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Welcome to the "Learning and Outcomes" section of our ERASMUS+ project.

 

To achieve our objectives, we've built a unique tool: the Pedagogy for Parents Cycle of Enquiry. Each partnering organisation uses this tool to design and deliver a blended training course for parents.

We hope our collective efforts yield practical and easily digestible outcomes. These are intended to empower European schools to create enriching learning experiences for parents. Additionally, we're excited to share the courses developed for parents in our schools and to showcase the transformative impact of this project.

Beyond inspiration, the project's efficacy hinges on two key elements that can be used by schools aiming to develop and improve their parental engagement through courses:

1. A well-defined Pedagogy for Parents Cycle of Enquiry protocol, refined through iterative feedback from each participating school.

2. Reliable and valid success criteria for assessing the quality of blended training courses aimed at parents. These can be seen in the Rubrics for the Collaborative Cycle of Enquiry 

 

We invite you to explore the resources and insights presented here, offering invaluable guidance for enhancing adult learning and parental involvement in education.

Our model: Collaborative Cycle of Enquiry

We have been using the Collaborative Cycle of Enquiry to define the projects and workshops done in each school.

The Erasmus+ Collaborative Cycle of Enquiry is a powerful tool developed by educators from Colina Learning Center, The Real School, and Col.legi Montserrat as part of an Erasmus+ Program which aims to increase parent and community involvement in children’s education.

Parental involvement plays a crucial role in fostering student learning and success, and this cycle aims to support schools in effectively involving parents as active partners in the learning process. By following the Collaborative Cycle of Enquiry, schools can identify areas for improvement, design targeted learning experiences, deliver them to adult learners, and sustain the impact of their efforts through ongoing evaluation and feedback.

The Collaborative Cycle of Enquiry consists of four distinct stages: Explore, Design, Deliver, and Sustain. Each stage serves a specific purpose and offers a framework for schools to engage in continuous improvement, ensuring that parental engagement remains a priority and evolves over time. By embracing this cycle, educators can create an environment where parents become active participants in their children's education, contributing to their growth and fostering deeper levels of learning.

In the Explore stage, schools delve into their community to identify specific areas where adult learning and development can contribute to effective partnerships in the student learning process. Moving to the Design stage, schools focus on designing engaging learning experiences tailored to the identified learning goals of the community. The Deliver stage is where the designed learning experiences are put into action, and finally, the Sustain stage focuses on documenting evidence of learning and evaluating the impact of the project.

This document describes each stage of the Erasmus+ Collaborative Cycle of Enquiry in more detail, providing insights, reflective questions, and practical suggestions for educators to implement this cycle in their schools.

- Collect feedback

- Understand impact

- Recomendations

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- Blended training

- Workshop in the school

- Partner school observation

- Analysis of parents needs

- Learning Goals

- Success criterias

- A plan to meet goals

- Implementation strategy and resources

- Clear Timeline

Explore
Design
Sustian
Deliver
Explore

The first phase begins by exploring and identifying a clear area of improvement concerning adult learning and development in the community. This area should reflect the needs of the adult community concerning adults becoming effective partners in the student learning process at school.

Learning goals are established based on a process that involves the assessment of adults needs, strengths, and interests. Success Criteria are identified to describe the evidence that would document that the learning goal has been achieved.  

Questions for reflection when in the explore stage: 

Given the context, are we confident that we have identified a relevant need? 

Did we involve all stakeholders in the exploration effectively? 

If the success criteria are met, will your project have the desired impact? 

Design

The second phase involves designing learning experiences that engage adult learners in acquiring the knowledge and skills deemed necessary to meet the learning goals and success criteria. This step includes consideration of who will be involved in the learning design and how, and definition of the resources and strategies that will be used.  

A clear project timeline should be developed and shared with the adults regarding how the project will be implemented. 

Questions for reflection when in the explore stage: 

Is there a logical and well specified plan to meet the learning goals? 

Have we selected the right set of implementation strategies, and in the right order? 

Have we honestly appraised our capacity to meet the learning goals? 

Deliver

During the course delivery, the facilitator(s) monitors the learning, scaffolding as needed, and asks questions that lead to reflection and enquiry concerning the learning goals. 

Through the experience adults learn how to model and develop knowledge and skills to better support children reaching deeper levels of learning (for example global competencies such as collaboration, communication, critical thinking, and creativity). Adult learners may even begin to lead the learning process and leave inspired to continue working towards their learning goals.

Questions for reflection when in the explore stage: 

Are the materials and resources pitched at the right level? 
Is someone observing the delivery phase and collecting information to provide feedback?  
Do learners know what they are learning and why? 


Sustain

In the final phase of the process, evidence of learning is documented in order to evaluate impact. A broad range of formal and informal assessment evidence is collected to measure:  

  1. The quality of the exploration, design, and deliver phase against the Erasmus collaborative cycle enquiry rubrics 

  2. The progress made by learners against the success criteria / learning goals 

The sustain phase itself is moderated by the facilitators and partners to ensure that reliable and valid information has been collected and shared.

The sustain phase should use the ladder of feedback to provide the facilitator(s) with actionable recommendations that can be used for future improvements. 

Questions for reflection when in the explore stage: 

Has the observed learning had the desired impact? 
Do you have a clear idea of how to improve should you repeat this process? 
Do you know what learning has taken place? 

The Collaborative Cycle of Enquiry model
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Rubrics for the Collaborative Cycle of Enquiry
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