Tacaíocht d'fhoghlaimeoirí

Foghlaim agus measúnú

Teachers should be allowed the flexibility to adapt and personilise teaching to meet learners' diverse needs. Learner-centred approaches, including more active and interactive techniques, such as enquiry- and project-based teaching and learning and cooperative learning have proven to be beneficial. School and class organisation, including the use of space and time, should support the variety of student needs and teaching methods.

Taispeáin tuilleadh

Acmhainní ( Cuardaigh na hacmhainní ar fad )

Tabhair faoi deara, le do thoil, go bhfuil an t-ábhar ar na leathanaigh acmhainní ar fáil i mBéarla amháin faoi láthair.

Beanstalk Children’s Literature Charity

Beanstalk, a Children’s Literature Charity in England, was founded in 1973. Working closely with partner schools, they recruit, train and support volunteers to provide reading support for children between ages 3 and 13
The volunteers work one-to-one with children (with each volunteer working with one to three children), coming to the school for three hours each week over the course of a school year. To help build the child’s confidence and create trust, they may read, play and talk with the children. The Beanstalk book box is an important resource with appropriate books and games
Volunteers are asked to make a commitment to work with children for a full school year. Over time, the volunteer and the child build a trusting relationship, and the volunteer is able to learn more about the challenges children experience as they are learning.
The Charity currently reaches approximately 11,000 children across England annually.

Réimsí: Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí

Fo-réimsí: Foghlaim agus measúnú; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: EN

Tír: AN RÍOCHT AONTAITHE

Beda School upper secondary

This example describes innovative approaches in an upper secondary school in Sweden - Beda Hallberg. The school offers a range of programmes that provide the foundation for personal development and active participation in society. The school also aims to provide continued support to learners and reduce the risk of drop-out by working hard to minimizes the closing times of the school with the view to staying open during some longer holidays. A team of health professionals are also well represented and includes social and psychological counsellors available to support the needs of young people.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim agus measúnú

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN tSUALAINN

Essunga Municipality Schools

Essunga, a Swedish municipality, transformed the ranking of its schools from the bottom to the top of the national school league tables between 2007 to the top in 2010. Essunga has three elementary schools and one lower secondary school (grades 6-9). With 5,500 citizens, it is one of the smallest municipalities in the country. The increase in levels of achievement is attributed to a research-based approach of inclusive education. For years, the three elementary schools in Essunga had consistently experienced low educational levels. An increasing number of students were refugees or in “family placements”. In 2007, only 76% of students were eligible for upper secondary school and 20% of these were placed in special education classes. These results compelled political and school leaders and school staff to identify targeted measures to address these challenges. The municipality focused on interventions at school and in the local community to prevent school absence and increase attendance.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Foghlaim agus measúnú; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste

Teanga: EN

Tír: AN tSUALAINN

Gnóthachtáil de chuid gach aon Fhoghlaimeoir a Ardú san Oideachas Cuimsitheach

Bhí sé de rún ag an tionscadal 'Gnóthachtáil de chuid gach aon Fhoghlaimeoir a Ardú san Oideachas Cuimsitheach' (RA) fianaise a chur ar fáil den chleachtas éifeachtach i dtaca le gnóthachtáil a ardú agus inniúlacht na scoile agus an phobail a thógáil chun tacú le gach aon fhoghlaimeoir agus chun iad a ghlacadh isteach

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Pleanáil agus monatóireacht scoile; Bainistíocht scoile; Comhoibriú laistigh de chórais scoile; Scileanna agus inniúlachtaí múinteoirí; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Tír: AN BHEILG; AN CHIPIR; AN CHRÓIT; AN DANMHAIRG; AN EASTÓIN; AN EILVÉIS; AN FHIONLAINN; AN FHRAINC; AN GHEARMÁIN; AN GHRÉIG; AN IODÁIL; AN IORUA; AN LAITVIA; AN LIOTUÁIN; AN OSTAIR; AN PHOLAINN; AN PHORTAINGÉIL; AN RÍOCHT AONTAITHE; AN SPÁINN; AN tSLÓIVÉIN; AN tSLÓVAIC; AN tSUALAINN; AN UNGÁIR; AN ÍOSLAINN; AN ÍSILTÍR; LUCSAMBURG; MÁLTA; POBLACHT NA SEICE; ÉIRE

Godalen and Thor Heyerdahl Upper Secondary Schools in Norway

In order to prevent drop-out, the Godalen and Thor Heyerdahl Upper Secondary Schools in Norway have focused on improving and strengthening their school leadership strategies. The schools have established a range of measures to support teachers and young people alike.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Bainistíocht scoile; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Líonraí na bpáirtithe leasmhara

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN IORUA

INCLUD-ED Interactive Groups

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Réimsí: Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí

Fo-réimsí: Scileanna agus inniúlachtaí múinteoirí; Foghlaim agus measúnú; 3.9. Dídeanaithe, imircigh agus na Romaigh; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste; Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN ALBÁIN; AN BHEILG; AN BHULGÁIR; AN CHIPIR; AN CHRÓIT; AN DANMHAIRG; AN EASTÓIN; AN FHIONLAINN; AN FHRAINC; AN GHEARMÁIN; AN GHRÉIG; AN IODÁIL; AN IORUA; AN LAITVIA; AN LIOTUÁIN; AN OSTAIR; AN PHOLAINN; AN PHORTAINGÉIL; AN RÍOCHT AONTAITHE; AN RÓMÁIN; AN SPÁINN; AN tSLÓIVÉIN; AN tSLÓVAIC; AN tSUALAINN; AN TUIRC; AN UNGÁIR; AN ÍOSLAINN; AN ÍSILTÍR; an tSeirbia; LUCSAMBURG; MÁLTA; North Macedonia; POBLACHT NA SEICE; ÉIRE

IndY (Individualized Learning at the school centre Ybbs)

In the school year 2015/16 the Schulzentrum Ybbs (a school center consisting of three vocational upper secondary schools) introduced a concept called IndY, which involves that 20% of the teaching time is intended for individualized learning. IndY aims at improving students’ expertise, motivation, self-responsibility, self-management, collaborative skills, emotional intelligence and learning methods.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Pleanáil agus monatóireacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Foghlaim bhreisithe agus sheach-churaclaim; 3.9. Dídeanaithe, imircigh agus na Romaigh; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste; Líonraí na bpáirtithe leasmhara

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT

Tír: AN OSTAIR

JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School (Hospitalet de Llobregat, Spain)

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Pleanáil agus monatóireacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Foghlaim bhreisithe agus sheach-churaclaim; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Rannpháirtíocht tuismitheoirí i rialachas scoile; Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais; Foghlaim teaghlaigh; Foirne ildisciplíneacha; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: EN

Tír: AN SPÁINN

Learning hub at the TGM (Technologisches Gewerbemuseum)

The learning hub was implemented at the TGM (an upper-level secondary technical college) as a school experiment in the school year 2016/17. It has been implemented in the school’s Information Technology (IT) Department in two of the four classes in the first year (i.e. grade 9).

In the learning hub students study self-regulated 20 hours per week. Of these 20 hours, 9 hours relate to general education subjects (German, English and Mathematics) and 11 hours involve vocational education subjects (Software Engineering, Systems Engineering, Media Technology, Network Technology). The other 6 school subjects (Geography, History and Political Education, Natural Sciences, Religion, Sports, Computer Workshop), which encompass 13 hours per week, are still taught by using traditional methods of teaching.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí

Fo-réimsí: Cultúr agus timpeallacht scoile; Pleanáil agus monatóireacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN OSTAIR

Manchester Communication Academy (MCA)

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Foghlaim bhreisithe agus sheach-churaclaim; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste; Rannpháirtíocht tuismitheoirí i rialachas scoile; Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais; Foghlaim teaghlaigh; Foirne ildisciplíneacha; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: EN

Tír: AN RÍOCHT AONTAITHE

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