21st Century pupils have the frontal lobe of their brains stimulated by video games, television, cellular devices, and instantaneous web-based communication for many hours each day. One of the common causes of boredom in the classroom is pupils’ perception that the methods of how the curriculum is delivered to them are irrelevant to how they learn. 21st Century schools face the challenge of making standardized curriculum rich and relevant for the pupils who have instant access to anything that they want to learn on their own. Educational stakeholders recognise that it is time, right now, for educational systems to develop strategies that connect with pupils that need to excel in a complex, interconnected 21st Century world.
“The 21st Century Learning framework for school transformations with ICT” will be a guide for schools as they envision, plan, implement, evaluate and expand 21st century learning practices in their schools. Innovative school transformation initiatives should lay the foundation on which new learning dynamics can be built. These initiatives can create a platform for reform, for re-imagining what school could be, and for building a more authentic, relevant and worthwhile learning environment for young people in the 21st Century. How should education be structured to meet the needs of students in this 21st century world? How do we now define “School”, “Teacher” “Student” and "Curriculum"? Schools in the 21st century will be laced with a project-based curriculum for life aimed at engaging students in addressing real-world problems, issues important to humanity, and questions that matter.
This is a dramatic departure from the factory-model education of the past. It is abandonment, finally, of textbook-driven, teacher-centered, paper and pencil schooling. It means a new way of understanding the concept of “knowledge”, a new definition of the “educated person”. A new way of designing and delivering the curriculum is required. Cypriot students face the complexity and diversity of a world that needs flexible, creative and innovative minds. Students demand changes and seek for autonomous learning. How can Cyprus continue to compete and survive in a global economy if the entering workforce is made up of high school graduates who lack the new skills they need, and of university graduates who are mostly “adequate” rather than “excellent”?
Cypriot educational institutions both at primary and secondary levels need to face the challenge of reforming curricula and instruction. All educational stakeholders recognize that it is time for tremendous improvements for in the readiness of new workforce entrants. “Excellence” is the standard for global competitiveness. Educational systems in Cyprus need to develop strategies that connect with students in the 21st century classrooms and workplaces.
The conclusion: Cypriot schools need to reform and re imagine learning to offer authentic interesting and relevant experiences. Teaching and learning must transform urgently to meet the needs of the new millennium students or risk becoming irrelevant!
This seminar will offer valuable insight to school principals/managers, educational curriculum consultants and master trainers of private primary, secondary, higher and educational institutes approved by Ministry Of Education and Culture. All above schools need to transform and develop their educational practices that will lead their students towards the 21st century skills.
By the end of this workshop participants will be in a position to:
7:00 – 7:30 / Arrival and registration
7:30 – 8:00 / Introduction and outlining objectives of the workshop.
8:00 – 9:30 / What is the compelling case for change? Enabling dynamic school transformations.
Phase 1: Understand the Compelling Case For Change
The global and economic trends and the reality of the technology-rich world in which today’s students live. Setting up a foundation of ubiquitous access to modern technology which will enable Cypriot schools to create a 21st Century Learning environment for the students.
Case study: Developing the framework that best reflects the school culture that will give students their best opportunity for success in their life ahead.”
9:30 – 9:45 / Break
9:45 – 11:45 / Phase 2: Redesign Learning And Teaching
11:45 – 12:15 / Lunch break
12:15 – 13:15 / Phase 3: Lead The Shift
13:15 – 14:15 / Learning through new creative ways.
14:15 – 14:30 / Break
14:30 – 15:30 / Creativity and Innovation in education.
7:00 – 7:30 / Arrival
7:30 – 8:00 / Recapitulation of first day
8:00 – 9:30 / Demo. Promoting creativity, innovation and entrepreneurship in the 21st century classrooms.
9:30 – 9:45 / Break
9:45 – 11:45 / Phase 4: Implement The School Plan
Begin the more practical steps of implementation.
11:45 – 12:15 / Lunch Break
12:15 – 12:45
Case study 1. Enhancing knowledge capitalization via online collaborative methods.
12:45 – 14:15 / Phase 5: Review. Evaluate. Grow.
Effective evaluation of your initiative is the backbone of its success. Review and evaluation should be conducted at regular intervals as your initiative matures.
14:15 – 14:30 / Coffee break
14:30 – 15:30 / Demonstration of practical ways to:Practical parallel workshops by participants.
Participants use their newly acquired knowledge and skills formulate school transformation action plans and work with web enabled resources and tools to prepare own resources and lesson plans.
The workshop methodology aims to support participants in how to expand their own personal skills and knowledge. This aim will be accomplished by providing robust and well-designed case studies, integrating sample educational demos, presenting and discussing real life scenarios, performing group assignments and demonstrating web enabled tools and recourses. There will be also presentations using PowerPoint slides, videos and various other multimedia tools.
Furthermore, workshop participants will be guided in a very concise and condensed way, both on the strategic side as on the practical classroom management side. Participants will be asked to bring their own materials into the seminar and will be encouraged to interact with the lecturers and other participants. This workshop will follow a very pragmatic approach that will enable the active participant interaction.
Evaluation is conceptually related to the glass box approach, in which the primary objective is to gain a greater understanding of impact that the workshop has made to the participants (The word itself has its origins in the French word evaluer---to calculate from a mathematical expression or to express in terms of something already known.)
Their will be continuous workshop assessments for evaluating and measuring the workshop effectiveness throughout the duration of the workshop. This is going to be performed with the aid of group work exercises, key lessons learned assessments, open discussions and plenary presentations.
The participants at the end of the workshop will be requested to fill out evaluation forms that will give their feedback in terms of the following key points:
Additionally there will be conducted an internal evaluation activity in regard to organisation administration and seminar management issues
Ms. Chryso Christodoulou is the founder of FUNecole® Research Institute and the co-founder of Digipro Education Ltd. Her academic background is in Computer Science and Education. She is the designer and author of the FUNecole® for Cambridge ICT Starters Initial Steps endorsed by University of Cambridge International Examinations and recognized best practice educational approach by the European Commission. Ms. Christodoulou is an external educational expert for the Institute of Prospective Technological Studies (IPTS) on various educational research projects. She is a program committee member for the Institute of Electrical and Electronics Engineers’ (IEEE) Computer society. Mrs Christodoulou participates as keynote speaker and panelist at numerous conferences, seminars and workshops around the world. Ms. Christodoulou´s work has been published in scholarly and policy publications, such as IEEE Xplore and the European Parliament Magazine. She is a recognized as an entrepreneurship expert by OECD and is one of 350 European Ambassadors of Entrepreneurship.
The in-company visit will include a review of the individual plans prepared by the participants during the seminar/workshop and an in-depth presentation and brainstorming discussion. Specifically this discussion will focus on:
After this session Chryso Christodoulou will prepare a comprehensive report for every participating school institution that will contain comprehensive consultation on how the schools can proceed further and beyond the scope of this seminar and into practical ways of implementing these strategies into the school ethos.
Chryso developed and delivered an engaging and valuable seminar for educators. She is flexible, listens well and was able to adapt her expertise to our group’s and the individuals within the group’s needs. Her experiential approach reinforces learning and provided our participants with much to think about, skills to apply when back in their own workplace and strategies to use when leading and working with students. Feedback was excellent from all participants. Top qualities: Great Results, High Integrity, Creative. I also liked the fact that the seminar offered links to many useful online resources. It was also important to learn about Global Skills. Thank you Chryso!
Secondary Team Leader
Highgate Private School
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