. At the range the group was divided into four smaller groups based on the strength of their bow. The instructors gave more in depth instructions on how to put the arrow on the bow, how to aim, and what position you should stand in to get the best aim. Then it was time to start the bow shooting. There were three different difficulty levels of distance from the target which the students gradually moved on until they got to the last stage. After finishing the last stage, the students got to put their skills to the test with 3D animal targets in the woods. After the activity students gave oral feedback together in a group circle.
CLIMBING: The last activity of the day was climbing. Almost everyone partook in it. Some of the students didn’t want to participate but they were cheering and encouraging climbers from the ground. The climbers were divided into two groups. In both of them the climbers had good safety instructions. One of them was mental and the other was more physical. In the first one the pupils got to step out of their comfort zone.The assignment was to climb on top of a pole and jump down. Many students overcame their fear and the group was there for each other. In the other obstacle students climbed in groups of three up on a giant rope ladder. Here, group work was the key to success. The activity was exciting and brought pupils closer together through the thrill of the exercise. The Finnish delegation: Matilda Packalén, Greete Luht and Patrick Walden + the teachers Anna-Maria Hyvärinen-Andersson and Helena Haranen
Simulise By De Nieuwste School (DNS), Tilburg (NL) One of the tools used to asses students at DNS is Simulise. The teacher can create assignments which feedback can be given on. The feedback is given based on a rubric. The rubrics that are used can be chosen by the teacher or by the student. There is a set of standard rubrics, but there is also the possibility to add your own rubrics to assess the process. At DNS the rubrics are based on the school competencies, a set of competencies that are seen as important skills to succeed as a 21st-century civilian.
By adding a meta skill label to the rubrics a circumplex model chart can be created. Such a circumplex chart can be used to see in which areas there is still room for improvement for student and it can be seen as a starting point for an action plan. Working this way we can assess a student and use the results to develop an individual learning path.â&#x20AC;Ż
Esch-sur-Alzette meeting By IES Alto Palancia, Segorbe (SP)
A delegation of two teachers and 4 students of the Alto Palancia High School of Segorbe, Spain has participated in a meeting of the three-year project “Future Skills 21”, which the school started in 2018. This is an Erasmus + KA2 project of strategic partnerships of school education between schools. This project aims to create an assessment toolbox that can evaluate the competences of the 21st century (linguistic and mathematical communication, science and technology or the digital world, social-civic competences, entrepreneurship, capacity for learning). Those competences enhance the students’ full personal, social and professional development. This project also intends to implement new educational methodologies and digital tools, as well as share good educational practices. In this Erasmus project, 10 members and 9 European countries collaborate: Germany, Finland, Luxembourg, Belgium, Liechtenstein, Holland, France (the Isle of Reunion), Norway and Spain (various departments of the school). Alto Palancia is committed to the internationalization and European dimension of our students. It also aims to improve our teachers’ training through exchanges and observation of good educational practices. This meeting was held from October 6-12 at the Lycée Hubert Clément School in Esch-sur-Alzette, Luxembourg. The coordinators of the different European countries have discussed key strategic aspects such as: project calendar, finances, mobilities, etc. Various activities have been organized for both teachers and students: evaluation of skills using the Simulise educational platform, use of rubrics for evaluation, activities in social networks, educational workshops (science, arts, etc.), evaluation tools workshop, sports, microplastics workshop, presentation of the Belgian project “Neighbor Classes Oppression Project”, etc. Students visited the Differdange Science Centre, Luxembourg blast furnaces, Marienthal, Luxembourg city, etc. have been visited. This experience has been very enriching and we hope that this Erasmus+ K2 project, like our previous project, “Strip to Identity”, will be a success.
F o r m a t i v e A s s e s s m e n t To o l s f o r Yo u r C l a s s r o o m By: Miniemeninstituut, Leuven (B)
Edpuzzle We would like to discuss Edpuzzle, a teaching app that supports teachers in improving the ambiance in their classroom. Edpuzzle does not focus on that “perfect” grade but rather on how well your pupils paid attention and if they really understood the subject the video is about. As a teacher you just add the video and start editing it according to your wishes. This app allows you to add quizzes, voiceovers, audio notes and you can crop the video to leave out irrelevant parts of the video. Once the pupils have completed the task you can start grading it, add feedback, etc. The students can re-watch the videos at any time, which allows them to work at their own pace. This creates a comfortable vibe for the teachers and the pupils. Edpuzzle also allows you to create a private classroom for a few specifically selected people where you can upload your tasks for only those people. Overall, we support this app because of the formative aspects. This really motivates students to pay attention and work at their own pace. The teachers will no longer have a heavy backpack because the assignments are collected in the app itself. Edpuzzle maintains a nice calm atmosphere in any class.
Gimkit Gimkit is an online app that lets students take charge of their own learning in a fun and less boring game-type way. Gimkit is essentially a learning platform but, it is disguised as a quiz game. Because of this perfect disguise, the students have a lot more fun while mastering the topic. There is also an in-game shop that lets you buy power- ups to earn more points and claim that number 1 spot. This app uses a formative way of evaluation. This means that the students don’t get grades, but their progress is shown. There is a normative way of evaluating with this app as well. The students can play together in class and compete for the number 1 spot in every game so the students can be compared to each other.
Nearpod Nearpod is an easy to use online app, which promotes interaction in the classroom. Nearpod is available online or as an app for class participation. Nearpod allows you, the teacher, to focus on the lesson. Not only do you create and give your presentation; your students can participate actively too. Some features of Nearpod include live lessons, student-paced lessons, live quizzes, polls, surveys, note-taking and even a lesson library full of ready-made lessons. Nearpod is the app for teachers who want to bring fun and colour to the classroom. This is an app your pupils will enjoy! The effects and options you can add to your lessons will enliven your classes.
Plickers Plickers is a free educational programme. It allows a teacher to test his pupils. He does so by creating a class and adding a quiz to that class. In this quiz, he can use open questions or yes/no questions. When doing a quiz the students do not need a phone or any electronic device. They only need a printed paper with a special QRcode for the teacher to scan. Scanning these QR-codes results in the programme scanning the answers and calculating the results for the class or each student individually.
Insert Learning Insert instructional content on any webpage. Insert Learning saves teachers and students time while keeping students engaged. Teachers can insert questions, discussions and explanations directly into any website. When students go to that website, they can respond to those questions and discussions, see the explanations and take their own notes. Use Insert Learning to turn any website into an interactive learning experience! Insert Learning is a Chrome extension. There’s a free trial available for five lessons. After those lessons it’s € 36 a year. The goal is that teachers can guide student learning with questions or class discussions online so students can learn outside the classroom and teachers can help the next day in class. Teachers are also able to view student notes to teachers, their answers and interactions in discussions. We recommend its use because it’s a very useful and interactive way of teaching.
In this window, you can see the general percentage for the questions and for the students.
Socrative Socrative is the perfect tool for your classroom as it uses a formative way of evaluating. It is a digital tool to make learning fun and keep your students engaged during your lessons. You can make a quiz at home and ask your students questions using any electronic device. You can make a quiz and use it in the traditional way or opt to do a space race. The latter is a fun activity where students race against each other to get the highest marks. Socrative offers three different types of questions to use in your quiz: multiple choice, true or false and short answers. The short answer option however is case sensitive, but you have the option to put in multiple answers. There is also a quick question option, you can ask a question orally and let your students answer it online. The most unique feature about Socrative however is the exit ticket, this gives your students three questions, two premade and one of your choice. Here you can see how well you students understand your lesson.
MICROPLASTICS: “THE INVISIBLE THREAT”
By IES Alto Palancia, Segorbe (SP)
“We love nature. We want a good future. But are we really creating an environment in which life is safe? Everyone has heard about microplastics. Those small particles around us which are becoming the new silent threat. Information is the first step to make decisions about our consumption to avoid contributing to the increase of the amount of plastic in our oceans. We should try to do something significant to reduce this problem!” The Spanish delegation of the Alto Palancia High School in Segorbe (Castellón) hosted a workshop about microplastics in the Transnational meeting of the Erasmus project “Future Skills 21” at the Lycée Hubert Clément in Esch-sur-Alzette, Luxembourg. The workshop focused on the problem of the invasion of microplastics generated by microfibres released from synthetic clothes when we wash them. It was highlighted that, currently, microplastics are everywhere: in the soil, in the oceans, in the rivers and in the air, which means that we are touching, eating, drinking and breathing microplastics almost all the time. We learnt that microplastics are highly persistent super tiny particles made of plastic, whose size is less than 5 mm. In addition, we also learnt that there are two types of microplastics: primary ones are produced directly in small size, such as microbeads, capsules and fibres, while secondary microplastics are the result of large pieces of plastics breaking down into smaller pieces, like synthetic microfibres. A surprising fact for everyone was that over sixty percent of the plastic found in the oceans are microfibres that come from our clothing. In the workshop, we analyzed the composition of our clothing by checking their labels. We all realized that more than three quarters of our clothing is made of synthetic materials. Then, we experimented with the different behavior that different fabrics (natural or synthetic) have when they are burnt. The natural ones leave very little residue, while the synthetic material we checked, polyester and polyamide, leave plastic and non-biodegradable waste. Students and teachers working in teams came up with proposals as how to solve this huge environmental problem. Then, we chose the best idea that we entered in the website Tricider and we all voted for the best proposal and discussed it, with the aim of including the elected proposal in a new petition on the website Change.org. Very interesting ideas were suggested, such as installing filters in washing machines or increasing taxes on synthetic clothes in order to support the production of natural fibers. Finally, the idea we chose was that the European Union must increase investment in research to create materials produced from renewable biomass sources, and fully degradable (bioplastics), which will be used to manufacture new textiles that will not release synthetic microfibers. The link to this petition can be found on our project website www.futureskills21. eu. Parallel with these activities, the workshop aimed at raising awareness about this invisible threat among teachers and students. Furthermore, we realized that we can do something about it even if these are global issues and apparently hard to solve. We do not have a planet B we can go to and live on if we destroy our planet Earth.We can say that the workshop was very stimulating and thought-provoking as we learned some very interesting facts. Moreover, we could work in teams, communicating with other European students and teachers. And finally, we could generate proposals and feel that we can make a difference.
Ice making and robot table football Visit of the Luxembourg Science Centre in Differdange By: Timeout Schule, Liechtenstein Wednesday, 9th October 2019 - During the second meeting of the national delegations of the Erasmus+ project Futureskills21 in Esch-sur-Alzette, the teachers and students of the participating countries visited the Luxembourg Science Centre in Differdange. The Science Centre is an amazing area where visitors can experience and discover science and technology in a fascinating, entertaining and playful way. While the exploration offers more than 70 experimental stations, the workshops deliver insight into materials, mechanics, electricity, math, statistics, science in the kitchen, mobility, chemistry, optics and magnets. First, the students started with the explorations and tried their hands at the presented experiments. They discovered gigantic 1.5 million volt electric arcs, challenged a robot in table football, saw themselves in a mirror upside down, lifted a car with one hand and experienced many more other interesting things. After that they headed on to the workshops, where they produced ice cream in the kitchen lab and brought steel to its melting point in less than one minute, ready to model it with hammer. Finally the students went to the chemistry lab where they were shown the states of different gases in an amazing science lesson. In such a playful environment with the help of the multilingual touch screens at the stations in the exploration hall as well as the assistants in the labs, learning happened without any need of teachers. In the meantime, focussing on the project goal, the teachersâ&#x20AC;&#x2122; task was to monitor and observe the students during their activities in order to think about how the learning process could be assessed in a different method than just giving marks for a result. Needless to say, in such an inviting area, the teachers could no longer hold back and started soon participating in this exiting playground for young and old.
Belval blast furnaces
By: Lycée Sarda Garriga, Saint-André, Île de Réunion, France During our trip to Belval, Esch-sur-Alzette, we saw a complex that brings together library, concert hall, restaurant, university around the former iron and steel factory of Belval, which were the biggest ironworks in Luxembourg. What is iron and steel? The iron and steel industry is the set of techniques and industries that manufacture iron and alloys made from it. It is an essential subfield of metallurgy, which studies the manufacture of metals in general. Luxembourg owes its richness to the presence of a powerful iron and steel industry which had its glorious years in the mid-twentieth century. In Luxembourg, the iron and steel industry has long been the country's main source of employment and wealth. In this picture, we can see the clothes worn by the workers who worked in the iron and steel plants. Following the iron and steel crisis of the 1970s, the steel industry is no longer the locomotive of the Luxembourg economy. The last blast furnace in the country closed down in 1997 with the transition from the cast iron to the electrical sector in the production of steel. The last two blast furnaces are not only the witnesses of an era and they are also the emblems of the new Belval. A little reminder of the history of Belval: in 1850, the "Clair-Chêne" forest, which connects the two cities, was the scene of many legends.
In 1868, Joseph Steichen discovered a source of mineral water of exceptional quality in Belval. Then in 1909, the forest "Clear Oak" was cleared to make way for a steel plant, back then at the forefront of modernity. The site including blast furnaces, steel mills and rolling mills supported all phases of steel production, from iron ore to the finished product. From 1993 onwards, the three blast furnaces were shut down. Their successor is an electric furnace that is no longer supplied with iron ore but with scrap metal. In 1997, the era of steel production in Belval-West came to an end. In 2000, The Luxembourg State and the Arbed steel group planned and built a modern and dynamic urban district on the former Belval industrial site. And in 2002, there was the creation of the Belval Fund. As a public institution, the Fund is responsible for the realisation of the "City of Science, Research and Innovation", that is to say the implementation of the public real estate investment programme in Belval. We had the opportunity to climb to the top of the factory. The view from the top was awesome, and it was possible to climb even higher.
A journey from knowledge to e m p a t h y.
By: Miniemeninstituut, Leuven (B)
On Thursday 10 October, four Belgian students from the Miniemeninstituut gave a workshop about oppression. In this workshop we presented passports we had made ourselves. On these passports we wrote the information about people who had been oppressed in their lives. We are doing this to make people all over Europe and beyond aware that there is still oppression in this world. We inform people and want them to feel empathy for oppressed people. Luxembourg is one of the countries where we had already done our presentation. Pupils from all over Europe and a Luxembourg class attended it. We have already presented the passports in Tilburg (NL), Potsdam (DE), Saint-André (FR, La Réunion). Right now the two sets of passports are in Jesi (IT) and Segorbe (SP) and after the trip to Segorbe, they will go to Cádiz (SP). The partner schools in Deggendorf (DE), Sandnessjøen (NO) and Saint-André (FR) have agreed to make a passport which we can add to our collection. We have also presented them in Belgium to the mayor of Leuven. In Potsdam we have presented them to Flemish and German politicians. By doing this we have got an invitation to present the passports to the members of the Flemish parliament. In October 2020 we will present the passports in Deggendorf (DE). IPM would like to thank the forum of Future Skills 21 for giving us the opportunity to present our project to a wider audience.
Wo r k s h o p S o c i a l Media By: Miniemeninstituut, Leuven (B)
On Tuesday morning, the Dutch girls organised an experiment about the delicate balance between the use of social media and concentration and focus in class.
At the start, they gave a little presentation about their own social media presence. All four girls showed their Instagram pages because this is the most frequently used platform in the Netherlands. We noticed that Instagram is the most popular app in every country that participated in our programme. In countries like Spain and Italy, they don’t send text messages anymore. Since everybody has a lot of mobile data, everybody uses WhatsApp. In most countries Snapchat is out of fashion, but in Belgium it is still very popular. Here Snapchat is as popular as Instagram in other European countries.
Everybody agreed on the fact that Facebook is only used by middle-aged people! Everybody’s mum had an account… reason enough not to be on Facebook anymore!
After this introduction, a “scientific” experiment began.
The pupils were divided into two groups. One group couldn’t use electronic devices like phones, so they played board games, especially the game ‘Uno’. The other group could use their mobile phones or computers. After half an hour both groups got together again, and they had to do a math test about the multiplication tables. After the test they switched sides and did the same test. The results showed that the pupils who played board games had better results than the pupils that used electronic devices. That is also what the Dutch pupils tried to tell us.
We should not overuse our mobile phone and we shouldn’t be on social media too much. It doesn’t only make you anti-social, you can’t concentrate as well as you’d like and that has a negative impact on the results of your (school)work.
Luxembourg city By: Miniemeninstituut, Leuven (B)
T h e To u r After we had arrived in Luxembourg city, the pupils of the Lycée Hubert Clément gave us a short guided tour. We walked from the train station all the way to the Ascenseur du Grund where the tour started. They commented on this tunnel full of art. The reason that this tunnel was filled with artworks was to prevent it from having a sinister and unwelcome feeling. After this we went out of the tunnel up to the ground floor by elevator. Once back outside we were surrounded by law courts; one of these was Le Tribunal de la Jeunesse et des Tutelles. After admiring the view over the valley and the buildings we continued the tour. As we walked on, we passed the Cathédrale Notre-Dame which was quite a remarkable sight to see. Not far from the cathedral was the Monument of Remembrance also known as the Gëlle Fra. This monument was dismantled by the Germany in the second World War and was partially restored after the war. We then went for a view from the Adolphe Bridge. Afterwards we all walked together to the shops in the city centre where the tour ended.
Free Time Once the tour ended we had some spare time. Everyone went their own way. The Belgian delegation went shopping. We went from H&M to Zara and so on. After a few hours had passed, we started to get hungry and chose to go and have a bite at McDonaldâ&#x20AC;&#x2122;s. After our meal we went to a Kiosk store to buy some souvenirs for our loved ones. Then we explored the city and walked towards the station at our own pace. The views we had on our walk were magnificent. Towards the end of our walk we saw an Oâ&#x20AC;&#x2122;Tacos fast food restaurant. There we decided to go and have a second round of fast food. After our meal, we went to the station and took a train back to the youth hostel in Esch-sur-Alzette.
By: Miniemeninstituut, Leuven (B) We started our Friday morning in a calm way through an art workshop organised by a Belgian teacher. Diederik Roelandts is passionate about art. In his free time, he makes sculptures so when the RAIVteam (the Dutch girls) asked him to organise an art workshop he didn't hesitate a second. We all started on the same basic white long canvas they had given us. We used the three Bauhaus colours (blue, red and yellow) that we couldn't mix in order to preserve the colour pattern. Every person needed to paint a national symbol (the Atomium, a Scandinavian drakkar, a Dutch windmill, a Spanish bull...) of another country. Then we moved to the right and we painted the inside of the symbol from the person next to us. We continued this until the symbols were fully painted. By grouping the individual symbols of each country, we tried to symbolise the union of these countries in the European Union. Between the different part of the painting we added pointillism dots to turn it into one big work of art. We started to make a figurative painting representing the individual countries that participated in the project and evolved to an abstract painting where the focused observer easily recognises the nation symbols. The 12-meter-long painting was presented to the audience as the background for the closing ceremony and the farewell party later that day.
By: De Nieuwste School, Tilburg (NL) At the closing ceremony there were multiple people who gave a speech. First up was coordinator Dirk Staf. In his speech he gave a short overview of the week, and thanked everybody who helped organising the week. He told everybody about the upcoming goals and activities for the next meeting. He also had some inspirational words: “You may think that we teachers and pupils don’t have enough impact to bring about changes in the educational system, that we are just tiny elements in the educational universe. Maybe that is true, but always remember which effect a tiny mosquito has when you try to sleep”. Another inspirational quote in his speech was: “Because not everything that can be counted counts, and not everything that counts can be counted”. With this quote he tried to make clear that students shouldn’t be graded only by means of marks but also by their future skills of the 21st century. After Dirk, the Dutch girls (Aimy, Ilse, Valérie and Renée) gave their speech. In their speech they gave a short review on how they experienced the organisation of the week. They mentioned how well all the students could mix, despite the language barriers. Later they thanked the students for participating, everybody who contributed to this week and especially the incredible catering service of the Escher Lycée Hubert Clément for providing the lunch every day. The next person to give a speech was LHC headmaster Jean Theis. He spoke about how he experienced the week and how he was happy to be able to open up his school for the entire Future Skills 21 programme. After the speeches the students and teacher received a certificate for their participation in the Future Skills 21 project. The closing ceremony was attended by a journalist of the national newspaper in Esch, and the next day we were pleasantly surprised by a nice article in the Luxemburger Wort.
How to be a teacher in 2019
By: Gimnazija Antona Askerca, Ljubljana (Slo), shared whith us by Vanja Uhota, Make sure your student’s academic, emotional, psychological, mental, spiritual, physical, nutritional and social needs are being met, while being careful not to overstimulate, understimulate or neglect them in a classroom that is plastic-free, processed food free, negative energy free, body conscious, socially conscious, mindful, egalitarian and not authoritarian, nurturing and fostering independence, gentle but not too permissive and uses just the right amount of technology – too much and you’ll harm their development and too little and you won’t set them up for the future. Oh, and don’t forget a pencil.
To d o & To r e a d
Next time we are meeting in Gamprin, Liechtenstein. On the programme: planning of the Deggendorf project meeting (pupil and teacher activities), overview of teacher interviews, formative assessment tools and a sneak preview of the online assessment toolbox. Author Irene van der Spoel of www.todaysteachingtools.com created an infograph for educational ict-tools. The direct link is available on www.futureskills21.eu/links/ Our online FS21 toolbox will even have more options and search results. Need more background information on key competences? The Council of the European Union adopted a recommendation on key competences for lifelong learning in May 2018. The recommendation identifies eight key competences essential to citizens for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion. The full text is available for download under www.futureskills21.eu/links/ By the way, did you know that saints do exist? Next time you have the chance, burn a candle for this saint on the right. His name is Rupert, the embodiment of perfect event organisation.