Bilateral In-service Teacher Training Course. Living with neighbours

Bilateral In-service Teacher Training Course

”Living with neighbours” Getting to know and understand each other better as a step towards a common Europe

Vienna/Austria, 8 – 10 December 1999 Brno/Czech Republic, 12 – 14 April 2000

Report by Rüdiger Teutsch

A project by KulturKontakt Austria – BMUK – Centrum pro dalsi vzdelavani/Masarykova Univerzita The initiative is supported by Interreg II – Small Project Fund

Bi-lateral TeacherTraining Course „Living With Neighbours“ Austria – Czech Republic

Rüdiger TEUTSCH/Miroslava NOVOTNA Seminar I + II Vienna, December 1999/Brno, April 2000

Contents CONCEPT OF THE COURSE

3

Facilitators/Trainers - Experts - Report - Overall co-ordination of the project - Aims of the Training Course Format - Participants

DESIGN OF THE TRAINING COURSE

4

Residential seminar I - Experiental phase - Residential seminar II

PROGRAMME OF SEMINAR I

5

PROGRAMME OF SEMINAR II

6

HYNEK BÖHM: VÝVOJ ČR OD PÁDU ŽELEZNÉ OPONY DO SOUČASNOSTI

7

Volby 1992 až volby 1996 - Volby 1996 – 1998

- Volby 1998 - současnost

RÜDIGER TEUTSCH: PROJECT WORK

10

JOINT PROJECTS

13

Project 1“ Multicultural Awareness” - Project 2: “Come together in a foreign town” - Project 3: „Grenzüberschreitender Kalender 200?” - Project 4:„New Partnerships” - Project 5 : „Schluckspecht“ - Project 6: „Stierfelsen“ - Project 7: „TOGETHER“ - Project 8:“ Money makes the world go round

EVALUATION

21

Seminar I (Vienna, December 1999) - SEMINAR II (BRNO, APRIL 2000)

PARTICIPANTS

27

FACILITATORS

29

ORGANISATION

29

ANNEX

30

Field study / Vienna - Field study / Brno

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Concept of the Course Facilitators/Trainers The Training Course was designed and is facilitated by Ms. Mirka Novotna (Masaryk University Brno) Mr. Rüdiger Teutsch (Consultant/trainer, Interkulturelles Zentrum Wien) -

Experts The following experts contributed to Seminars Ms. Andrea Komlosy (University of Vienna) Mr. Gerhard Kowar (Kulturkontakt Austria) Mr. Daniel Löcker (Townhall Vienna, Interreg programme) Ms. Sylvia Parzer (Büro für Europäische Bildungsprogramme, Vienna) Mr Hynek Böhm (Ministry of Education, Youth and Sports of the Czech Republic, Dept. of Strategy and Informatics) -

Report -

Mr Rüdiger Teutsch

Overall co-ordination of the project -

Ms Franziska Karlhuber (educational adviser Brno, KulturKontakt/Federal Ministry of Education and Cultural Affairs, Austria )

Aims of the Training Course − to contribute to the building of mutual understanding and confidence between the two neighbour regions through joint teacher training activities and school based co-operation; − to develop co-operation (joint projects) between teachers and students from both countries − to help teachers to acquire knowledge, key skills and attitudes necessary to plan and carry out intercultural educational projects at their schools.

Format Two residential seminars (in Vienna, 8 – 10 December 1999 and in Brno, 12 – 14 April 2000) are linked by an experiental phase in which joint approaches were tried out on school level.

Participants Teachers (all types of schools) of students aged 12 - 18 from Czech Republic (15 teachers) and Austria (15 teachers); committed to participate in the 2 residential seminars and ready to apply project ideas on school level A project by KulturKontakt Austria – BMUK – Centrum pro dalsi vzdelavani/Masarykova Univerzita. The initiative is supported by Interreg II – Small Project Fund - page 3 -



Design of the Training Course Residential seminar I 8 – 10 December 1999, Vienna, Austria -

Getting to know each other

-

Philosophy of the Course/Agenda review

-

Cross-border cooperation and intercultural learning

-

Vienna – Brno: Historical aspects (Austrian expert)

-

Biographical links

-

The SOKRATES programme: Introduction into Comenius Action 1.1.

-

Educational field study: Czech roots in Vienna

-

Development of joint project ideas

-

Project planning

-

Evaluation

Experiental phase Brno – Vienna, December – April 2000 Project ideas and concepts were tried out on school level. Reflections on educational process and interim results were exchanged between the participating teachers and students.

Residential seminar II 12 – 14 April 2000, Brno, Czech Republic -

The Czech republic on ist way to the European Union

-

Project assessment

-

Development of ideas and materials: field study in Brno

-

Exchange of experiences

-

School visit

-

Future perspectives

-

Evaluation

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Programme of Seminar I Wednesday 8 December 1999 11.00 13.00 15.00 16.00 17.00 17.30 18.30

Getting to know each other Philosophy of the course Agenda review Lunch Official opening - Gerhard Kowar (Kulturkontakt) - Daniel Löcker (Townhall Vienna, INTERREG programme) Expectations and interests of participants Key-note speechHistorical aspects of the border region Austria – Czech Republic Ms Andrea Komlosy (University of Vienna) Questions (developed in small groups) Discussion End/free evening

Thursday, 9 December 1999 9.00 9.45

10.30 12.00 15.00 16.00

18.30

Introduction inti the Comenius programme Ms. Sylvia Parzer (Büro für Europäische Bildungsprogramme) Questions Workshops A. Mirka Novotna: Methods for intercultural learning B. Rüdiger Teutsch: Examples for international project-work: „personal roots“, „conflict management“ Workshops (new groups) A. Mirka Novotna B. Rüdiger Teutsch Intercultural field-study / research groups Presentation of results Project development - Input: „What is an international educational project? What ressources are available?“ - team building - themes - draft of project ideas end dinner at „Heuriger“

Friday 10 December 1999 9.00

11.00 12.00 13.00

project development - activities - schedule - presentation presentation of „educational piece of culture“ Evaluation questionnaire group activity end of the seminar evaluation of facilitators

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Programme of Seminar II Wednesday 12 April 2000 7.25 9.10 11.00

Departure Vienna Arrival Brno – Transfer to seminar-site Slapanice Opening of the Seminar (plenary) • Welcome • Aims of the course, aims of the seminar • Agenda review • State of the art: joint projects (initial aims, communication, programme, co-operation)

12.45

Lunch

14.00

Project assessment (2 big rooms, all project groups/pairs) • strengths and weaknesses • Interim evaluation End of day’s programme Dinner at Brewery pub „PEGAS“

17.30 19.30

Thursday 13 April 2000 9.00 11.00

Project development (2 big rooms, all project groups) • strategies for improvement Keynote speech I (plenary): Hynek Böhm: The Czech Republic on its way to the European Union Discussion with participants

13.00 – 18.00 19.00

Field – study: Getting to know Brno Cultural programme

Friday 14 April 2000 8.30 11.00

School visit to Vocational school „Brno - Olomoucstrasse“ Project development: future planning

12.30 13.00

Evaluation (plenary) Closing of the seminar (plenary) Free afternoon

16.45

Departure from Brno

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Vývoj ČR od pádu železné opony do současnosti Mgr. Hynek Böhm, MŠMT Události začínající 17. listopadem 1989 ústící mj. dne 29.12. 1989 do volby V. Havla českým prezidentem a volbami v červnu 1990 • Fenomén OF, Václav Havel jako ústřední postava • KSČ ztrácí do února 1990 700 000 členů • Vytvořena vláda národního porozumění složená z poloviny komunisty a nekomunisty, v čele stál člen KSČ Čalfa (vystoupil z KSČ v březnu 1990) • Z čs. Ústavy byl odstraněn článek zakotvující vedoucí úlohu strany • Volby v červnu 1990 – drtivé vítězství OF, volby byly v podstatě referendem o dalším směřování ČR Motto: Cesta ke svobodným volbám Od voleb 1990 k dalším roku 1992 • Premiérem federální vlády stále M. Čalfa • Slovenským premiérem se stal V. Mečiar, který požadoval přesun kompetencí na republikové úrovně s tím, že federál by si ponechal pouze kompetence v oblasti obrany, zahraniční a měnové politiky • Názorová polarizace OF a posléze jeho rozdělení – vznik ODS, ODA (liberálně-konzervativní pravicové strany) a OH (pol. hnutí levého středu) • Stejný vývoj zasáhl i slovenskou Veřejnost proti násilí • Nacionalizace slovenské politiky – aktivní vystupování SNS, vznik HZDS poté, kdy byl V. Mečiar odvolán z postu premiéra Slovenské části federace. Tyto tendence ovšem byly dobře pochopitelné, protože V. Havel slovenským problémům nikdy příliš nerozuměl. Mečiarův nástupce Čarnogurský ovšem prosazoval velmi podobné vize. Nespokojenost na Slovensku umocňoval fakt, že cca 90% zahraničních investic bylo na českém území. • Květen 1992 – začátek kuponové privatizace – začátek proces odstátnění hospodářství jakožto předpokladu systémové změny Motto: Národní emancipace Slováků Volby 1992 až volby 1996 • V české části federace se po volbách vytvořila vládní koalice ODS, ODA a KDU-ČSL, na Slovensku koalice HZDS a SNS. Jelikož V. Mečiar prosazoval jistou formu dualismu, na niž nebyl V. Klaus ochoten přistoupit, došlo k pokojnému rozdělení federace a zrodu dvou nových států, které přivítal 1.1. 1993 ohňostroj v Bratislavě a společné zasedání české vlády a parlamentu v Praze, který připomínal otevření pobočky KB v Kotěhůlkách • V samostatné ČR tvořila do dalších voleb vládu koalice ODS, ODA a KDU-ČSL, která na poli zahraniční politiky odmítala spolupráci s ostatními zeměmi střední a východní Evropy formou Visegrádu (ten tvořilo vedle ČR Slovensko, Polsko a Maďarsko). Nominálně tato vláda hlásala snahu o začlenění do evropských struktur, současně se však její premiér V. Klaus netajil svou euroskepsí. Ve vnitřní politice byl nejpatrnější ostrý souboj mezi premiérem Klausem a lídrem nejsilnější opoziční strany (ČSSD) M. Zemanem. Antipatie těchto dvou mužů dominovaly - page 7 -



politické scéně a přispěly k tomu, že volby roku 1996 byly chápány jako souboj V. Klaus vs. M. Zeman Motto: prapodivná privatizace, rivalita Klaus x Zeman Volby 1996 – 1998 • Zemanovi se povedl husarský kousek, když svou ostrou konfrontační politikou zvedl preference ČSSD z 9% hlasů ve volbách v roce 1992 k 27% roku 1996. Vládní koalice obsadila v Parlamentu 99 křesel z dvou set, ale zůstala u moci díky handlu s ČSSD ( předseda ČSSD Zeman se stal předsedou Parlamentu ČR), stala se tedy vládou menšinovou. V listopadu 1997 však došlo k rozkolu uvnitř koalice a menší strany KDU-ĆSL a ODA vystoupily z vlády. Došlo rovněž ke sporu uvnitř ODS a premiér Klaus byl svými kolegy Pilipem a Rumlem donucen opustit post premiéra – známý Sarajevský atentát. Na mimořádném sjezdu ODS však byl V. Klaus potvrzen na postu předsedy strany, a tak rebelové z ODS v čele s Rumlem a Pilipem založili vlastní stranu, Unii svobody (US). Byla utvořena poloúřednická vláda v čele s guvernérem ČNB Josefem Tošovským, kterou vyjma nestraníků tvořili členové US a KDUČSL. Hlavním úkolem této vlády bylo dovést zemi k mimořádným volbám, které se konaly v červnu 1998. Motto: hospodářská krize Volby 1998 - současnost • před volbami česká společnost očekávala, že vznikne koalice ČSSD s KDU-ČSL za tiché podpory Důchodců za životní jistoty nebo US, DŽJ se však do parlamentu oproti průzkumům veřejného mínění nedostali a US neunesla tíhu okamžiku. Výsledek voleb byl velmi překvapivý – vítězem se sice podle očekávání stala ČSSD s 30% hlasů, ale obrovské satisfakce se dostalo ODS, která skončila se ziskem 27% na následujícím místě. Strany bývalé pravicové koalice, v níž by ODA nahradila ideologicky velmi podobná US, obsadily 101 křesel v dvousetčlenné poslanecké sněmovně, ale díky osobním antipatiím vládu neutvořily. A tak se stalo nečekané – došlo k jiné formě široké koalice. ČSSD s ODS uzavřely tzv. opoziční smlouvu, po níž byla vytvořena jednobarevná vláda ČSSD a V. Klaus, předseda ODS, se stal předsedou parlamentu. Podstatou opoziční smlouvy je tolerance vlády sociální demokracie OD stranou při hlasováních o důvěře kabinetu, rozpočtu za významné ústupky pro ODS – viz letošní přijímání rozpočtu. Dle oficiální rétoriky obou opozičně smluvních stran měla smlouva přinést stabilitu do české politiky, která se dá dešifrovat jako pokus o odstavení menších stran a snahu změnit volební systém z proporčního na většinový. Tato taktika vyburcovala KDU – ČSL, US a dvě menší neparlamentní strany k utvoření tzv. čtyřkoalice, která by v příštích volbách měla velký potenciál uspět. V současnosti stoupají preference také komunistické straně. V zahraniční politice však zaznamenala vláda úspěch v podobě vstupu ČR do NATO (12. 3. 1999) a nedávné dodatky k opoziční smlouvě rovněž přispěly k zlepšení v přijímání evropské legislativy.

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Motto: Vnitropolitická krize Proces přibližování ČR k EU Ještě federální ČSFR jasně deklarovala ústy V. Havla zájem na návratu do Evropy, který měl mít podobu vstupu republiky do EU, již roku 1990 a poté opakovaně o rok později. EU však byla roku 1990 a 1991 plně zaměstnána mezivládní konferencí, která připravovala smlouvu o EU a vyústila Maastrichtským summitem. Brusel změnil svůj názor až v souvislosti s pučem v srpnu 1991 v Moskvě. Od prosince 1991 byla právním rámcem pro vztahy ČSFR a EU (tehdy ještě ES) tzv. Asociační dohoda, která měla upravovat vztahy ve vzájemném obchodě s poskytováním výhod slabší, tedy české straně . Dohoda však nikterak nepředznamenávala, že by se Unie měla rozšířit (z důvodu rozpadu federace byla evropská dohoda přepsaná pro ČR a byla tak přijata až roku 1995). Velkým pokrokem ve stanovisku EU byl až Kodaňský summit roku 1993, kdy Rada EU změnila svůj postoj z „EU se může rozšířit“ na „EU bude rozšířena“. Zatímco v předchozích vlnách rozšíření nebyla ze strany Evropské unie pro kandidátské země stanovena žádná speciální kritéria, která by bylo třeba splnit, kromě obecně platných podmínek stanovených v zakládacích smlouvách, v případě zemí střední a východní Evropy, které požádaly o vstup a jejichž výchozí ekonomická i politická situace se značně odlišovala od předchozích kandidátů na členství, stanovila Evropská unie základní požadavky na zasedání Evropské rady v červnu 1993 v Kodani: "K přistoupení dojde, jakmile bude daná země schopna převzít závazky vyplývající z členství a zároveň bude schopna splňovat hospodářské a politické podmínky." Tyto požadavky jsou označovány jako tzv.

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Project work by Rüdiger Teutsch

Aims of project work In general the term "project" is used to describe a framework for a teachers-students co-operation that is based on the individual and social needs of the persons involved as well as the requirements of the society they live in. The main aim is to bridge the gap between "learning for school" and "learning for life". Education should provide relevant knowledge and applicable skills for the students and enable them to participate as responsible members of a modern democratic society. In other terms project work • supports co-operation, helps to establish co-operative structures rather than competition between students; • aims at relevant knowledge and skills that can be applied in everyday life; • combines cognitive, affective and the motor dimension of learning; • tries to build on and make use of individual skills and competences of the students; • relates school to out-of-school life; • motivates to start cross-curricular activities; • stimulates motivation of both students and teachers; • contributes to a continuous development of the school organisation, ...

Structure of project work Project work is based on a new understanding of the relationship between teachers and students. It is not any longer the teachers' responsiblity to plan the educational process in general, to give theoretical inputs, to correct homework, to evaluate tests or to discipline students. Teachers and students are partners in education. Inspite of the fact that the specific knowledge and various skills of the teachers might - in many cases - be more developed, the characteristics of the social relationship between students and teachers should be equality and mutual respect. While the topic itself is determined by the framework of the curriculum, the theme as well as the methods of planning, collecting, analyzing and evaluating data should be chosen in co-operation by teachers and students. Project work focuses on the interests and needs of the students in order to keep their motivation high and to share the responsibility for the learning process between teachers and students. The setting of project work is different to traditional lessons. Instead of the teacher on the one hand "giving" and the students on the other hand "receiving", the work is carried out in small groups which can structure the internal communication themselves. A very important aim of project work is the development of management skills. This means in particular that students learn to plan the project in a co-operative way. Negotiations take place in students groups to find out which one of the different proposals put forward by the group-members seems to lead to the most satisfying results. During this democratic discourse emphasis is put on the - page 10 -



persuasive power of ideas and arguments. Besides planning the management of a project needs the distribution of tasks and responsibilities among the group members. Finally, information has to be collected, tested and summarised, which again supports the improvement of management skills. In order to develop strategies to achieve good results, or even to find solutions to existing problems it is necessary to cross the traditional borders between subjects and to make use of the advantages of interdisciplinary approaches. Another aspect of project work is in the involvement of various senses. In order to analyse a specific phenomenon it is important to look, to listen, to touch and sometimes also to smell. In this way a subtly diversified awareness can be risen that goes far beyond a theoretical insight into facts. All this of course definitely changes the role of the teacher. Rather than providing theoretical inputs it is much more important to help students to structure their planning and decision-making processes, to raise the awareness of the social dimension of communication and to support the application of new methods and techniques.

Phases of project work In practice the methodology of project work follows certain phases: 1. In the beginning time has to be spent to define the project idea. Teachers and students should intensively discuss the focus of the project and finally reach an agreement on a project theme. 2. As a second step the main objectives of the project have to be established. Planning stands for the analysis of available resources of information, the means to get access to useful data, the distribution of responsiblities among the group members, the development of a work-plan and time schedule, and the timing and form of ongoing and final evaluation. 3. Having clarified the framework in which the project can be carried out the group prepares for the practical work. Relevant information often cannot be found in the classroom, so the students’ groups have to go to libraries, meet experts, interview people in public places, observe certain areas of the environment, visit companies, etc. During this phase substantial information is recorded in written form, documented by means of tape-recorder or video, etc. 4. If necessary, interim reflections help to overcome problems and stimulate students to try out different approaches. Sometimes it becomes the task of the teachers to provide emotional security and to support the development of self-esteem. 5. A very important phase is the analysis of the collected information. Selection and structure of data and the verification of the initially developed hypothesis are the key issues of the analytic process. 6. Finally the results need to be presented in a proper way. Depending on the audience and the aims of the project different ways can be chosen: newsletter, video-presentation, edition of a survey, role-play or drama, exhibition etc. could serve the purpose.

7. In order to reflect the quality of the educational process an evaluation should be carried out. The topic of this evaluation is the educational interaction in general rather than the knowledge and the skills students have acquired. - page 11 -



Joint Projects The following project designs were developed by groups of participants w3hich were formed according to project ideas, similar types of schools and age and language abilities of the students/pupils. The project plans were developed in the course of the first residential seminar, carried out during the project-phase and evaluated during the second residential seminar.

Project“ Multicultural Awareness” Title of the project: Multicultural Awareness (MA Project) Participants (Names of group members and schools) Neil Kisby – SEZIMOVO USTI Thea Thurwachter and the 2.a class FHS 2, PAZMANITENGASSE Aims of the project raise awareness of one’s own cultural background and express it to someone who comes from a completely different background -> meet on neutral grounds see and understand similarities and differences understand the importance of being tolerant and receiving tolerant feelings and actions understand and practice tolerance in your own classroom ! Where do you come from? ->historical review – pictures, maps, reasons for moving ! Where do you want to travel to? Why? Questionnaire? ! Where do you want to live? Why? Activities

Project Schedule

a) greetings (X-mas card) -> match up pupils

a) X-mas card Dec 99

b) introduce yourself to your new partners (letters)

Responsible person FHS 2 + ZS

b) Pupils’ introductory letter Feb 2000 FHS 2 + ZS

c) School information, c) introduce your class, your school questionnaire, Mar 2000 (likes/dislikes, photographs, group projects, everyday class rules, general rules at your school Changes pupils would like to make/are they possible/are they impossible (why?) The 2.A creates a questionnaire for the d) Questionnaire Czech pupils

FHS 2

ZS d) Where do you come from? e) Czech teacher -> Vienna

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Communication (When will you get in contact? How? What will you exchange?) a) b) c) d) e) f)

Dec 99: Neill sends address and tel. of contact person and pupils list Dec 99: FHS sends x-mas cards By Feb 14, 2000: sends introductory letter (FHS 2 <-> ) By Mar 15, 2000: FHS 2 June 2000: Czech teacher -> Vienna, FHS 2 October 2000: Czech pupils -> Vienna, FHS 2 Fall 2000: Austrian teacher -> Tabor Spring 2001: Austrian pupils -> Tabor

Project assessment (Strengths and weaknesses, April 2000) + enthusiastic response by the participating students + exchange of introduction letters (12-13 year old pupils) + sending off friednship bracelets and Easter greetings and pictures taken by the kids + managed cross-curricular -

time constraint find and actually organize the time towards this project

Project: “Come together in a foreign town” Title of the project: Come together in a foreign Participants (Names of group members and schools) -

HLT Retz ZC Heyrovského

Aims of the project Mutual motivation concerning language learning and raising acceptance by exploring a foreign town together Activities -

Getting to know each other and interviews Mixed groups doing crafts work Observation in the school Exploring the town

Project Schedule

Responsible person

One day visit

Mgr. Klaudia Laister (Retz) Mgr. Dana Radvanová (Brno)

1. 2.

Czech pupils in Retz in February Austrian pupils in Brno in March

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Communication (When will you get in contact? How? What will you exchange?) In January: By phone or letter Experience of teachers and pupils of each country; mutual understanding

Project assessment (Strengths and weaknesses, April 2000) + individual presents + pupils enjoyed their co-operation- building a tower, pair work, interviews + mutual motivation + interest of the Czech teachers and head,aster + exchange3 of addresses –> development of friendships (?) Czech pupils liked the schoolrestaurant and meals + Advertisement for the Austrian school -> future pupils -

one-man-show: one woman preparation lack of time – no supply teaching financial support of the Czech school was/is problematic legal discrepancies: Czech pupils are not allowed to go into town on their own due to their age Smoking – different attitude -> peer pressure, Czech students tried it too

Project: „Grenzüberschreitender Kalender 200?” Title of the project: Grenzüberschreitender Kalender 200? Participants (Names of group members and schools) HS 20: Mag. Martha Hafner HS 2: HD Wolfgang Klopf ZS Branovice: Jaroslav Hejny ZS Brünn: Jaroslava Koci ZS TGM Mor. Budevatice: Véra Nováková -

Aims of the project COMMON Calender concerning following topics: kitchen carneval Easter Sights Dicitionary Music (composers, pop singers)

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Activities

Project Schedule

Each school works on the topic Several meetings a) Teachers Students -

We are all very busy teachers who are involved in several projects but we do hope that our product will be finished either October 2000 or October 2001

-

Responsible person -

Martha Hafner Véra Nováková

Communication (When will you get in contact? How? What will you exchange?) Interreg seminar in Brno April 2000 Meeting in Vienna Meeting in Brankovice Meeting in Mor. Budevodice

Project assessment (Strengths and weaknesses, April 2000) + Bewusstmachen unserer " Nachbarn " - Gemeinsamkeiten " Küche " Sprache Zeitproblem -

Project „New Partnerships” Title of the project: New Partnerships (Brno – Slavkov – Vienna) Participants (Names of group members and schools) Eva Campbellová Gymnazium Matyáse Lercha Bno Andrea Lady, MK-HS Staudingergasse 6, 1200 Wien Miroslav Charvát, ZS Slavkov Aims of the project comparing teenagers from CZ and A, spend their free time (writing, drawing, etc.) finding out historical facts in the personal surrounding about the partner (photo + video documentation) school visits: a) football match, b) volleyball

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Activities -

letter exchange (pupils) composition: how I am spending free time and make drawings about the topic

-

class project – photo-documentation – finding Czech/Austrian roots/names in the surrounding

-

school visits – comparing results/guiding/sports-event


Project Schedule

Responsible person

Start in Jan 2000 In March 2000

Eva, Mirek, Andrea

In May/June In June

Communication (When will you get in contact? How? What will you exchange?) In January: letters telephone fax e-mail school visit -

later: photos, videos, letters, drawings Project assessment (Strengths and weaknesses, April 2000) + excitement + pupils are interested in it + good motivation + pupils wanted to visit the others immediately + some cooleagues would give support + experience -> we are going to write letters as class in the future because it is not as complicated as when pupils write to each other + we got to know each other -

slowly letter-writing with the children was really complicated no e-mail in the Viennese school many colleagues are not interested in it pupils are lazy, impatient financial matters, money parents say „Just as long as the teacher does the whole work“

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Project : „Schluckspecht“ Title of the project: Schluckspecht Participants (Names of group members and schools) -

Irena Lochmanová Georg Theuermann Heike Leitner (Franz Kien?)

Aims of the project -

Getting to know the history of vine growing ! art of vine growing ! art of drinking ! wine and food ! wine and songs ! traditional wine festivals

Activities -

Taking in vine harvest Guided tour in vineyards Produce a map of the region To visit a wine cellar Visiting a catering/hotel “wine songs” to invite a vine grower to visit a wine festival

Project Schedule

Responsible person

Contact in May to organise;

-

June: first contacts -> visits

-

Irena Lochmanová Georg Theuermann Heike Leitner (Franz Kien)

September: start of the project

Communication (When will you get in contact? How? What will you exchange?) E-mail In May - plans Project assessment (Strengths and weaknesses, April 2000) The project could not be implemented because time was dedicated to other projetcs -

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Project: „Stierfelsen“ Title of the project: Stierfelsen – Bycí Skála Participants (Names of group members and schools) HAK Retz ISS – COP Brno, Olomoucká 61 SOU str ADAST, Adamov Aims of the project Getting to know the common past and co-operation in the future Learning about the everyday life of Austrian and Czech pupils and their home-towns Common activities in leisure Activities

Project Schedule

1) Information of the city 2) Historical background 3) Information of the school, presentation of the project

January, February

Responsible person Petr Krakora Natascha Watzer Dagmar Kyzlinková Alena Juvova

4) Visit of museum (A.), visit of Byci skála March, April (C.) 5) Photo documentation 6) Preliminary studies of the research (Vranov)

June

Communication (When will you get in contact? How? What will you exchange?) Teachers are going to stay in contact by writing and sending information and material of their home- towns Pupils will get to know each other in June in Vranov, where they can exchange their studies

Project assessment (Strengths and weaknesses, April 2000) -

The project could not be implemented because the Czech school will be closed by the end of the school year.

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Project: „TOGETHER“ Title of the project: Together Cultural brossborder activities for young people with the Wald4tler Hoftheater in Pürbach Participants (Names of group members and schools) Pavel Vanasek, ZS Sezimovo ústí Elisabeth Springer, BHAK Gmünd Stella Hierländer, Wald4tler Hoftheater Aims of the project Provide a centre for young people from both countries Common cultural spare time activities Better understanding among people of different origin and language Fun Activities All types of cultural activities in the widest sense of the word

Project Schedule No stress

Responsible person

The project should develop in the long run We will find out what happens Communication (When will you get in contact? How? What will you exchange?) As soon as possible; personal contacts of pupils, teachers and the theatre team Project assessment (Strengths and weaknesses, April 2000) + new contacts established + a great number of persons interested in the project + new infor,mation + and good mix of persons and ideas + co-operation of young people is leading to new attitudes among adults + good contacts to the media (papers, TV, radio) + agreement to continue + clear plans for the future + good network not enough time different systems ( party school – partly private) money time management for visits and project work An Austrian NGO (“Verein“) was founded in order to support cross-border activities

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Project “ Money makes the world go round Title of the project: Money makes the world go round Participants (Names of group members and schools) Neil Kisby – SEZIMOVO USTI Barbara Holy (Hauptschule Wien 11, Pachmayergasse 6) Aims of the project ! preparation of a Comenius multi-lateral project with partners in Denmark, Austria and the Czech republic ! Information on the banking system in Austria and the Czech republic (incl. loans, plastic money, accounts, ...) ! Creative interpretation of the title-song (Liza Minelli in “Cabaret”) ! To make the children understand that education and life-long learning ! From exchange-trade to the EURO – a historical longitudinal section ! Business English and money dialogues (dialofues at a bank, shopping dialogues)

Project assessment (Strengths and weaknesses, April 2000) Since the third partner – a Danish school „pulled out“ the preparation for an application under Comenius had to be post-poned. However, the partners will continue since there are positive aspects: + forced to set up a „CERNET project“ + enough time to find more partners for Comenius + discuss the programme more intensively -

Danish „pulled out“ taking part in Comenius was already laid down in our school programme (Big fault)

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Evaluation Seminar I (Vienna, December 1999) 1. Programme How relevant were the following parts of the programme for the development of the mutual understanding between the participants, the further development of joint projects, and the development of your own teaching and planning skills? (Please tick) very relevant relevant

not relevant

Getting to know each other Philosophy of the course Agenda review Official opening Gerhard Kowar (Kulturkontakt)

20

3

-

12 4

11 16

3

Daniel Löcker (Townhall, Interreg) Historical aspects of the border region Czech Republic – Austria (Ms Komlosy, University of Vienna) The Comenius programme (Ms Parzer, BEB)Key-note speech by EU representative Workshop Mirka Novotna: Methods for intercultural learning Workshop Rüdiger Teutsch: International project-work

11

11

1

6

13

4

21

2

-

13

8

2

17

6

-

Intercultural field-study / research groups Project development - team building - themes - draft of project ideas - activities - schedule - presentation

17

6

18

5

-

2. Methodology of the seminar Do you think that the methods used in the seminar (key-note speeches in plenary, plenary discussions, group work, individual work, work in pairs, etc.) were appropriate? -

Yes (15 x) Methods were appropriate but key-note speech was not relevant to our needs. Could have been done in a more practical way e.g. questionnaire/discussion. I would have chosen different way of getting to know each other in order to get to know more than only one person, e.g. introduce partner in the group It was a good mixture of methods Key-note-speeches were too long, too little time for group-work, pair-work - page 21 -

Bi-lateral TeacherTraining Course „Living With Neighbours“ Austria – Czech Republic -


Little time to discuss the project on the third day, there could be more flexibility in changing the planned programme.

3. Organisation Are you satisfied with the organisation of this seminar? (Information before the seminar, accomodation, seminarroom, travel, ...) O.k., yes, very well, completely (10 x) Location was unattractive, cold amd lifeless – but this changed the better we got acquainted with our fellow colleagues. Information before the seminar could have been more detailed (3 x) I got no information The information before the seminar was o.k. The information was not perfect in detail Auswahl der Lehrernsollte differenzierter sein (verschiedene Typen von Schulen), auch die Schüler sollten altersmässig besser zusammenpassen Disappointed that we did not visit schools (3 x) Ich wurde informiert, dass alles ins Deutsch übersetzt werden wird. Am ersten Tag war es leider nicht so. Did not get coffee and water Heuriger was too far from centre/Polish Academy Heuriger just after the seminar was tiring for the participants. For the Austrians it was a day from 9.00 – 22.00 or longer. There could have been a break in between. 3. Composition of the group Do you think that the composition of the group (half Czech – half Austrian teachers, different types of schools represented, teachers from different regions, etc.) helped to develop your project ideas? -

-

-

-

YES (12 x) I met a few good people here. I learned a lot and I found a teacher who I could talk about „Ekology“ (2 x) It helped very much There seemed to be zoo few teachers from upper secondary (gymnazium) level = no opportunity to develop Comenius language projects. On the other hand nationalities were balanced and it was not difficult to find an Austrian partner Yes, very much (even though that some ladies did not join it – language problems?? Gute Idee für Kooperation vielleicht wäre es auch ganz gut, dass man auch andere Gruppenteilnehmer kennenlernt – nicht nur die eigene Gruppe (Anm./RT: Teilnehmer konnte erst ab dem 2. Tag dabeisein) For us it was difficult to find partners (bilingual school Znojmo), there were (nearly) no representatives of Austrian „Gymnasiums“ It surely helps to develop project ideas – but too less stress was laid on the different school types where the teachers came from – it was not equally shared in adequate school-types which fit together in planning projects / even from the age of the pupils Ich habe erwartet, dass auch lehrer von Gymnasien anwesend sein werden, ich möchte eine Schule finden, die Schüler im Alter bis 19 Jahre hat und Interesse an einem Schüleraustausch hätte.

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It was interesting and fun to meet the colleagues from abroad. It gave me new insights into the life of our neighbours

4. Proposals for the Brno Seminar in April 2000 -

-

Alles Wichtige auf Deutsch und Englisch One evening together (3 x) Maybe we should have an evening in the opera or visit a typical czech institution More workshops More group work, only initial speeches of not more than 20 minutes More group-work to meet individual needs More concrete examples/details of tried and tested projects which have worked, less time on lecturessoeeches, more on practical work/discussion To continue the contacts, to develop details of cooperation To get some information about the place where the seminar takes place, For the first day of the seminar a common place where all participants could have lunch should be suggested School visits to various schools I definitely would like to spend some time at a school – not watching show lessons – but taking part in a piece of honest everyday school life! Es wäre schön, wenn die Gäste auch unsere Schulen besuchen könnten. Maybe it could be possible to organize a common travel for all the colleagues to Brno where the seminar takes place, maybe it would be possible to visit the schools of our project partners on one day of the seminar because I think this would be more important than seeing another school, and it would be nice if we also could go out all together in Brno and I also would like to see a little bit of the town, from the historical buildings because it would be very interesting for the further project work Stadtführung!! Falls Projekte entstanden sind, Präsentation von Ergebnissen

5. General remarks -

-

-

The training course was very enjoyable/valuable on the whole. I think most people have fulfilled their aimns. I certainly. Looking back I think it was okay that we were more or less forced to do the first steps into a concrete project. When I got the programme I could not find a „red thread“ or objectives Villeicht hätte man mehrer Projektideen sammeln können, in verschiedenen Gruppen (Relationspinzip) – sodass jeder Teilnehmer auch die anderen kennenlernt!n Mehr Partneraktivität! Und erst dann kann sich jeder einzelne für eine Gruppe entscheiden, nachdem man andere kennengelernt hat. It was a pity that 2 VS teachers were here and no VS teachers from Vienna so they could not find partners for project work Eine sinnvoll Projektidee so aus dem Boden zu stampfen war vielleicht für uns unerfahrene Projektarbeiter zu wenig vorbereitet. Gute Ideen, die auch realisierbar sind, brauchen mehr Zeit, und ich hatte das Gefühl, unser Themenvorschlag war mehr eine Notlösung, auch wegen der zur Verfügung stehenden Partner. The project leader showed great sensitivity in leading the group in stepping back when necessary. This encouraged the developmentof ideas. - page 23 -


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Most workshops and work in pairs. The presence of pupils (representatives of various schools and age groups) may be useful because proper project activities should be centred on pupils and it may be useful to get them involved at a very early stage. Sometimes they see problems from a different angle and may provide important aspects and ideas. Perhaps there could be 2 parts for the seminar: a) a training for teachers, b) development of projects together with the pupils concernded I appreciated a lot the work of Mr Teutsch, i think he is a very good pedagogue. I take a lot of good ideas with me to my classes which are mixed. It was very good. I think on the first day of the seminar we could have finished earlier so that the Czech teachers would have had some time to see Vienna. Was die Partnerschaft betrifft, war ich sehr zufrieden. 1 (A) Well done

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Seminar II (Brno, April 2000) Comment: Unfortunately not all participants took part in the evaluation process. Due to other obligations participants left before the final part of the seminar. 1. Programme How relevant were the following parts of the programme for the development of the mutual understanding between the participants, the further development of joint projects, and the development of your own teaching and planning skills? (Please tick) very relevant

relevant

not relevant

Project assessment 14 Project development 10

4

Hynek Böhm: The Czech Republic on ist way to the European Union 13 Field study: Ideas and materials for a visit of pupils to Brno 9

3

7

6

3

9

1

School visit Reports from field study -

2. Format of the course Do you think that the format of the course /Seminar in Vienna, Project phase, Seminar in Brno) was appropriate? -

I enjoyed it Seminar brought very much new information and personal contacts 2-day seminar with arrival the4 evening before would be easier to arrange for schools (CZ) problems with schools because of three- day seminar 2-day seminar would be easier to arrange/problems with schools of course. Howevwer the „field-study reports“ and the „project development – future planning“ sections seemed to be cut short good idea – I missed the lecture on the school system; it would have been an interesting lecture the seminar in ienna did not give the participants enough time to get to know th4e town. it was better organized in Brno, so we had more time to prepare our own work. Yes, it was and the time lap inbetween also was about right. We need to go on, though. all was o.k. yes, I do Yes, maybe a bit too long all was o.k.

3. Organisation - page 25 -



Are you satisfied with the organisation of this seminar? (Information before the seminar, accomodation, seminarroom, travel, ...) lack of information before 2 nd seminar in Brno/ letter got lost very good organized, very much space for exchange and discussion, pleasant atmosphere, very good work More information in advance more detailed information before, earlier yes completely satisfied, but sometimes timing was a problem (cramming in ideas in a short time) the organisation was o.k., maybe more input/information, lecture on Czech-Austrian relations, education system, teacher training Information before the seminar: +, seminar.room o.k., travel: + (maybe next time a bus for all could be organized?), accomodation: it was too hot in the room and it is uncomfortable I was informed in time informally but the formal letter would have been too late; the time was not well chosen – before Easter the work in school is rather hectic and as a mother of children + planning holydays for the family made the week before exhausting all was o.k. I am satisfied; I rather prefer a single room, but enjoyed the days with my partner in the doubleroom very much so ok 4. Results What do you personally consider as out-come of this course? (e.g. Better understanding of the neighbors, clear project plans, agreement on joint project, concrete experiences in cooperation, etc.) -

-

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wish to learn some Czech; clear project plan with the school in Sezimovo usti -> CERNET – programme; meeting of pupils before CERNET programme stars -> June this year New contacts established; more concrete plans developed Fantastic atmosphere to work -> clear project plans better understanding, clear project plans It’s been wonderful getting to know the Austrians and I feel overall success in all aspects of what we came here for. Thank you for co-ordinating! better understanding of the neighbours, getting to know the Czech school system, designing project plans, getting to know teachers for future plans We wworked out clear project plans and I got to know the surrounding of my colleagues and I liled the school visit a lot and we know very concretely what we are intending to do. We would like to have a reflection-seminar in one year’s time for exchanging our experiences and talking anout the projects- what we did and maybe what we are going to do further on. better understanding of the neughbours; we were able to clarify project plans; it simply is nicer and more fruitful to discuss mattwer from person to person (being able to read the body language of approval or disapproval clearly and right away) than doing this via e-Mail o.k. of course, it was interessting for us! Thank you for all!! all thatplus personal friendship, excellent atmosphere, interestinf tour in Brno, motivation to learn Czech. I’d very much like to have further seminars. Heightening of mutual understanding and developing of future plans; friendship very good! helped to establish concrete activities with students and teachers. Thank you for all!

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Participants Mag. Vera Nováková Zákládní skola T6M CZ-67602 Mor. Budejovice Tel: +420.617.420143 Fax: +420.617.420 143 E-mail: [email protected] Mag. Hubert Haschberger HS Stromstr. 40 A-1200 Wien Tel: +43.1.3325042 Fax: 43.1.3325042 E-mail: [email protected] Mr Jaroslav Hejný ZS Brankovice Tasova 272 CZ-68332 Brankovice Tel: +420.507.369 724 Fax: +420.507.369063 E-mail: [email protected] und [email protected] Mr Petr Krákora ISS - COP Olomoucká 61 Olomoucká 61 CZ-62700 Brno Tel: +420.5.45515126 E-mail: [email protected] Mr Pavel Vanásek Základní skola Skolni námestí c. 628 CZ-39102 Sezimovo ústí 11 Tel: +420.361.275188 Fax: +420.361.275 188 Mr Miroslav Charvát Základní skola tyrsova 977 CZ-68401 Slavkov u Brna Tel: +420.5.44 22 11 13 Fax: 420.5.44 22 15 95 E-mail: [email protected] Mr Neil Kisby

Gymnázium Pierra de Coubertina Námestí Fr. Krizika 860 CZ-39006 Tábor Tel: +420.361.252142 Mr Wolfgang Klopf Kooperative Mittelschule Obere Augartenstr. 38 A-1020 Wien Tel: +43.1.216 5990 Fax: +43.1.216 59 90 Ms Eva Campbellová Gymnázium Matyáse Lercha Zizkova 55 CZ-61600 Brno Tel: +420.5.21243892 E-mail: [email protected] Ms Alena Juvová Pedagogická fakulta Masarykovy Univerzity Porící 31 CZ-60300 Brno Tel: +420.5.43129354 Fax: +420.5.41216375 Ms Jaroslava Kocí CMcZS Lerchiva 65 CZ-60200 Brno Tel: +420.5.43212153 Fax: +420.5.43212153 E-mail: [email protected] and [email protected] Ms Dana Radvanová Základní skola Heyrovského 32 CZ-63500 Brno Tel: +420.5.46210160 Fax: +420.5.792539 E-mail: [email protected]

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Ms Elisabeth Springer BHAK Otto-Glöckelg. 6 A-3950 Gmünd Tel: +43.2852.52901 Fax: +43.2852.54968

Ms Martha Hafner ÖKÖ Hauptschule Stromstr. 40 A-1200 Wien Tel: +43.1.332 05 01 Fax: +43.1.332 50 42

Ms Natascha Watzer Doppelngasse 28 A-3400 Klosterneuburg Tel: +43.2243.32008

Ms Barbara Holy Hauptschule Pachmayergasse 6 A-1110 Wien Tel: +43.1.7494161 or private: 43.0676.3327889 E-mail: [email protected]

Thea Thurwachter FHSZ Pazmanitengasse 26 1020 Wien [email protected] Ms Martina Imrýsková Základní skola Zachar Albertova 4062 CZ-76701 Kromeriz Tel: +42.I25634.255 83 Fax: +420.634.25582 E-mail: [email protected] Ms Yita Zákostelská Základní skola Zachar Albertova 4062 CZ-76701 Kromeriz Tel: +42.I25634.255 83 Fax: +420.634.25582 E-mail: [email protected] Ms Klaudia Laister HLT Retz Seeweg 2 A-2070 Retz Tel: +43.2942.20464 Fax: +43.2942.20114

Heike Leitner Kreindlgasse 28/7 1190 Wien Tel.: 01-36 98 314 mail Gymnasium Znaim: [email protected] Mr Georg Theuermann Gymnasium Znaim: [email protected] Ms Andrea Lady MK-HS Staudingergasse Staudingerg. 6 A-1200 Wien Tel: +43.1.3336158, +43.1.3303312 Fax: 43.1.3303312 Ms Isabella Nistelberger ÖKÖ Hauptschule Stromstr. 40 A-1200 Wien Tel: +43.1.332 05 01

Fax: +43.1.332 50 42

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Facilitators Dr.Rüdiger Teutsch Interkulturelles Zentrum Kettenbrückengasse 23 A-1050 Wien Tel.: 43.1.586 75 44/13 Fax: 43.1.586 75 44/9 E-mail:[email protected] Dr. Mirka Novotna PdF Masaryk University Porici 31 CZ-60300 Brno Tel: 42-05-43129358 Fax: 42-05-43129457 E-mail: [email protected]

Organisation Mag. Franziska KARLHUBER CDVU-MU Pellicova 43 CZ-602 00 Brno Tel.: ++420-5-43 21 24 83 Fax: ++420-5-43 24 82 19 e-mail: [email protected]

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Annex Field study / Vienna Group assignments 1) Identify 10 Viennese family names of Czech origin and explain their meaning in English and German.

2) Explore the biography of three Austrian politicians of Czech origin. Where did their ancestors come from? Why did they move to Vienna? Follow the educational careers of the family.

3) How was everyday life of Czech migrants in Vienna around 1900?

4) Which of the most popular Czech authors were translated into German? Are their books available in Viennese book-stores?

5) Find five expressions of Viennese dialect which are of Czech origin.

6) Have a look at the menu of a „typical“ Viennese restaurant and identify dishes of Czech origin.

7) How do you prepare „Haluschky“?

8) Bring something to the seminar that represents the multicultural history of Vienna

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Field study / Brno Group assignments: “Prepare ideas and materials for a visit of your students/pupils to Brno.” Here are some examples for specific subjects as well as for cross-curricular work: -

Find out prices for goods that are available in Brno as well as in Austria (Hamburger, CocaCola, Tram tickets, etc.) - economics

-

Prepare a visit to the zoo (Mamouth!) - biology

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Investigate in a Computer-shop/Compact disc shop/book-shop.

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Find out more about why a certain clock strikes at 11! - history

-

many young boys and girls are interested in sports. Are there differences? What do your students have in common? Find out more about sports facilities in Brno!

-

Observe and collect words in the streets of Brno which you can understand despite you don’t speak Czech (papir, apotek, kino, banka, ...)

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Bilateral In-service Teacher Training Course. Living with neighbours

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