June 2015 in school project powerpoint standards

WORKING TOGETHER TO REDUCE EARLY SCHOOL LEAVING
5 COUNTRIES, 2 YEARS, 1 AIM
Nazilli/Turkey
16th June 2015

Nahit Menteşe Vocational and
Technical High School
OUR VISION:
• To educate individuals who will meet the needs of the region and the country.
• Prepare our students for life
OUR MISSION:
• Educating high quality professionals in a transparent and economic environment and provide them
employment.
There are eight depertments at our school
• Child Development and Education,Hair Care and Beauty
• Textile and Manufacturing,Patient and Eldercare
• Graphic and Photography,Information Technology
• Food and Beverages Services,Handcrafts
• There is also a Kindergarden at our school
• There are 90 teachers
• There are 1018 students

The size of the problem
Turkey is the worst performing country in EU with the rate of 41.9% ESL rate (Eurostat 2011)
Education in Turkey is compulsory till the end of Upper Secondary Level (High School) till 12th grade /
18-19 years old.Most students drop out education at the beginning ( 9th Grade ) If they fail at this grade
in two successive years,they are transferred to Open Learning Schools.
Unfortunately,our instutition is located in a socio-economically disadvantaged area.Most of our
students are supported by the school financially and psychologically by engaging them with
social,cultural and sport avtivities.
In 2012-2013 Academic Year 27 students left school because of different reasons.Some of these
reasons are:Family background,case of divorce,alcholism,domestic violence,absenteeism,difficult
transitions between levels of education,family pressure while selecting school,etc…
.Dropouts mostly occur after primary school and at 9th Grade.
.Most dropouts are especially in VET Schools

 We imported “Cooperative Learning” from Portugal. “Cooperative
Learning” means students work together in small groups and learn
through interaction with each other while the teacher coaches the
process.
 The method is based on positive interdependence (all the students
need each other and their efforts are done towards a common
objective); face to face interaction (the groups must have 4
elements maximum so that they can all look at each other);
individual accountability (all the students are responsible for their
tasks but also for the other group members’ tasks); equal
participation (all the students have to work equally and should not
be in the shadow of a group member); group processing (group
members discuss how well they are achieving their goals and
maintaining effective working relationships).

Student Teams-
Achievement Divisions
(applied to 3 different
focused groups in English
Lessons)
Group Investigations
focused groups in Maths
Lessons)
Learning Together
focused groups in History
Lessons)
.
Jigsaw
(applied to 1 focused
group in Turkish
Literature Lesson)
We started to implement
cooperative learning
techniques and methods in
May 2014. The imported
practice was presented to
school staff at a meeting. The
focused groups were decided
with the help of school
management. The volunteer
teachers were determined
and some other teachers
were tasked with monitoring
the lessons and taking notes
at the meeting. We started to
use the techniques and
methods as follows:

 All first grade students were included in the
implementation stage of “Cooperative Learning”. After
checking the absenteeism lists of classes, we
identified the focused groups which had the highest
rate of absenteeism. The volunteer teachers who had
classes in focused groups and wanted to implement
Cooperative Learning in their classes were included
in the implementation stage.
 The total number of the target groups was 100 and
the total number of the teachers was 8 for the first six
months period in implementing, monitoring and
evaluating the effectiveness of cooperative learning.

We use Matrix/Rating Scale type of Questionnaire which has 20 questions for
the target students. The most attractive answers are:
 I like each group members taking responsibility in cooperative works
76 of 100 students are totally agree /agree with the statement.
 I think that our friends who are inactive before takes active roles during
activities
65 of 100 students are totally agree /agree with the statement.
 My interest in lessons increases with the help of cooperative learning
70 of 100 students are totally agree /agree with the statement
 My self-confidence increases in lessons
 I like learning the subjects in cooperative way.

We use Matrix/Rating Scale type of Questionnaire which has 15
questions for the teachers. The most attractive answers are:
 It creates social groups which focus on interaction.
8 of 8 teachers are totally agree /agree with the statement
 It increases the awareness of weaknesses and strengths of
individuals
 It increases self-esteem.
 It provides active participation by increasing self-motivation.

In addition to the questionnaires for evaluating the
effectiveness of cooperative learning, we applied pre
and post-tests to students for observing the academic
success in English lessons.
 First focused group: the percentage increase of
success 120.60 %
 Second focused group: the percentage increase of
success 103.50 %
 Third focused group: the percentage increase of
success 37.20 %

According to the analysis of the questionnaires applied to students and
teachers and the observation notes, we have identified these conclusions.
STRENGTHS:
 Students who participate in cooperative learning score better on tests in
particular: reasoning & critical thinking skills
 Students more likely to ask questions or clarification from peers &
teachers when participating in a cooperative learning activity
 Cooperative learning tasks allows for students to create friends in class;
to trust peers; students to have higher self-esteem
 Cooperative Learning develops conflict management skills & lowers
anxiety
 Cooperative Learning enhances student satisfaction with their learning
experience

WEAKNESSES:
 It is difficult for teachers to be sure about all
group members take their own responsibilites.
 As the groups are heterogeneous, the high level
students may dominate the group.
 Not all students contribute equally,so some
students may feel themselves excluded.
 Sometimes it takes too much time for teachers to
prepare the activities.

Dissemination- İbn-i Sina Vocational and
Technical High School
After a contact meeting and a workshop organised by Nahit Menteşe Vocational and Technical High
School about Copperative Learning, we started to implement the method on our first grade students in
English Classes
We applied Student Teams-Achievement Divisions Technique of Cooperative Learning
As a teacher I feel lucky to use a different technique of Cooperative Learning in my
classes and it’s nice to see my students more motivated when they take
responsibility of their own learning.
After the implementation stage we use Matrix/Rating Scale type of Questionnaire which has
20 questions prepared by Nahit Menteşe for the target students.
During the implementation stage students really enjoyed taking part in activities
,taking responsibility of the group and learning in a cooperative way.

The most attractive answers:
• I like
working
with my
group
friends
•I feel relaxed
in cooperative
works
•We like
presenting our
works to our
friends
•I feel that I
will be more
successful in
lessons
•Cooperative
Works
increases my
interest on
research
Students say that •My interest in
lessons
increases with
the help of
Cooperative
Learning

Plans for future development
•Keep
implementing
Copperative
Learning
Techniques for
the new coming
students.
•Apply the Self-
Efficacy Survey on
the 1st grade
students for the
next 3 years to
identify the risky
group of students
•Send “Good
Practice Guide” to
81 Provincial
Directorate for
National
Education
•Keep the school
website updated
for the ongoing
project activities
•Share the project
activities on social
media such as
facebook
•Continue orga
nising workshops
for English
teachers in other
vocational schools
which are
struggling with
ESL
Dissemination
and sustainability
•Continue training other English teachers in other schools•Continue training other English teachers in other schools•Continue training other English teachers in other schools•Continue training other English teachers in other schools•Continue training other English teachers in other schools•Continue training other English teachers in other schools

June 2015 in school project powerpoint standards

More Related Content

What's hot (19)

Similar to June 2015 in school project powerpoint standards (20)

Recently uploaded (20)

June 2015 in school project powerpoint standards