Characters of the development programms Chemistry in Context and
SINUS October 27th, Lisboa Dr. Martin Lindner, IPN Slide 2 Slide 3
Charakters of the Programms Nation-wide Biggest programms ever run
(1.000 Schools and ca. 8.000 teachers) Funded by central + regional
governments Schools are grouped in sets Coordination on national +
on regional level Researched by IPN Focussing the national
standards Slide 4 2002 - 2005 (12 Sets) Inventing Units Development
Reflection Optimisation Tranings for other Teachers 2003 - 2005 (9
Sets) Coordinator Teacher-Trainer Creating learning communities
Slide 5 2005 2008 Transfer More Lnder New Themes Other types of
schools Slide 6 Development Conceptual framework Discussion, goals
exchange, reflection, (inservice training and evaluation learning)
(formative, summative) development of classroom teaching units
experience Slide 7 Professional Development through Hospitation
Planning together Visit at school (Hospitation / Video) Discussion
in the teams Slide 8 Erwnschte Verbrennungen- unerwnschte Folgen
Brandkarten Tabelle mit Fragen Wann brennt etwas? Sauerstoff
-entzug Chemische Reaktion Feuerwehr -Aktion Rosten Explosion Klima
Mllverbrennung Wasserstoffauto Erarbeitung Motivation, Einstieg
Vertiefung und Vernetzung Slide 9 What has changed in the
classrooms? Students work self- organized in Teams Changes in the
type of tasks lead to: - independent and autonomic learning -
domininating of practical work and experiments Slide 10 Changing
the role of teachers Teacher is central point in the classroom
Entertainer Teacher as a coach Slide 11 The role of Intervention
School University Teacher-Training School-Practice Sceme of
teaching: The own teachers Intervention Internal script New
internal script Intervention Slide 12 Internet www.sinus-sh.de
Necessary: Not at all less to a small to a great extend Internet
Meetings Slide 13 Development since 1998 1999 2000 2001 2002 2003
2004 2005 2006 2007 2008 5 Mio / y 17 Mio / y 0.8 Mio / y
Participants in SINUS Participants in CHiK Slide 14 What does
Teamwork mean? Slide 15 What do the particpants say? Results of
evaluation Rate of relevance in a 1-4 scale: 1. Cooparation in the
team 2. Cooperation in preparing lessons 3. Atmosphere in the team
1 2 3 4141 1.We found significant correlation between the relevance
of set-cooperation and estimation of practicability as well as
estimation of development in competence. 2. The intensity of
cooperation is the main determinant for increase in methodological
variety. Slide 16 Conclusions: 5 main factors for success Small
Teams with common aims (Team-orientated) Regular meetings
(Process-orientated) Directly related to classroom practice
Aknowledgement (free conferences, reduction in work load)
Professional Coordination (Motivation / Controlling) Creating
networks including administration, professional development centers
and universities Slide 17 Research Results show the success of our
work in different fields, e.g. Students interest grade of
collaboration
