Emphasis on Inner Process Evaluation :

Rather than just evaluating the program against predefined expectations, the assessment focuses on supporting reflective processes. This allows the program to identify the « seeds » and potential for continued learning 

Assessment as Part of the Learning Process:

Assessments and evaluations are integrated into the learning process itself, becoming a tool for coherence. This shifts the focus from external expectations to clarifying intentions and allowing to evolve in dialogue with the program content and cohort. Prioritizing « Experiential » and « Holistic » Competencies: Based on the pre-program assessment, teachers prioritized competencies like physical and cognitive « ergonomics », global citizenship, inclusivity, and empathy – moving beyond just content knowledge towards more experiential and holistic growth.

 Based on the 67 registered answers as pre-course reflection, most teachers prioritized critical thinking and creativity.

The continued assessment during the 4 modules, confirms the intention of prioritizing creativity and critical thinking and choosing such practices to bring into the classroom. 

Embracing Confusion as Part of the Creative Process :

Some participants, reported in blog articles or through assessments, the state of confusion, was more or less tolerated at some critical points. As an experience-based program,  later on, they identified external factors-distractions, as causes. Noticing confusion is critical to creativity (Lonka,2018).

Facilitation Focused on Ease and Connection :

Facilitation, as the etymological meaning of the word indicates is about “a certain ability to feel at ease what otherwise is hard or difficult work” and this speaks about the inner process, through integrative practices, of the teacher as part of “teaching with sustainable development goals.”

“In the end what we want from this creative pedagogical prototype of a lesson, is for the students and teachers to have an image of us valuing connection, beyond all tasks, beyond the result, to have this agreement”, Marie Alice Moreira, coaching circle and case clinic on creativity lesson with the team of teachers from Bel Orme.

In summary, the Oddience2030  teachers’ program has taken an adaptive, reflective, and generative approach.

The program seeks to create the necessary conditions for what is experienced and learned through the program to continue unfolding.