Project Nr. 2018-1-IT02-KA201-048481
Duration of the project: 2019 September 1 – in 2022 December 31
Project sponsor: Erasmus+ program of the European Commission
Project executor:University of Gloucestershire (United Kingdom)
Project partners:
Centro per lo Sviluppo Creativo Danilo Dolci (Italy)
Center for Contemporary Didactics (Lithuania)
RELEVANCE OF THE PROJECT
The European Literacy Policy Network (ELINET) recommends that all teachers be trained to teach functional literacy. Its relevance is based on the need for students to fully participate in family, community and society in general (ELINET, 2016). The Organization for Economic Co-operation and Development (OECD), assessing the needs of a rapidly changing world and summarizing studies on adolescent literacy (PISA), states that students need to develop a wide range of abilities, including strong cognitive, social-emotional abilities (OECD, 2019) . The conceptual basis of our project is based on these recommendations.
Subject literacy is part of functional literacy. It manifests itself in certain features of reading, writing, communication and collaboration in each individual discipline. Subject literacy is the set of thinking, skills, and tools applied by professionals in specific disciplines (Shanahan & Shanahan, 2012). Each of them has its own vocabulary, concepts, features that are taught to feel, understand, and learn “by creating certain knowledge with the help of written language in various disciplines” (Moje, 2007, p. 9).
Knowledge of subject content and its specific language is important for subject literacy. It is developed not only in language classes. And social-emotional competences are significant for overall human development and growth. These competencies help the individual relate to the rest of the world, take advantage of its opportunities and accept its challenges (Yoder, 2014). It is the process of acquiring and applying knowledge, skills and attitudes to understand and manage feelings and emotions. And it also means learning to set goals and achieve them, to feel and demonstrate empathy, to create and maintain positive relationships, to make responsible decisions (Academic, Social and Emotional Learning Connections / CASEL /, 2019).
In recent decades, a number of studies have been conducted on the importance of social and emotional skills for the growth of a person, his establishment in society, and what is important for our project – academic progress (Zins et al., 2004; Cefai and Cavioni, 2014; Park et al., 2017). Research shows that all of this is best consolidated when working purposefully, consistently and collegially – the development of social-emotional competences is an integral part of the school program and all teachers contribute to its implementation (CASEL, 2019c; Hill et al., 2008; Elias, 2004) . Our project is also based on this evidence. Therefore, the project works with school teams made up of teachers of different subjects. Much attention is also paid to the social-emotional competences of students from vulnerable groups. They are the basis for developing subject literacy.
THE AIM OF THE PROJECT
To develop the competences of adult educators and teachers in order to ensure the needs of students’ subject literacy and emotional learning. The goal is achieved by developing an integrated model for the development of subject literacy and social-emotional skills, based on the use of high-quality, authentic texts of contemporary literature for children and adolescents (not school textbooks).
PROJECT TASKS
- To increase the competence of partner organizations in training teachers capable of developing students’ subject literacy and social-emotional skills.
- To prepare and test a qualification improvement program in order to prepare teachers for the development of students’ subject literacy and ensuring social-emotional learning needs.
- Develop a toolkit of good practice to inspire teachers to use effective strategies to develop students’ subject literacy and social and emotional skills.
PROJECT TARGET GROUPS
The project is intended for adult educators and teachers of various subjects. Project participants – schools and students – will test the developed integrated program for the development of subject literacy and social-emotional skills.
INTELLECTUAL PRODUCTS OF THE PROJECT
Training program
The program includes professional development activities for primary and secondary school teachers. The program aims to improve teachers’ professional abilities to meet students’ literacy and social-emotional learning needs.
Data Collection Methodology for Documenting a Curriculum Trial
This intellectual product will enable the study of the impact of the curriculum on trainee teachers and their students. Based on the results, we will be able to review and finalize the 1st intellectual product.
A set of tools
This open, accessible toolkit will include examples of our best practices to inspire teachers to use effective strategies for developing students’ literacy and social-emotional skills.
RESULTS OF THE PROJECT
The project brought together 4 partner institutions (youth and adult education NGOs, higher education) from 4 countries (United Kingdom, Italy, Romania, Lithuania)
Three intellectual products will be developed.
12 teacher educators will be trained to implement the teacher professional development program focused on subject literacy and social-emotional skills.
100 teachers of various subjects from 4 countries will improve their professional competences related to the development of literacy and social-emotional skills in the classroom, working with children of various ages.
2,500 students will improve their subject literacy and social-emotional skills through regular classroom learning.
4 schools will integrate these practices school-wide to improve subject literacy and social-emotional skills to help their students achieve academic success and personal growth.
DISSEMINATION OF THE PROJECT
This project is funded by the European Commission. This notice reflects only the author’s point of view, therefore the European Commission, its institutions and the Education Exchange Support Fund cannot be held responsible for the content of this material and any use of the information provided.