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Dobbanto_Paris

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by

Bognár Mari

on 20 November 2017

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Transcript of Dobbanto_Paris

The Springboard frame
To change everything what reminds of previous pitfalls: complex change of learning environment
Content of learning
Student-centred pedagogical approach - small steps
Organisation of learning
Complex changes in the physical learning environment
Instruction methods
Support and challenge teachers and schools to be able to move in and use this new learning environment safely
Supporting teachers
Regular professional support for change- facilitating mentors and coaches
Supporting school leadership
Get the support of LEAs
School improvement
In-service trainings
Ready-to-use materials
Change-facilitating mentors - tailor
made support for each team
Team building sessions
Regional meetings twice a year
Training opportunities
Advisory system
Help-desk service
Coaching
Regional meetings
Trainings, case discussions
Tea kitchen, relaxation corner, computers with Internet access, resources for formal, non-formal and informal learning.
Small student group,
Stabile and small team of teachers,
Planned but flexible daily routine fitting to students’ needs,
Out of school learning opportunities
In the focus:
Developing communication, social and learning competencies.
Developing core employment competencies and career building competencies.
Supporting the personal development and growth of each individual student using personalised curriculum
Variety of so-called alternative methods:

Co-operative learning
Project-based learning
Experiental learning
Various forms of individual learning etc.

Formative assessment
Personal development plans to take
responsibility for own development:
Longer term agreements
Shorter term contracts
Teacher-student pair system
Face-to-face meetings
Team of teachers, team-building, team
sessions
Trust
Challenge
Support
in very different 15 schools
Students' needs
Teachers' needs
The background for Springboard (Dobbantó) Programme
Rising number of students with learning difficulties and / or behavioral disorders.

Most of them go to vocational training schools and often drop out (approximately 30%) in the first year (9th grade).
Policy solution
According to the 126.§ of the Act on Public Education (2006), these students' catch up (aged between 15-25 years) should be solved by providing personalised education in preparatory 9th year class(es) of assigned vocational schools.
Challenges
Wide age-range (15-25 years)
Different student background and learning experiences
Only one class in a big school to provide personalised education
Personalised education philosophy is opposite to VET schools' culture
VET teachers are not familiar with personalised instruction
Pilot project: Dobbantó (Springboard)
FSZK was mandated by the Ministry of Education and financially supported by the Labour Force Fund to start a pilot project (2008-2011).

15 schools applied to participate in it covering all Hungary

The programme aimed to help students either re-enter
school education or
VET education
or enter
adult education or
labour market
Students flow
Step forward
Individual learning paths
Teamwork
Career building
Student support
Co-operation with the change-facilitating mentor and the coach
Search for drop-out students and keep them on board
School-level involvement
School improvement plan
Regular positive feedback: information about school results
Personal visit: information about Dobbantó philosophy and approach
Invitation to attend project activities
Common characteristics
Several failure-type experience related to schools
Negative picture on schools
Mistrust in adults, especially teachers
No adult to trust in
Missing motivation to learn
Missing idea of the future career
No self-confidence, self-esteem
Breaking social norms for getting respect
Each individual has different needs
Mari Bognár
Finish the year
Move to other training or job
www.fszk.hu/english/dobbanto
Full transcript