Evaluation and assessment of transversal attitudes, skills and Knowledge (Eval)
This trainer training course focused on how teaching programs and courses can be evaluated and how learning progress and outcomes with regard to transversal attitudes, skills and knowledge - TASKs - can be assessed. The course explored and helped respond to questions such as:
- Were the expected outcomes reached?
- To what extent were the TASK components developed?
- Do we have a reliable and useful picture of where each student stands?
- Have individual students in my class developed their awareness of where they are at in relation to the expected outcomes?
- What can I as a teacher do differently to better support the learning process and recognise progress?
A Module A - Strasbourg, France - 20 to 23 October 2015
Module B - Mosta, Malta - 24 to 27 May 2016
Training resources developed in this course (21).
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The Use of Literary Texts as a Means to Develop Tolerance and Override Conflicts
Author: Maryna Belaya (Belarus), Editor: Carmen Becker
This training unit consists of three activities including an evaluation session for a group of 15 to 20 participants. It aims to raise awareness related to diversity, different meanings and perspectives, respect for opinions of others, and it aims to promote critical thinking and respectful communication.
The refugee crisis in Europe – Putting solidarity to the test
Author: Bernt Gebauer (Germany), Editor: Ildikó Lázár
The present training unit focuses on the European dimension of the refugee crisis. The aim is to explore answers to the following questions: To what extent will the European Union develop into a “Fortress Europe” or live up to its founding values of human rights and solidarity? How does the rule of law relate to this controversial situation? These questions and the present materials center around the concept of solidarity: solidarity within Europe, between nations, societies, social groups, ethnic groups and/or individuals. In the face of growing populism and misanthropy, this training unit asks the question to what extent and by whom convivencia can be protected/sustained or restored in our local school communities and beyond.
Stereotype is not my type
Author: Bojana Golubović (Serbia), Editor: Carmen Becker
The training unit focuses on the issues of prejudices, stereotypes, values and attitudes connected to the process of constructing, deconstructing and reconstructing. This topic has been chosen in order to stimulate critical and lateral thinking and approaching issues from multi-perspectives. The general character of this topic allows its applicability in understanding contemporary social issues but can also be used as a learning tool in depicting crucial historical issues.
Co-operation and participation: Assessment for Learning what, how and why
Author: Christina Stavrou (Cyprus), Editor: Višnja Rajić
The Training Unit focuses on helping teachers get acquainted with ways to promote cooperative skills for their students and, also on enhancing their own skills to collaborate with their colleagues through hands-on experience.
Sharing Different Values
Author: Cristina Anton (Romania), Editor: Carmen Becker
This TU looks into how our own values influence our actions, and notably our assessments. Teachers are invited to reflect upon and discuss how the difference between their values compared to the values their pupils have might influence their assessment.
Towards the 21st century school
Author: Denisa Ďuranová (Slovak Republic), Editor: Višnja Rajić
The main objective of the training unit is to improve key professional competencies of pedagogical staff in primary/secondary education. The specific objective is to increase awareness regarding the acceptance of diversity as a positive value and to understand the main concept of intercultural education in order to provide an inclusive and democratic educational environment for all.
Understanding cultural diversity – an ethnographic project
Author: Eszter Zelenka (Hungary), Editor: Ildikó Lázár
The aim of the present training unit is to raise participants’ awareness of cultural diversity at school or the workplace. Participants will conduct interviews with people with a variety of cultural affiliations, then they will have to write a summary, focusing on their understanding of cultural diversity and the changing nature of identities due to transitions and cultural learning. As a last step, the findings of these small-scale ethnographic projects will be presented and discussed.
Me, you and a colourful world to fit in!
Author: Georgia Gyftoula (Greece), Editor: Ildikó Lázár
The series of activities in this training unit focus on developing a culture of peace and collaboration among pupils, with special emphasis on treating incidents of violent behavior and bullying among primary school children.
Intercultural competence in a multicultural society
Author: Ines Perić (Bosnia and Herzegovina), Editor: Višnja Rajić
The unit focuses on the development of intercultural competence of pre-service teachers and raising their awareness of the importance of their role as teachers in the development of those competences among students.
ASK – what are the TASKs?
Author: Ivan Miškulin (Croatia), Editor: Ildikó Lázár
The present training unit will help trainers to familiarise a group of teachers with the concept of transversal attitudes, skills and knowledge (TASKs) as described in TASKs for Democracy (Mompoint-Gaillard and Lázár, 2015). In addition, another aim of this unit is to make teachers interested in the study of competences for democracy and choose their priorities among the basic attitudes, skills and knowledge in an open learning environment.
“Head, Hands and Body”- Creative thinking, diversity and co-operation with others
Author: Jacinta Santos (Portugal), Editor: Carmen Becker
This training unit consists of four Co-operative Learning activities that can be done separately or in a one-day session. It is focused on the interaction between learners and the creation of a positive learning atmosphere. The focus of this training helps participants to discover meanings and perspectives related to the interaction with yourself and others, and how they focus directly and deliberately on the intention behind actions, and see, what factors can be related to an action; thereby giving the participants the experience of how powerful work in a group or with a peer can be.
Author: Jasna KRALJIĆ-CMRK (Croatia), Editor: Višnja Rajić
Discrimination is evident almost everywhere and every day. In order to build a better society, it is the role of the teacher to explain the impact discrimination has on individuals and the community. Teachers should be exploring these themes in their teachings, as often as possible.
Liberté, Egalité, Fraternité
Auteur : Lali Laliashvili (Géorgie), Editeur : Carmen Becker
Pour les futurs citoyens…
● fournir aux élèves l'occasion d'exercer les droits des enfants de façon responsable.
● aider les élèves à comprendre les droits des citoyens.
● faire comprendre aux élèves que tous les droits sont d'égale importance et étroitement liés.
● permettre aux élèves de jouer un rôle actif et responsable en ce qui a trait à leurs droits et à ceux des autres.
Cette unité de formation propose aux élèves de 12-16 ans, des activités d’éducation à la compréhension et à la promotion des droits de l’enfant.
All different, all equal
Author: Imre Salga (Hungary), Editor: Višnja Rajić
This training unit helps participants pay more attention to their differences and emphasize the importance of each person’s opinion. During the activities they are bound to meet different types of discrimination and have the chance to handle them individually and together.
Constructing Democracy - an interactive exploration
Author: Mari Varsányi (Netherlands), Editor: Višnja Rajić
This training unit offers participants the opportunity to experience democratic, undemocratic, fair and unfair systems, and then reflect on them in a proactive manner - hereby helping participants to become more aware and more active democratic citizens. The training unit advocates the Pestalozzi Programme principle that “The medium is the message.” Therefore, the activities rely on learning by doing, democratic participation and cooperation.
Assessment of learners’ activity and achievements in a democratic classroom
Author: Natasa Beric (Serbia), Editor: Ildikó Lázár
The aim of this training unit is to raise teachers’ awareness of the potential of evaluation and assessment in the classroom to increase good rapport, motivation, empathy, equity, participation and self-knowledge in all the participants of the learning process, but also their potential to harm, discriminate against, demotivate and alienate learners. Therefore, by introducing Transversal Attitudes, Skills and Knowledge as described in TASKs for Democracy (Mompoint-Gaillard and Lázár, 2015) as the framework, this training unit endeavors to strengthen teachers’ theoretical and practical skills in avoiding the pitfalls of evaluation and assessment and in increasing their learners’ and their own motivation, confidence, transparency and effectiveness in the learning process.
Les valeurs professionnelles des enseignants
Auteur : Olga Kukharenko (Russie), Editeur : Carmen Becker
Cette unité de formation a pour but de faire réfléchir les futurs enseignants sur les valeurs professionnelles. Il est important de faire comprendre les futurs enseignants que la réflexion sur l’éthique de leurs actes et leurs paroles, basée sur les valeurs humaines principales devrait toujours accompagner leur activité professionnelle. Ils devraient auto évaluer, se questionner, réfléchir, hésiter pour chercher à trouver des solutions à tous les problèmes et obstacles sur le chemin vers le développement personnel et professionnel.
What colour are Father Christmas's Eyes?
Author: Renata Matsili (Poland), Editor: Carmen Becker
Focus: these activities are designed to raise the participants' awareness of the fact that (probably) all human beings demand justice the moment they are being treated unfairly but tend to turn a blind eye when other people are being treated unfairly. The activities are designed to raise awareness of human rights infringements and empower participants to act against discrimination, stereotypes and injustice.
Heathmath: Conflict Management Training
Author: Sofia Deria (Denmark), Editor: Ildikó Lázár
All of us who attend schools know that everyday school life holds many potential conflicts with adults and children as actors. Teachers use a lot of time dealing with escalated conflicts between students, vis-à-vis students and parents, and between and vis-à-vis colleagues and management.
This teaching unit aims to develop and practice conflict management skills in order to limit the negative aspects of conflict, while increasing the positive ones. The training unit consists of 510 minutes of training activities, which can be held over 2 days. The expected outcomes of the activities are worded according to the transversal attitudes, skills and knowledge components (TASKs) as described in TASKs for Democracy (Mompoint-Gaillard and Lázár, 2015).
Dancing with TASKs
Author: Theodoros Kitsios (Greece), Editor: Ildikó Lázár
The activities proposed here discourage lecture-based teaching and increase focus on the relationship between everyday cultural practices and the politics of schooling. The training unit tries to show how these interventions can help to scaffold canonical knowledge, increase student engagement and raise critical consciousness; acceptance of diversity as a positive value for the environment and survival of humankind; willingness to act and encourage others to act against discrimination prejudices, stereotypes and injustices, skills that underlie democratic behavior.
Using TASKs for Democracy to enhance awareness of cultural and linguistic diversity in classrooms
Author: Tony Burner (Norway), Editor: Ildikó Lázár
This training unit focuses on how competences for the 21st century can be nurtured in culturally and linguistically diverse classrooms. Relevant educational activities from the Council of Europe’s TASKs for Democracy (Mompoint-Gaillard, P. & Lázár, 2015) are adapted, and together with a couple of self-made activities, the sessions can be used in pre- and in-service teacher education. The idea is that participating teachers can adapt the activities for their lessons with their primary and secondary school students.