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INSULA EUROPAE PROJECT
Last project steps: the Results in Bulgaria
PROJECT RESULTS
QUANTITATIVE DATA Concerning the Students
Number of classes involved |
10 groups |
Number of students involved |
149 students |
Kind of secondary schools involved |
5 Secondary schools
(4 Comprehensive Sec. Schools
and 1 Specialized)
1 General school |
Level of education |
Grades of education
IV – 1 group
IX – 2 groups
X – 2 groups
XI – 2 groups
XII – 3 groups
This is according to the Bulgarian
educational system. On the other
hand there are
3 levels of education:
primary (grades I-IV),
pre-secondary (grades V-VIII)
and secondary (grades IX-XII) |
Number of classes / students
that performed the 1st curriculum
European Integration History |
7 groups / 103 students |
… 2nd curriculum (EL&C) |
N/A |
… 3rd curriculum (ECE) |
3 groups / 46 students |
QUANTITATIVE DATA CONCERNING THE TEACHERS
Teachers participating
to the training for trainers |
9 teachers
This is the number of teachers,
who had experimented the curricula
with students (and not the number
of teachers that participated
in the training seminars). |
Kind of teaching |
History and Civilization: 3 teachers
Word and Person: 2 teachers
Philosophy: 2 teachers
Geography and Economics: 1 teacher
English: 1 teacher
IT: 3 teachers
(The total number of the teachers
is different compared to the kind
of teaching, because some of them
are teaching more than one subject.) |
Kind and number of technical
Assistants |
IT teachers: 5 |
Numbers of hours used in each Class for the entire curricula development of the (both on-line and in class) |
IV – 1 group (25 hours)
IX – 2 groups (20 / 20 hours)
X – 2 groups (30 / 25 hours)
XI – 2 groups (30 / 35 hours)
XII – 3 groups (20 / 22 / 20 hours) |
Organization of the experimentation phase
Experimentation Phase With Teachers
- Number of training seminars and meetings: 3
Sofia,November 3rd 2006
Sofia, December 15th 2006
Plavdiv, January 12th 2007
- Total number of participants: 47
incl. representatives of the Ministry of Education, the Regional Educational Inspectorate in Sofia and Plovdiv, the Institute for Qualification and Pre-Qualification of Teachers; head masters; teachers
Experimentation Phase With Students
Number of training seminars and meetings: 1
Sofia, March 16th 2007
Total number of participants (teachers): 7
Organization of the Experimentation Phase
Curricula experimented with the groups
All the groups (e.g. teachers and students) had examined all 3 curricula and after that they decided which one to choose for detailed experimentation.
We can point at least several reasons for this choice:
- European Integration History curriculum was the first prepared one and so the groups had more time for its examination;
- The recent EU membership of Bulgaria make this topic undoubtedly more interesting than the others;
- And of course, we can also consider this curriculum as better than the others.
The Methodological and Didactical Approach Adopted by the Teachers
We can divide the methodological and didactical approach adopted by the Bulgarian teachers into two main parts:
- Curricula experimented within the classes (e.g. the respective subject)
Most of the groups are studying the chosen curriculum within the classes. This is possible because of the similarities between the respective subjects and the curricula – one more reason for priority choice of European Integration History curriculum and the ignorance of the European Literature and Culture curriculum
- Out of the classes
There are two different types of experimenting the chosen curriculum out of the classes. The first one is the so called SIP – a freely chosen subject (e.g. not compulsory, like for example History and Civilization). The second type of experimenting is to stay and learn after the obligatory lessons.
The Methodological and Didactical Approach Adopted by the Teachers
The following methodological and didactical approaches (steps) adopted by the teachers are common both for curricula experimenting within and out of the classes:
- Step 1 – the students have the possibility to examine the curriculum alone by themselves
- Step 2 – the students present their first impressions, questions and comments concerning the curriculum (1st Level)
- Step 3 – discussion within the group
- Step 4 – the students examine the curriculum (1st Level) supported by teacher’s explanations
- Step 5 - discussion within the group
SWOT Analysis of the Experimentation Phase (in general)
STRENGTHS |
6 schools, 9 teachers, 149 students involved |
Large area covered |
Two different types of schools |
Variety in the age of the students |
Teachers with experience in European projects |
Student’s and teacher’s skills in English language |
Student’s and teacher’s skills in IT |
Possibilities for experience and opinions exchange |
Realization of an active learning process |
Possibilities for student’s individual study |
SWOT Analysis of the Experimentation Phase (in general)
STRENGTHS |
Lots of discussions about the European dimension |
New and powerful opportunities for diverse teaching strategies |
Interdisciplinary variations for usage of the curricula
by lecturers in different subjects’ fields |
Certificates for students and teachers
at the end of the experimentation phase |
Encouraging European integration and values within the schools, the students and the teachers |
Involving parents in the studying process |
New and more attractive studying approach
(especially the animated ‘lector’) |
SWOT Analysis of the Experimentation Phase (in general)
WEAKNESSES |
Limited time for testing the curricula |
Month of May full of exams and different school activities |
Appearance of the curricula not in the same time |
The 2nd level of the curricula is less attractive and interesting for the students |
The content of European Literature and Culture curriculum
(1st level) isn’t suitable for students of this age |
Suggestions For Improving
The main suggestion and hope shared by all participants is that the project should be continued.
Another important and common suggestions for improving
the experimented methodology are:
- Meetings and workshops (at national and international levels) between the students (and the teachers) involved in the project;
- Competitions between the participants based on the experimented curricula
- Further developing of the curricula content by using of multimedia tools (concerning the 2nd level), games, etc.
- Further developing of the communication tools by using of chat rooms,
live video conference, etc.
CONCLUSION
In conclusion the Insula Europae project has a great importance both for the Bulgarian teachers and students. They have the unique possibility to test a new didactical methodology, to implement new methods and learning strategies, to share opinions about the European values, to increase their motivation and talents, and finally to feel like real citizens of United Europe.
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