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Observation visits in schools

At two intervals during the school year 2018-2019, teams from the Danish Foundation for Entrepreneurship, Goethe-Institut Athen, Shumen University and the University of Athens observed the classes. The partners observed at first hand the implementation of the pilots in the schools, from a practical point of view (classroom practice) from an organisational perspective and for evaluation purposes.

Resources for teachers

The CRADLE methodology consists of various tools that were developed by and for teachers and school leaders:

  1. A blended Teacher Training Course to train ‘generalist’ primary school teachers to use the CRADLE methodology in their classrooms (target ages: 8-12), focused on the creation and implementation of cross-curricular projects with clear identification of foreign language and entrepreneurial learning outcomes. The course includes:
  2. A Toolbox for teachers to support the use of CRADLE in the classroom including cross-curricular project plans
  • Project-planning templates • Checklists for strategies & resources • Outcomes-observation checklist • Structured teaching materials in the form of project plans and modules which have been developed to correspond to curricular requirements in each country.
  1. Practical Implementation Recommendations for school leaders based on lessons learned from the experience of the pilots to support the adoption of the innovative CRADLE teaching methodology as a common practice in their schools, thereby strengthening school leadership and distributed Leadership.

Impact and benefits of the Cradle teaching methodologies

The CRADLE methodology relies on ‘generalist’ primary school teachers making use of their own, independently acquired foreign language skills in the classroom, thereby strengthening their profile and enabling schools to make use of this valuable – and often disregarded – asset.
CRADLE firmly place students’ interest, curiosity and sense of initiative at the centre of the learning process. Beyond this, it focuses on the intentional development of entrepreneurial skills, which at a basic level are life skills:
  • problem-solving,
  • personal responsibility,
  • social responsibility,
  • curiosity, communication and cooperation (among others)
  • all resulting in self-efficacy and value creation.
Through the use of the CRADLE methodology, students have acquired these life skills both in the process of learning, and as a result of their learning – and at the same time they have acquired language skills and increased their understanding of languages as a tool for communication in subject-specific settings.
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