Zwillbrock, 25 IV 2003 Bridging the gap between schools and universities Presentation April 25 2003...
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Transcript of Zwillbrock, 25 IV 2003 Bridging the gap between schools and universities Presentation April 25 2003...
Zwillbrock, 25 IV 2003
Bridging the gap between schools and universitiesBridging the gap between schools and universities PresentationPresentation April 2 April 255 2003 2003Teacher Training 2Teacher Training 2ZwillbrockZwillbrock Speaker: Marlon DomingusSpeaker: Marlon DomingusThe Leiden Orientation ProgramThe Leiden Orientation ProgramLeiden UniversityLeiden University
Zwillbrock, 25 IV 2003
Table of contents
1. Current state of affairs: the gap and the bridge2. Solutions: skills and moreover: from teaching to learning3. The Leiden Orientation Program: mission statement 4. Some facts and figures5. The proof of the pudding…6. Q & A
Zwillbrock, 25 IV 2003
This presentation is from next Monday downloadable from:
www.aansluitingsprogramma.leidenuniv.nl/zwillbrock.ppt
Zwillbrock, 25 IV 2003
1. Current state of affairs: the gap and the bridge
Zwillbrock, 25 IV 2003
The Gap
secondary education - university education
• no structural contact between the two• (too) different teaching methods, different roles
consequences for future students
• bad decisions as to the kind of university education resulting in early drop-outs• no optimal preparation for university education
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2. Solutions: skills and moreover: from teaching to learning
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Solutions: Government driven changes
In 1999 the “Tweede Fase” – a radical change in secondary educational programs - was introduced.
• It emphasizes the acquisition of skills that teach a student to gather information on his own, independently.
• A teacher is no longer a lecturer who presents his students
with easily digestible chunks of subject matter;
a Tweede Fase teacher is mostly a supervisor.• A student’s progress in his study process is
his own responsibility; planning, the acquisition of
research skills, and self-motivation are the key words in the
preparation for academic studies.
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Solutions: Government driven changes
In the Tweede Fase program, the traditional Dutch set of course options was given up, and replaced by Profiles (profielen). Alongside a compulsory general study program (40 %), each student opts for either one of these following four Profiles (40 %):
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Solutions: Government driven changes
Cultuur & Maatschappij (Culture and Society): preparing students for studies in the faculties of Arts, Social Sciences, Law, Archaeology, Philosophy and Theology.
Economie & Maatschappij (Economics and Society): preparing students for studies in the faculties of Social Administration and Law.
Natuur & Techniek (Nature and Engineering): preparing students for studies in the faculties of Mathematics and Physics.
Natuur & Gezondheid (Nature and Health): preparing students for studies in the faculties of Medicine, Biology and Chemistry.
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Solutions: Government driven changes
The remaining 20 % of the time is set aside for extra activities, for example the production of an extensive essay for a subject of choice, the participation in special career orientation projects or programs that can facilitate the choice of advanced training.These programs are usually established in cooperation with universities, for example the Leiden Orientation Program.
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Solutions: Government driven changes
Finally, the Dutch government dedicated a special, 3-year subsidy (Stimuleringsregeling vo-wo), to the creation of projects that were to facilitate a student’s transition from secondary school to university. All universities in The Netherlands developed Orientation Programs of their own, resulting in a set of activities set up according to a university’s needs and traditions. The quantity of activities varies from university to university, Leiden University having one of the most extensive Orientation Program created so far.
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Solutions: Government driven changes
When the government’s 3-year subsidy was brought to an end, the Orientation Programs were allowed to continue their activities independently, and the programs became a definite part of Dutch universities. Nowadays, every Dutch university has an Orientation Program, or at least some special activities that are to help future students to make the right choices.
Zwillbrock, 25 IV 2003
3. The Leiden Orientation Program: mission statement
basic orientation
basic familiarity
in-depth orientation
decision making
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The Leiden Orientation Program mainly aimsat two objectives
• Helping students to choose between the various university studies on offer
• Bridging the gap between secondary school and university teaching material
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The Orientation Program ‘cook book’
What should be achieved and be emphasized?
A quiz
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Targets for the pupils:
• self-assessment aid • providing correct factual information• getting pupils to develop a realistic view on disciplines and studying in this specific field• getting pupils to see they don’t automatically have to study at a university, but can study at a HBO as well – making a fitting choice• triggering pupils with tough and challenging programs
The abovementioned targets are achieved by teaming upwith schools and career teachers / councils and byaction learning.
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Targets for the secondary schools:
• developing meaningful and structural accountmanagement with schools• stimulating and sponsoring actual and structual contact between school teachers and university teachers• stimulating and sponsoring actual and structual contact between career teachers / councils and the university• aiding schools on an ad hoc basis with topics as career counceling and specific needs• informing schools about current developments within the universities (Bachelor Masters, ECTS and so on)
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Targets for the Leiden University:
• stimulating and sponsoring actual and structual contact between school teachers and university teachers• het bevorderen van het (inhoudelijk) contact tussen docenten wo en leerlingen / scholen• informing the university about current developments within the schools (Tweede Fase, trends in Profile choices and so on)• advising faculties on topics such as development and design of a fitting curriculum
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School Visits
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Guest Lectures
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Trial Study
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Orientation Module
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development team:vwo en wo
support:- educational- ict- co-ordination
test team: pupils
Orientation Module
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So far, ten different Orientation Modules have been developed, for the following departments:
Social Administration, German, English, History, Dutch,Educational Theory, Psychology, Law, Philosophyand Mathematics.
Work on Orientation Modules for Biologyand Chinese is still in progress.
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Psychologie
+
workbook
Blackboard
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Psychologie
+
workbook
Blackboard
+
guidance
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4. Some facts and figures
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The Orientation Program works in close contact with 60 ‘participating’ schools – in particular with their career teachers / councils. These schools are for the greater part situated near Leiden but also remarkable exceptions can be mentioned (Friesland and Limburg).
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WorkbookAverage number of participating schools: 38Average number of participating pupils: 3500
School visits – by a university staff memberAverage number of participating schools: 20Average number of participating pupils: 1500School visits – by a team of studentsAverage number of participating schools: 17Average number of participating pupils: 1000
Guest lecturesAverage number of participating schools: 17Average number of participating pupils: 170
Zwillbrock, 25 IV 2003
5. The proof of the pudding...
a closer look at a Orientation Module
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• the orientation modules proved to be innovative• the modules have a nationwide audience• participants: spring 2001: 157 autumn 2001: 229 spring 2002: 113 autumn 2002: 189• pupils report that the module gives them a thorough view of the chosen discipline• the modules are reported to be rightly adjusted to the capacities of the pupils• pupils report that working at a module is fun• both pupils and those who assist / guide them regard working via the digital platform is fun
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6. Q & A