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Monday, 6 May 2019

The first issue of Chinese Dalton Magazine under the supervision of Liang Zhonghi

The following issue includes the articles concerning the development of Dalton Education in China under the supervision of Liang Zhonghij Education and Technology Co. and Dalton International. Both parties are cooperating in order to provide a high quality Dalton education in China. In the magazine among others articles of professors from Beijing, reflections of the Chinese Dalton teachers and the map of Dalton International activities in Europe and Asia.

Wednesday, 9 January 2019

Tracy Chen- A new member of Dalton International Research Platform, supervisor of Chinese research group at University in Shenzhen

Tracy Chen has recently joined the research group of Dalton International. She is responsible for monitoring the research on Dalton education at university in Shenzhen, together with a group of scientists. She is also a member of Chinese Department of Dalton International.
Ms. Tracy Chen, an excellent teacher in Shenzhen and an outstanding principal in Nanshan District in Shenzhen, ever worked as a vice principal in “The Affiliated high School of Peking University Shenzhen Nanshan Branch” for eight years. During the eight years, she was responsible for the school’s educational and teaching job entirely. She was also a researcher and a performer of “The Quality Courses of The Students Leaders”, which is a course characterized by the school.
Afterwards, she was acclaimed as Dean of Wei Ming Education and Research Academy, in charge of the development of the courses, teachers’ training and assessment for the teachers.
In September 2015, she dedicated herself to the plan, design and foundation of Shenzhen Dalton Xinhua School in many aspects. Since September 2016, she has held the post of the Executive of Dalton Xinhua School. She is also a co-leader of “ Research of Dalton Education Practice in Chinese ways”.

Wednesday, 21 November 2018

Howard Gardner is not only about Multiple Intelligences

While my latest travelling to numerous International Dalton Conferences worldwide I was deeply inspired by Dalton teachers' engagement and creativity. We spoke a lot about multiple intelligences and its impact on the whole Dalton world. With some scientists in Poland and Holland I exchanged ideas and reflections on different ways of using Howard Gardner's theory. In every country, the reception and interpretation of M.I. is different. It doesn't mean better or worse- simply different. Some of the teachers in Poland Dalton schools use the assignments, in which they mix Multiple Intelligence, since every human being is a mixture of different types of intelligence. The tasks that some teachers prepared during my workshops with the use of Multiple Intelligences were highly creative.

However, as we know, Gardner is not only about Multiple Intelligences. From that reason, with one of the Dalton schools we decided to create a project based on "Five minds for the future" of Howard Gardner. In the plurality of educational proposals for the educators, we decided to choose that book to be the base of the next step towards innovation in Dalton Plan. Gardner in the book expands the view of human intelligence and potential, and so are we with other educators in our platform.The book is a valuable tool, for those, who care about educating creative, innovative and self-reliant pupil.

Thursday, 15 November 2018

Workshop in Deventer, Dalton Congress

On 7th of November, during the Dalton Congress, I gave the workshop together with the Director of Foreign languages in Shenzhen Dalton Xinhua School in China. After my presentation of philosophy and vision of the English project, Malisa gave the speech about practical side of the innovative program and creating digital platfrom between the International dalton Schools that exchange the ideas and reflections with that project between schools.

Dalton Congress in Deventer

On 7th of November there took place an International Dalton Conference organized by Dutch Dalton Association and Dalton International. During the congress the members of Dalton International Research Platform had the opportunity to exchange their expertise, ideas and create specific steps towards a further development of Dalton research in cooperation with University in Bijing, Adam Mickiewicz University in Poznan and University in Linz in Austria. The fruit of the cooperation- the book with International Dalton Research will be translated to English and published at universities. Below the photo with the representatives of Dalton International Research Platform.
From the right: Renata Michalak, Adam Mickiewicz University in Poznan, Agata Sowinska Chair of the Platfrom, Henriette Steinauer, University in Linz, Annemarie Wenke, Wenke Perspectief.

Friday, 26 October 2018

Teacher research in teaching foreign languages

While implementation of the project "Let's Daltonize English", together with the teachers, I decided to make a reflection on how does the project work in practice. In order to provide the high quality of the program, I constructed the appropriate research tools. However, some teachers can do (and some really do) the research by themselves with the great help of professional materials. Therefore, I would like to heartly recommend the book " Teacher Research in Language Teaching" by professor Simon Borg.The exiting volume seeks to examine, in what way foreign language teachers can be engaged in the research. Borg discusses the findings of six years of international empirical investigation (he involved 1,700 teachers and managers). In a highly witty way, Borg explores the relationship between  research engagement and the quality of teaching. The book,  what is worth paying attention to, presents the ready research tools for the teachers to make a reflection on their work.
The book is a good tool to stimulate the concrete action of doing research in the field of foreign languages.

Wednesday, 17 October 2018

Research on English Language Education in the light of the Dalton Plan

Article published in “Dalton Inspirations” magazine:



English Language Education in Dalton Kindergartens:


Kształcenie integralne oraz ``blended learning`` Integral education and ``blended learning`` w edukacji językowej najmłodszychin a foreign  language education for children

Edukacja języka angielskiego w przedszkolach daltońskich to złożony proces obejmujący oddziaływania o charakterze dydaktycznym i wychowawczym. While my lasts visits to the Chinese and Polish Dalton schools, I was focused mainly on how the process of differentiation is organized in teaching English, as a primary language. I was really impressed that students aged six understood the native speaker in Schenzhen International Dalton School. The process of English in that school is not only focused on preparing to the exams or working with the textbook. It was a diverse and a fantastic process of implementing Bloom's Taxonomy, Multiple Intelligences, different learning styles, everything in a digital way, communicating with the teacher only in English. While my audit in that school I was impressed,  on how diversed and rich the teaching and learning of the foreign languages process can be.

English language education in the Dalton kindergartens is a complex process involving didactic and educational interactions. Dzieci w wieku przedszkolnym nabywają podstawowych zasad życia w społeczeństwie, a także uczą się rozwi ą zywania problemów oraz krytycznego myślenia . Preschool children acquire the basic principles of life in society, and start to learn to solving problems and critical thinking. Zajęcia z języka obcego , to doskonała okazja realizowania zadań wychowawczych w pełnej korelacji z programem nauczania przedszkolnego . Therefore, teaching English as a foreign language is a great opportunity to pursue educational tasks in full correlation with the preschool curriculum. Szczególnie użyteczne przy tym może być skorelowanej implementacji teorii wielorakich inteligencji oraz koncepcji „blended learning”. The correlated implementation of multiple intelligence theories and the blended learning concept can be particularly useful. Blended Learning, czyli naukę, z użyciem nowoczesnych multimediów . Blended Learning, in other words a science, with using modern multimedia . Niewątpliwą zaletą skorelowanej implementacji tych podejść jest wzbudzenie wychowanka do aktywnego udziału w zajęciach edukacyjnych, w tym z języka angielskiego. An undoubted advantage of the correlated implementation of these approaches is to encourage the pupil to actively participate in educational activities, including English. It is fair to say thatMotywacja, zaangażowanie, ciekawość poznawcza są znaczące w pedagogice daltońskiej oraz niezbę dne w procesie edukacji językowej dzieci na etapie przedszkolnym. motivation, commitment, cognitive curiosity are highly significant in Dalton Education, and necessary in the foreign language education of pre-school children.

Poniż ej przedstawiony został schemat „blended learning”, tłumacząc z języka ang ielskiego,the th In the following scheme, the idea of  "blended learning" is illustrated, in other words „mieszanej nauki kształcenia” "Mixed learning education" [1] . .
Na schemacie zaprezentowano strategię łączącą wykorzystanie tr adycyjnego nauczania, z aktywnoś ciami, prowad zonymi zdalnie za pomocą komputera (M-learning)
In the scheme there are presented strategies combines traditional teaching as well as e-learning. Jest to zatem doskonały sposób prowadzenia zindywidualizowanego kształcenia dzieci w przedszkolu daltońskim. It is therefore an excellent way to conduct individualized education of children in the Dalton kindergarten. Niewątpliwie, wdrażanie mieszanych” form i metod nauczania nie rozwiązuje wszystkich istotnych problemów edukacji dzieci . Undoubtedly, the implementation of mixed forms and teaching methods does not solve all the significant problems of children's education . Waż ne jest, nie tylko co , jak It is important not only what , how czy dlaczego uczymy, ale przede wszystkim kogo uczymy. or why we teach, but above all who we teach. Kwestie te zostały zobrazowane n a schemacie Simona Sineka, który wprowadził pojęcie „złotego koła”. These issues have been depicted in a diagram of Simon Sinek, who introduced the concept of the "golden circle". „ Złote koƚ o ” Simoná Sinek á Simon Sinek’s Golden Circle is being implemented in the Dalton education in the Netherlands, the idea was started by the Dutch pedagogues at Katholik Pabo Zwolle university. However, the most important issue is not why and what do we teach, but “who”,  since the starting point of educational process ought to be the child, since it is the pupil is most important. It is derived from the child-centerd education philosophy but also personalistic vision of education (so called “personalism”). W kontekście tego założenia postanowi ł am wzbogaci ć powszechnie znany schemat zlotego kola Simona Sineka. In the context of this assumption I decided to enrich the scheme commonly known as Golden Circle of Simon Sinek.Poniższy schemat, został zatem wzbogacony o kwestię „kto”, a więc wychowanka jako najważniejszego podmiotu . The following scheme has been enriched with the issue "who", and therefore placing the pupil as the most important subject of education .

Wiz ualizacja The visualization of the process  process:

In the above presented scheme there was introduced the diverse and integral development of the child. Powyższy schemat jest ściśle związany z polską wizj ą indywidualizacji procesu kształcenia wychowanka . The above scheme is closely related to the Polish vision of differentiation. Problematykę tę This issue was porusza Stefan Kunowski , który przedstawia teorie wychowania warstwicowe go. Highly considered by one of the personalistic Polish philosophers, Stefan Kunowski , who introduced, so called “a contour theory of human development”. Mowa tu o składnikach wychowania, do których zaliczył : bios- poprzez zapewnienie wychowankowi rozwój psychofizyczny, etos- poprzez zapewnienie wychowankowi odpowiedniego rozwoju kulturowego, agos- planowy proces wychowawczy oraz los- a więc siƚ a niewymierna, nie daj ąca się przewidzieć oraz autoagos- składnik samowychowania.He H He introduced the basic components of education, as follows: BIOS providing physical and psychological development of the pupil, Etos- ensuring adequate development of cultural and educational process Agos- planned and organized process, in which there is a personal development of the child and Los- intangible strength, impossible to predict, faith, Autoagos- self-education, self-development. Owo autoagos, odgrywa znaczącą rolę w pedagogice daltońskiej, także w nauce języka angielskiego. It is worth paying attention to the fact that this Autoagos component plays a significant role in the Dalton pedagogy, also in English education. Umoż liwia bowiem wychowankowi samopoznanie, It allows the juvenile to self-knowledge, samo odkrywanie . self-discovering, taking aware actions. Consequently,Tak such zróżnicowany proces edukacyjny , podnosi w ychowanka do roli podmiotu, gdyż umoż liwia samorozwój , odkrycie własnych diversified educational process, raises the role of the object to the role of the subject, since it enables self-development, the self-discovery of own talentów , także na zajęciach j ę zyka angielskiego . talents, including the classes of English language. Z racji powyższego, uwzględnienie teorii inteligencji wielorakich na zajęciach języka angielskiego jest istotn e , gdyż umożliwia nauczycielowi indywidualizację pracy, koncentrując się na osobie wychowanka oraz jego indywidualnych potrzebach edukacyjnych . Hence, taking into account the theory of multiple intelligences in the English classroom of is a vital process, since it allows the teacher to the individualization of work, focusing on the person and the pupil's individual educational needs.

Indywidualizacja nauczania dzieci języka angielskiego w kontekście teorii wielorakich inteligencji i założeń Planu Differentiation of teaching English in the context of the theory of multiple intelligences and the Dalton Plan

              I ndywidualizacj a pracy w edukacji języka angielskiego jest niezwykle istotna. And individualisation of work in English language education is extremely important, since Eliminuje bowiem naukę poprzez wdrażanie encyklopedyzmu . it eliminates learning through acquiring only encyclopedic knowledge. Szko ł a daltońska, zorientowana na wdrażanie The example of such differentiated school, a school, catering for every child’s whim is undoubtly Dalton school. Such school is oriented to the  implementation of differentiationzasady indywidualizacji w pracy edukacyjnej to szko ł a principle. It is definitely the school of the future, which educates the masters of different fields. Należy podkreślić, że tyle ile dzieci stanowi grupę uczących się tyle może być różnych stylów uczenia się języka angielskiego. It should be emphasized that as many as children constitute a group of learners, there may be so many different styles of learning English.

Każde dziecko, uczy się na swój sposób.Every child learns in their own way. Obecnie w Europie, funkcjonują różne strategie i metody nauki języka obcego Currently in Europe, there are different strategies and methods for learning a foreign language. [5] .. This means that specific methods of learning English are effective for specific pupils. Każde dziecko bowiem , ma odmienne predyspozycje, potrzeby oraz wrażliwość na określone bodźce . Every child has different predispositions, needs and sensitivity to specific stimuli . Wobec tego , w trosce o poprawienie jakości i efektywności edukacji języka angielskiego w przedszkolach daltońskich, Therefore, in an effort to improve the quality and effectiveness of English education in Dalton kindergartens, Dalton International Research Platform we współpracy z UAM w Poznaniu, reprezentowanym przez Renatę Michalak , przystąpił do opracowania założeń metodologicznych, celem których ma być zbadanie efektywności nauczania języka angielskiego dzieci bazującego na teorii inteligencji wielorakich oraz założeniach Planu Daltońskiego. Dalton International Research Platform in cooperation with Adam Mickiewicz University in Poznań, represented by Renata Michalak , proceeded to develop methodological assumptions. The aim of the research is to examine the effectiveness of teaching English based on the theory of multiple intelligences, stages of thinking by Bloom and educational pillars of the  Dalton Plan.
W oparciu o założenia badawcze skonstruowano narzędzia weryfikacji empirycznej, w których umiej ę tno ś ciom językowym oraz wychowawczym zostały przyporzą dkowane szczególne rodzaje inteligencji : werbalno-lingwistyczna, matematyczno- logiczna, naturalistyczna , interpersonalna, intra personalną , wizualno-przestrzenna, muzyczn o-rytmiczna , naturalistycznBased on research assumptions, there have been  constructed empirical verification tools, in which the linguistic and educational assumptions have been assigned with a specific types of intelligence: verbal-linguistic, mathematical and logical, naturalistic, interpersonal and intra-personal, visual-spatial, musical-rhythmical and naturalistic. Dalton International Research Platform uwzględniło podstawowe umiejętności dziecka w zakresie poszczególnych funkcji charakterystycznyc h dla określonej grupy wiekowej. took into account the basic skills of the child in the area of ​​individual characteristic functions for a certain age group. Arkusz obserwacji, skonstruowany został w oparciu o program ministerialny oraz dostosowany do rzeczywistości wychowania przedszkolnego w Chin ach, Holandii oraz Polsce. Observation cards were constructed on the basis of a ministerial program and adapted to the reality of preschool education in Austria, Germany China, the Netherlands and Poland. W każdym z wyżej wymienionych krajów , Dalton Internati onal Research Platform wytypował przedszkole pilotaż owe, w którym zostanie przeprowadzony pomiar . The above mentioned  countries, became the pilot schools and the measurement of the research will be carried out. Przeds zkolem pilotaż owym w Polsce zostało Przedszkole Summary of the research może pomóc can help ocenić jakie sprawności j ę zykowe są opanowane przez dziecko, a które wymagają szczególnego zainteresowania nauczycieli i rodziców, w celu wyrównania ewentualnych braków. evaluate what linguistic skills are mastered by the child and which require particular attention of teachers and parents in order to compensate for any deficiencies. Mamy nadzieję, badania wzbudzą We hope research will arouse zainteresowanie nauczycieli pracujących w przedszkolu . interest of teachers working in kindergarten.

Zainteresowanych nauczycieli, chętnych wzięciem udziału w badaniach prosimy o mail na poniższy adres: Teachers interested in taking part in the research can send an email to the following address:

[2] P. P.   Sharma Sharma   Pete P. , Blended Learning: Using Technology in and Beyond the Language Classroom , 2007, ISBN Pete P. , Blended Learning: Using IS Technology in 2007, ISBN   978-0230020832 978-0230020832   . .

[3] S. Sinek , Zaczynaj od dlaczego. S. Sinek , Start with why. Jak wielcy liderzy inspirują innych do działania , Penguin Group Publishing, New York 2013. How great leaders inspire others to act , Penguin Group Publishing, New York 2013.

[4] S. Kunowski , Podstawy współczesnej pedagogiki , Warszawa 1997, s. 165;  S. Kunowski , Fundamentals of contemporary pedagogy , Warsaw 1997, p. 165; „… realne znaczenie wychowania "... the real importance of upbringing

dziś polega na przekształcaniu człowieka, na wyprowadzaniu rozwijającej się jednostki ze zwierzęcego stanu today it is about transforming a human being into moving a developing individual from the animal state

natury i podnoszenia jej do stanu kulturalnego człowieczeństwa”. of nature and raising it to the cultural stage of humanity. " Na stronach 166–169 S. Kunowski opisuje On pages 166-169 S. Kunowski describes

różne sposoby definiowania pojęcia wychowanie. different ways to define the concept of upbringing.              

[5] D. Marsh, Using Languages ​​to learn and learn about learning for parents and young people. TIE-CLIL: The ECML Archive. TIE-CLIL: The ECML Archive.