Conference co-creating a quality school

 

 THE INTERNATIONAL ONLINE CONFERENCE

»CO-CREATING A QUALITY SCHOOL«

5th and 6th March 2021

27th August 2021

Call for Papers
The epidemic unfortunately prevented the execution of the international conference Co-creating a Quality School, which was planned for the 17th March 2020 at the Danila Kumar Elementary School.

We decided to host an online supported conference in two parts. The first part of the online conference will be held on Friday, 5th and Saturday, 6th March 2021, while the second part will be held on 27th August 2021, 16 hours altogether.

Contributions approved last year are already included in the programme, which will be published on the Danila Kumar Elementary School web page (www.os-danilekumar.si).

Our goals are:

  • quality general education,
  • acquisition of new learning strategies, which include ICT,
  • raising awareness about the importance of intrapersonal balance,
  • developing of organisational skills for teaching and learning,
  • the necessity of physical activity during the learning process,
  • shaping of the school culture, which is based on empathy and common system of values.

One of the building blocks of a good school is tending to improving interpersonal relationships and improving connections amongst each other. Therefore, we are inviting you to find answers to the following questions together:

  • What is the role of the teacher in the 21st century?
  • What are some strategies for developing the students’ critical thinking, planning and inquiry into their own learning?
  • What do our students need for learning in a cooperative and supportive environment?
  • How important is learning through experience and how can we implement it in our teaching?
  • How do we facilitate peer cooperation and what poses the greatest obstacle preventing it?
  • What knowledge and experience should elementary students acquire?
  • What is the nature of the partnership between a teacher and a student?
  • How well is the teachers’ voice heard and how well the students’’?
  • Which are the important building blocks of generations z, 𝛼… ?
  • What are the positive outcomes of the pandemic for education?
  • Digitalisation of the teaching and learning process.

Please apply for both conference parts through the Katis Portal by 3rd March 2021.

There is still time to apply for active participation (a talk or a workshop) at the second part of the conference.

Your contributions will be published in an online collection of scientific papers, issued on the day of the conference in August. All participants receive a certificate of participations, and those with active contributions receive the certificate of a contribution at an international conference. Part of the conference will be in English. The conference fee (both parts) is 10 euro For all further questions and inquiries, contact Karmen Bizjak Merzel (bizjakmerzelk@os-danilekumar.si).

 

Karmen Bizjak Merzel, Danila Kumar Elementary School
Conference Coordinator

Conference Programme

FRIDAY, 27th August 2021

8.00-8.15 OPENING
8.15-9.00

KEYNOTE SPEAKER:

Wim Peeters

9.15-10.00 WORKSHOPS I
10.15-11.00 WORKSHOPS II
11.00-12.30 POSTER SECTION (2×45 min) AND LUNCH
12.45-13.30 WORKSHOPS III
13.45.14.30 WORKSHOPS IV
14.45-15.30

KEYNOTE SPEAKER:

Barbara Kampjut

15.30-16.00 CLOSING PLENARY

FRIDAY, 5th March 2021

16.00 OPENING SLO / ENG
16.15–17.00

KEYNOTE SPEAKER:

Kristjan Musek Lešnik
Quality school after the epidemic: About clogs and wings

MEET & GREET
The opportunity to share ideas and meet presenters from abroad

SLO/ENG
17.30–18.15

Emily Staudacher:

Developing a sensitive and supportive writing workshop that provides writing as a coping strategy to overcome trauma and adversity (International School Carinthia, Austria)

ENG

Lilijana Klinger, Marko Šolić:

Engage in STEM (Matija Gubec International School, Croatia)

ENG

Katarina Lovenjak:

Let opinions spark fire or a simple recipe for class (Gimnazija Kranj, Slovenia)

ENG

Simona Samida Cerk:

Interdisciplinary approach to teaching humanities (OŠ Franceta Bevka, Slovenia)

SLO

Tina Starec Klobasa:

Kamishibai connects (OŠ Danile Kumar, Slovenia)

ENG

Anja Podreka:

Contemporary art in elementary school (OŠ Danile Kumar, Slovenia)

ENG


SATURDAY, 6th 2021

 

9.00–9.45

KEYNOTE SPEAKER:

Jukka Miettunen:

Managing the Change Finnish Way (Yli-Iin koulu, Finland)

ENG
10.15–11.00

Jennifer Navarre:

Balanced Literacy and Fitting It In To Your Classroom (International School Carinthia, Austria)

ENG

Mojca Planinc:

Lessons as theatre and playground (OŠ Franceta Bevka, Slovenia)

SLO

Lojzka Lušin:

Real world Maths (OŠ Danile Kumar, Slovenia)

ENG

Brigita Praznik Lokar:

Formative assessment at history lessons through authentic tasks (OŠ Danile Kumar, Slovenia)

SLO

Tanja Jankovič:

Animated film as project work in class (OŠ Danile Kumar, Slovenia)

*please download Stop Motion Studio app on your smart phone or tablet

SLO

Mojca Škof:

How to connect home economics with basics in textiles (OŠ Danile Kumar, Slovenia)

SLO

Katarina Čepič:

Inclusion of multilingual students into (international) education (OŠ Danile Kumar, Slovenia)

ENG
11.15–12.00

Ines Schreiner:

The impact of the adolescent brain research on educating middle school students (International School Carinthia, Austria)

ENG

Emilia Hiltunen, Sari Sälevä and Ville Sillanpää:

Co-teaching Towards Sustainable Future With STEAM (Yli-Iin koulu, Finland)

ENG

Melita Plešnik:

Story line in teaching Slovenian (OŠ Danile Kumar, Slovenia)

SLO

Uroš Marolt:

School is a circus! (OŠ Danile Kumar, Slovenia)

SLO

Irena Lahajner:

Lost in space (OŠ Danile Kumar, Slovenia)

ENG

Damjan Beton:

Good people create a quality school (OŠ Danile Kumar, Slovenia)

SLO
12.15–13.00

KEYNOTE SPEAKER:

James Brightman:

Launching Virtual Professional Learning Networks within ACES (International School Carinthia, Austria)

ENG
13.00-13.45 CLOSING PLENARY SLO / ENG

 

Plenary Speakers

2. part – 27th August 2021:

  • Wim Peeters – Examples of sustainable professional learning of science teachers
  • Barbara Kampjut
1. part – 5th and 6th March 2021:
  • dr. Kristijan Lešnik Musek – Kakovostna šola po epidemiji: O coklah in krilih
  • Jukka Miettunen – Managing the Change Finnish Way
  • James Brightman – Launching Virtual Professional Learning Networks within ACES
Abstracts

FRIDAY, 27th March 2021

1. Anja Brezovnik: Teaching according to Hejny’s principles

Teaching according to Hejny’s principles is a method of teaching mathematics, with which the student explores mathematics experientially and at the same time experiences satisfaction. According to Hejny’s principles, teaching contributes to the successful introduction of mathematical concepts and contents through motivating activities; the student finds it easier to reach the set learning goal. They follow the twelve fundamental principles that make up holistic learning. Hejny’s principles are based on forty years of developing and testing this method and include examples of good practice in teaching mathematics since the days of ancient Egypt. These principles are used by kindergarten and primary school teachers alike. This paper presents twelve Hejny principles.

 

2. Alen Grbec: School, critical thinking and philosophy

A school is a place where future generations are educated and brought up to one day shape this world. Therefore, it is essential to promote skills that will help them meet the challenges that await them. Nevertheless, there is often a reverse process where a school can distract students from the knowledge and thereby destroy children’s curiosity. This is unacceptable, as the school should remain a space that encourages and nurtures children’s curiosity, offers them answers to many questions, and at the same time opens up new unexplored areas worth deepening. Critical thinking is one of the essential tools that both adults and children can use to help themselves cope with the world we live in. Therefore, it is necessary – as is the case with sports (physical) skills – to practice it to such an extent that it becomes routine. The starting point for this was set long ago by philosophers, especially Socrates.

 

3. Amalija Mikulan: Art creation and a positive self-image of students

The correct approach of carefully planned art problems from a teacher leads to fine arts becoming a substantial area for every student. Furthermore, children’s motivation in artistic creation is significantly higher if the art techniques are diverse and specially combined. Therefore, the paper will address new creative challenges to the mutual satisfaction of both the student and the teacher.

 

4. Tadeja Galonja: An introduction to working with historical sources

A historian’s actual work is the comparison and analysis of written sources. It is a complex process of figuring out what happened in the past and why. Students in the 6th grade become acquainted with the role of historical sources and work with them – whilst they do not have the basic historical knowledge and experience yet. Working with historical sources can therefore be abstract and demanding for them. We offer students a solution: a series of role-playing games that introduce them to a step by step meaning of origin, cause/purpose, usefulness and limitations (e.g. prejudices) of different sources, as well as the reasons why we can draw different conclusions from the same sources.

5. Nataša Štebe: Older people teaching young people

Teachers would like good relations to prevail at school, both within the classroom and among all students in the school. However, it is not enough to talk about mutual tolerance, help, kindness, and so on only within the class. Students need to experience this and therefore require a broader and more substantial experience. In my paper, I will present a successful project, Older People Teaching Young People, which significantly helps students from 1st to 9th grade get to know each other better, start greeting each other in the hallways and encourage and develop empathy. Achieving these goals required a great deal of effort in the organization, implementation, and connectivity of all participating teachers. After only the first year of implementing this project, teachers and students found that relationships were better, more enriched and enhanced our school space. Activities to strengthen mutual relations with new ideas have become our constant.

 

6. Dr Bojan Jeraj: The role of pedagogical employees in eliminating gender stereotypes in school and the broader social environment

We encounter gender stereotypes all around us. These are often generalizations based on a specific gender that we are unaware of and their social consequences. Gender stereotypes can be very harmful to younger generations and significantly impact their behavior, emotions, hobbies, and schooling. For individuals to be content with their surroundings and meet the expectations of important people in their lives, they are willing to compromise decisions which often lead to a denial of their desires and objectives. Therefore, eliminating gender stereotypes among young people is also an essential step towards greater gender equality in the 21st century. Teachers in kindergartens and schools also play a vital role in all of the above. In contrast, the school culture is often based on certain gender stereotypes. Therefore, teachers influence the reproduction of existing gender stereotypes in young people with their own expectations of students and their own gender stereotypes.

 

7. Mateja Kores: Is language teaching in the 21st century really quantum physics?

In a time of striving for increasing students’ autonomy, with the emergence of new methods and the search for the best way of teaching in the 21st century, language teachers, in particular, are confronted with various approaches and techniques that ensure maximum success. The success is that the students learn the language and know how to use it. In addition, educators try to make their content meaningful and closer to its usefulness in real life. However, through practical work, the lecture will show that sometimes all that glitters is not gold and that it is not always necessary to reinvent the wheel, that we are successful in teaching and keep in step with the times.

 

8. Jasna Lavrenčič: The connection between movement and learning during class

Movement is an integral part of our daily lives. Any movement of our body results in energy expenditure (calorie burning). Movement is not just a sport. Power walking, walking, playing, tidying up, dancing, walking upstairs, running, jumping is all movement, and when we plan this movement, we call it exercising. Exercise and bodily activity play a key role in learning and memory enhancement (Sousa,

2013). For instance, it improves mood and helps process information that a person perceives (cognitive functions). With movement, we can help ourselves create an idea of a particular topic. Children and adults can acquire specific knowledge faster with movement. We can liven up school hours, make them more interesting and better the quality if we include movement in them. Thus, in turn, students also remember more.

 

9. Maja Sušin: Student’s planning and class management

In addition to editing documentation and working with parents and other teachers, the most crucial task of the class teacher is to lead the class community. How to co-create conditions and guide children to build good relationships, a sense of security, and acceptance is a big challenge. All this has a significant impact on a child’s healthy self-esteem and their learning success. An example of good practice is a personal plan I have developed that each student regularly monitors. In doing so, they take responsibility for their own progress, recognizing their desires, for setting and achieving goals. The class teacher monitors the student, and in this way, they get to know them better, understand their place amongst classmates and the relationships between them, which helps them work with the whole group. It is also easier to gain trust and connect the power of encouragement and praise, which significantly impacts the individual and the class climate.

 

10. Ines Makovec: The comparison of acquired knowledge through online learning and in the classroom

New questions arose during the epidemic, and online learning: How much knowledge will students acquire from the material provided through the computer? Already, in 2015 I compared the acquired knowledge with videos and in the classroom. I started my research by making two videos – the first for the repetition of the material and the second for introducing new material. Because the material was particular, I could only perform the experiment while teaching math in a high school program. I used the students previously divided into sections A and B for the experimental and control group. I checked how they perceived the explanation via computer with videos and whether they are trustworthy enough to learn independently at home. In general, I found that the students of the control group gained more knowledge. However, if I compared only the achievements of the “post-test” between the two groups, both achieved almost identical results.

 

11. Ana Deutsch Sodnik: Expressing and managing emotions

A modern quality school focuses on the holistic development of an individual. One of the essential areas of development is the emotional realm. Children and adolescents encounter many varied emotions during adolescence. Everyone experiences emotions or feelings differently, and everyone manages and expresses them in their own way. In my report, I will present the importance of emotional development, the impact of emotions on an individual and the strategies we use to help students learn to recognize their own emotions, manage them and appropriately express them.

 

12. Tatjana Kržan: Knowledge of biology gained through movement and didactic games

Movement prepares the brain for better learning by stimulating the formation of new brain cells and the connections between them and improving attention. In addition, biology as a life science encourages students to build a responsible attitude towards the environment and a healthy lifestyle. By including movement and games during biology lessons, students hand in hand take care of their health and acquire newly enhanced knowledge.

 

13. Sara Drnovšek: The living painting project

The Living Painting project is one of three projects I run at our school related to art history. The purpose and goal of the Living Paintings project are for students to learn about fine art masterpieces and experience them as living creations – the paintings in front of them come to life with their story, motifs, and learning about the painter’s life. Then, I expose the selected picture to the gallery, where it comes to life uniquely (some pictures are very lively – they walk around the school and talk to students and teachers). Thus, the picture is presented to the students in a particular manner. The implementation of this project will be presented in the workshop.

 

14. Vida Kotnik: Student’s motivation during online learning

This year has been extraordinary in education. The environment and manner of teaching have changed; we teachers have transformed and adapted our methods. We were looking for the most appropriate way to make online learning interesting and for students to face a minimal amount of problems along the way. As the motivation of some students visibly declined, I connected with their parents. I was told that children are more motivated if they see me and listen to my explanation. So, because I wanted them to be successful, I made contact with them in a way I never thought about. In this article, I will present my way of online teaching with the help of videos.

Dr Nasreen Majid: Using reflective journals in mathematics in Key Stage 2 to develop deeper thinking and understanding of mathematical processes

This workshop will provide an introduction on the how to develop the use of mathematics journals to support pupils’ metacognition and self-regulation capabilities in the teaching and learning of mathematics. The workshop will share research carried out with Year 5 and Year 6 in a British Primary school. The project was inspired by recent work on metacognition and self-regulation by the Education Endowment Foundation (EEF, 2018). Pupils completed mathematical journals every week for three terms. A review of written reflections showed increased awareness of mathematical thinking and demonstrated marked improvements in self-reflection and mathematical ability. The process also provided an opportunity to focus teaching for the class and individual pupils. Hence, writing journals helped pupils to improve their mathematics and their conceptual understanding of the subject.

16. Nataša Lacković: Using graphic novels and comics in teaching across subjects: introducing a flexible “inquiry graphics” teaching method

This workshop will explore a flexible and adaptable method for teaching with graphic novels, sketching and comics across subjects termed “inquiry graphics” that I developed over years of research and teacher feedback. Some of the outcomes of the studies I conducted on the method suggest major benefits and transformations in learners’ behaviour and performance, based on methodological applications, such as an 100% increase of interest in reading by reluctant readers, enhanced creativity and emotional wellbeing, and high evaluation and recommendations for the applications of graphic novels and visual media in teaching by participating teachers of history, citizenship, languages and art, as well as learners.

17. Adam Jagiello-Rusilowski: Monkeys, hats & keys – intervention through drama

Drama offers roles to safely exercise your agency and initiative both in positive and stressful situations. When you realize that a given behavior or attitude is not the ideal one or seems unacceptable you do not feel guilty or wrong – it is the character who makes mistakes and says foolish things. But you learn from those failures and feel support of the group in searching for better coping strategies. You critically chose your real role models and become the narrator of your own story. You are able to switch the perspectives, get into somebody’s else’s shoes and see the difference that empathy makes for yourself and peers. Drama reduces prejudice (DICE project -average of 20%) and fear of uncertainty (14%), it builds resilience and gratitude to the community of learners.

Materials needed:

18. Andrew Tomlin: Diversity in literature in the classroom is vital in so many ways

The presentation will look at the many aspects of why diversity in literature is needed in the classroom these include: historical context, Social background, Ethnic environment, amongst others., the presentation will highlight the need for the representation of a wide range of cultures, not just from around the world, but within countires themselves. Pre conceived ideas about cultures and countries will be questioned, and when anaylsed further, will be seen to be quite contrary to the truth. Positive representation will also be shown to be vital in increasing the self esteem of students from stigmatized backgrounds., and how this can bring students to a closer understanding of, not only other cultures, but their own. Helping to dismantle naive and false prejudices.

19. Marie Källström: With international mobility to networking in schools for the development of digital competences

English school In Upplands Väsby, Sweden has successfully engaged in a number of collaborations and projects within the Erasmus program. We have had student exchanges as well as teacher exchanges (K1 + K2). Today we are participating in a project with 4 other countries and the topic is “the power of women”.

The main benefit of collaboration is to be able to engage in other school systems and learn from each other. To exchange best practise and talk about similarities and differences in the different school systems, share teacher techniques, classroom management and spark ideas to spin off and bring back to your own school. Networking is great for sharing ideas and knowledge, but they can also surface areas of shared concern where we can address a particular issue and discuss different solutions. I have enjoyed exchanging” positives and negatives” as a school leader with Aleksander.

In my experience from these collaborations, a teacher is always a teacher and once you put them in a classroom whether it is in Sweden, Spain, or Slovenia they will interact pretty much in the same way. The engagement and love for teaching is universal.

20. Monica Bori San Tandem: Learn to play music and create community

This workshop focuses on the Tandem ORFF project, which is a co-work and collaboration between Patufet Sant Jordi Francesc Batallé i Aragonès school (Catalonia, Spain) and EMMCA (Municipal Music School and Arts Centre). It has been carried out for the last four years. One of the key points of this school’s project is to, through music and the Orff method, work on the languages of expression to promote communication skills and thus contribute to the integral development of children by ensuring inclusion. In this workshop we are going to explore the following issues regarding the Tandem Orff Project.

FRIDAY, 5th March 2021

  1. Katarina Lovenjak: When our views clash – a simple recipe for a whole-class debate

How can teachers provide opportunities for their students’ deliberate practice in developing argumentation skills, justifying diverse views and opinions? A time and space where the young can polish their critical thinking skills through a variety of topics? The aim of this presentation is to demonstrate how to implement a class debate which can include as many as thirty students, regardless of their level of pre-knowledge, skills, or abilities.

  1. Simona Samida Cerk: An interdisciplinary approach to teaching 5th grade social science in primary school

The paper presents the challenges of a modern school based on interdisciplinary teaching, which includes collaborative learning, innovative learning approaches and learning environments supported, by modern information and communication technology. Modern concepts of knowledge focus on skills and abilities such as the ability to independently search for information, the ability to critically evaluate information, the ability to use information in different situations, problem solving, collaboration and creativity. Digital competences of both teachers and students play key role. The paper presents guidelines and innovative solutions for teaching social science in the 5th grade through an interdisciplinary approach in which students are motivated, mentally active, independent and achieve high learning effects. A teacher in a modern school is not only a mediator of knowledge, but also an enthusiast and a listener.

  1. Tina Starec Klobasa: Kamishibaj brings together

Kamishibai (jap. kami: paper and shibai: theatre) is a form of storytelling with images and a wooden stage and it is extremely useful in the pedagogical process as it includes all elements of formative assessment, provides cross-curricular connections and allows a wide range of possibilities for internal differentiation. In addition, the return to the analogue after the period of distance learning with the help of modern technologies has increased its value and importantance and needs to be even more actively promoted.

  1. Anja Podreka: Primary school – contemporary art

The lecture will be dedicated to introducing the programme of the IB which makes it possible enables teaching global and personal concepts (politics, community and environmental concepts) through Visual Arts or understanding of the Contemporary Art. Lecture will aim at spreading knowledge and experience of the possibility of implementing a new curriculum and a renewal of it, in order to teach Contemporary art in primary schools through/with the theory and practice.

SATURDAY, 6th 2021

  1. Mojca Planinc: Theatre can be our playground, our laboratory, our kitchen …

It is important to acknowledge that theatre as an art and theatre as the teaching method are two completely different approaches to consider theatre. There are not many examples of good practise of theatre as the teaching method in school. Theatre gives children the possibility of research, dealing with problems and finding different solutions to problems. The process takes place in an environment that is relaxed and encouraging. Students also learn critical thinking. After introducing theatre activities in the class, pupils responded very positively. Their knowledge is obtained in a practical way and is therefore more sustainable. Children learn faster, they solve problems more creatively, their orientation and coordination improved and when they speak they are more confident. I also noticed improvement of self-awareness during communication and improvement in relations between pupils. Learning through the theatre method is not only empirical approach, it is also a multisensory approach.

  1. Lojzka Lušin: Is Maths Real? / Living Maths

Developing creativity and transfer skills means encouraging learners to think laterally and to make associations between things that are usually not connected. It means encouraging learners to reinterpret and apply their learning in a new context, looking at things from different points of view and experimenting with alternative approaches to solving problems. How students can understand and make connections between different disciplines in multidisciplinary, interdisciplinary, transdisciplinary contexts, or in relation to real-life situations, can be developed with the help of five levels of SOLO taxonomy. When exploring various real-life situations, students need to use factual knowledge and conceptual understanding as well as upgrade them to make a connection to real-life contexts by using the highest level of complexity. Studying mathematics by recalling knowledge, applying it to new topics of the subject and generalizing it, energizes learning and makes it more active and flexible. This Maths presentation will demonstrate how to implement thinking with concepts in the mathematical classroom when referring to unfamiliar situations.   

  1. Brigita Praznik Lokar: Formative assessment in history lessons with authentic assignments

Formative assessment accustoms the students to think independently about their learning, ways to gain knowledge, the facts they have already learnt, what skills they have acquired and why to study at all. The role of a teacher is to guide students and make them aware of all the steps of formative assessment. Thus, during the educational process, the teacher steps into the background, yet such a lesson requires a lot of time for preparation.

  1. Tanja Jankovič: Animated movie as a project in a classroom

In this article we focus on the final stage of the project based learning – the presentation of what has been learned. The presentation of what has been learned, products and evidence of learning is highly important. By presenting, students make sense of learning and put it in its place, in a broader context. What is learned gets additional value. There are several ways to present knowledge. Here, all creativity is left to students and teachers. This time we take a closer look at how we can make an animation in the final phase of project learning – a short animated film. Making an animated movie covers many areas of the curriculum as well as the “laws” of the modern school. Students get used to the useful value of ICT and the sensible use of digital technologies. They also learn how to develop visual literacy and learn about the laws of video content, which are even more important in today’s world of video and visual messages.

  1. Mojca Škof: How to connect the chapter of household economics with the basics of textiles

In the unit on the home economics, the students learn where and how people live. The students and I explore how important it is to plan the time for necessary and less necessary daily needs in a family. In the workshop, we will make a symbolic home – a house that offers shelter to family members (in the form of dolls). At the end, we will make a medal for every family member. On the inside, we will write five key words of praise that are the basis for creating good relationships among the family members.

  1. Katarina Čepič: The inclusion of foreign language students into (international) education

The inclusion of students who have limited knowledge and mastery of the language of instruction is multifaceted. It entails cognitive, social and psychological elements and it requires a holistic approach of the teacher. The following contribution will hopefully serve teachers of language or other subjects who encounter students with language of instruction deficiency and aim to scaffold the students in the learning process. The short lecture will give a general overview of the topic, provide examples of good practice, and engage the participants into a debate. 

  1. Melita Plešnik: Story line and Slovene lessons

Story line ideas and methods enable a quality way of teaching, develop collaboration among students in their learning process and mutual support as well as contribute to shaping student’s personalities. Moreover, the knowledge gained through the story line method is more permanent and better. Students reach their goals themselves through collaborating with their peers (they learn from each other).

  1. Uroš Marolt: School is a circus!

Can school become a circus? With the circus pedagogics we develop coordination, accuracy, speed, perseverance, cooperation and enable students to try out their limits in safe environment. Some of the standard circus disciplines and requisites (e. g. juggling balls, diabolo, Chinese plate, slackline) and ways to include them in the class will be introduced. We will bring into focus movement challenges with easier accessible circus props (wooden sticks, peacock feathers or jump ropes). Activities are suitable for the youngest but also older students in primary school.

In the end we will speak about possibilities to provide circus props, deepen the knowledge of circus skills and where to watch a circus show. We will do a short practical exercise for which you will need a small ball (the best is soft, in the size of the tennis ball). 

  1. Irena Lahajner: Lost in space 

How do we lead the students from the topic to the final project presentation? I will present how we did a project in physics using ICT and a team of teachers (a physics teacher, an English teacher, an ICT coordinator, a librarian and others). I will describe the project steps in writing the text, creating PPT presentations and handouts. I will show the advantages and disadvantages of such projects and point out the strengths and weaknesses students face in such activities.  

  1. Damjan Beton: Good people create quality school

According to positive psychology and ontology we will try to emphasize that person in his core is good and good school stakeholders make quality school. Positive psychology studies and strengtens positive aspects of human personality and his well-being and differs from other areas of psychology that focus more on pathology. Ontology (philosophical field that deals with nature of being, existence) states that person in his essence is good/well. But not to stop on theoretical level, we will search for concrete properties of students, teachers, parents through SWOT analysis (we will focus on strengths and opportunities). For our work we will also use adapted open space method. Both metods of work will be briefly explained so the participants will be able to actively participate on the topic.

Writing Abstracts

The abstract needs to include a summary of the content and the goal of the article. It has to introduce the context, discussed topics and important conclusions. Do not repeat the title of the article in the abstract, as well as no repetitive statements, which are included in the article. Use Times New Roman 12p and italics. The abstract in Slovenian and English mustn’t be longer than 150 words and include a maximum of 6 key words.

Action Committee
  • Andreja Hazabent
  • Urška Šuštaršič
  • Klemen Strmljan
  • Karmen Bizjak Merzel
  • Uroš Medar
  • Ines Huber
  • mag. Mojca Mihelič
Writing articles

1. Authors should send their contributions by electronic form to the following email address: bizjakmerzelk@os-danilekumar.si. Papers must be designed in accordance with the requirements of the editorial board. When submitting the paper, authors should also communicate their correspondence address or email address and the address of the institution in which they are employed or their home address.

2. Contributions

The paper (including extract and literature) should be 6 to 9 pages long. The text should be written in Times New Roman, size 12, with a line spacing of 1.5. The title of the article and the titles and subtitle of the chapters should be written in bold. The text should be left-aligned, the beginnings of paragraphs should not be indented, but a blank line should be inserted before each new paragraph, title or subtitle. Longer quotations (above three lines) should be separated from the rest of the text, and the font size should be 11. Three dots should indicate omissions in a quotation between the italics /…/. Notes are not intended to cite literature, and their number should be as small as possible. References should be specified in parentheses of the current text: (Tivadar 2016: 140). In the lists of sources and literature, only the sources and literature stated in the text are mentioned.

3. Citation of sources and literature:

a) a book

– Schlamberger Brezar, Mojca, 2009: Connectors in French: from theoretical starting points to analysis in discourse. Ljubljana: Znanstvena založba Filozofske fakultete.

– Foucault, Michel, 2011: Archeology of Knowledge. Ljubljana: Studia humanitatis. Prev. Uroš Grilc.

b) a collection

Javornik, Miha (ed.), 2006: Literature and globalization (on the issue of identity in the cultures of Central and South-Eastern Europe in the time of globalization). Ljubljana: Scientific Research Center of the Slovenian Academy of Sciences and Arts.

c) an article in a collection

Mikolič, Vesna, 2004: Intercultural Slovene Studies – Reality or Challenge? Stabej, Marko (ed.): Modern in Slovene language, literature and culture. 40th seminar of Slovenian language, literature and culture: collections. Ljubljana: Faculty of Arts, Department of Slovene Studies, Center for Slovene as a Second / Foreign Language. 37–47.

d) a journal article

Tivadar, Hotimir, 2018: The position of Slovene speech through the prism of sentence phonetics – actualization of the description of basic text-phonetic parameters. Language and Literature 63 / 2-3. 7–24.

d) a website

Corpus of written standard Slovene Gigafida 2.0: <https://viri.cjvt.si/gigafida/>. (Access day. Month. Year.)

Sources and literature should be listed separately.

4. an extract

Articles should also be accompanied by keywords and an extract (synopsis) in Slovene and English (this should be placed under the title of the article; an English translation of the title should also be provided); The extract should be in font size 10, and from eight to ten lines. The proceedings will be published on the day of the conference (part 2); therefore, the paper must be submitted no later than July 7, 2021. The author guarantees the authorship and assumes all responsibility.

Poster section

A date is assigned for the poster presentation section, and all the authors are expected to be present. During this period, meetings with the interested audience and individual presentations of the author’s works to visitors are planned.

All conference participants can view a virtual poster exhibition on this link, which will be active from August 23, 2021. In addition, choose at least two presentations and take part in a short debate at the scheduled time.

Instructions for writing the poster

Ensure that the text on the poster is not too excessive, and it should be displayed in a transparent form. A pre-prepared template has been sent to you for this purpose.

Tips for setting up a poster – taking into account the following steps:

• poster title
• author
• organization
• definition of objectives
• definition of results
• conclusions

The official languages of the poster section are Slovenian and English. The submission deadline is August 15, 2021. Please send it to medaru@os-danilekumar.si