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From 4P's to 4C's - new methodology for key competences of the future
FunderEuropean Commission
Funder Contribution €131,634.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2021-2-PL01-KA220-SCH-000050877
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
"<< Background >>The project was a response to a situation in many European schools - both individual schools and entire education systems - where the way lessons were taught and the approach of teachers were not adapted to the advances in science and technology or contemporary challenges. We wanted to offer teachers a tool that would facilitate teaching that takes into account and supports children's learning. And also, one that will support the development of key competencies such as communication, creativity, critical thinking and collaboration, which are becoming increasingly indispensable in a rapidly changing world. We aimed to prepare a set of methodological tools that would be practical and allow the proposed methodology to be easily implemented, thus helping teachers to improve the quality of their lessons.<< Objectives >>We aimed to improve the quality of education by adapting educational activities to students' needs based on current knowledge of the learning process. As part of the project, we planned to offer support to teachers in this regard by preparing a methodological guidebook. In addition, we planned to develop lesson plans and infographics to facilitate the implementation of the methodology. We wanted to base the proposed methodology on Mitchel Resnick's theory of creative learning (4P’s) and use it to develop key competencies from the 4C’s catalogue (communication, collaboration, creativity, critical thinking). By developing and testing these materials and publishing them, we wanted to offer teachers a methodological tool to facilitate teaching that contributes to the development of key competencies and that supports the learning process.<< Implementation >>1/We prepared a proposal for a 4P4C methodology based on the theory of creative learning (4P’s) and focused on the development of key competencies (4C’s). A team of methodological experts introduced the other Partners to the concept. 2/We developed a methodological guidebook, which was then adapted into the national languages of each Partner. 3/We have developed a set of infographics introducing the principles of the 4P4C methodology and serving as a tool for assessing the level of classroom work with individual key competencies. 4/We prepared 5 lesson plans for children aged 7-11. The plans have been developed in line with the 4P4C methodology and help to implement its principles in the lessons. They are also in line with the STEAM approach. The common themes are ecology, care for the environment and exploring nature. 5/The prepared materials were tested in schools in Poland, Italy and France. We collected feedback from teachers and pupils and incorporated it in the final version of the materials. 6/We collected good practices from cooperating teachers. These are practical examples of activities in school involving the 4P4C methodology. 7/ We conducted a webinars for teachers to disseminate the project results.<< Results >>The results of the project were: 1. A methodological guide for teachers and educators ""From 4P’s to 4C’s"" developed and published online under a free licence in four language versions (Polish, Italian, French, English), including a good practice component. 2. A set of 5 lesson plans prepared following the 4P4C methodology, published online under a free licence in four language versions. 3. A set of infographics to introduce the 4P4C methodology and to evaluate the work with the key competencies during the lessons. The set has been published online under a free licence in four languages. 4. A series of webinars introducing the 4P4C methodology and disseminating the project results (8 webinars in total, 405 participants). 5. Increased level of competence in supporting students' development of key competencies among teachers and educators participating in the methodological training and testing of the project results (23 persons from Poland, Italy and France). 6. Development of key competencies and increased interest in STEM subjects among 499 students from Poland, Italy and France participating in the testing of the project results."
Partners (3)
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"<< Background >>The project was a response to a situation in many European schools - both individual schools and entire education systems - where the way lessons were taught and the approach of teachers were not adapted to the advances in science and technology or contemporary challenges. We wanted to offer teachers a tool that would facilitate teaching that takes into account and supports children's learning. And also, one that will support the development of key competencies such as communication, creativity, critical thinking and collaboration, which are becoming increasingly indispensable in a rapidly changing world. We aimed to prepare a set of methodological tools that would be practical and allow the proposed methodology to be easily implemented, thus helping teachers to improve the quality of their lessons.<< Objectives >>We aimed to improve the quality of education by adapting educational activities to students' needs based on current knowledge of the learning process. As part of the project, we planned to offer support to teachers in this regard by preparing a methodological guidebook. In addition, we planned to develop lesson plans and infographics to facilitate the implementation of the methodology. We wanted to base the proposed methodology on Mitchel Resnick's theory of creative learning (4P’s) and use it to develop key competencies from the 4C’s catalogue (communication, collaboration, creativity, critical thinking). By developing and testing these materials and publishing them, we wanted to offer teachers a methodological tool to facilitate teaching that contributes to the development of key competencies and that supports the learning process.<< Implementation >>1/We prepared a proposal for a 4P4C methodology based on the theory of creative learning (4P’s) and focused on the development of key competencies (4C’s). A team of methodological experts introduced the other Partners to the concept. 2/We developed a methodological guidebook, which was then adapted into the national languages of each Partner. 3/We have developed a set of infographics introducing the principles of the 4P4C methodology and serving as a tool for assessing the level of classroom work with individual key competencies. 4/We prepared 5 lesson plans for children aged 7-11. The plans have been developed in line with the 4P4C methodology and help to implement its principles in the lessons. They are also in line with the STEAM approach. The common themes are ecology, care for the environment and exploring nature. 5/The prepared materials were tested in schools in Poland, Italy and France. We collected feedback from teachers and pupils and incorporated it in the final version of the materials. 6/We collected good practices from cooperating teachers. These are practical examples of activities in school involving the 4P4C methodology. 7/ We conducted a webinars for teachers to disseminate the project results.<< Results >>The results of the project were: 1. A methodological guide for teachers and educators ""From 4P’s to 4C’s"" developed and published online under a free licence in four language versions (Polish, Italian, French, English), including a good practice component. 2. A set of 5 lesson plans prepared following the 4P4C methodology, published online under a free licence in four language versions. 3. A set of infographics to introduce the 4P4C methodology and to evaluate the work with the key competencies during the lessons. The set has been published online under a free licence in four languages. 4. A series of webinars introducing the 4P4C methodology and disseminating the project results (8 webinars in total, 405 participants). 5. Increased level of competence in supporting students' development of key competencies among teachers and educators participating in the methodological training and testing of the project results (23 persons from Poland, Italy and France). 6. Development of key competencies and increased interest in STEM subjects among 499 students from Poland, Italy and France participating in the testing of the project results."
