"„Good teaching evokes motivative learning"""

"By implementing the Erasmus+ KA2 Strategic Partnership project ""Good Teaching evokes Learning” nine partner institutions of Prienai Region Municipality (Lithuania) and Sassari Municipality (Italy) tried to answer this question: What kind of teaching might evoke learning? In the name of partnership, project partners focused on the general purpose: the Learning Paradigm must replace the prevailing Teaching Paradigm in order to strengthen students’ learning motivation that makes influence on their achievements and progress. We noticed that different educational and cultural context of two countries would help to discover new aspects for solving problems with project activities and possibilities of these problems’ solving. We ascertained that concentration of educational community’ members for general learning and training (searching for the newest knowledge, applying it into practice and reflection on such practice in pursuance of transforming theoretical knowledge into ability to act) realistically strengthens their motivation to change and change teaching (learning) process. We discovered that in this process, we did not need strictly distinguish between teaching and learning paradigms, as the interaction between a teacher and a student plays a key role. Teaching based on teacher-pupil interactions is a good teaching that promotes motivated learning. The research made on students’ learning motivation by our team also proved it.With a help of project activities we teamed up professionals from educational subdivisions, institutions providing educational assistance or associations and school representatives who developed and tested the Model of Learning Paradigm Implementation in a lesson that helped to strengthen students' learning motivation.Preparation and testing the Model in lessons covered organization of municipal and school level project teams, strengthening competencies of their members, analysing and discussing theoretical knowledge, applying it practically and learning from personal experience. In order to measure changes conditioned by project activities, constant self-reflection of teachers was implemented and the research of students’ learning motivation was done at the beginning and at the end of the project. With reference to the theoretical sources analysed during the project and using conclusions of the research of defining the level of students learning’ motivation, the project participants developed the Recommendations for a teacher who wants to implement a Learning Paradigm in lessons. By organizing lessons in accordance with these recommendations, teachers prepared scripts of lessons, provided possibilities for the partner region to observe lessons virtually. In order to reflect on their success applying the mentioned recommendations in the lessons and to learn from their own experience, teachers used agreed-upon feedback tools: forms of a lesson observation for students and teachers. In order to measure changes conditioned by project activities, the research of students’ learning motivation was conducted at the beginning and at the end of the project. It has been noticed that interaction between a student and a teacher determining learning motivation has improved, also various aspects of teaching (learning) process influencing students’ learning motivation have strengthened: according to the opinion of students, know better for what they will be assessed, skills of individual work has improved, attendance has become better in both countries. After having analysed results of students’ learning, school administration noticed that academic results - averages of annual assessment of students who took part in the project activities remarkably improved.The implementation of the project has helped partners from different regions to bring into effect desirable changes in education, to broaden possibilities for professional development of schools, teachers and municipal employees. With the help of the project, we have been able to realize at least a part of obligations of school founders to improve the quality of education in schools. We believe that the activities and results of the project could be one of the examples how changes can be encouraged in Lithuania implementing the National Concept of a Good School.Project activities will be continued by including good working practices related to the Learning Paradigm, which were discovered and tested during the project, into annual, monthly plans of organizations involved in the project and other organizations, into curriculums of schools. The consulting scientists have commented that project activities have been well-established and that the paradigm has evolved in accordance with the bibliography found both by Lithuanian and by Italian."