Motivation² + Talent = Success (an answer to diversity in education)Natalie Portman said on several occasions: 'I hate studying but I love learning. Learning is beautiful.' It should be. However, the partners in this project notice that a substantial number of students from diverse backgrounds are underachieving. Lack of motivation often lies at the basis. In order to restore the function of education, namely 'create opportunities for all students, no matter what their background is', we need to focus on the MOTIVATION of students. The causes for the motivational problem (the challenges of more intensified diversity, inclusive education, higher demands from society and higher pressure due to (social)media) can't be reversed. We believe that TALENT DETECTION and DEVELOPMENT is the key to the problem. The general objective of this project is therefore empowering teachers to develop and implement methods, approaches, materials and tools for talent detection and development, in order to improve the motivation of pupils in secondary education and to involve their parents more intensely in their teenagers' school career. Since lack of motivation and participation is not limited to any age range, teachers from different departments and levels will be involved. In total it means that about 1800 secondary school students will be affected in one way or another. The idea sounds simple enough, but how do we intend to reach our goals? Through intervision by school staff, interviews of all parties involved (including counselors, ESLs, truants...), filming lessons and activities, comparing scientific research and opinions of experts in the field, we want to develop methods, tools, materials that focus on 5 types of learning ('shared' learning, 'diverse' learning, 'critical' learning, 'media' literacy and 'life/professional' literacy) and we want to implement these in 3 areas (in day-to-day lessons, in activities within the curriculum e.g. excursions and in extra-curricular activities). The quality of the developed methods, tools and materials will be tested in try-outs and will, at the end of our project, be used to develop a website with good practices, in-service training workshops and a self-assessment tool for schools, youth centres, ... so that they too can turn over a new leaf.Ultimately, we want to see (and be able to measure) that students of different backgrounds are more motivated, have more self-esteem, are able to live up to their capacity and have more confidence in education because we focus on their talents and help them develop these talents. In short, we want students to 'enjoy' learning again, teachers to be empowered to do so and parents to be encouraged to get more involved. In this way, our schools will stop walking backwards and will start to walk towards being broad learning environments.
The Erasmus+ project motivation2+ talent = success comprised 4 completely different schools, with a specific profile looking for ways to enhance motivation ànd detect talents in order to reach higher success levels in the ever changing environment of education. There were 3 focus fields in which an increased motivation was much desirable: lessons, activities within the curriculum ànd extra-curricular activities. Scientific research taught us that talent detection was the way to go. The objective was to use the talents that students have and look for transfers into the 3 areas mentioned. To achieve this objective not only empowerment of students to use their talents in a school environment was necessary. Also and especially empowerment of school staff to develop and implement methods, approaches and tools for talent detection/development was needed. This required more detailed goals which lead to a collection of motivational methods, activities, technology and good practices based on the 3 focal areas. A collection of all these methods, activities and tools couldn’t have come to existence if it wasn’t for the many partners who shared their expertise. 25 participating organisations did so, amongst which of course the 4 partner schools: Guldensporencollege in Belgium, IMS Private school in Cyprus, Gymnazium FM Pelcla in the Czech Republic and VII Liceum Ogólnokształcące in Poland. The other 21 organisations can be divided into 3 main groups. The 1st groups comprises schools with different profiles. Besides cooperation also field visits during were helpful to see how motivation worked for their students (with different profiles). Associations, agencies, companies ... form a 2nd group. They shared points of view, specific methods, scientific research, findings on how motivation works in different kinds of schools, … The 3rd group consists of associations that functioned as consultants. They can be considered external 'critical friends' or evaluators who helped to keep focus and brought on new ideas, methods, ... to try out. Tomas Hruda, e.g., from educationrepublic.cz taught us on 'motivation in different schools'. Don’t become a different school, aim at becoming the best possible version of the school with all its limitations and possibilities that make it unique. This advice resulted in a rollout of all sorts of activities. First the main focus of each of the partners had been detected through filming lessons, curricular and extra-curricular activities. A thorough evaluation and tracking the field was done through questioning our target groups. After the data selection had been done it was time to try out methods, activities and evaluation methods to come to clear goals. Key to it all is making choices. Decide what is feasible, reaches most pupils and staff... Go for a widescale effect that is “doable”. It actually comes down to narrowing down changes in four fields, which became the 4 pillars of our project: technology, infrastructure, teaching styles and clear goals. Specific workshops, forms and activities have been set up which found a culmination point in the final project meeting. The learning process will be shared further during workshops organised by Eekhout Academy. The impact on our target groups is real. Students e.g. have a better view on their talents and take more responsibility for their learning process, which is a proof of them growing as ‘people’. Teachers became more confident again because useful and evidence-based methods or tools and good practices for several subjects are now available. They got and still get that little nudge needed to take steps towards innovative teaching tweaks. Schools have a more open-minded vision towards 'intervision' (looking at each other's lessons, co-teaching etc...). An open door-policy is less threatening. Outside the lessons there are more activities to create a 'connecting' school environment (over lunch time, after school time, ...). The schools became broad learning environments where pupils can learn during and outside the lessons, and in collaboration with local partners. Even parents and to a larger extent the community profited from this project. There is a more connecting atmosphere. Parents feel welcome, more listened to and as a consequence are more involved. This has a positive influence on how the community perceives the schools. This translates in the community asking to use the school premises for non-school related activities as well, that in their turn also creates a positive buzz in and around the school. Mutual affection, doubles the effect. The more detailed results of the project can be found on the website (mtseducation.eu), which will still be maintained and updated, and the in-service training workshops with Eekhout Academy as a partner. Thé lesson that we have learnt and will keep sharing is: it doesn’t always require a giant leap. A first small step might do the trick and start a process of motivational education.