Hejőkeresztúr School, located in Hungary, first applyed the Komplex Instrukciós Program (KIP) in the year 2000 as a way to search for alternative teaching methods to boost its pupils learning performance. KIP is a teaching program developed in the 1970's at the Stanford University by Cohen and Lotan (2014), and consists in a complex, theoretically grounded methodology. The Hungarian version is a free variation of the original Stanford programme and it proved to be successful in socially heterogeneous contexts with students of various abilities in both countries. The dissemination of the program began 7 years ago and now 92 schools, 21 000 pupils and 1800 teachers use KIP in schools in Hungary. The goal of the educational method is to foster cooperation skills of children with different socialization backgrounds. The KIP program also supports fostering learner motivation, differentiation in classes, teaching to learn, strengthening communication and socialization skills, developing problem solving thinking and cooperative skills, teaching to be tolerant toward individuals from different socio-cultural backgrounds, efficient ICT and language education, practice oriented education and foundation of base skills (e.g. constructing, drawing, managing teams, presenting) (Nagy, 2015). Several dissemination processes and ways of networked learning can be recognized within the expansion of KIP. The national development programmes that had been focusing on raising the attainment of the disadvantaged children had a strong network element. As a result the school developed good professional connections. They have learnt the importance of the experiential learning as a part of the continuous professional development of the teachers. Colleagues have been visiting each others’ lessons regularly and they welcome teachers from other schools. The school has become a learning community. Teachers created two kinds of professional networks: - one for making their dissemination process more effective (partnerships with universities, teaching the method in initial trainings, having common CPD trainings with university teachers); - one for the 92 schools in which they have already trained and who started working according to the methodology. Teachers learnt how to teach other teachers, and disseminate their philosophy and methodology through partnerships with universities. The University of Technical Sciences, Budapest – which has a Centre for Educating Technical Teachers - organised a blended training for teachers in cooperation with the Hejőkeresztúr School.

Cohen, G. E. – Lotan, A. R. (2014): Designing Groupwork Strategies for heterogeneous classrooms. Teachers College, Columbia University. New York – London. K. Nagy, E. (2015): KIP-könyv. Miskolc-Egyetemváros: Miskolci Egyetemi Kiadó.