PROJECT OUTPUTS

OUTPUT 1

A collection of co-designed rich classroom tasks in both mathematics and physics that support student learning across transitions.

Output Leader: University of Ljubljana Faculty of Education

Supported by: Artevelde University College Ghent, Dublin City University, Jagiellonian University, Kildare Education Support Centre, PONTOn

A key element of the project will be the design development and testing of rich classroom tasks that will support students in transitions between different school levels and across the subjects of mathematics and physics. At the end of the project this will result in a collection of these rich tasks being publicly available as an e-book for all teachers and students use. The tasks will be co-designed by the project partners and the teachers that are part of the professional learning communities within the project. They will include tasks that support learning in mathematics and physics in the transition from primary school to secondary school, tasks that support learning in transitions across mathematics and physics in lower secondary school and transitions that support learning in transitions across mathematics and physics in upper-secondary school.

OUTPUT 2

A collection of teachers’ experiences developed through Professional Learning Communities of teachers working within and across transitions.

Output Leader: Jagiellonian University

Supported by: Artevelde University College Ghent, Dublin City University, Kildare Education Support Centre, PONTOn, University of Ljubljana Faculty of Education

Over the course of the project, project partners will work with teachers in each of their countries to build and sustain professional learning communities. As part of their professional learning community, teachers will carry out practitioner inquiry to investigate their own practice of working with and supporting pupils in transitions.

Each partner country will support at least two Professional Learning Communities of Teachers over the course of the project. Teach members of the professional learning communities will learn about and be supported to carry out practitioner inquires on their own practice. At the end of each cycle of working in a professional learning community (about 10 months) teachers will present their work at a multiplier event in each partner country.

At the end of the project case studies will be developed which will showcase teachers’ practitioner inquiries, and report on their work on supporting students in learning mathematics and physics.

OUTPUT 3

A Structured 5-day course for enhancing teachers’ competences to support teaching and learning across transitions.

Output Leader: PONTOn

Supported by: Artevelde University College Ghent, Dublin City University, Jagiellonian University, Kildare Education Support Centre, University of Ljubljana Faculty of Education

Building on learnings from the project, a 5-day professional development course for teachers will be developed. This course will consolidate the learning from each of the intellectual outputs and make them available to a wider group of teachers across Europe. During the course, teachers will learn about current issues regarding educational transitions, the design of rich tasks for supporting students learning mathematics and physics in these transitions, how to carry out a practitioner inquiry, and Professional Learning Communities as a professional learning strategy. Details and dates and availability of the course will be made available on the project website as the project develops.

OUTPUT 4

Research report on supporting students and teachers in transitions across mathematics and physics.

Output Leader: Dublin City University,

Supported by: Artevelde University College Ghent, Jagiellonian University, Kildare Education Support Centre, PONTOn, University of Ljubljana Faculty of Education

Learning from the STAMPEd project will be gathered and analysed throughout. The final output of the project will be a research study that presents the learning from the project. An Educational Design Research framework will be developed as part of the project. It will be used to structure the work of the project and will guide partners in collecting learning from each stage throughout. The report will inform teachers, teacher educators and other stakeholders what innovative practices can be used in order to support student learning across transitions in mathematics and physics.

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