Presidency Conference ´Contemporary Approaches to Learning and Teaching´

9:00-11:30 School visits

The purpose of school visits is discussing how schools have engaged stakeholders through values-based management and leadership policies in order to interpret education policies, and foster the development of a student- and learning-centred school culture.

13:30-15:00 Keynote speeches

• Mindshifts related to learning. Prof. P. Robert-Jan Simons, Professor of Educational Psychology, Utrecht University
  Prof. Robert Jan Simons’ colloquium on three topics according to his own recent suggestion.
  All the topics will be later reopened during the parallel sessions. The expectation is that
  Prof. Simons will introduce some tools for shaping autonomy and motivation:
  1. From Fixed to Growth mind-set (Dweck)
  2. Personalisation and individualisation
  3. Pedagogical tasks of teachers (Biesta)
• Educational neuroscience – using insights into brain function to shape educational practices. Prof. Michael S. C. Thomas, Director of the Centre for Educational Neuroscience, Professor of Cognitive Neuroscience at Birkbeck, University of London
• Combined child-related and contextual factors that support learning outcomes and well-being. Examples from Estonian research. Prof. Eve Kikas, Professor of School Psychology, Tallinn University

15:30-17:00 Parallel sessions

Parallel session 1:
Moderator: Janno Järve, Senior Analyst, Estonian Centre for Applied Research (CentAR)

Topic: a learning environment which is supportive of a student’s transition from one level of schooling to the next, and of developing skills throughout life.

How to shape a school environment in which teaching does not start or end at the moment that the student is in the presence of a teacher, but, rather, an environment which fosters the learner’s internal motivation for curiosity, studying outside of direct instruction, finding meaning in learning, as well as receiving a sense of assurance and security that the acquired competency will help them in the next level of schooling, as well as in life?

• Which education systems support a more equal and effective acquisition of skills at a later age? Prof. Andy Green, Director of ESRC Research Centre on Learning and Life Chances in Knowledge Economies and Societies (LLAKES), UCL

The effects of upper-secondary education and training systems on skills inequality. A quasi-cohort analysis using PISA 2000 and the OECD survey of adult skills.

• Benefits of hybrid systems and double-qualifications – the case of Austria. DI. Dr. Jörg Markowitsch, Senior Partner, 3s Management Consulting
• Transition between upper secondary and higher education - student success according to background, and policies to improve success rates. Gro Beate Vige, Senior Adviser, Department of Higher Education, Norwegian Ministry of Education and Research

 

Parallel session 2:
Moderator: Artur Taevere, Senior Schools Advisor at British Council

Topic: how can external stakeholders help make learning more effective?
Subtopics: a) engaging businesses and community organisations, and b) improving student movitation, knowledge and skills

Learning can happen beyond traditional classrooms and it can be supported by people who are not traditional teachers. External stakeholders can help make learning more effective. Businesses and community organisations can bring important benefits to students: (1) better motivation, (2) deeper knowledge, and (3) better skills. Students are more motivated when they place value on the content of learning and when they find it meaningful. Deeper knowledge and better understanding are attained when real life examples are regularly connected with accurate, scientific explanations. Better skills are learned when relevant curricula are carefully designed and effectively delivered. These curricula may be focused on content knowledge or skills such as communication, problem solving, digital skills, etc. Often, the programmes are more relevant when they are designed and delivered in collaboration with employers or community organisations. All participants are encouraged to tweet their thoughts and questions using the hashtag #EffectiveLearning.

• Different contexts for learning: why do we need to make learning meaningful (and why we often fail in that)? PhD Grete Arro, Researcher, School of Educational Science, Tallinn University
• Education to employment: getting Europe´s youth into work. Carlos Bertrán Sundheim, COO for Generation Initiative, Spain
• Engaging guest teachers to learning. Teibi Torm, Back to School Initiative leader, Estonia and Eilike Maarand, Guest teacher

 

Parallel session 3:
Moderator: Julie Anderson, Policy Officer, Higher Education, Directorate-General for Education and Culture, European Commission

Topic: the expectations and roles of students and learners from the new generation

The parallel session will have a strong focus on the differences between the generations in terms on teaching and learning, the changing role of the teachers and learners, how should the current and the new generation be taught, how higher education systems are supporting educators to meet the needs of the new generation student population, include how teachers’ autonomy, collaboration and changes in their pedagogical beliefs and instructional practices could be supported.

• Opportunities for teacher professional development in Estonia: supporting teacher autonomy and collaboration with colleagues. Prof. Äli Leijen, Professor of Teacher Education, University of Tartu
• Towards a personal, flexible and engaged way of studying: the Studium Individuale as an example of making European HE more relevant and contemporary. Dr. Volker Balli, Academic Director Studium Individulae, Leuphana University of Lüneburg
• Outcomes of the peer learning activity on “Teaching generations Y & Z: pedagogical challenges in T&L environments in higher education”, held in Paris, 12-13 July 2017. Julie Anderson, Policy Officer, Higher Education, Directorate-General for Education and Culture, European Commission