The “Professional Learning Community for MathemaTIC” program (PLC for MathemaTIC) is developed to support collaboration of teachers in primary schools in Luxembourg. One underling aim is to understand the learning process of the students in a better way and to support them in developing mathematical competences.
PLC for MathemaTIC will introduce you to the basic and advanced use of MathemaTIC. The practical applications will use examples from MathemaTIC. Moreover, the program will guide you in acquiring the collaborative skills required to work efficiently in “équipes pédagogiques”.
PLC for MathemaTIC implements a new approach being offered through online interactive tools with permanent access. You can get together with your colleagues in your school and participate in the sessions as a group, when convenient for you and at your own rhythm.
The entire team is committed to understand how this training can improve your school experience and provide you more satisfaction in your professional work. This is why we will follow your experience through a research program and provide you all the information and support needed to improve your learning.
PLC for MathemaTIC is developed by SCRIPT in collaboration with the MathemaTIC team and LISER, and includes research, policy-making, and applied innovative practice. The training is offered through IFEN and was developed with the technical support of DPAV – SCRIPT.
The program combines research, strategy-development and innovative practice. The results of this research shall help the people in charge of school development to understand how they can support teachers in implementing innovations in schools in the best way possible. Moreover, policy-makers will try to understand, if the usage of digital tools and materials supports the collaboration and teaching in schools.
For more information about the “PLC for MathemaTIC” program, please watch this video:
PLC for MathemaTIC is unique, being especially designed by teachers and educational specialists from SCRIPT and LISER to answer your professional development demands.
The team members bring their own rich experience of the needs, expectations, and limits, inherent in working together as a team. Moreover, they provide the knowledge on professional community formation and the theoretical content and support needed for acquiring these skills.
In 2018, a number of teachers from different schools registered for this pilot project. We want to thank them for their commitment and the constructive feedback they gave to the trainer team after all sessions. Thanks to this feedback, we could optimize and develop the program from one session to the other, in order to fit it to the needs and expectations of the teachers.
Following, a few impressions of the schools that participated in the pilot project:
“I am quite satisfied with this training. Our group was fun, I had the chance to experience MathemaTIC in detail, we saw how well we were functioning as a group and we have an idea for other projects in the future. I did not even have so many expectations from this training.”
(Teacher, who participated in the PLC for MathemaTIC Pilot-Project 2018)
“Such kind of training is productive and interesting because we can project the particular elements directly onto our practice. Besides, we learned a new method for MathemaTIC but also how to teach other subjects in different ways.”
“Overall, I am very satisfied: a very nice sort of training in which we could choose the group, the time and the place on our own, which leads to a very nice and productive atmosphere between the participating colleagues.”
“I use MathemaTIC more often in class, I could watch the instructions at home and could work on it concretely then. I exchange more with the others and we are more motivated to start mutual projects.”
“Motivating teachers to use TIC in all its forms in school but especially promoting the exchange in the lesson practice and trying new methods.”
“We have a nice group, that constructively worked together. We were all on the same page with one another and agreed on working on more projects together in the future.”
“The people had an idea about how to work constructively together in a group and get an insight into MathemaTIC. That was achieved in our group and also our joy to work with MathemaTIC increased extensively.”
Session 1 (January) - Introduction
Session 2 (February) – Shared Purpose
Session 3 (March) - Collective Responsibility for student learning
Session 4 (April) - Shared Practice
Session 5 (May) – Collaborative Activity
Session 6 (June) – Reflective Dialogue
It is important that you sign-in with as many colleagues as possible from your cycle or beyond/across the cycles.
If you are interested to participate as a group in your school, please complete the following Registration Form.
After you have sent us this Registration Form completed, IFEN will open the sign-in procedure for your school, where you will need to sign-in individually. We will send you an email with all the information to the address indicated in the registration form.
We look forward to working together with you!