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Simulise fits in well with our future-oriented education

GO! MIRA middle school in Hamme in Belgium is working on a transformation to a school that is ready for the future. "I therefore deliberately do not call our education innovation education," says director Vincent Browet in an interview. "What I am aiming for is a school where there is a balance between knowledge on the one hand and future-oriented skills on the other. Ownership, coaching, inspiration, connection and active global citizenship are the five pillars of our school to work on our mission. This requires personalized processes that determine the structure of our education. "

Since he was appointed director in February 2018, Vincent Browet and his team have rolled up their sleeves to make education at their school fit in with the current time and to make it future-proof. His drive to make this a success can be felt in the conversation I have with him and Media Training Marjolijn de Boeck.

Key competencies
In Belgium, education for 12 to 18 year olds is organized slightly differently than in the Netherlands. Secondary education, as secondary education in Belgium is called, consists of three degrees, each lasting two years.

New attainment targets were set in Belgium a few months ago. The new is that the new transversal attainment targets - comparable to the 21st century skills in the Netherlands - are included in the curriculum. From next school year onwards, each school must be able to demonstrate the way in which the attainment targets work together and evaluate.

Browet: "Because of the quality expectations that the government sets for us, we started looking for an instrument with which we can measure and follow the transversal final objectives, such as future-oriented skills of students. We came up with the digital portfolio Simulise. "De Boeck, who is responsible for the introduction of Simulise:" For collaboration and evaluation, but also for the other skills, I am putting together rubrics for in Simulise. "

Modules and labs
In Belgium, education for 12 to 18 year olds is organized slightly differently than in the Netherlands. Secondary education, as secondary education in Belgium is called, consists of three degrees, each lasting two years.

New attainment targets were set in Belgium a few months ago. The new is that the new transversal attainment targets - comparable to the 21st century skills in the Netherlands - are included in the curriculum. From next school year onwards, each school must be able to demonstrate the way in which the attainment targets work together and evaluate.

Browet: "Because of the quality expectations that the government sets for us, we started looking for an instrument with which we can measure and follow the transversal final objectives, such as future-oriented skills of students. We came up with the digital portfolio Simulise. "De Boeck, who is responsible for the introduction of Simulise:" For collaboration and evaluation, but also for the other skills, I am putting together rubrics for in Simulise. "

Modules and labs
Subject teachers of the general subjects first give a master class on a certain subject at Mira; they give instruction and serve as an inspiration. Students in the Mira Lab then continue with the subject. At that time the ownership lies with the student and he can request the guidance of coaches.

Browet: "Suppose a teacher in the mathematics master class has given instruction about the Pythagorean Theorem. When a number of students have not yet fully understood, this is reported to the Labs. A coach then goes to work with these students, until they too understand the position. Students who have already mastered the Pythagorean Theorem will start working on more complex assignments on this subject and can ask the Lab coach questions. "

Cluster commands
In the Labs, students also work on cluster assignments. These are assignments where different subjects and skills, such as collaboration and problem-solving ability, come together. De Boeck: "At the beginning of the school year, for example, students are instructed to make a model of the school. In addition, they must work to scale and determine the coordinates of the school. For example, the subjects of mathematics, geography and technology are dealt with in one assignment. "

In addition to the general subjects, students receive GO! Mira offers a wide range of different modules every year. Assignments that students receive in the modules and Mira-Labs are placed in Simulise. Based on assignments, students assess their development of the associated skills. In this way a competency diagram is created on which pupils, parents and teachers can see how a pupil has developed his skills. "

Portfolio and coaching
De Boeck is busy with trial runs with Simulise and this digital portfolio so that the school can start in all degrees next year. De Boeck: "I think it's great that students build assignments and score competencies to build up a portfolio of themselves. In addition to their own teacher, they can also invite another teacher or fellow student and even someone from outside the school to assess a rubric - so when it comes to evaluating, we are well on our way to our school! The competence diagram that emerges is a good starting point for coaching conversations with students. We can see how students have developed competencies during the course of the school year and we can also see the difference between how a student and a teacher assess a competence. Enough conversation material! "

Want to know more?
http://www.middenschoolmira.be

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