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Comenius Programme. OUTLiNES. Project Partners. CVU Midt-Vest, DK Linkjøbing University, SE Hedmark University, NO Tallin University, EE Charles University, CZ Riga Teacher Training and Educational Management Academy , L V Estonia School Forests, EE. AIMS of Foundation Course.

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project partners
Project Partners
  • CVU Midt-Vest, DK
  • Linkjøbing University, SE
  • Hedmark University, NO
  • Tallin University, EE
  • Charles University, CZ
  • Riga Teacher Training and Educational Management Academy, LV
  • Estonia School Forests, EE
aims of foundation course
AIMS of Foundation Course

The Foundation Course should give the students experience with, knowledge about and insight in using the landscape as a learning ressource in the educational process

outdoor learning in teacher education
Outdoor Learning in Teacher Education
  • Outdoor Learning as general practice in public schools
contents
Contents
  • What is Outdoor Learning
  • Getting to a definition of Outdoor Learning
  • Why Outdoor Learning ?
    • Health perspective
    • Learning perspective
    • Cultural perspective
  • How is Outdoor Learning ?
what is outdoor learning
What is Outdoor Learning ?
  • Society phenomenon and study – object (neutral)
  • Discussion field and debate of ideas (ideological)
  • Personal and pedagogical understanding (value-laden)

inspired from Klas Sandell

what is outdoor learning1
What is Outdoor Learning ?
  • Sports and Adventure ?
  • Nature and Science ?
  • Subjects in another context ?
  • The room as a learning place ?
  • Regular activities outside ?
  • A subject and a pedagogical method ?
outdoor learning is a form
Outdoor learning is a form:
  • Regular learning activities outside the classroom
  • Often 1 day a week, all year
  • All, or most, subjects
  • Working with the same subjects inside – outside - inside
outdoor learning is a way of understanding learning
Outdoor learning is a way of understanding learning
  • Learning through movements and senses
  • Listening to the tales of the landscape
  • Crosses subjects
  • Solving problems, groupwork
  • Learning through experience, activities and reflection
history
History
  • Authentic learning
    • J.A. Comenius (1592-1670)
    • J.J. Rousseau (1712-1784)
    • J.H. Pestalozzi (1782-1827)
    • F. Fröbel (1782-1852)
    • E. Key (1849-1926)
    • J. Dewey (1859-1952)
    • And many others
so whats new in this
So whats new in this ?
  • Regular
  • All subjects (or most)
  • Necessity
slide13
Outdoor Education is a way of working, where you move parts of the everyday school out in the close environment. Outdoor education involve regular activity outside the classroom.

Arne Nikolajsen Jordet

why outdoor learning now
Why Outdoor Learning now ?

Everyday life for the children

are

  • Heavily Screen dominated
  • Less physically active
  • Based on symbols instead

of reality

contents1
Contents
  • What is Outdoor Learning ?
  • Getting to a definition of Outdoor Learning
  • Why Outdoor Learning ?
    • Health perspective
    • Learning perspective
    • Cultural perspective
  • How is Outdoor Learning ?
results of the health perspective
Results of the health perspective…
  • Less stress (A Szczespanski)
  • More physically active (Mygind)
  • Better social relations (Christian Jacobsen - Mygind)
  • Better motor coordination (Udeliv,Fjørtoft ?))
  • Less sickness (Grahn, udeliv)
  • More playmates (Mygind)
learning perspective
Learning perspective
  • Learning is an active process (Kolb, Dewey)
  • Learning can go by different tracks (Grundtvig, Gardner)
  • Deeper rooted learning (Fredens 2006, Schillab 2006)
  • Better concentration (Grahn,1995, Vigsøe 2006)
  • Happier children (Mygind)
learning is an active process
Learning is an active process
  • The pupils process in center
learning is an active process1
Learning is an active process

Experiencing

something

Applying the Interpreting

experience the experience

Generalizing the

experience

Kolbs cycle of experiental learning

cultural perspective
Cultural perspective
  • Forms of knowledge is a cultural phenomenon
    • Sagatelling
    • Handcraft
    • Agriculture
    • Academic
literacy in holistic approach
Literacy in Holistic approach
  • Learning through Hand
    • Embodiement
    • Skills for life
values
Values
  • Learning through Heart
    • Respect for the environment
    • Better understanding of nature
    • Aesthetically founded experience and learning
embodiment
Embodiment
  • Learning through

bodily experiences

example of an outdoor day
Example of an Outdoor day
  • Gathering indoors
  • Transport to the Outdoor classroom
  • Gathering around the bonfire, instructions
  • Subject work
  • Pause – lunch packet
  • Break
  • Subject work
  • Gathering – evaluation
  • Transport back to school
  • Working with subjects, inside, next days
slide27
Rythm
  • Subjects
  • Recognizable
working with mathematics
Working with mathematics
  • How many deciliters on a liter ?
working with mathematics1
Working with Mathematics
  • How long is there to the other shore – measured with 2 triangles
slide30
Learning the subjects of Life
  • Learning the subjects of School
  • Learning in many ways
  • Learning through experience, action and understanding
slide33
This way of working gives the pupils occasion to use all their senses so that they gets personal and concrete experiences in their meeting with reality. This working method gives space for subject oriented activities, spontanous display and play, curious search, fantasy, experience and social fellowship.
slide34
Outdoor Education is about activating all the subjects in school in an integrated education, where outdoor – and indoor activities are close connected, because the pupils learns about reality in reality, that is about nature in nature, about society in society and about community in community.

Arne Jordet Nikolajsen, 1998

slide35
Outdoor education – literary education and sensory experience.

Outdoor education is a thematic and interdisciplinary fiels of research and education in the natural and cultural landscape arena. Through thematic studies and activities in the landscape, Outdoor Education tries to animate the often abstract concepts of the scientific disciplines, and thereby create a local history, ecological, and social sense of place amongst children and young people.

L-O. Dahlgren and A. Szczepanski, 1997