British Council TIPD Study Visits - 2003 Ukraine

Visit 2003: Ukraine

Introduction Expected Outcomes of the Visit How Were These Identified and How Were They to be Recorded? Report of the Experience Innovative Educational Methods Observed Some Comparisons of Educational Systems Observed Evaluation General Advice

Introduction

Intended aims of the visit:

To gain a greater understanding of the impact of Accelerated Learning strategies on the following:

Ukranian monastery

• creation of a supportive learning environment
• engaging learners in setting outcomes
• accommodating learning preference - visual, auditory and/or kinaesthetic
• integration of multiple intelligence theory into practice
• the provision for and maintenance of variety in learning
• the maintenance of attention and motivation
• consideration of the qualities of an effective learner
• nurturing effective learners
• the promotion of self-concept and self image and the effect on self esteem
• the employment of key learning behaviours of Resilience, Resourcefulness, Responsibility, Reasoning, Reflectivity & Reflexivity
• the types of feedback that promotes positive learning and improvement in learners

Expected Outcomes of the Visit:

We expected to see at first hand the principles and strategies of Accelerated Learning Methodology, as described in our aims, taking place in the different schools we visited.

How Were These Identified and How Were They to be Recorded?

The aims are taken from the LEA Project on Accelerated Learning in which all the participating schools are taking part.

We expected to record our observations using video, photographs and to collect examples from the schools.

We would each keep a diary of each day’s activities.

Report of the Experience

Was the visit a success measured against the intended aims and objectives?

The visit was a great success but not against the intended outcomes.

Although we did see examples of teachers employing, for instance, VAK methodology, no school had embedded the Accelerated learning strategies in its whole school practice and policy.

The teachers in the English department of our host school were keen to discuss strategy and learn from our understanding of Accelerated Learning.

The beautifully decorated domed roof

This was staff development for them and consolidation for us but did not take us further forward.

The success of the visit lay primarily in the broadening of our understanding of a different culture.

We were impressed by the commitment of the teachers, the teamwork that existed, the monitoring and evaluation of teaching skills that was undertaken by all staff, the study of pedagogy that was expected from entry to the profession to retirement.

Our hosts cared for every moment of our visit.

Travel, entertainment, a variety of visits, home links, were all catered for.

We made good friends in a very short time and recognised our similarities rather than our differences.

Any Innovative Educational Methods Observed, Any Unexpected Outcomes?

We observed several new and interesting strategies.

Christmas card weather in Donetsk

• use of a curtain to hide work for later in the lesson
• linking the sequence of a lesson to a story line
• fast pace of lessons
• use of music and art to enhance lessons and broaden the focus
• questioning skills to examine children’s understanding
• role-play as part of the lesson
• posters with motivational messages around the school
• pride and promotion of the national culture

A brief comparison of educational systems observed.

The following are some of the characteristics, which were different from our own schools.

The children were dressed up for the occasion of our visit

• the schools were for children aged six to sixteen
• generally teachers used didactic methods of teaching
• little recording was seen in the lessons we observed
• little opportunity was evident for practical first hand activity
• differentiation was rarely seen
• memory, recall and rote learning were given high priority
• the children were very attentive, respectful and showed an enthusiasm for learning
• children were seated in paired rows with most of the teaching from the front
• we were hosted by a school which had ‘Profound Learning of Languages’ as it’s descriptor, and from the first year, children learned an additional language (as well as Ukrainian and Russian)
• from the sixth year children learned a further additional language
• each school had a resident Psychologist who cared for the pupils intellectual health
• pre-school pupils attended Kindergarten (not seen) and had the option of Saturday lessons in preparation for school
• pupils were trained to sit correctly with folded arms on the desk. To attract attention of the teacher, an arm was raised from the elbow
• pupils spoke little during lessons, and only in response to questions

Evaluation

Because the educational culture in the host schools was so very different from our own and because Accelerated Learning Methodology has not yet been adopted by them, it was not possible to follow our original intentions and objectives.

During the visit each school team revisited their plans in the light of the experience and adjusted their aims accordingly.

Ukranian children at work

Each school team has prepared Action Plans to implement objectives related to the teaching strategies we saw and to use the experience to the benefit of their pupils.

The cultural knowledge that we have all acquired, even in such a short time will be shared with our pupils and will expand their horizons a little as it has for us.

The revised aims are as follows:

• to enable children in the school to learn about different cultures through accelerated learning strategies
• to develop memory recall skills to enhance learning
• to display a range of motivational posters around the school including some in French
• to develop the use of questioning and answering techniques
• to develop the use of music
• to introduce a series of target posters
• to involve all adults in the celebration of positive behaviour
• to communicate approval and appreciation of specific achievement

We certainly appreciate our own situation better as a result of this experience.

General Advice

Be flexible. You may not see what you had expected. Be prepared to use the experience positively.

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