Visiting Fulbright scholars visit local high schools for field experience


By Lauren Kainrath

Fulbright scholars meet with leadership at Verona Area High School

The UW–Madison School of Education is currently hosting 23 educators from 13 countries across Eastern Europe and Central Asia as part of the Fulbright Teaching Excellence and Achievement (Fulbright TEA) program, a program funded by the U.S. Department of State and administered by IREX.

Since their arrival on Sept. 11, the Fulbright TEA participants have engaged in academic seminars focusing on media literacy and have developed their skills in student-centered learning, instructional technology, and content-based instruction. This program also includes observational field experiences at either Monona Grove High School or Verona Area High School.

On Tuesday’s and Thursday’s of the six-week exchange program, Fulbright participants are shuttled to their respective high school to observe a variety of classes. These classes range from subjects such as biology, English, U.S. history, and more. To coincide with their academic seminars, Fulbright TEA scholars get to examine first-hand the role of technology in the classroom and experience the impact of dynamic course instruction based on the diverse academic needs of students.

Koprivica

“The education system in the United States is characterized by a variety of innovative practices and successful programs that highlight the commitment to improving student outcomes and fostering equitable learning environments,” says Dragana Koprivica, a Fulbright TEA participant from Bosnia and Herzegovina “Verona High School embraces blended learning models, which combine traditional instruction with digital resources. This approach not only engages students but also personalizes learning experiences and follows the trends of 21st century learning.”

Adds Koprivica: “This [observational] experience will in several key ways impact my teaching moving forward. I’ve learned the importance of tailoring instruction to meet diverse learning needs and will prioritize student-centered approaches, incorporating more personalized learning experiences that allow students to engage with material at their own pace. I plan to integrate various digital tools and resources in my lessons to foster engagement and facilitate collaboration. This includes using online platforms for project-based learning and incorporating multimedia resources to foster different learning styles.”

Dana Mikulova, a visiting Fulbright TEA participant from Slovakia, also shared her thoughts about visiting the Madison-area high schools.

Mikulova

“I observed a strong emphasis on student engagement and participation,” says Mikulova. “Teachers often encouraged discussion and collaboration among students, which fostered a dynamic learning environment. The use of technology was prevalent, with interactive tools enhancing lessons. I also noted a diverse curriculum, which included not only traditional subjects but also electives that catered to various interests and career paths.”

Mikulova adds: “Additionally, the support systems in place for students — such as counselors and special education resources — seemed well-integrated. This experience will encourage me to incorporate more collaborative activities in my lessons. I was impressed by how teachers facilitated group work and peer feedback, which I believe enhances critical thinking and communication skills. I also aim to integrate more technology into my teaching, ensuring that students can engage with content in innovative ways. Lastly, I’ll strive to create a more inclusive environment by recognizing and addressing diverse learning needs.”

Note: This story was funded in part by a grant from the United States Department of State. The opinions, findings and conclusions stated herein are those of the author and do not necessarily reflect those of the United States Department of State.

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