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Very interesting. Thanks for sharing.

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Very interesting, though the Irish experience was made possible only thanks to a radical refrom of the school system, with the collaboration of all stakeholders.

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Interesting proposal and interesting to be able to share such an experience.

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Some key points of the video, in my opinion, are: the expression “impact” of a “new style of question”; “A change in the role of the teacher and the student”; “from a teacher-centred model” to a “student-centred” one. It is of course a model yet adopted in Italian educational system, but I am observing from this renovated  point of view: a student-centred model for questioning. I am thinking about a “question-centred model” of teaching and learning, in which the main objective is encourage students to make the correct question, rather than answering and the correct question in a specific context. A really interactive lesson is the best way to apply a competence-based approach. By developing the competence of questioning, students implement their reasoning processes and understand more interconnections, communicate their personality and identity among the other pupils in the classroom.

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This video is definitely nice and deserves to be seen by all the teachers of each school to all apply the same method. Even those who do not teach math

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very interesting video.
But often mathematics learning levels of pupils are very different and so it is not easy to propose an equal problem for all, we often have to intervene in an individualized

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The Irish experience is interesting. It's challenging, too!

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This approach is really challenging but needs
a strong team work in the schools. It would be interesting to share  experiences in other subjects.

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Although these new assessing approaches are very interesting teachers are still left with the problem of having to prepare students for final exams that test more traditional key competences.

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Really very interesting !!! I am convinced that especially the math should be taught with a methodology less theory and more applicable to the reality. Unfortunately I think that this kind of teaching can create resistance by households.

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The Irish case show that changes must be helped and supported at different levels. Moreover it must be share by the whole staff.

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Finding solutions to the problems is always a winning challenge

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Very interesting example that reinforces this idea that seems to me, should be to retain: no teacher will be able to make the change if there is not an alignment between curriculum and assessment.

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It is a formidable challenge. But change must start from teachers. The video is a good source of ideas

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Changes do not happen by themselves. They need time and support. In Italy the change began recently and still it needs a lot of time and resources and above all the training of teachers.

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It's a a very difficult goal... but not impossible.

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It is interesting how much importance is given to continuous professional development and support in the Irish experience.  It is also important to notice that education authorities are sometimes willing to reconsider the format of exams to include unpredictable and real life problem solving tasks.  This would solve the problem in some countries of being able to align the curriculum, outcomes and examinations and not having to just provide content.

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The Irish case is really inspirational, as many have pointed out. It is clear that changes in educational objectives must be supported at national level and have illuminated reformers at the  decision taking level. Plus, alignment of final assessments with school sylllabi and pedagogical classroom practices is fundamental. Starting from the final assessments has been the solution adopted in the Irish case, but supported by training  to teachers on a very large scale. This seems to be the weak point in our country, Italy, even though in single institutions things may be very different. Personally, I have had a very hard time to get the students'work done at our school (and I am not referring to my discipline, but the way students work for many subjects done in a less traditional, not notion based approach) appreciated by external examiners on several occasions. On one particular occasion all the students of a great class(where motivation, personal engagement, responsibility had been the key characteristics for many of the students) got so frustrated during their final exam due to traditional  approach of the external head of the commission, that on several subsequent meetings with younger students of the school they described the exam as the most demotivating part of their education.

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...A hard challenge for italian teachers

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This is a good example of how you can use it in your classroom. It requires to change your teaching and use of methods. But children will learn to use their knowledge. These are things that will be asked in standardized test in our student assessing system.

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It is a complicated approace, bat surely fascinating to follow

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I work PBL in my school and sometimes I feel it's difficult to structurate different assessments: the formative part, the individual examinations, the most sistematic contents, etc.
External examinations are so statics and don't evaluate differents connections and aplications of mathematics. And it's the same problem with other subjects.
This video is really interesting but if techers and schools work to improve this methodology, with changes, support, lot of time to prepare the projects, etc. Why external assessment are the same than lot of years ago? This external exams need to be flexible, to this constant changes.
In the next link you can find interesting activities to implement de competence of maths in primary courses.

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Browse Math Hands-on Activities | Education.com

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Browse Math Hands-on Activities. Award winning educational materials designed to help kids succeed. Start for free now!

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Great: the change goes through formation. This is indispensable

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Project Maths should be the fundamental example for all educational systems in the countries!
Meanwhile I searched some more videos in the topic I found this good practice!
Enjoy!
https://www.youtube.com/watch?v=TnUPHO5oiWQ

If you are interested in my learning process check out my Learning Diary on Tackk:
https://tackk.com/6a4vu2

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The Irish experience should be the departure to change our way of teaching, giving more and more importance to formative assessment and using ITC way of exchanging views about teaching

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The sample lesson is fantastic and motivating for other disiplines.We should follow this way like it in the video.It fosters active learning and acquires basic skills such as digital, critical thinking,problem solving and collaboration.

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Congrats to Ireland for paving the way for other European school in the teaching of Mathematics! If only we all could have so any people and different roles working closely together and intensive school support in order to imptove the students' as well as our own competences! It really comes down to the education system supported by the government and Pedagogical schoold for educatio to be improved.

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Refreshing :)
A very important personal testimony about the changes we need to make at school to the assessement, regardless of the subjects we teach, so that it may support the development of key competences in the classroom.
Image credit:
http://quotesgram.com/img/classroom-assessment-quotes/11387459/

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I like this video a lot. I don't teach Maths but I will share what I learned with my collegues.

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I believe that the assessment is one of the toughest moments of the teaching function. I think teachers need more support to develop new
evaluation methods focused on improving, learning and trust.

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I really appreciate the effort by the Irish case study since I believe that mathematics is a somewhat difficult way of implementing the 21st century competences. I really like the formative assessment approach that was used and will keep this in mind when implementing these concepts into my own learning designs and lessons.

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I think the Irish experience is really inspiring!! I don't teach Maths but I will show my Maths colleagues the video. Scientific subjects can be creative and collaborative too!!

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I think it is very interesting this Irish way to conceive assessment. In Italy we need courses to help us to improve our skills.

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Thank you for the important information.

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Very inspiring video. I realised that I need to be more creative and also change the way a question or task is presented.

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I agree with my italian collegues: we must renew our way of teaching. On the other hand, the Italian government must finance courses that help us to change.

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What I was really impressed by is the whole system is going to be subverted in a challenging but very inspired project. No fear, great awareness and problem-solving attitude

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Interesting the idea of a riconceptualization of teaching and assessing

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Very interesting ideas and also many challenges. Not all the countries benefit from such support as Ireland.

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Once again, great national support is the main theme and subject here.

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I agree with all my colleagues, Italian and European. It is important to have a hope that changing the exam system and subvert what is not working in our schools is possible. It must come from ourselves and I think it would be so refreshing, because eEvery year we say we are tired of the exams the way they are, and that we would like to change them.

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This video is very inspiring. A national program is a good thing, but I think that everyone can start a change. The man in the mirror should be the first starting a change, if there’s no global proposal.

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Most of the time the teacher just need to be creative and change how often present the content. The pleasure of learning is mirrored in our students eyes and the teacher feels recognized. Teaching mathematics without relate to the student's reality, especially the smaller, originates demotivation. To solve problems sometimes we need concrete material to help on thinking

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Very inspirational video.
About math example problems. Some students are simply not capable to solve difficult problems - like one hard with the rectangle. They need much simpler questions. Very few can solve that. Others are afraid

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Inspiring video with colleagues from Ireland
But schools in Europe need to change the school climate, to develop and improve to quality schools.
Schools that Teachers:

ARE NOT left alone,

Teachers are SUPPORTED

DIGITALIZE the “old fashioned” teachers that DO NOT imagine to change

set up COLLABORATION between teacher a MUST!An everyday DUTY

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Is reallly very interesting the Irish experience of assessing in Mathematics and also is very important the CPD. But I think that the Ministery must think that we work hard  without stopping in a professinal way and always improving ourselves and our students. Also the monthly remuneration  is important to improve the self-steem and the role in the society.

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I hope my Maths colleagues are or will be watching this video!!!

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Great achievement!
In Italy a lot of students fail in Maths because they can't see the impact it has on real-life problems. A new way of teaching this subject would be a real breakthrough!!

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When i talk with other teachers about this course that we are doing, most of them are not interested. Why change teacher's method? It always been like that...CPD is fundamental. CPD and inicial training course for teachers. Thankfully, there are some teachers in Portugal, and many in Europe, interested in helping students learn to learn.

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I fully agree with Amelia De Chiara.

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Ismailli, Azerbaijan
I watched the video and must say that it is very inspiring. To my mind if teachers are colloborating each other then they can get lots of experience. Today we live in the world where teachers and students can colloborate by digital way. They can learn online from their peers and can discuss the matter they want to learn more. I must say that I am the head teacher in my school and we often discuss the mattaers we have difficulies and share our opinion.

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This video is very impressing and inspiring. I’m wondering if a change like this is possible in my school and in taly…It would be very challenging because:

1.    Teachers are often left alone, there’s no support

2.    There too many “old school” teachers that don’t want to change

3.    Teachers often don’t want to collaborate

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CPD is really important!

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good video I'll show it to my math colleagues.
I teach in an Vocational School and the students don't like Math and they have very low competences

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The competence-based approach to teach Maths is very important. I do not teach Maths, but I remember I did not like Maths when I was a student. If only I had had the chance to experience a competence-based learning, I probably would have liked it!

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Exam results in Maths exams in Latvia are not as sufficient as we would like to. The suggested ideas might help in solving our problems.

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This is very useful for me as a mathematics
teacher. I think if we do not use the skills our students continued to have problems
with math.

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I like that all teachers have had to attend training courses to learn new ways of assessment. In Italy there is no obligation to education and every teacher does as he pleases.

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Interesting ideas and  sucessuful as well.  This exemple is a source of inspiration for teachers.

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I think that Italian students have problems in Maths because we are not using a competence based approach as we should.

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I think that Italian students have problems in Maths because we are not using a competence based approach as we should.

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All the features of a competent math teacher that are mentioned in the video should define a teacher, independently from the subject. We have to learn that students are minds in progress and try new ways to scaffold them. Final assessment surely would be less tragic if students could show not only what they can repeat, but what they can do. The problem is, italian exames are not aligned with the syllabus, when a group of teachers change its way of working.

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Teachers need support to assess Key competences without neglecting to teach students what they need to pass   their exam. At the moment traditional approach continues to be used together with the new ones.

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This new approach to assessing maths is a real challenge for both teachers and students, but in the end both partners will benefit: students will learn and develop more quickly and will get a detailed feedback about the levels where they are at currently, and also about the fields to be developed in the future. Though this whole procedure needs quite a lot of input from the teachers' side without the feeling of "dominancy", it seems to be worth taking as a good example for a future change in a lot of other countries, including mine.

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The video captures the attention and makes it interesting approach especially the Irish case study; an interesting assessment in Mathematics Project. changes made to mathematics assessment that serves to support the development of key skills in the classroom and are shared. Very interesting in the end, the challenges and successes arose along the way. Thank you!

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I totally agree with what explained in the video: 1)we must start from a reconceptualization of what teaching and learning involves

2) too often teachers view their role as helping students to get through the exam and maximise their grades.(the situation in Italy is the same)

3) students need to become more active learners, getting involved in group-work, discovery learning and questioning and discussing.
4)Therefore there is a need of new skill set and a new set of classroom practices
5)further support is needed to help teachers develop new and trusted ways of assessing focused on improving learning.

6)Italian teachers   need to be given support in the new methodologies: things are changing through the national PNSD
7)investment in CPD is  to be seen as one of the key enablers to the innovation also for  Italy where there is a strong need of intensive school-based support
8)The Irish success in innovating maths teaching and learning demonstrates that real and effective innovation can be achieved  if all parts of the system work very closely together .
9)Improved teacher competence is crucial
10)alignment between syllabus and assessment and final exams is the real challenge now

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This is a REAL challenge. The competences are not assess right now in my country, most of all in my subject (language). Theory and academic knowledge are fundamental to pass in a good way the final examination. I really think we need to change the way in which our ministry submits  the exams...

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An excellent approach with very interesting point

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I think this is useful for maths teachers.
Maths is important mostly when it attempts to bring honesty into real life interactions, otherwise it can be used in a malicious way.

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A great example of collaborative problem solving applyed in the school system;  structured, systematic and intelligent collaboration between all the parts of the school system and authority is carrying out to a real change in teaching math.

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a very inspiring video. This form of assessment could be applied also for other subjects, because is transversal.I think that many italian teachers are ready to change their teaching and assessing methods. We need to be more supported if we want to face and win this challenge.

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Very interesting. It proves that, when we want to bring about change, we must work collaboratively - ministries, teachers, headteachers, students and all the entities linked to the system, one way or the other. It's so nice to see! I'd like to see that closer to home! I think that the most difficult challenge to overcome must be to go from a teacher-based model to a student-based one, not only because of the teachers, but also because students are formatted to being passive and spoon-fed. We must change that!

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This video about the Irish Initiative  Projects Maths was very impressive. As matter of fact this Irish case study would take lots of changes in the development of teachers' competences  and in assessment.

Previously students were asked yes or no questions, now they have to use their critical and reasoning thinking to solve a mathematical problem. So the Continuous Professional Development ( CPD) focuses on what students misunderstood providing them supporting feedback that will help them to develop mathematical proficiency rather than  that is focusing on right answers. There will be a great change in syllabus, tasks and key skills in classroom supported by PBL approach that is students centered. Students need to be involved in group work, discovery learning, questioning and discussing. I think that teaching to develop mathematical competences through this new approach is a great challenge for all teachers and requires a hard work and a constant updating. I agree with a great investment in improving teachers' competences. But in my opinion, this could be very difficult to implement in all countries and the abandon of traditional approach could require lots of time, too. I hope it could be implemented  in a narrow  future when either the syllabus or teaching strategies will be aligned.

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I like this video a lot even if I don't think it will bw easy to apply the same in Italywhere teachers are very often left alone!!!

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No doubt that it is a great experience and a great challenge, very difficult to implement in my country. Teachers improve by their own motivation, learning by doing but there is a few support from the legal institutions.

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I agree with Mena, Irish teachers got a lot of support and their professional development was taken very seriously. I'd like to see something similar in Italy!

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Very good  video. Thanks.

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Good video, thank ypu for examples.

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Challenging, difficult, but impressive.
As teachers, we should follow the Irish example.
Will we receive the same support ?
Will we be able to collaborate and make the difference?
I wonder...

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I hope that it will be able to be achieved this high level of key competences based teaching in all our countries. We are learning to try and apply this approach in our classes even though we think it is difficult. To be really effective it should be used by all the teachers in a school or even all the teachers in a same class. The impact and the benefits would be real effective.

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Projects like this bring out the larger value of formative assessment!

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This new approach to teaching Maths brings with it some challenges as:

- Teaching to develop skills as well as procedural fluency

- A  change in the role of the teacher

and the student

- Continued impact of the exam

- Heavy reliance on tests in the classroom.

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I'm impressed by the support that the teachers received in facing so many challenges. I agree on the importance of changing the final exam system.

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An excellent approach with very interesting points.

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It's a very interesting experience full of helpful suggestions.

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I agree with all my colleagues, Italian and European. It is important to have a hope that changing the exam system and subvert what is not working in our schools is possible. It must come from ourselves and I think it would be so refreshing, because eEvery year we say we are tired of the exams the way they are, and that we would like to change them.

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Great the idea to start from the mistakes and to put in evidence the changing.

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Very well organized project!

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I hope to better investigate on this topic in the library...

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I think the Irish experience is very interesting but it is difficut to realize in my country.

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The Irish successful experiment is a proof that it is possible to re-create the whole system all the way from top to bottom, and to make it work. Of course, the things followed a logical track: they offered the teachers the support they needed to prepare for the new approach (and they still do, free of charge), they introduced it in the syllabus, they adopted the new system of evaluation and now, that it proved its effectiveness, they are looking for ways to expand it to the higher levels. Wonderful job!

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Final exams must match this tremendous change governments and EU require from us because you cannot expect teachers to be willing to abando traditional teaching methods that suaulyy grant better results at the exams with innovative approaches that might result in unsatisfactory grades in national exams.

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Professional development for teachers is the pillar of the entire education system.

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Thank you for the important imformation.

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A very important and useful idea! I use it and I have great results with my students

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I find it difficult if I think at school in Italy

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Students have to be in the centre and all this ways of teaching move the focus on students and this is great,so they can learn in a creative and active way.

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This is a very geat method. I'm agree with Irene

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What I like most of the Irish Experience of Assessing Mathematics is the role of formative assessment in the classroom, focused on analysing student’s responses and written work. Teachers need to look for evidence of what the student understood, rather than focus on right answers, so they can judge what students misunderstood and provide supportive feedback to help them develop mathematical proficiency.
I hope this pattern will be extended to other subjects in all Europe.

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It is interesting to propose new methods and other ways of assessing the skills in mathematics. You can make it more participatory pupils by creating working groups and can be applied to the study of mathematics practice