“ cross – thematic approach to curriculum design and application: the case of greece with...

“ “ Cross – thematic approach to Cross – thematic approach to curriculum design and applicationcurriculum design and application::

The case of Greece with special reference The case of Greece with special reference to the use of ICTto the use of ICT»»

Eleni Karatzia – Stavlioti

University of Patras

Hellenic Pedagogical Institute

Main points of the presentationMain points of the presentation

The role and the importance of CurriculumThe role and the importance of Curriculum

Contemporary socio – political, cultural and scientific Contemporary socio – political, cultural and scientific

developmentsdevelopments

The effectiveness of using cross – thematic approach to The effectiveness of using cross – thematic approach to

learning together with the existence of the different disciplineslearning together with the existence of the different disciplines

Teaching, learning and understanding beyond the facts – The Teaching, learning and understanding beyond the facts – The

macro (cross-thematic concepts) macro (cross-thematic concepts)

Competencies, skills, attitudes and values as cultivated in the Competencies, skills, attitudes and values as cultivated in the

“initiative” being introduced in the Greek System by the Hellenic “initiative” being introduced in the Greek System by the Hellenic

Pedagogical InstitutePedagogical Institute

How learning with the support of ICT is designed to support this How learning with the support of ICT is designed to support this

“initiative”“initiative”

CurriculumCurriculum

Curriculum design attempts to answer three Curriculum design attempts to answer three basic questions in education: basic questions in education:

o Which should be the content and the shape of Which should be the content and the shape of school knowledge?school knowledge?

o How this knowledge should be organized? How this knowledge should be organized?

o How and through which processes this How and through which processes this knowledge can be obtained and successfully used knowledge can be obtained and successfully used by all students? by all students?

1. 1. ContentContent

Of SchoolOf School KnowledgeKnowledge

2. 2. Organization Organization

of school knowledge of school knowledge

3. 3. ΜΜethod of teaching ethod of teaching

TTRADITIONAL RADITIONAL PPRACTICESRACTICES

1.1. Whatever the different Whatever the different disciplines have quoted, disciplines have quoted,

in a form suitable for in a form suitable for studentsstudents

2. 2. In different independent In different independent subjects in accordance to subjects in accordance to

the disciplinesthe disciplines

3. 3. “Direct” methods of “Direct” methods of teachingteaching

CCHANGESHANGES IINN TTHEHE EENVIRONMENTNVIRONMENT OOF F EEDUCATION DUCATION

1.1. (Trends of) Globalization (Trends of) Globalization ofof

- the marketsthe markets

- The cultural capitalThe cultural capital

2. 2. TheThe Big Bang of human knowledgeBig Bang of human knowledge

3. 3. The radical transformation of production and the new The radical transformation of production and the new organizational formsorganizational forms

4. 4. The demographic changesThe demographic changes

Emphasis on the improvement of the quality of education Emphasis on the improvement of the quality of education (discussion on methods for “quality control”) (discussion on methods for “quality control”)

Policies concerning the recognition, the understanding and Policies concerning the recognition, the understanding and the respect of the needs of all the students as well as of the the respect of the needs of all the students as well as of the

requirements of all the education actors requirements of all the education actors (politicians, educationalists, parents, employers …) (politicians, educationalists, parents, employers …) ((

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THE DISCOURSE FOR EDUCATIONTHE DISCOURSE FOR EDUCATION

Policies of “transparency” in the goals of the educational Policies of “transparency” in the goals of the educational process and in the means to achieve these goalsprocess and in the means to achieve these goals

Policies of continues and multi – faced evaluation, of Policies of continues and multi – faced evaluation, of continues improvement and assessment in education continues improvement and assessment in education

The reinforcement of school autonomy The reinforcement of school autonomy

Policies of self – management Policies of self – management Culture of participationCulture of participation

self – evaluation self – evaluation cooperation cooperation

self =- controlled developmentself =- controlled development negotiation negotiation accountability accountability

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The reinforcement of pluralism in values as an The reinforcement of pluralism in values as an antidote to mono cultural orthodoxy antidote to mono cultural orthodoxy

Policies including intercultural approaches to the goals, the Policies including intercultural approaches to the goals, the programs and the school textbooks programs and the school textbooks

Management of educational change Management of educational change (crisis and danger) (crisis and danger)

Ways, mechanisms and techniques)Ways, mechanisms and techniques)

The management of the huge amount of knowledge The management of the huge amount of knowledge Encyclopedism Encyclopedism

Knowledge pragmatismKnowledge pragmatism

Knowledge minimalismKnowledge minimalism

The management of the radical enlargement of The management of the radical enlargement of knowledge knowledge

From knowledge itself to the way of acquiring it From knowledge itself to the way of acquiring it From borders in knowledge to its organization in an interdisciplinary way From borders in knowledge to its organization in an interdisciplinary way Problems in the selection, organization and inclusion of information in the Problems in the selection, organization and inclusion of information in the

field of knowledge field of knowledge

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The management of the asynchronous development The management of the asynchronous development of the different discipline fields of the different discipline fields

From the dichotomy of theoretical vs applicable knowledge From the dichotomy of theoretical vs applicable knowledge to its “unification” to its “unification”

From the stability to the re-negotiation of school time per subject: From the stability to the re-negotiation of school time per subject: corpus, selection interdisciplinarity, cross – curricularity corpus, selection interdisciplinarity, cross – curricularity

in the school program in the school program

The management of socio – cultural and learning The management of socio – cultural and learning diverse student populations diverse student populations

ΑΑfrom orderly to cooperative management schemes from orderly to cooperative management schemes From value orthodoxy to value pluralism From value orthodoxy to value pluralism

From the pessimism of equalitarianism to the optimism of high aims From the pessimism of equalitarianism to the optimism of high aims From the “shot” of minimal effort to the happiness of the creative From the “shot” of minimal effort to the happiness of the creative

outcome outcome

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The management of interpersonal relations in the The management of interpersonal relations in the “open school” “open school”

Matters of communication between parents, teachers and Matters of communication between parents, teachers and local community local community

The important role of the personality and of the leadership The important role of the personality and of the leadership characteristics characteristics

CROSS – CURRICULAR APPROACHCROSS – CURRICULAR APPROACHTHE DEFINITION IN THE GREEK CURRICULUM (“INITIATIVE” )THE DEFINITION IN THE GREEK CURRICULUM (“INITIATIVE” )

Cross – curricularity Cross – curricularity

refers to the possiblerefers to the possible horizontal linkshorizontal links that can be that can be achieved amongst the curriculum of the achieved amongst the curriculum of the

different subjectsdifferent subjects. .

For these horizontal links to be achieved For these horizontal links to be achieved

a suitable organization of the teaching matter of a suitable organization of the teaching matter of each subject is necessary, so that the each subject is necessary, so that the

different themes are treated from diverse different themes are treated from diverse “angles” , they are given light in a “angles” , they are given light in a

««multi – dimensional way”multi – dimensional way”

and their relationship to everyday life is revealedand their relationship to everyday life is revealed

CROSS – CURRICULAR APPROACHCROSS – CURRICULAR APPROACHTHE DEFINITION IN THE GREEK CURRICULUM (“INITIATIVE” )THE DEFINITION IN THE GREEK CURRICULUM (“INITIATIVE” )

Within this framework we search for the Within this framework we search for the “extensions” “extensions” that the themes under that the themes under

investigation have in the fields investigation have in the fields

of science, art and technologyof science, art and technology as well as in the as well as in the development of development of skillsskills, , attitudes, behaviors attitudes, behaviors

and and values. values. In this way we treat the themes in In this way we treat the themes in a holistic way and we manage to relate a holistic way and we manage to relate

knowledge to everyday life. knowledge to everyday life.

In this way cross - curricularity inludes In this way cross - curricularity inludes interdesciplinarityinterdesciplinarity

1.1. Cross curricular links in the school textbooks and in the Cross curricular links in the school textbooks and in the other learning material (ie software) using as linking other learning material (ie software) using as linking elements (as a vehicle) the macro concepts (cross elements (as a vehicle) the macro concepts (cross curricular concepts) as well as the skills, attitudes, curricular concepts) as well as the skills, attitudes,

behaviors and values that can be cultivated across the behaviors and values that can be cultivated across the curriculumcurriculum

2. 2. The materialization of activities and projects with cross – The materialization of activities and projects with cross – curricular approach in the time frame of the various subjects curricular approach in the time frame of the various subjects

(up to 10% of the teaching time) (up to 10% of the teaching time)

THE HELLENIC PEDAGOGICAL INSTITUTE PROPOSAL FOR THE THE HELLENIC PEDAGOGICAL INSTITUTE PROPOSAL FOR THE PROMOTION OF CROSS - CURRICULARITYPROMOTION OF CROSS - CURRICULARITY

3. 3. The involvement of the students and teachers in projects The involvement of the students and teachers in projects of their choiceof their choice

(ie environmental education, health education …)(ie environmental education, health education …) during the time of during the time of ““The flexible zone”The flexible zone”

ChangeChangeCommunicationCommunication

CivilizationCivilization DimensionDimensionInteractionInteraction

SystemSystem Similarity – differenceSimilarity – difference

Unit (atom) – wholeUnit (atom) – whole

(INDICATIVE) (INDICATIVE)

MACRO / CROSS – CURRICULAR MACRO / CROSS – CURRICULAR CONCEPTSCONCEPTS

(Given by the different disciplines, appear very often in the aims and in the (Given by the different disciplines, appear very often in the aims and in the content of the curriculum and may be used to promote the goals of content of the curriculum and may be used to promote the goals of

education)education)

THE CONCEPTTHE CONCEPT SYSTEMDescription of the concept – Its application

in cross – curricular approach

The system consists of parts that are related and interact etc. as a unity.

The word may mean method and way of working. The concept exists in both the social and the natural sciences.

THE CONCEPTTHE CONCEPT SYSTEM(Application of the concept in the different disciplines

The understanding of the use of the concept “system” in The understanding of the use of the concept “system” in the natural sciences helps the human beings the natural sciences helps the human beings

understand nature more and realize the necessity and understand nature more and realize the necessity and the operation of the natural laws. the operation of the natural laws.

The transfer and the use of the concept in social The transfer and the use of the concept in social sciences and in everyday life is closely related to the sciences and in everyday life is closely related to the different types of social organization as well as to the different types of social organization as well as to the diverse relationships that are formed in the various diverse relationships that are formed in the various

systems of social organization. systems of social organization. The understanding of the various meanings that the The understanding of the various meanings that the

concept “system” has helps the human beings concept “system” has helps the human beings understand the important influence that the systemic understand the important influence that the systemic

organization has on individual and / or social organization has on individual and / or social development (systemic and critical thinking …). development (systemic and critical thinking …).

THE CONCEPTTHE CONCEPT SYSTEM (The benefit of the student)

• The student is supported to understand The student is supported to understand that many systems have self – regulating that many systems have self – regulating

mechanisms that protect them from mechanisms that protect them from distraction in cases of radical changes, distraction in cases of radical changes,

instability etc. instability etc. • This kind of knowledge accompanied with This kind of knowledge accompanied with

the skills, attitudes and behaviors that are the skills, attitudes and behaviors that are related to lifelong learning and active related to lifelong learning and active

cooperative citizenship are necessary for cooperative citizenship are necessary for the youths in the contemporary society the youths in the contemporary society

ΟΡΙΖΟΝΤΙΑ ΚΑΙ ΚΑΘΕΤΗ ΠΑΡΟΥΣΙΑΣΗ ΚΑΤΑΝΟΜΗΣ ΘΕΜΕΛΙΩΔΩΝ ΕΝΝΟΙΩΝ ΣΕ ΟΛΑ ΤΑ ΜΑΘΗΜΑΤΑ ΟΛΩΝ ΤΩΝ ΤΑΞΕΩΝ ΤΟΥ ΔΗΜΟΤΙΚΟΥ ΣΧΟΛΕΙΟΥ

ΘΕΜΕΛΙΩΔΕΙΣ ΓΛΩΣΣΑ ΜΑΘΗΜΑΤΙΚΑ ΜΕΛΕΤΗ

ΠΕΡΙΒΑΛΛΟΝΤΟΣ ΦΥΣΙΚΑ ΦΥΣΙΚΗ ΑΓΩΓΗ

ΕΝΝΟΙΕΣ Α Β Γ Δ Ε ΣΤ Α Β Γ Δ Ε ΣΤ Α Β Γ Δ Ε ΣΤ Α Β Γ Δ Ε ΣΤ Αλληλεπίδραση + + ++ ++ + + ++ ++ ++ ++ +++ +++ ++ +++ +++ +++ ++ ++ ++ ++ ++ ++ ++ ++

Άτομο - Σύνολο + + + + + + + + + + + + + + + + + + + + + + + +

Επικοινωνία +++ +++ +++ +++ +++ +++ +++ ++ ++ ++ + ++ ++ ++ ++ ++ ++ +++ + + + + + +

Μεταβολή + + + + + + + + ++ ++ ++ ++ + ++ + + ++ + +++ +++ +++ +++ +++ +++

Ομοιότητα - Διαφορά ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ + + + + + + +

Πολιτισμός + + + + + + + + + + + + + + + + + ++ + + + + + +

Σύστημα +++ +++ ++ ++ ++ ++ ++ ++ ++ ++ +++ ++ + + + ++ ++ ++ + + ++ ++ ++ ++

Χώρος - Χρόνος + + + + + + + + + + + + +++ ++ ++ ++ + + + + + + + +

ΘΕΜΕΛΙΩΔΕΙΣ ΙΣΤΟΡΙΑ ΘΡΗΣΚΕΥΤΙΚΑ ΓΕΩΓΡΑΦΙΑ ΚΟΙΝ. & ΠΟΛΙΤ. ΑΓΩΓΗ

ΑΙΣΘΗΤΙΚΗ ΑΓΩΓΗ ΑΓΓΛΙΚΑ

ΕΝΝΟΙΕΣ Γ Δ Ε ΣΤ Γ Δ Ε ΣΤ Ε ΣΤ Ε ΣΤ Α Β Γ Δ Ε ΣΤ Δ΄, Ε΄, ΣΤ Αλληλεπίδραση ++ +++ +++ +++ +++ +++ +++ +++ + ++ ++ ++ +++ +++ +++ +++ +++ +++ ++

Άτομο - Σύνολο + + + + + + + + + + ++ + + + + + + + +

Επικοινωνία ++ ++ + + +++ ++ + +++ + + ++ + ++ ++ ++ ++ ++ ++ +++

Μεταβολή + + + + + ++ ++ + + ++ ++ ++ ++ + + +

Ομοιότητα - Διαφορά + + + + + + + ++ + ++ + ++ + + + + + + ++

Πολιτισμός +++ ++ ++ + ++ + ++ + + + + + + + + + ++

Σύστημα + + ++ + + + + + + + ++ ++ ++ ++ + + + + +

Χώρος - Χρόνος + + + ++ + + + + +++ +++ + + + + + + + + +

ΣΗΜΕΙΩΣΗ: Η ποσοτική αποτύπωση με (+): σπάνια, (++): συχνά, (+++): πολύ συχνά, αντανακλά τη γενικότερη κατανομή των εν λόγω εννοιών, που βασίζεται στους στόχους και τα περιεχόμενα των Α.Π.Σ.

ΤΑΞΗ Β΄ ΔΗΜΟΤΙΚΟΥ

ΘΕΜΕΛΙΩΔΕΙΣΕΝΝΟΙΕΣ

Γ Λ Ω Σ Σ Α Μ Α Θ Η Μ Α Τ Ι Κ Α ΜΕΛΕΤΗ ΠΕΡΙΒΑΛΛΟΝΤΟΣ

ΕΝΟΤΗΤΑ-ΣΕΛ. ΟΛΙΚΗΣΥΧΝ.

ΣΧΕΤ.ΣΥΧΝ.

ΕΝΟΤΗΤΑ-ΣΕΛ ΟΛΙΚΗΣΥΧΝ.

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1

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1 11%

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Άτομο-Σύνολο Ανάγνωση, σ. 31-32 1 1% Αριθμοί και πράξεις. Οι αριθμοί από το 100 μέχρι το 1000. Ανάγνωση και γραφή στο δεκαδικό σύστημα. 1 3%

Οι ανάγκες του ανθρώπου, σ. 390Η συνοικία μου, σ. 386

21 5%

Επικοινωνία Βασικά είδη προφ. λόγου, σ. 27Ανάγνωση, σ. 31-32Γραφή και παραγωγή γραπτού λόγου, σ. 36-37Λογοτεχνία, σ. 41Λεξιλόγιο, σ. 44-45Γραμματική, σ. 47

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21 5%


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Αριθμοί και πράξεις. Οι αριθμοί από το 100 μέχρι το 1000. Ανάγνωση και γραφή στο δεκαδικό σύστημα.Αριθμοί και πράξεις. Διάταξη και σύγκριση φυσικών αριθμών.ΜετρήσειςΑριθμοί και πράξεις. Υπολογισμοί (οριζόντιες γραφές πολλαπλασιασμών, προσθέσεων)

1

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1 11%

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132

3 11%

Μεταβολή Ανάγνωση, σ. 31-32Λεξιλόγιο, σ. 44-45

11 3%

Επίλυση προβλήματοςΑριθμοί και πράξεις. Οι αριθμοί από το 100 μέχρι το 1000. Ανάγνωση και γραφή στο δεκαδικό σύστημα.

2

1 9%

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1

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41 19%

Ομοιότητα-Διαφορά

Βασικά είδη προφ. Λόγου, σ. 27Ανάγνωση, σ. 31-32Γραφή και παραγωγή γραπτού λόγου, σ. 36-37Λεξιλόγιο, σ. 44-45Διαχείριση της πληροφορίας, σ. 51

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1 19%

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111

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12 20%

Το σχολείο μου, σ. 386Η συνοικία μου, σ. 386Έμβια και άβια, σ. 388Κύκλος νερού - καιρός, σ. 389

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Κύκλος ζωής και χρόνος, σ. 389Η ενέργεια στη ζωή μας, σ. 390

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THE CONCEPT SYSTEM CLASSES 1 AND 2CLASSES 1 AND 2

When this concept is related with those of When this concept is related with those of communicationcommunication and and civilization civilization it promotes the “sensitivity and it promotes the “sensitivity and understanding” towards the students with learning and understanding” towards the students with learning and other “specialties” as well as towards the environment. other “specialties” as well as towards the environment.

The concept of the “system” is applied mainly in the subjects The concept of the “system” is applied mainly in the subjects of of Language Language and and MathematicsMathematics. .

In these subjects the students begin to organize and In these subjects the students begin to organize and gradually systematize knowledge concerning the numbers gradually systematize knowledge concerning the numbers and the use of words. They generally begin to “recognize” and the use of words. They generally begin to “recognize” the different systems, ie groups of plants and animals in the different systems, ie groups of plants and animals in their environment, the decade system of counting etctheir environment, the decade system of counting etc





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ΕΝΝΟΙΑ ΣΥΣΤΗΜΑ Τάξεις Α΄και Β΄Τάξεις Α΄και Β΄

• Η έννοια αυτή, όταν συνδέεται με την έννοια της Η έννοια αυτή, όταν συνδέεται με την έννοια της επικοινωνίας επικοινωνίας αλλά και του αλλά και του πολιτισμού,πολιτισμού, προωθεί την προωθεί την

ευαισθητοποίηση των μαθητών προς τα άτομα με ευαισθητοποίηση των μαθητών προς τα άτομα με ιδιαιτερότητες αλλά και προς το ευρύτερο φυσικό και ιδιαιτερότητες αλλά και προς το ευρύτερο φυσικό και

ανθρωπογενές περιβάλλον.ανθρωπογενές περιβάλλον.• Η έννοια σύστημα προωθείται κατ΄ αναλογία σε όλα τα Η έννοια σύστημα προωθείται κατ΄ αναλογία σε όλα τα

μαθήματα και κυρίως στη μαθήματα και κυρίως στη ΓλώσσαΓλώσσα και στα και στα ΜαθηματικάΜαθηματικά. Οι . Οι μαθητές αρχίζουν να οργανώνουν και σταδιακά να μαθητές αρχίζουν να οργανώνουν και σταδιακά να

συστηματοποιούν τη γνώση όσον αφορά τους αριθμούς συστηματοποιούν τη γνώση όσον αφορά τους αριθμούς και τη χρήση του λεξιλογίου. Γενικότερα αρχίζουν να και τη χρήση του λεξιλογίου. Γενικότερα αρχίζουν να

«αναγνωρίζουν» διάφορα συστήματα, π.χ. ομάδες φυτών «αναγνωρίζουν» διάφορα συστήματα, π.χ. ομάδες φυτών και ζώων του περιβάλλοντος, το δεκαδικό σύστημα, κ.ά. και ζώων του περιβάλλοντος, το δεκαδικό σύστημα, κ.ά.

THE CONCEPT SYSTEM

CLASSES 3 AND 4 CLASSES 3 AND 4

The concept of “system” is found a lot in the subjects of The concept of “system” is found a lot in the subjects of Mathematics, Language and Environmental studies.Mathematics, Language and Environmental studies.

Through its application and use the students acquire a Through its application and use the students acquire a deeper knowledge of measures for space and time. They deeper knowledge of measures for space and time. They also learn more on the system of numbers through the also learn more on the system of numbers through the

learning of ratios etc learning of ratios etc

When this concept is related to the concepts of When this concept is related to the concepts of communicationcommunication and and interactioninteraction the students “recognize” the students “recognize”

certain “rules” that exist in the various systems and, certain “rules” that exist in the various systems and, whenever possible, they practice their application ie. The whenever possible, they practice their application ie. The

application of grammar “rules” in communicative application of grammar “rules” in communicative circumstances, the application of mathematical circumstances, the application of mathematical

“measures” in circumstances of everyday life etc“measures” in circumstances of everyday life etc





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““SYSTEM”SYSTEM”CLASSES 5 AND 6 CLASSES 5 AND 6

The concept of “system is applied in all subjects The concept of “system is applied in all subjects but mainly in but mainly in Mathematics,Mathematics, Language Language and and

Citizenship EducationCitizenship Education In these subjects the student begins to organize and In these subjects the student begins to organize and

use / apply the knowledge on numbersuse / apply the knowledge on numbers In these subjects the student starts to organize In these subjects the student starts to organize alone the knowledge on numbers, on the use of alone the knowledge on numbers, on the use of words and their relationship to different social words and their relationship to different social

groups as well as to the environment. groups as well as to the environment. The application of this concept in all subjects aims The application of this concept in all subjects aims

to help students understand that all systems to help students understand that all systems consist of parts that are interrelated … consist of parts that are interrelated …

THE USE OF ICT TO SUPPORT THIS EFFORT – THE USE OF ICT TO SUPPORT THIS EFFORT – THE SOFTWARETHE SOFTWARE

• The software to be produced should be:• Interactive• Cross curricular (with horizontal and vertical links)• Creative (“surfing” through activities and projects)

• The producers should use:• The curriculum framework• The identified concepts

To “create” a software useable in class or at home

“ cross – thematic approach to curriculum design and application: the case of greece with...

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