The activities of the modules put the aims of the training into practice: they enable participants to foster meta-scientific literacies and interdisciplinary thinking in inclusive learning settings and to grow as reflective practitioners (→ Aims & Learning Outcomes). The learning journey below illustrates how these aims translate into practice, focusing on the artefacts that participants produce: their own lesson plan with a HOW activity and the SSI lesson sequence of their team.
\nThe on-site week guides participants step by step through developing a cross-subject SSI lesson sequence and their own lesson within it. They either adapt teaching materials they have brought or create new ones. Rather than a one-off showcase lesson, participants design a regular lesson that they will actually teach in their own classrooms. Each lesson is therefore firmly anchored in the subject-specific learning goals and curricular requirements of the participants' own teaching. It works as a stand-alone lesson within the regular unit of work in their own subject and, at the same time, forms part of the cross-subject sequence. If teachers find colleagues at their own school with whom they can coordinate their lessons, they can put cross-subject teaching into practice. Either way, they will foster meta-scientific literacies in their own teaching.
\nParticipants alternate between four working settings:
\nSubject-specific teams bring together teachers of the same or similar subjects.
SSI teams are always interdisciplinary. Most cohorts prefer to work in the same two teams throughout the week: their SSI team and their subject-specific team. Other cohorts enjoy frequent changes and also welcome pop-up teams. Whenever participants work across subjects, a balanced mix of subjects is important, as it allows them to draw on each other's expertise and learn from one another.
Most steps follow the same pattern: a short input is followed by self-directed exploration, in which participants try out a method or tool themselves, by application to their own lesson plan and the team's sequence, and by a phase of peer feedback and reflection.
\nThe training combines five types of modules, which together put the four aims into practice (→ Aims & Learning Outcomes). Core modules are shared by all BIT variants and lead participants from the SciLMi Model to their own lesson plan and HOW activity within a cross-subject SSI lesson sequence. Each BIT variant adds its own focus module, which deepens its particular focus. The flow module builds the group and a European community of practice, and the grow module accompanies participants' reflection and professional development throughout the week. The virtual modules frame the on-site week with a kick-off before the preparatory phase and a follow-up after participants' return to school.
\nComplement the focus module with local expertise, for example a keynote by a researcher or practitioner from the host institution.
| Module type | \nModule | \nAim | \n
|---|---|---|
| Core | \nMeta-Scientific Literacies | \nTeaching for Meta-Scientific Literacies | \n
| Core | \nInterdisciplinary Thinking | \nTeaching for Interdisciplinary Thinking | \n
| Core | \nInclusive Lesson Planning | \nTeaching for All Learners | \n
| Focus | \nCritical Thinking | \nTeaching for Meta-Scientific Literacies | \n
| Focus | \nDigital Media and Information Literacies | \nTeaching for Meta-Scientific Literacies | \n
| Focus | \nInclusive Classrooms | \nTeaching for All Learners | \n
| Flow | \nFlow Module | \nGrowing as Reflective Practitioners in a European Community | \n
| Grow | \nGrow Module | \nGrowing as Reflective Practitioners in a European Community | \n
| Virtual | \nVirtual Modules | \nGrowing as Reflective Practitioners in a European Community | \n