We are very pleased to announce that Warnborough College Ireland has been approved for a new ERASMUS+ project called “Developing Adaptive Expertise to Foster an Effective Learning Environment” (Project Code: 2020-1-BE02-KA201-074662).
Managed by Catholic Education Flanders (Belgium), the project aims to tackle outmoded forms of teaching in order to create new tools to support schools, teams and teachers to become adaptive experts. Warnborough will be developing an Online Learning Environment alongside the University College Leuven-Limburg (Belgium), Fontys University (Netherlands) and the National Education Institute of Slovenia.
The application was developed over a year ago in 2019, with discussions taking place in Jyväskylä, Finland and via Zoom and other sharing platforms.
Developing Adaptive Expertise to Foster an Effective Learning Environment
Reg.Number: 2020-1-BE02-KA201-074662
Duration: 2020-2022
Programme: Strategic Partnerships ERASMUS+
Grant Holder: Katholiek Onderwijs Vlaanderen
Aims
This project aims to tackle this outmoded form of teaching in order to create new tools to support schools, teams and teachers to become adaptive experts.
Research done by (a) the University of Auckland New Zealand and (b) the OECD tells us that adaptive expertise of teachers and a corresponding policy on adaptive teaching in schools is a promising way of tackling routine expertise and coping with the current educational diversity.
(a) In ‘Le Fevre, L. Timperley, H. Twyford, K. & Ell, F. (2019), Professional learning: addressing complexity with adaptive expertise, Corwin’, adaptive teachers have to develop responsiveness through relationship with a generative improvement orientation. Teachers have to develop purpose and focus, use formative assessment to realise effective learning
processes, become responsive to student needs, and build knowledge capacity.
(b) The OECD states in ‘Paniagua, A. and D. Istance (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris’ that:
- updating and expanding teachers’ professional competences are especially important in order to achieve the ambitious of education systems (p 31);
- schools with adaptive expertise are ahead of the current debate in policy and research. They inspire to cross the bridge between research and practice from the other side by translating practice into research (p 56).
Therefore, adaptive experts (teachers, teacher-educators and school heads) adapt their ongoing practice to the needs of their learners.
Objectives
This consortium aims to develop AE to foster effective learning environments. The consortium will do this by creating an inspirational guide with underlying practical tools that support the implementation of AE into the daily school practice.
The ultimate goal in practice is to engender better teaching that result in better learning for all students (teachers adapt in response to diversity to promulgate more effective and self-directed learning).
The ultimate goal at a policy level is to put AE on the political agenda and change the emphasis from routine expertise to that of Adaptive Expertise.
