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ONLINE EDUCA BERLIN - PowerPoint PPT Presentation

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ONLINE EDUCA BERLIN. 9th International Conference on Technology Supported Learning & Training. December 3 – 5, Hotel Intercontinental, Berlin. The MU ltigrade S chool E ducation Project: Distance Training of Teachers in Remote Rural Schools.

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9th International Conference on

Technology Supported Learning & Training

December 3 – 5,

Hotel Intercontinental, Berlin

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The MUltigrade School Education Project:

Distance Training of Teachers in Remote Rural Schools

Costas Tsolakidis, Emmanouel Fokides, Persa Fokiali, Sofokles Sotiriou, Michail Orfanakis

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  • Prehistory

  • Framework

  • Consortium

  • Definitions

  • Multigrade school reality

  • The role of multigrade education

  • Identified needs in multigrade schools

  • Description of the MUSE project

  • Project’s Objectives

  • Training Framework

  • Current Status

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ΣΧ.Ε.Δ.Ι.Α. (ΣΧΕΔΙΑ {Greek}= raft)


funded by the Ministry of the Aegean

installation of 88 computers in 46 schools in 32 small islands

  • connection to Internet

  • teacher training

  • work with educational software

  • development of Educational material

  • development of web pages to represent the schools

  • distance learning from the University of the Aegean in Rhodes


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The ΜUSE project is co-financed by European Commission within the framework of theSOCRATES programme, actionCOMENIUS 2.1


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  • Salakos Primary School (Greece)

  • Vinturi Tastulan Pr. School (Finland)

  • Veiko Pr. School (Finland)

  • Tarifa Pr. School (Spain)

These schools are the pilot test sites of the training programme.

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What is a multigrade school ?

Is a type of school where the teacher has to teach in more than one grade simultaneously in the same classroom

Why do we have many multigrade schools ?

  • a lot of mountainous regions and a large number small islands

  • historical reasons forced the population to live in areas of difficult access

  • a significant percentage of the population still lives in the above

  • described regions

schools operating even with a very small number of students and even if the conditions do not provide the ideal educational environment

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4/5 mountainousareas

In Greece

More than 10.000 islands

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In Finland : multigrade schools represent 30% of the total school number

In G. Britain : 6,3 of primary schools are multigrade

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The teacher acts under great

time pressure

Multigrade school reality

  • Teachers have to be well prepared:

  • they have to plan ahead

  • be exact on how and when to administer specific parts of the syllabus

  • the schoolbooks are the same as in any other school

  • there is a considerable work for the teacher who has to deal with

  • different grades

In multigrade schools usually there is a teacher “acting as headmaster” having the double role of manager and teacher.

Multigrade schoolteachers have a great deal of administrative work.

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The role of Multigrade Education

  • Multigrade schools are considered to play an important role on providing access to education for all in remote, isolated and underdeveloped rural areas.

  • Multigrade schools are the focal point for cultural, social and in cases economic development of the area they operate

  • Multigrade schools practice multigrade teaching that is considered a very interesting teaching model for many educators.

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  • Teaching techniques

  • cooperative learning - elements of self- learning

  • extended working hours

  • breaks and activities are skipped

  • teaching assistants

  • some subjects are not taught at all

Identified needs in multigrade schools

Multigrade teachers have a multidimentional Educational task – more difficult than the one of their coleagues in “normal schools”

Managers of the school

Teachers act as promoters of multigrade school social role

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Description of the MUSE project

  • The project is based on the use of information and communication technology (ICT) in school education and in the training of the staff working in multigrade schools.

  • The project MUSE aims at the development of a new model of teacher’s training that assists teaching in multigrade schools.

  • Furthermore it encourages innovation in pedagogical methods and materials and promotes trans-national cooperation and communication between schools and teachers training establishments.

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Projects’ Objectives

The specific aims of the MUSE project seem to be exactly along with the aspects of multigrade education mentioned in the above paragraphs. In detail, these are:

  • To develop an in-service specialised training programme for teachers in multigrade schools, aiming to meet the teachers’ needs.

  • To enhance professional skills of multigrade schoolteachers and improve their abilities to develop plans according to the needs of the specific school environment.

  • To develop a dedicated educational web platform which will support in service training and support of multigrade teachers.

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Projects’ Objectives

  • To conduct an intervention study in multigrade classrooms across Europe.

  • To enhance communication among remote multigrade school teaching environment and outside educational community and initiate the formation of a European network on the multigrade school education.

  • To make recommendations on multigrade teaching policy and practice.

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Training Framework

The training programme is developing across three main axes and in two cycles:

  • To provide in service training of teachers in multigrade teaching methodologies ( mixed age grouping, individual teaching etc.) as well as training on organizing and managing multigrade classrooms.

  • To train teachers on the use of ICT and its usage for multigrade teaching. The use of ICT should focus on (a) upgrading quality of multigrade teaching, (b) supporting students learning and (c) fostering social development of the local community

  • To train teachers to be able to design, implement and evaluate multidisciplinary learning activities which should require cooperation of groups of students of different ages, grades or schools.

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Current Status

Teachers Needs Analysis

Traning program Finalised

A ‘ Cycle of training started at end of October with collection of evaluation data

A’ CYCLE 30 hours

a. ICT 12 b. Multgrade teaching 12 c. Cross curricula applications6


Evaluation period

Redesigning training techniques


Final Evaluation

B’ CYCLE 30 hours

a. ICT 12 b. Multgrade teaching 10 c. Cross curricula applications8