' Raising standards through international experience '
British Council TIPD Study Visits - 2000 Turkey
Summary
Ankara, Turkey |
Our visit to METU and TED Ankara Colleges
offered a unique opportunity to study briefly but at first hand
the education systems of another country.
We would like to record our gratitude to the team of teachers translators
and mentors who gave so freely of their time and enthusiasm in order
that our visit should be profitable and successful.
The representative from the British Council offered invaluable
help.
Transport had been organised, packs of information provided, and
a detailed programme arranged.
All those we met were committed to ensuring that we understood the
educational systems we were observing.
We were invited into their homes, escorted to sites of historical
and religious significance and learned a little of the evolution
of the present culture.
Intended Aims of the Visit
Following the implementation of the Literacy and Numeracy Strategies
in our Primary Schools and the introduction of the Foundation Stage
for our youngest children, we were interested to see how other countries
addressed the needs of the youngest children in the three to eight
year age group.
Expected Outcomes of the Visit
Within the overall purpose of the visit, each school group defined
their objectives in terms that had particular relevance to their
school situation.
They sought examples of:
- developing writing strategies for all children and particularly for the children with special needs at each end of the spectrum
- the use of additional support in the classroom
- structure of lessons and the use of resources
Identification and Recording Methods
The outcomes would be identified through observation, photographs,
video recordings, discussion with educationalists, examples of teachers
planning and curriculum guidance.
Report of the Experience
Success measured against the intended aims and objectives:
Our host schools were the large primary departments of two private
academies.
Our visits did not include examples in the state sector.
Each campus served pupils from Kindergarten (five years) or Grade
1(six years) through to University.
The programme of the visit offered many opportunities to observe
and collate information in a wide range of settings.
Visits were planned in great detail by our hosts and were willingly
and quickly adapted to answer our questions and respond to our curiosity.
In order to contextualise our experiences, introductions to the
culture and the educational curriculum were provided for us, and
we were able to collect a wide range of material to support our
continuing studies.
Observation of teaching and learning strategies were observed in
Turkish speaking classes in art, drama, science, mathematics, and
Turkish, and in lessons of English as a second language.
The ages of the children ranged from six to nine years.
Innovative Educational Methods Observed
Most classes observed followed a whole class taught, structured
programme derived from the Turkish national curriculum.
From Grade 1, subjects are taught by specialists in English, science,
drama, art, ICT, and P.E.
Resources for the subjects were of a high standard with computer
suites and specialist rooms for many subjects used by all the children.
The teaching of English began at Kindergarten or Grade One, with
a programme focussing on oracy before written language was introduced
in Grade 3.
The children spoke confidently in English from the earliest years.
In the later grades in both Turkish and English lessons, there
was a strong emphasis on good posture, handwriting patterns, letter
formation, pencil grip, and of grammar and sentence construction.
Time was built in to the curriculum structure for consolidation
of skills, and expectations of the children were high.
Unexpected Outcomes
The teaching of English as a foreign language to children from
the age of six was very successful.
The methodology employed was class teaching using resources and
ideas that were meaningful and stimulated the childrens interest
and imagination.
Each school had a team of educational counsellors who supported
the social and emotional needs of the pupils.
These specialists were available to individuals both referred by
staff and self referred.
They also provided programmes of study on themes including, friendship,
behaviour, divorce, working skills, and social responsibility.
Children showed great confidence in written forms of language,
and were willing and eager to write and to read to the class.
Some Comparisons of Educational Systems Observed
The main difference was the starting age of statutory education.
The equivalence of our Nursery pupils would be in private provision
in Turkey, not in school.
Specialist teaching from such an early age is not the norm in English
schools where young children are taught all subjects by one class
teacher.
Turkish teachers had non-contact time during the school day.
Specialist facilities such as science laboratories are not a feature
of English Primary Schools.
We observed no religious education but we did hear the Turkish
national anthem sung.
Photographs and writings of Ataturk were evident in every classroom.
The schools we visited were Private and entry was by selection,
there were few children with special educational needs.
Both establishments were large with several thousand children in
each.
Evaluation
Key educational outcomes and implementation in the home setting:
Our initial focuses changed somewhat as a result of our observations
and the ideas that these engendered.
Revised Objectives
1. The techniques of teaching writing observed in the Turkish classes
will be applied alongside the Literacy Strategy throughout the school,
with children from four to eight years.
A whole staff programme of training will include Governors as well
all class based staff.
2. The Counsellors support, offered to the Turkish children, addressed
the personal, social and emotional needs of young children.
A programme of social and emotional themes will be developed for
the five year old pupils in the home school.
The present PSE programme which begins in Year 1, will be extended
to the Reception class, and Circle time activities developed by
the teaching staff.
Materials and advice will be sought to support this development.
3. The structured programme of teaching English was so successful
that two members of the group have developed plans to teach a foreign
language to four and five year old children in their schools.
The resources and advice to support this initiative are to be provided
by a third member of the team.
The LEA Adviser will be consulted and it is hoped to integrate this
early years initiative with others that are beginning in the Region.
Links with other schools and phases are also to be explored.
Each team has written a detailed report of the educational outcomes
and plans of intended implementation.
Assessing the Present Position
Monitoring of the present position has or will include observations,
assessing examples of childrens work, assessing childrens attitudes
and behaviour, and simple testing of language knowledge.
Data on childrens achievements and records of progress will be analysed
to show a starting position.
Measuring the Changes
Appropriate methods of evaluating the changes brought about will
include, assessment against objective criteria, repeating data analysis,
attitude and monitoring activities and knowledge testing.
Dissemination of the Findings of the Visit
Information about the visit and the consequent activities and results
will be shared with staff and Governors at Staff and Curriculum
development meetings.
Assemblies will be used to inform the children in the school who
are less directly involved.
Displays within the school and at local Conferences of teachers
and Head teachers will evolve as the projects develop.
The local radio station, press, local Councillors and Member of
Parliament have shown interest in the projects.
It is hoped to use the Twinned Towns and the Internet links to enhance
the activities.
Proposals for Future Developments and Continuing Links
It is fully intended that the contacts made will be continued and
built upon.
Communication by letter, photographs, videotapes and E-mail are
already underway.
Contact between pupils as pen pals is to be initiated and further
visits and exchanges are to be explored.
All members of the party expressed a wish to welcome the Turkish
teachers to visit our schools.
General Advice
The Internet provided some useful background information on the
history and culture of Turkey.
Each of the Colleges we visited had their own website, one was in
English.
The DFEE TIPD site and the Central Bureau sites give further information
on Study Visits and the commitments involved.
Make contact with the schools to be visited and send a copy of
your pre-visit proposals.
Take small gifts and information about your school and your local
area with you.
Photographs, pieces of childrens work or curriculum guidelines are
of interest to all teachers!
Check the climate and weather conditions.
Dress accordingly but be aware that dress code in the schools is
more formal than in England.
Ankara is not a typical tourist destination, and a group of women
wearing bright coloured clothing will be noticed.
Respect traditions and expectations.
When visiting a mosque, outside prayer times, head covering for
women would be expected.
Familiarise yourself with the local currency and exchange rate
or get a ready reckoner.
Be firm in refusing the help of the porters on arrival at the airport.
They are unofficial and will negotiate their tip not easy when you
have just arrived and havent come to terms with the cost of living.
The hotel accommodation and restaurants are excellent.
Food and shopping are very good value and our hosts were very helpful
in their recommendations.
Ankara provided some truly Turkish mementos of our visit - try the
Turkish delight, pastries, nut toffee, as well as leather goods
and good red wine.
Within the planned programme ensure that you give yourselves time
for review and reflection.
So many new experiences can be overwhelming and opportunities to
appraise the experience are essential.
Ensure that you are acquiring the information and experiences you
need to implement the outcomes when you return home.
Individual and team feedback sessions will keep the project on course.
Be prepared for the warmth of the hospitality.
We were taken care of throughout our visit by everyone we met.
We are very grateful for the opportunities and the welcome we enjoyed
throughout our stay.
We hope to be able to renew the friendships we made, in the future.
For more information please contact:
Yvette Fox, Teaching and Learning Consultant, Multicultural Education and Global Citizenship/TIPD Co-ordinator
Tel: (01482) 392436
E-mail: yvette.fox@eastriding.gov.uk
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