Baden-Württemberg STIPENDIUM für Studierende BWS plus

Thompson Rivers University – Pädagogische Hochschule Heidelberg

Canadian project partner: Prof. Diane Purvey

Exchange Report

Written by:

Lauren Bell, Sandra Cantin, Tanya Garfield, Jessica Hagen, Kendelle Johnston,

Jacqueline Lahaise, Kayla Nakonechny, Larissa Pepper, Lucas Reitz, Joanna Roszmann, Narinder Serown, Sydney Wolstenholme

INTRODUCTION:

In April of 2012, 12 students from Thompson Rivers University (TRU) in Kamloops, BC, Canada were awarded a Baden-Württemberg Stipendium to attend a 20-day exchange program in

Heidelberg, Germany. The group was composed of a variety of students with different backgrounds, and the purpose of the trip was to compare and contrast the German and Canadian

education systems. This paper will document the students’ findings, both personal and professional.

The Baden-Württemberg STIPENDIUM is “based on the principle of reciprocity and exchange. For every student from Baden-Württemberg who goes abroad, a foreign scholarship

student is supposed to come to Baden-Württemberg. This creates a network of young people with Baden-Württemberg as the hub. Educational institutions, at home and abroad, together with the regional chapters form the key nodes of this network. They help to ensure that scholarship

recipients will quickly make contacts abroad, which they can maintain even after their return – as former alumni of their respective institutions. (…)With its new program Baden-Württemberg-

STIPENDIUM “plus”, the Baden-Württemberg Stiftung currently supports ten projects of universities in Baden-Württemberg. (…) The objective of the Baden-Württemberg Stiftung is to encourage innovative cooperation between universities in Baden-Württemberg and international

institutions and to strengthen the network of the Baden-Württemberg-STIPENDIUM. The Baden-Württemberg-STIPENDIUM “plus” provides Baden-Württemberg universities with the

opportunity to carry out projects that support the formation and expansion of new relationships with foreign universities as well as deepening existing cooperation in a sustainable manner.” (information sheet Baden-Württemberg STiftung)

During the month of March, 6 students from Heidelberg came to Canada for 7 days to study and compare Early Childhood Education and Elementary School facilities in Vancouver, Kamloops, and surrounding areas. It was a pleasure to then reconnect with those students in

Heidelberg and share thoughts on the exchange program.

OUR GROUP:

Our group was comprised of 12 TRU students:

Those with a focus on education: ● 2 from the Early Childhood Education program

● 6 from the Bachelor of Education Program (4 first year students; 2 second year students)

● 2 from the Master of Education Program (specialization in Counseling)

Those with a focus on German language acquisition: ● 1 from the Business Administration Program (specialization in Human Resource

Management) ● 1 from the Business Administration and Computer Science Program

Despite our varying educational backgrounds, the trip was informative for all and provided much insight into the purposes, content, and transferability of knowledge and skills among the different

programs.

LOCATION:

TOURIST SITE VISITS include: ● Hoffenheim: Where students took in a soccer match

● Schewetzingen: Students saw the castle, gardens, ate white asparagus and toured a local beer brewery

● Speyer: Students visited the dome and toured the old city ● Mannheim: Students visited the palace and the jail ● Karlsruhe: Students toured the city

● Stuttgart: While visiting the state capital, students toured the state museum and the Mercedes museum

ACADEMICS:

German classes:

As a requirement of the Baden-Württemberg Stipendium, the students attended German language classes. Their instructor, Annette Zimmerman, was very informative and personable,

and volunteered a lot of her time to ensure that the students made the most of their stay in Germany. In addition to her instructional duties, she arranged many of the weekend trips

(including purchasing train and entry tickets, booking guides at the sites, etc.).

Though only two students had previously taken formal German classes in Canada, the

German language course aimed to provide a basic conversational framework and included topics such as: greetings, numbers, dates, times, introducing one’s self, hobbies, etc. In the 3 months

prior to departing from Heidelberg all 12 TRU students attended an informal weekly class on the German language and culture. These pre-departure classes provided a common base for all students.

Relevant Lectures:

Many lectures were organized for the students. Several topics worth noting are as follows:

● German Education System with Dr. Anne Sliwka (Heidelberg): This lecture provided a

basic understanding of the complicated framework of the German education system. Dr. Sliwka is well versed in comparative studies of education systems around the world and this lecture introduced students to the different systems that exist in Germany at the

intermediate/secondary level: such as Realschule, Hauptschule, Berufsschule and Gymnasium strands.

● Diversity/Inclusion with Dr. Anne Sliwka (Heidelberg) and Dr. Diane Purvey (TRU): This lecture included a brief comparative summary of the German and Canadian school systems. The primary focus was on diversity and inclusion in the classroom, which is an

area of much growth and change in the current system in Germany. ● Early Childhood Education (ECE) Program with Anke Sturm: A former graduate from

the program and the exchange program’s frontline liaison, Ms. Sturm provided an informative presentation on the content and structure of the Early Childhood Education Program at PH Heidelberg. This information served as a great basis for comparison for

the ECE students from TRU. ● Teaching American Young Adult Literature with Mr. Müller-Hartman: TRU students

had the opportunity to attend a lecture for the B. Ed program for students intending to become English teachers. The emphasis was on using American Young Adult literature in the classroom, such as Louis Sachar’s book Holes (which is widely used in Canadian

classrooms as well).

● Being a Reflective Teacher with Mr. Spannagel:: This lecture focused on reflective practices for teachers and the use of technology (blogs, wikis, twitter, YouTube, etc.) to

meaningfully engage learners in the classroom.

EARLY CHILDHOOD EDUCATION/EDUCATOR PERSPECTIVE:

Having the opportunity to see a diverse selection of Kindergarten settings in Germany has given

us information that will contribute to and strengthen our philosophies as Early Childhood Educators in Canada. In Germany the term ‘Kindergarten’ is used to describe children between 3-6 years of age, unlike in Canada where ‘Kindergarten’ refers to a child aged 5 who starts in the

public school system.

Site visits included:

■ Konfetti Jugendkunstschule, Dossenheim:

http://www.jukusch.de/01_jukusch_hd/index.html We met with the owner and discussed how this center originated and then enjoyed a tour of the beautiful

facilities. The most amazing concept of this Kindergarten is that they work on community art projects in

collaboration with the neighbourhood, creating mosaics, statues and, most recently, a knitting project. This very long chain, much like a scarf, was made by students,

seniors, members of the community, and the mayor. We were so excited and thankful to be given the chance to

take part in this project and each of us eagerly took knitting needle (or crochet hook) in hand and added our section to the chain.

■ Kinderhaus Panama, Pfaffengrund:

http://www.kinderhaus-panama.de/cms/index.php This beautiful Kindergarten is situated in a quiet community next to a church. We met with an educator who showed us

around this large center and then encouraged us to join their circle time. We watched as the children were given

independence to get snack on their own. We also had time to observe the older children as they were led through ‘preschool’ activities.

■ EMBL Bilingual Centre:

http://www.embl.de/aboutus/administration/sgs_ext/kindergarten/ We enjoyed a tour of this well-equipped center,

meeting many educators and children from a multitude of backgrounds. After the tour we separated into pairs, each

choosing a classroom to observe the children. The educators answered questions and explained how they document learning for each child.

■ Waldkindergarten, Wiesloch: http://www.gruene-wiesloch.de/waldkindergarten.html We met with Peter, a recent

practicum student, who proudly led us through the trees into the forest kindergarten. This was a unique experience for all of us as this idea is relatively new to Canada. We asked many questions about safety,

weather conditions, activities and personal hygiene. We observed the children engaging in imaginative play, gathering sticks, walking a

slack line, reading, and doing crafts outside in nature. Consistent exposure to nature provides these children with a unique sensory opportunity to explore and understand the world we live in. This

center embraces nature as an educational tool.

■ Sonnenstrahl Family Centre, Mannheim Hochstatt: Upon

arrival we were split into two groups to tour the many rooms

in this facility. After the tour, in pairs, we spent some time in classrooms, talking with the educators and observing the

children at play. We then came together to have the chance to discuss the challenges and rewards of being an educator in this center which focused on supporting the children and their

families to develop a healthy educational lifestyle.

■ Arche Noah, Mannheim Innenstadt:

http://www.ultrabold.com/_clients/archenoah/impressum.html This center is currently awaiting a new building, and for

now is located in a few rooms donated out by a Protestant church. Although not the best time to visit as they have all the children spread between two rooms, we divided up and

spent some time interacting with children playing table top games or building with duplo blocks. The childcare

providers were friendly and encouraged those with English to practice saying hello and counting to 10. A unique aspect to this center is that they have Anke Sturm, a language specialist, on staff to support and

encourage language development.

Conclusions:

We are so thankful for the opportunity to view these diverse childcare centers. The

educators were very welcoming and willing to share their knowledge with us. Although each center was unique, they shared a calm and inviting atmosphere. We were impressed by the

government, state, community, parents, and educators’ involvement in childcare. This created

the impression that childcare is more recognized and accepted as a part of the educational system in Germany than it is in Canada. Building educational connections and relationships amongst

cohorts is extremely beneficial in supporting the goal of creating positive learning environments for children of all ages.

BACHELOR OF EDUCATION PERSPECTIVE (Prospective Teachers):

Introduction:

During this trip, the TRU students were fortunate to see a wide variety of classroom environments, differing in grade level, school type, focus, specialization, and composition. These site visits were helpful in putting theory from the lectures into practice in the classroom.

Two of the visits included observing other student teachers teaching their lessons and participating in a debrief afterwards. The TRU students were also given copies of the student

teachers’ lesson plans so as to compare the format to their own. Site visits included:

● Theodore-Heuss Realschule, Hockenheim: http://www.thrs-hockenheim.de/

This included the first observation of several student teachers, included a Grade 9 English class on Slumdog Millionaire and a Grade 6 History class on the Olympic Games. It was a great

opportunity to observe a peer and be part of the debriefing and feedback process.

● Sepa-Schule, Mannheim (Turkish Private School) :

At this English immersion school, 3 TRU students had the opportunity to observe and present to 5 classes taught by 3

different teachers ranging from Grades 5 to 9. The language skills of these students were impressive; the majority speaks Turkish

fluently, they all are fluent in German, they are able to communicate in English with relative ease, and in Grade 6 these students begin learning French.

● Grundschule Schlierbach: http://www.schlierbach-grundschule.de/

In this grade 3 class TRU students observed a student teacher teach an English lesson focusing

on building vocabulary using a variety of activities. Again we were invited to participate in the debriefing and feedback process.

● Heiligenbergschule: http://www.heiligenbergschule-

gensungen.de/index.php?nav=1&link=home.html

At this school, participants observed two student teachers teaching Grade 2 English. The ability level of the class was quite

impressive. The two student teachers had very different teaching

styles and the lessons differed greatly in their effectiveness. We were encouraged to participate in the debriefing and feedback process.

● Tiefburgschule: http://www.tiefburgschule-hd.de/

This is one of only two primary UNESCO Associated Schools in

Baden-Württemberg, and students participate in an annual awareness and fundraising campaign, related to UNESCO’s

current projects. This school also boasts impressive and exclusive gymnasium facilities as well as a large after school care program. During this visit, students had the opportunity to

meet and discuss with the administration, go on a school tour, and observe in several different classes.

Conclusions:

The concept of streaming students at Grade 4 and the relatively new initiative towards inclusion in the classroom proved to be the two biggest differences between the German and Canadian education systems. Having the opportunity to visit so many different schools provided

a great deal of practical insight on both the German education system and the PH Heidelberg Teacher Education Program. It was interesting to see familiar teaching strategies and methods at

use in German classrooms; the universality of teaching was truly made evident from these school visit experiences.

MASTER OF EDUCATION PERSPECTIVE (Specialization: Counseling)

As professionals working in the fields of education and counseling, having the opportunity to compare and contrast the German education system, both at the Kindergarten and public school

levels, was of utmost value. The observed differences and similarities resulted in much reflection and critical thinking in regards to the Canadian and German educational systems, as well as their

respective societies. This allowed us as professionals to acknowledge the areas of possible growth within each system, as well as recognize their strengths.

One significant observation included the difference between the Canadian elementary and secondary school systems where there is no formal streaming, as compared with the German

school system which utilizes three formal streams. With the recent changes allowing parents to make final decisions in regards to where their child is placed, the German school system seems to be moving toward a more inclusive path. However, there is still a tendency for immigrant

children to attend Hauptschule. Even now, it seems that the system continues to provide an advantage to those students with wealth and “intelligence,” while robbing others of the

opportunities which university education can offer. Since “cognitive ability” is based largely on German language skills, the Hauptschule population is largely immigrant, mainly of Turkish descent. These immigrants are then left with little opportunity for work, to learn another

language, or to better their situation. This system therefore appears to be discriminatory.

A second significant observation was in regards to the value placed on high quality and innovative Kindergartens within Germany. The concept of subsidized childcare as a human right,

as seen in Germany, sets an excellent example for Canada. Additionally, the concept of the Forest Kindergarten, which we do not have in Canada, addresses many problems which

Canadian society faces. Today, children in North America are getting more and more distanced from nature, as well as becoming more and more dependent on toys, games, and products for

entertainment. This not only affects children’s cognition, but also their physical health. The concept of a Forest Kindergarten provides a natural pathway for promoting creativity and a

healthy lifestyle, and meets important yet often neglected needs of our children.

A site visit took two of us to attend the largest prison in Baden-Wurtemberg. We met with Mr. Fritsche (Asst. Warden) and one of his social work colleagues. We were given a

thorough tour of the prison which houses approximately 700 inmates who have been convicted of crimes ranging from failure to purchase bus tickets to more serious offences including murders, rapes, and so forth.

The facility was built in 1909 and Mr. Fritsche described it as one of the most modern

buildings in the world at the time with running water and water toilets, however little has been updated since. The tour included a visit to the inmate visiting areas, the counselors’ offices, the school building, a beautiful worship hall (which caters to all religious factions), the inmate units

(violent, suicidal, mentally ill and general population), and the shops (woodwork, carpentry, metal work, welding, machinist, assembly lines, and so forth).

The penal system in Germany places a strong focus on re-integration as opposed to

punishment and there were far more similarities than differences when comparing it to our

provincial corrections programs in BC. During our two-hour visit, there was the constant sound of solid metal doors clinging shut with all the staff carrying heavy key rings; whereas, in our

facilities, we have electronic access cards which are used to gain entry to all areas within our facilities. In addition, inmates are allowed to smoke in German prisons in contrast to our centres in Canada where smoking is prohibited.

The entire tour took over two hours, but it seemed like 30 minutes as we were shown the

physical layout as well as the extensive programming within the facility. It was encouraging to see similar programming and incarceration strategies in both Germany and in Canada where there appears to be a strong rehabilitative focus as opposed to punishment.

In conclusion, our studies in the education field stress the importance of empowerment,

listening, building rapport, and creating strong, healthy relationships. This was clearly evident throughout our visits both with young children, post-secondary students, and even those in custody. There are advantages and disadvantages to both German and Canadian educational

systems and we were fortunate enough to get an opportunity to study and compare them in-depth during this trip.

BACHELOR OF BUSINESS ADMINISTRATION PERSPECTIVE:

(Specialization: Human Resources)

My Background

My interest in German culture began in my first grade German class in grade nine. I was

exposed to the language and learned about the culture. The professor who taught our class taught with such passion that the whole class was eager to learn more. I continued to study German throughout high school and for one year at Thompson Rivers University. Throughout the years

and many courses a small portion of my study focused on the German school system. Being able to study it first hand and talk to students who have gone though the school system to hear their

perspective was interesting. When this opportunity arose to be immersed in the German language and culture I was eager to participate. With previous knowledge of the German grammar structures and basic vocabulary, my study of the German language underwent a great learning

curve. In relation to my field of study, this exchange has helped me to expand my leadership skills, improve upon presentation skills, and ignite a stronger passion to pursue a second language to use in my future career.

BACHELOR OF BUSINESS AND BACHELOR OF COMPUTING

SCIENCE PERSPECTIVE: (Specialization: Information Technology, International Business/New Venture Creation, Software Engineering)

My Background

I spent the first half of my life growing up in a German Mennonite town in Canada where

the primary language spoken was low German, followed by English. Store advertisements were in German, people addressed each other in German, and even common commands and phrases were said in German (even in English households: schweinhund, weiß nicht es gutter der bin,

etc.). As a direct result, I had an interest in learning the German language, but my family moved away from this community after my first year of German classes in elementary school. TRU

presented me the opportunity with my Double Degree program to learn a new language, and as a result of the German classes I was taking I was given the unique opportunity to experience the German culture, one which was already familiar and comforting.

Education Systems

It was interesting to see how Germany’s education system differs from ours. After analyzing the various school structure systems, and reflecting back on our current Canadian

system, I determined that our systems are quite different and could learn a lot from each other. Currently in Germany the youth education system starts at the same age as us, and would appear

to be the same up until grade 3, when the German students are analyzed closely for their academic strengths and weaknesses, and then enrolled in one of the three streams of education based on how they performed - which will determine their future careers. In Canada all students

continue with academic courses until graduation in grade 12.

German Culture

I was surprised at how different our countries really are! I was always under the

impression that Germany would be very much like my own country, but there are few similarities.

There were many aspects of German culture I appreciated. My favorite positives were the following:

● Strong Role of Religion in everyday life.

An example of this is everywhere we went we saw Roman Numerals chalked on most doors. This apparently is a religious tradition to signify that the building has been blessed that year. With such a high percentage of Church-goers in the population, they are still

able to support such beautiful Churches in each city, and there is a good chance that most people you encounter will have the same religious views. The benefit to that is if you’re

Christian, you can freely express your beliefs. ● Respect for Time.

I work in management at a restaurant in Canada, and the most common complaint I

receive is that the wait time between ordering and receiving food is too long. While in Germany, I came to expect a bit of a wait for food, and most times I witnessed locals

waiting for quite some time as well, and never once did I witness someone complain about the wait time. People seemed fine with enjoying the time until their food came up, and would sit after eating to visit or relax. This amazed me.

● Genetically Modified Foods. We learned that Germany has strict laws regarding preservatives and genetically

modified foods. This has become a way of life. While we were in Germany we enjoyed wholesome foods that would cost us a fortune back home.

Conclusion

In my short time in Germany I deducted that in fact our countries are very different from

each other, and our education systems could learn from each other. Although each country has its own unique culture, there are lessons each country can provide. I hope that in the near future I

can return to Germany to learn more about German culture (including language), and develop a permanent link.

General Conclusion and Comments:

Course Requirements:

During the visit: ● The students maintained a group blog (taking turns writing about the day’s events)

● The students provided written reflections to questions posed by the course instructor After the visits:

● Students are required to present to other students/faculty/staff upon returning to Canada ● Students are required to write a group paper about their experiences for the Baden-

Württemberg Stipendium plus.

The 12 visiting TRU students are very grateful to have had the opportunity to travel to Germany to participate in this educational exchange. Despite their varying backgrounds, each has gained tremendous insights into the practices and language of another country. The chance

to enter into the classrooms and schools of our international colleagues is cause for celebration for the important job we share as educators.

The continued possibility of further collaboration with TRU and PH Heidelberg is

exciting and the group hopes that their exchange can be a model of a successful collaboration

between the two institutions.