Job shadowing – Spojena škola Poprad, Slovačka 3th to 7th of June 2024.

Zovem se Đurđica Miškulin i radim kao učiteljica povijesti u Osnovnoj školi Pantovčak. Sudjelovala sam u job shadowingu u Spojenoj školi Poprad, Slovačka od 3. do 7. lipnja 2024.

U sklopu Erasmus+ akreditacije pružena mi je prilika promatrati nastavu u Slovačkoj. Za cjelokupan raspored aktivnosti se pobrinula kolegica Alena Varadyova jedna od profesorica umjetničkog dijela Spojene škole. Spojena škola osim osnovnoškolskog programa nudi i umjetnički program što ju čini drugačijom od ostalih škola Poprada.

Odabirom ove škole za promatranje nastave želim više saznati o školskom sustavu Slovačke, unaprijediti svoje socijalne vještine, promatrati nastavu povijesti s osobitim naglaskom na aktivnosti vezane za međuvršnjačko nasilje, inkluziju i zeleno poduzetništvo.

My name is Đurđica Miškulin, and I work as a history teacher at Pantovčak Primary School. I participated in a job shadowing program at the Integrated School Poprad, Slovakia, from June 3rd to 7th, 2024.
As part of the Erasmus+ accreditation, I was given the opportunity to observe lessons in Slovakia. My colleague, Alena Varadyova, one of the art teachers at the Integrated School, took care of the entire schedule of activities. The Integrated School, in addition to its primary school curriculum, also offers an art program, which makes it different from other schools in Poprad.
By choosing this school for lesson observation, I aim to learn more about the Slovak educational system, improve my social skills, and observe history lessons with a special focus on activities related to peer violence, inclusion, and green entrepreneurship.

1.  DAN – 3. lipnja 2024.

Prvog dana smo kolegica Frančić i ja primile toplu dobrodošlicu od strane kolegice Alene Varadyove i ravnatelja Spojene škole Poprad, Petera Husara. Ravnatelj je ukratko opisao slovački obrazovni sustav te nam predstavio raspored za nadolazeći tjedan. Spojena škola Poprad je zanimljiva jer spaja osnovnoškolsko obrazovanje i umjetničko, a i sama zgrada je tako podijeljena. Učenici umjetničke škole nisu nužno i učenici iste osnovne škole.

Nastava engleskog jezika u 5. H razredu je obrađivala temu zimske i ljetne odjeće i obuće. Učiteljica je čestom promjenom aktivnosti držala pozornost učenika. Na početku su čitali, potom su u skupinama raspoređivali slike zimske i ljetne odjeće i obuče u na to određena mjesta čime su pokazali razumijevanje pročitanog. Učiteljica je kroz sve aktivnosti bila sveprisutna, a učenicima kojima je trebala pomoć ju je i ukazala. Drugi sat engleskog jezika se održao u 6. D razredu gdje je učiteljica nastavni sat počela okupljanjem učenika koji su sjeli u krug na pod učionice i međusobno razgovarali o temi nastavnog sata. Nakon najave sata vratili su se na svoja mjesta i nastavili raditi gradivo u parovima i skupinama, a na kraju je učiteljica igrom asocijacije ponovila naučeno gradivo.

Nakon nastave engleskog jezika slijedio je obilazak škole gdje se moglo uočiti rad škole na Erasmus i drugim projektima, podjela škole na obrazovni i umjetnički dio, cijela škola ima izloženo mnogo učeničkih radova koji su često od recikliranih materijala. Vidljiva je povezanost sredine s prirodom jer osim učeničkih radova, na ulazu u školu je vidljiv velik broj romobila i bicikala kojima učenici dolaze na nastavu.

Nakon obilaska škole prisustvovala sam nastavnom satu povijesti u 7. L razredu. Nastavni kurikulum povijesti Slovačke je nešto drugačije podijeljen od hrvatskog jer se učenici s nastavnim predmetom povijest susreću u petom razredu, a ukupno imaju devet razreda osnovne škole. Nastavna jedinica koja je bila obrađena je bila Bitka na Mohačkom polju koja je jednako važna za hrvatsku, ali i za Slovačku povijest. Učitelj je nastavni sat koncipirao na uzročno posljedičnim vezama te je za glavni dio sata koristio lentu vremena koju su učenici popunjavali događajima koje im je protumačio učitelj, i onima koje su pročitali u radu na tekstu i povijesnom izvoru.

Učenici i učitelji umjetničke škole su pripremili kratak program za djecu iz obližnjeg vrtića koji su došli u posjet školi koju će vjerojatno jednog dana i pohađati. Kroz kratki program učenici su pokazali sve što se može naučiti u umjetničkoj školi što je bilo djeci iz vrtića izuzetno zanimljivo.

Promatranje iskustva kolega u Slovačkoj prvi dan sam završila izvannastavnom aktivnosti drame. Učiteljica je s učenicima stvarala novi dramski prikaz s temom problema mladih danas. Polaznici su nabrajali probleme s kojima se susreću, učiteljica ih je zapisala. Učenici su neke od „problema“ i odglumili i dali ideju kako ih uprizoriti. Time je učiteljica učenike pretvorila u autore dramskog prikaza u pripremi.

Day 1st – June 3th, 2024
On the first day, my colleague Frančić and I received a warm welcome from our colleague Alena Varadyova and the principal of the Integrated School Poprad, Peter Husar. The principal briefly described the Slovak educational system and introduced us to the schedule for the upcoming week. The Integrated School Poprad is interesting because it combines primary education and art education, and the building itself is divided accordingly. Art students are not necessarily the same as primary school students.

The English lesson in class 5.H covered the topic of winter and summer clothing and footwear. The teacher kept the students' attention with frequent activity changes. At the beginning, the students read, and then, in groups, they sorted pictures of winter and summer clothing and footwear into designated spots, demonstrating their understanding of what they had read. The teacher was present throughout all the activities and provided help to the students who needed it. The second English lesson took place in class 6.D, where the teacher started the lesson by gathering the students in a circle on the classroom floor, where they discussed the topic of the lesson. After the introduction, they returned to their seats and continued working in pairs and groups, and at the end of the lesson, the teacher used a game of associations to review the material they had learned.

After the English lessons, we had a tour of the school, where we could observe the school's work on Erasmus and other projects, the division between the educational and artistic parts of the school, and the large number of student artworks displayed throughout the school, often made from recycled materials. The connection between the school environment and nature was evident, as in addition to the student artworks, there were many scooters and bicycles visible at the entrance, showing how students arrive at school.

After the school tour, I attended a history lesson in class 7.L. The curriculum for Slovak history differs slightly from the Croatian one, as students start history lessons in fifth grade, and they have a total of nine years of primary school. The topic covered in the lesson was the Battle of Mohács, which is equally important for both Croatian and Slovak history. The teacher structured the lesson around cause-and-effect relationships and used a timeline as the main part of the lesson, which the students filled in with events explained by the teacher and those they read about in the text and historical sources.

The students and teachers of the art school prepared a short program for children from a nearby kindergarten, who came to visit the school they will likely attend in the future. Through the short program, the students showed everything that can be learned at the art school, which was extremely interesting to the kindergarten children.

I ended the first day of observing my colleagues' experiences in Slovakia with an extracurricular drama activity. The teacher was working with the students to create a new dramatic piece based on the theme of problems faced by young people today. The students listed the problems they encounter, and the teacher wrote them down. Some of the "problems" were then acted out by the students, and they came up with ideas for how to portray them. In this way, the teacher transformed the students into authors of the dramatic piece in preparation.

2.  DAN – 4. lipnja 2024.

Drugi dan je bio rezerviran za izvanučioničku nastavu. Škola kroz cijelu godinu provodi projekt „Poprad mam rad“ pri čemu učenici posjećuju sve dijelove Poprada. U planu je bio obilazak Kvetnice, no zbog nastavnog plana i programa učenici trećih razreda su posjetili prirodno zaštićeno područje u blizini škole. Prije nego su se učenici s učiteljicama uputili izvan učionice napravljen je uvod o svemu što će naučiti danas.

Učiteljice su učenicima objasnile povijesnu pozadinu dijela Poprada koji će ići posjetiti. Koje biljke i životinje će tamo susresti, a posebno su naglasile važnost očuvanja okoliša. Učenici su sudjelovali u raspravi i sami dolazili do zaključka kako čuvati okoliš i što sve djeca mogu učiniti za očuvanje Zemlje. U skupinama su pisali svoje zamisli o očuvanju okoliša. Nakon uvodnih aktivnosti učenici i njihove učiteljice su se pješice zaputili na mjesto izvanučioničke nastave. Na zaštićenom području učenici su aktivno tražili biljke i životinje koje su upoznali u uvodnim aktivnostima, a obilazak završili skupljanjem otpada sa posjećenog područja.

Nakon povratka s izvanučioničke nastave kolegica Frančić i ja smo imale sastanak sa stručnom službom škole koja nam je objasnila načine postupanja i strategije borbe protiv nasilja u školi i o programu inkluzije koju provodi škola. Škola ne tolerira nasilje i u borbu se nakon incidenta uključuju sve nadležne institucije, škola alarmira, razgovara s roditeljima, izriče pedagoške mjere i sve prijavljuje socijalnoj službi koja preuzima slučaj. Kao što škola ne tolerira nasilje tako je izuzetno posvećena inkluziji učenika s poteškoćama kojima se nastavni program individualizira i prilagođava, a često je prisutan i asistent. No svakako treba naglasiti da ako se radi o težim poteškoćama, onda ti učenici ne pohađaju redovnu školu nego škole koje imaju prilagodbu programa za određene poteškoće.

Day 2nd – June 4th, 2024
The second day was reserved for extracurricular activities. The school runs a project called “Poprad mam rad” throughout the year, where students visit various parts of Poprad. The plan for the day was to visit Kvetnica, but due to the curriculum, third-grade students visited a nature reserve near the school instead. Before the students and their teachers left the classroom, an introduction was made about everything they would learn that day.

The teachers explained the historical background of the part of Poprad they would be visiting, what plants and animals they would encounter, and particularly emphasized the importance of environmental preservation. The students participated in a discussion and came to conclusions on how to protect the environment and what children can do to help preserve the Earth. In groups, they wrote their ideas on environmental protection. After the introductory activities, the students and their teachers walked to the location of the extracurricular lesson.

At the protected area, the students actively searched for plants and animals they had learned about during the introductory activities, and they concluded the visit by collecting waste from the area.

After returning from the field trip, my colleague Frančić and I had a meeting with the school’s professional services, who explained the methods and strategies for combating violence in the school and the inclusion program implemented by the school. The school does not tolerate violence, and after an incident, all relevant institutions become involved. The school alerts authorities, communicates with parents, imposes pedagogical measures, and reports everything to the social services, who take over the case. Just as the school does not tolerate violence, it is also highly committed to the inclusion of students with disabilities, tailoring and adjusting the curriculum for these students, often with the support of an assistant. However, it is important to note that if the disabilities are severe, these students do not attend regular schools but schools with adapted programs for specific disabilities.

3.  DAN – 5. lipnja 2024.

Trećeg dana praćenja rada kolega iz Slovačke je započeo nastavom njemačkog jezika u 8. S razredu koji je izuzetno napredan. Kroz nastavni sat učiteljica je mijenjala razne aktivnosti, tako je sat počeo kratkim dokumentarnim filmom o proizvodnji gumenih bombona, potom su učenici čitali i prevodili tekst iste tematike, iz teksta su trebali napisati recept za izradu, a u završnom dijelu sata su sami izradili svoje gumene bombone. Pri čemu su usmeno objasnili što su sve radili i koje sastojke su koristili.

Nastava engleskog jezika u 5. L je bila sat ponavljanja za pisanu provjeru znanja. Učitelj je koristio razne metode rada kako bi učenicima zadržao pozornost i motivirao sve učenike na aktivno ponavljanje gradiva. Upotrijebio je čitanje, raspravu, igru asocijacije, rad u parovima pri čemu je jedan u paru bilo učenik koji je drugome objasnio gradivo koje ne razumije, i na kraju Kahoot! kviz.

Nastava povijesti u 7. L je bila nastavak nastavnog sata od ponedjeljka pri čemu je učitelj još više inzistirao na uzročno posljedičnim vezama vidljivima na lenti vremena. Ovog puta je učitelj napravio ponavljanje i provjeru napisanog i zabilježenog kod svih učenika.

U poslijepodnevnim satima bila je održana završna produkcija učenika umjetničke škole inspirirana poznatim ženama. Kroz program je bila vidljiva aktivnost igranja uloga. Učenice su preuzele uloge slavnih žena i time obogatile svoje znanje o radu i povijesnoj pozadini djelovanja žena koje su glumile.

Day 3rd – June 5th, 2024
The third day of observing colleagues' work in Slovakia began with a German language lesson in class 8.S, which was extremely advanced. Throughout the lesson, the teacher changed various activities. The class began with a short documentary film about the production of gummy candies, followed by students reading and translating a text on the same topic. From the text, they had to write a recipe for making the candies, and in the final part of the lesson, they made their own gummy candies, explaining orally what they had done and which ingredients they had used.

The English lesson in class 5.L was a revision lesson in preparation for a written knowledge test. The teacher used various methods to keep the students engaged and motivate them to actively revise the material. He employed reading, discussion, association games, pair work (where one student explained the material to the other), and finally, a Kahoot! quiz.

The history lesson in class 7.L was a continuation of the lesson from Monday, where the teacher focused even more on cause-and-effect relationships visible on the timeline. This time, the teacher did a review and checked what had been written and noted by all the students.

In the afternoon, there was a final performance by the students of the art school, inspired by famous women. The program clearly demonstrated role-playing activity. The female students took on the roles of famous women, which enriched their knowledge about the work and historical context of the women they portrayed.

4.  DAN – 6. lipnja 2024.

Četvrtog dana prisustvovala sam nastavi povijesti u 6. D i 6. N razredu koji su obrađivali temu rimske vojske. Učiteljica je koristila povijesni zemljovid, slikovne povijesne izvore i pisane povijesne izvore za obradu nastavnog gradiva. Uz pomoć zemljovida, slika i povijesnih izvora učenici su trebali riješiti zadane radne listove i tako sami kreirati plan ploče. Učiteljica je radove pregledala i sama dala primjer kako bi mogao izgledati plan ploče. Učenici su aktivnosti radili samostalnim radom.

Na nastavi engleskog jezika u 3. S razredu smo kolegica i ja imale priliku učenike upoznati s Hrvatskom, našom školom i našim obrazovnim sustavom. Učiteljica je aktivnosti prilagodila usporedbi dviju država koje su učenici s velikim zanimanjem pratili i sudjelovali u nastavi.

U poslijepodnevnim satima prisustvovala sam nastavi drame gdje su sve aktivnosti bile usmjerene na igranje uloga i to slavnih povijesnih ličnosti. Učenici su kroz igru uloga bolje upoznali povijesnu ličnost, njezino djelovanje, povijesnu pozadinu i njihovu važnost za sadašnjost.

Day 4th – June 6th, 2024
On the fourth day, I attended history lessons in classes 6.D and 6.N, where they were studying the topic of the Roman army. The teacher used historical maps, visual historical sources, and written historical sources to teach the material. With the help of maps, images, and historical sources, the students were required to complete worksheets and create their own plan on the board. The teacher reviewed their work and provided an example of how the board plan could look. The students worked independently on the activities.

During the English lesson in class 3.S, my colleague and I had the opportunity to introduce the students to Croatia, our school, and our educational system. The teacher adapted the activities to compare the two countries, which the students followed with great interest and actively participated in the lesson.

In the afternoon, I attended a drama lesson where all the activities were focused on role-playing famous historical figures. Through role play, the students gained a better understanding of the historical figures, their actions, the historical context, and their importance for the present day.

5.  DAN – 7. lipnja 2024.

Zadnjeg dana sam ispunila anketu o cjelokupnom iskustvu job shadowinga. Škola mi je dodijelila certifikat. A ostatak dana je bio posvećen boravku u prirodi u Nacionalnom parku Visoke Tatre.

Day 5th – June 7th, 2024
On the final day, I completed a survey about my overall job shadowing experience. The school awarded me a certificate. The rest of the day was dedicated to spending time in nature at the High Tatras National Park.

Aktivnosti

1.      PRVA AKTIVNOST

NAZIV AKTIVNOSTI: Igranje uloga

CILJEVI I ISHODI AKTIVNOSTI: Učenici će u skupini odigrati uloge povijesnih ličnosti čime će bolje shvatiti povijesni kontekst djelovanja odabranih povijesnih ličnosti i važnost njihovog djelovanja

SUDIONICI: učenici šestih razreda

OPIS AKTIVNOSTI: Učenici su obradili nastavnu cjelinu Hrvatska u srednjem vijeku. Organizirana je i radionica s temom života plemstva. Nakon svega je bilo i ponavljanje koje je provelo kroz aktivnost igranja uloga. Učenici su uz pomoć učiteljice odabrali povijesnu ličnost iz razdoblja hrvatskog srednjeg vijeka i u skupini odigrali svoje uloge. Sve su potkrijepili pripadajućim rekvizitima (kruna, prijestolje, žezlo, plašt…)

Nakon aktivnosti s učenicima se provodi razgovor o razumijevanju aktivnosti i povijesnih ličnosti koje su glumili.

2.      DRUGA AKTIVNOST

NAZIV AKTIVNOSTI: Uzročno-posljedične veze

CILJEVI I ISHODI AKTIVNOSTI:

• Učenici će moći prepoznati ključne događaje i datume Francuske revolucije i Napoleonovog doba.

• Učenici će razumjeti uzročne veze između tih događaja (npr. kako su ekonomski problemi i politička nestabilnost doveli do revolucije).

• Učenici će analizirati kako su Francuska revolucija i Napoleonov uspon uticali na političku, društvenu i ekonomsku strukturu Francuske, kao i na širu evropsku političku scenu.

• Uočit će razlike između različitih faza revolucije (npr. od ustavne monarhije do radikalne Republike, a zatim do cara Napoleonove vladavine).

SUDIONICI: učenici sedmih razreda

OPIS AKTIVNOSTI: Učenici su kroz obradu nastavne cjeline Francuske revolucije i Napoleonovog doba u sklopu ponavljanja crtali i nadopunjavali lentu vremena. Lenta je za svaki navedeni događaj trebala imati naglašen uzrok događaja. Time su učenici dobili pregled uročno-posljedičnih veza.

Nakon aktivnosti s učenicima se provodi pisana provjera znanja pri čemu je vidljivo shvaćanje nastavnog gradiva prikazanog na lenti vremena.

Activities

1. FIRST ACTIVITY

ACTIVITY TITLE: Role-playing
AIMS AND OUTCOMES OF THE ACTIVITY: Students will perform roles of historical figures in groups, which will help them better understand the historical context of the actions of selected historical figures and the significance of their actions.
PARTICIPANTS: Sixth-grade students
DESCRIPTION OF THE ACTIVITY: The students studied the unit on Croatia in the Middle Ages. A workshop on the life of the nobility was also organized. Afterward, there was a review conducted through a role-playing activity. With the help of the teacher, students selected a historical figure from the Croatian Middle Ages and performed their roles in groups. They supported their performances with appropriate props (crown, throne, scepter, cloak…).
After the activity, a discussion was held with the students regarding their understanding of the activity and the historical figures they portrayed.

2. SECOND ACTIVITY

ACTIVITY TITLE: Cause-and-Effect Relationships
AIMS AND OUTCOMES OF THE ACTIVITY:

• Students will be able to recognize key events and dates of the French Revolution and the Napoleonic era.

• Students will understand the cause-and-effect relationships between these events (e.g., how economic problems and political instability led to the revolution).

• Students will analyze how the French Revolution and Napoleon’s rise to power affected the political, social, and economic structure of France, as well as the broader European political scene.

• Students will observe the differences between various phases of the revolution (e.g., from constitutional monarchy to radical Republic, and later to Napoleon’s reign as Emperor).

PARTICIPANTS: Seventh-grade students
DESCRIPTION OF THE ACTIVITY: Through the study of the unit on the French Revolution and the Napoleonic era, as part of the review, students drew and completed a timeline. The timeline for each event was required to emphasize the cause of the event. This allowed the students to get an overview of the cause-and-effect relationships.
After the activity, a written knowledge check was conducted, through which students’ understanding of the material presented on the timeline was assessed.