Teaching-learning process

Teachers’ perspective

Teacher-centered (inputs) + learner-centered approach

Promotion of autonomous learning

Brainstorming/ mobilizing previous knowledge

Meaningful learning ; balance of different skills/ competences

I – Strategies/ activities

Diversity of strategies/activities Differentiation of activities according

to students’ needs/ abilities

Research/ project work

Open-ended activities that stimulate creativity, critical thinking, reasoning

I – Strategies/ activities

Set book complemented with additional materials (study guides, further practice exercises, up-to-date information from mags, papers,…;)

Reference books, dictionaries

Computer and projector in all the classrooms allow intensive use of images, documentaries, films, on-line newspapers, other on-line materials

 II – Materials/ resources

E-mail exchange with students (marking works, posing doubts,…)

School library

Occasional use of experts as resources (lectures)

School trips (historical sites, enterprises, museums,…)

II – Materials/ resources

Teacher exposition/ inputs

Prevalence of Individual work ( subjects like Technical Drawing)

Prevalence of pair- group work (languages)

III - Interaction

Formality (Students address teachers in a formal way – “S’tor, s’tora”)

Openness

Affection

IV – Teacher-student relationship; student-student relationship

Leading principles

Assessment criteria for every subject given to students and parents in the beginning of the school year

Transparency of evaluation procedures (test specifications, test grading,…)

V – Evaluation

Variety of assessment instruments (tests, project work/ research work, oral presentations, reports,…)

Shared evaluation (self-assessment and peer assessment)

V – Evaluation