Tværnationalt arbejde med gymnasiefremmede elever

Firstly, the goal was to create an overview and an accurate understanding of the measures and development initiatives that already exist in the schools in relation to “gymnasiefremmede” students. ...

Firstly, the goal was to create an overview and an accurate understanding of the measures and development initiatives that already exist in the schools in relation to “gymnasiefremmede” students. Secondly, we formed transnational teaching teams to develop new teaching actions to support and improve the teaching measures to improve the development of students who struggle in upper secondary school. So we wanted to achieve the following objectives: 1. Gain knowledge about the factors that define “gymnasiefremmede” students as a group. 2. Gain knowledge about the teaching measures that already exist in relation to the aforementioned group of students at the participating upper secondary schools. 3. Have a theoretical understanding of new forms of teaching that could help students who are foreign to upper secondary school. 4. Have developed, tested and evaluated new teaching actions that can help “gymnasiefremmede” students.

1) Collection of data at the participating schools on keeping the students in upper secondary school and development initiatives. 2) Collection of background data on students at Hjørring Gymnasium: STX and HF and Vesthimmerlands Gymnasium. Due to data protection legislation in Germany, it was not possible to collect data on students from the Danish minority in Germany. 3) Kick-off meeting with presentations from the participating teachers on the data collection and workshops with experts to create a common understanding of the “gymnasiefremmede” students’ background as well as a common theoretical foundation for preparing new teaching actions. 4) Development and testing of new training actions in transnational teams. 5) Final meetings to summarize, systematize and evaluate the training measures carried out.

There were no systematic measures to help “gymnasiefremmede” students at any of the participating schools. However, there were initiatives in relation to diagnosed and dyslexic students, but the category "gymnasiefremmede" was not defined as a special group. 1. Based on student data from Hjørring Gymnasium: STX and HF as well as Vesthimmerland Gymnasium, we concluded that the term "gymnasiefremmede" is defined by two primary factors 1) "standpoint grades from primary school" and secondary 2) "gender". Other socio-economic factors play only minor roles in the definition of “gymnasiefremmede” students. 2. Generic Learning Outcomes (GLO) is our basic method of working with upper secondary school students. GLO consists of the following sub-elements: 1) knowledge and understanding, 2) skills, 3) behavior and progression, 4) enjoyment, inspiration and creativity and 5) attitudes and values. 3. Development, testing and evaluation of new teaching actions based on the five GLOs that motivate upper secondary school students so that they experienced both personal and professional relevance in their teaching. 4. Development of transnational cooperation between participating schools, students and their teachers.