Comenius Regio"City as a Learning Place -Where Learning is AnAdventure"Project meetingROMANIABucharest8-13 October 2012
Theoretical premises• Centuries ago, visionar psychologistsand experts in education like Rousseauand, later Piaget have em...
Up to present• In our present Knowledge society, The EuropeanUnion stress upon the important role of involvingstudent in d...
Conceptual basis• In present research we started from studyingconcepts like:• Outdoor education• Non-formal education• For...
Outdoor education• Starting from immemorial times, people was "trained"to live in the world.• For at least several million...
Studies upon the effectiveness ofoutdoor education• In 1983, Minda Borun published a researchrelated to: Planets and Pulle...
Outdoor education is by itself a powerfulteaching tool:through “doing”, facing challenges, andstepping outside students’ c...
Conclusions of international studies• After researching this domain, we couldconclude that there is a lack of research and...
Formal activities in non-formal settings• Through this Regio project we proposed to create anatural link between the struc...
Non-formal education• More experience and research is gained in thefield of non-formal education methodology atinternation...
• Most countries have Educational Management InformationSystems to monitor formal education, but only in rare casessuch sy...
Methodology of StudyThe research was European.Commonly developed by Romanian-Bucharestand Lithuanian- Prienai project team...
• The research was coordinated by the TeacherTraining Center of Bucharest Romania incooperation with The Municipality of P...
Research target group• A total number of 205 persons wereinterviewed on a questionnaire base.• 80 teaches of different sub...
Aim of research• The is to set a scientific (even at small pilotscale) background to our project and to identifybest ways,...
General hypothesis• Education in stateschools in Romania andLithuania is still traditionaland old in our schools,based on ...
• Needs and expectations of beneficiaries of education are high, intrends with modern times. Teenagers are multitasking th...
Survey idea• Teachers perceived students needs and tend tounderstand that some changes are needed intheir teaching in orde...
Teacher surveyRESULTS
Romanian LithuanianTeacher surveyLessons are mainly given46%31%11%5% 7%In the classroomin other schoolareain natureat the ...
City setting will impact students’motivation.45%40%10% 5%very muchmuchlittleal allMost teachers believe that non-tradition...
Best place for organizing an effective lessonfor the subject that they teach52242118151280102030405060708090100classroomsc...
• In both countries, classroom is consideredthe perfect place for an ideal lesson.• Still, teachers are open to conceive g...
SUBJECTS & PLACES• The most subjects identified is English language,biology, physics, primary school lessons, themother to...
Teachers methodological needsIn order to give lessonsmethodologically teachers need25%21%21%14%6%13%good practiceinformati...
The part of curriculum implemented innon traditional places47%37%16%formal curriculumnon-formalcurriculuminformal curricul...
Teachers` intention to developcompetencies10%9%29%10%16%26%CommunicationEvaluationCurriculumProfessional developmentTraini...
STUDENTS` RESPONSES TO COMENIUSREGIO PROJECT "CITY AS A PLACE OFLEARNING - WHERE LEARNING IS ANADVENTURE” SURVEYTarget gro...
Do students like learning?37%60%3%love learningsometimes likesometimes notdon`t likeStudents’ opinion regardingemotional a...
Students’ opinion regardingpreferences ofeducational settingsStudents like school when they26%22%13%11%14%3% 11%learn new ...
Students` opinion about teachers`practices in lessonsTeachers in the lessons30%51%8%11%encourage learning in groupsteach t...
Educational practices regardingoutdoor lessonsHave the students ever had a lessonoutside the school68%16%16%yes no I don`t...
Places where students like havinglessons in20%19%12%18%31%in class at school in townat the musem in nature
The assessement outside the school25%21%24%30%yes no sometimes I don`t know
CONCLUSIONS• Despite of significant differences betweenRomania and Lithuania (national, geographical,cultural, linguistica...
• Both teachers and students in the two countriesagreed that it would be a plus under multipleaspects to conceive and appl...
• The lessons, teachers give to their students, mainly takeplace in the classrooms and in other school area. Onlysome less...
• In most cases teachers in order to be able to proceed professionally inorganizing lessons in the city, intends to improv...
Simona LucaRenata Pavlavičienė
Prezentare conferinta proiectomenius regio final simona luca
Prezentare conferinta proiectomenius regio final simona luca
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Prezentare conferinta proiectomenius regio final simona luca

Published on: Mar 4, 2016
Published in: Education      Technology      
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Transcripts - Prezentare conferinta proiectomenius regio final simona luca

  • 1. Comenius Regio"City as a Learning Place -Where Learning is AnAdventure"Project meetingROMANIABucharest8-13 October 2012
  • 2. Theoretical premises• Centuries ago, visionar psychologistsand experts in education like Rousseauand, later Piaget have emphasis thatreal life experiences form the basis oflearning and bring precious inputs toeducation• Over 200 years ago, in his manual ofpedagogy, Rousseau settled theimportance of learning from differentplaces and settings, recommending forEmile a whole year of learning bytraveling.• Gaining experiences that would havethe major role for personal developmentand growing mature.
  • 3. Up to present• In our present Knowledge society, The EuropeanUnion stress upon the important role of involvingstudent in different and intercultral learningexperiences through placements in enterprisesand companies.• The major role of working altogether endexperiencing new environments.• Experiences may be planned to take place withinlessons in school class, school laboratory, aswell as in museums, parks or field trips.
  • 4. Conceptual basis• In present research we started from studyingconcepts like:• Outdoor education• Non-formal education• Formal education
  • 5. Outdoor education• Starting from immemorial times, people was "trained"to live in the world.• For at least several million years, learning andtraining was conducted in the outdoors and indifferent unstructured places and ways.• Through the last millennium the science of educationgot a structure and methodology, education becamemore structured.• Outdoor education was the trend to return to• Promoters of outdoor education, in theory were inUK, and USA, and later Australia during the SecondWorld War (1943)nature and experience
  • 6. Studies upon the effectiveness ofoutdoor education• In 1983, Minda Borun published a researchrelated to: Planets and Pulleys: Studies ofClass Visits to Science Museums• The University of Chicago published in 1998 InThe Elementary School Journal , a Quantitativeand qualitative study that assessed the effectsof an extracurricular science program onstudents interest and learning about biology.• Emmett L. Wright realized an Analysis of theeffect of a museum experience on thebiology achievement of sixth-graderspublished In Journal of Research in ScienceTeaching, 2006
  • 7. Outdoor education is by itself a powerfulteaching tool:through “doing”, facing challenges, andstepping outside students’ comfort zone,assuming ownership, working as or withleaders, learning process certainly takes ona new dimension.Outdoor education is an ideal catalyst forlearning about these notions.(Anna Schmidt- USA 2006)
  • 8. Conclusions of international studies• After researching this domain, we couldconclude that there is a lack of research and arelatively new trend that concernsit’seffectiveness• There might be a general conclusion of allinternational research:learning experiences that take place in adifferent place that school class is moresusceptible to generate skills linked to theneurological development and personaldevelopment.
  • 9. Formal activities in non-formal settings• Through this Regio project we proposed to create anatural link between the structured types ofeducation related with different learningenvironment end and experiences:• Formal education• Non-formal education• The innovation that our project brings in, is :to join strengths of formal education andnon-formal education, in order to overcometheir weaknesses
  • 10. Non-formal education• More experience and research is gained in thefield of non-formal education methodology atinternational level.• In Romania, this type of education was one of agreat interest and grew in the last periodUNESCO and European bodies contributedthrough their politics and programs to it’sflourishing.
  • 11. • Most countries have Educational Management InformationSystems to monitor formal education, but only in rare casessuch systems exist for the non-formal sector.• As a response to this challenge, UNESCO has developed aneasy-to-use methodology and database for creating aNon-Formal Education Management Information System(NFE-MIS).The system:• provides a practical and internationally applicable approach to NFE monitoring and evaluation,adaptable to local contexts and information needs;• enables countries to generate meaningful and reliable information and statistics on NFE whichcan be used by policy-makers and planners for informed decision making, better planning anddelivery, monitoring and evaluation of NFE;• aims at improving the co-ordination of programmes among NFE providers; and• raises interest and encourages participation in NFE programmes.Non-formal education
  • 12. Methodology of StudyThe research was European.Commonly developed by Romanian-Bucharestand Lithuanian- Prienai project teams:• Discussing and common analyzing aspects of research• Commonly conceiving the mythology of research• Designing in Common of instruments of research-questionnaire• Selecting the similar scale of target group in both regions.Participants in the questionnaire survey were teachersinvolved in the Comenius Regio project "City as a placeof learning - where learning is an adventure”.
  • 13. • The research was coordinated by the TeacherTraining Center of Bucharest Romania incooperation with The Municipality of Prienai-educational department, Lithuania,the international coordinators of Comenius Regioproject “City as a learning place - where learningis an adventure” COM-11-PR-28-B-RO• The research was realized betweenDecember 2011- February 2012in 5 schools from the two countries regions:Bucharest- Romania and Prienai-LithuaniaMethodology of Study
  • 14. Research target group• A total number of 205 persons wereinterviewed on a questionnaire base.• 80 teaches of different subjects• 125 students of 10-15 years old1.School nr. 87 "M. Botez“2.School nr. 112 “Titan”3.“Eugen Lovinescu” High School4.Silavotas basic school5.Veiveriai Tomas Zilinskas gymnasium
  • 15. Aim of research• The is to set a scientific (even at small pilotscale) background to our project and to identifybest ways, methods, strategies and places toimplement the proposed educational innovation: Teaching school lessons in non-formaleducational settings offered by the cityfacilitiesBridging formal and non-formaleducation by joining their strengths andovercoming their weaknesses.
  • 16. General hypothesis• Education in stateschools in Romania andLithuania is still traditionaland old in our schools,based on classes andlessons pedagogicaltheory, designed by JohnAmos Comenius (1592-1670), and the curriculumis conceived in theclassical division ofschool disciplines basedon different sciences.
  • 17. • Needs and expectations of beneficiaries of education are high, intrends with modern times. Teenagers are multitasking thinking,permanently on the move, are under influence of mass-media, of ITresources, are full of information and unstructured skills formsociety. In this context students appreciate challenges and“adventure” learning instead of classical settings of school classes.They often feel bored by school and school classes can’t raise theirneed for learning and raise their curiosity.General hypothesis
  • 18. Survey idea• Teachers perceived students needs and tend tounderstand that some changes are needed intheir teaching in order to connect with students.• Educators need to explore, research a system,a methodology to raise curiosity and regain thenatural spirit of curiosity and adventure oflearning.• The survey idea was to screen the currentsituation regarding routine teaching settingsand possible innovative interventions.
  • 19. Teacher surveyRESULTS
  • 20. Romanian LithuanianTeacher surveyLessons are mainly given46%31%11%5% 7%In the classroomin other schoolareain natureat the museumsother places
  • 21. City setting will impact students’motivation.45%40%10% 5%very muchmuchlittleal allMost teachers believe that non-traditional places positively increasestudents` learning motivation.
  • 22. Best place for organizing an effective lessonfor the subject that they teach52242118151280102030405060708090100classroomschool areanatureparkmuseumchurchlibrarytripother
  • 23. • In both countries, classroom is consideredthe perfect place for an ideal lesson.• Still, teachers are open to conceive goodlessons in nature and other places in thecity.• Institutions in the city are also consideredas places suitable for organizing lessons in.• The most popular non traditional places forlearning according to the hierarchy areparks, museums and nature.Best place for organizing an effectivelesson for the subject that they teach
  • 24. SUBJECTS & PLACES• The most subjects identified is English language,biology, physics, primary school lessons, themother tongue language, art, history, religion,music and biology• Museum• Church• Park• Factory• Film/Theatre• Opera• Memorial houses• Streets• Library
  • 25. Teachers methodological needsIn order to give lessonsmethodologically teachers need25%21%21%14%6%13%good practiceinformationteam workproceduresclarifying conceptstraining course
  • 26. The part of curriculum implemented innon traditional places47%37%16%formal curriculumnon-formalcurriculuminformal curriculum• In both countries, teachers highly relateunconventional places like city places withnon-formal and informal curriculum• By the project teachers started to seeunconventional places like suitable for formalcurriculum also
  • 27. Teachers` intention to developcompetencies10%9%29%10%16%26%CommunicationEvaluationCurriculumProfessional developmentTraining studentsTraining parents in the paradigm of the relation betweenschool
  • 28. STUDENTS` RESPONSES TO COMENIUSREGIO PROJECT "CITY AS A PLACE OFLEARNING - WHERE LEARNING IS ANADVENTURE” SURVEYTarget group of the students’ survey- 125 students65 Romanian students65 Lithuanian students•Şcoala cu clasele I-VIII nr. 87 "M. Botez“-(10-12 years old)•Şcoala cu clasele I-VIII nr. 112 “Titan” 12-14 years old•Liceul teoretic “Eugen Lovinescu” (13-15 years old)•Silavotas basic school-(10-12 years old)•Veiveriai Tomas Zilinskas gymnasium (13-15 years old)
  • 29. Do students like learning?37%60%3%love learningsometimes likesometimes notdon`t likeStudents’ opinion regardingemotional and motivation involvedin their usual learning
  • 30. Students’ opinion regardingpreferences ofeducational settingsStudents like school when they26%22%13%11%14%3% 11%learn new interesting thingsmeet their classmateslearn in a cozy, beautiful classroomshave lessons outside the schoolwork in the classroom with a computerwork in the classroom with interactive whiteboardparticipate in project activities
  • 31. Students` opinion about teachers`practices in lessonsTeachers in the lessons30%51%8%11%encourage learning in groupsteach to search for the answersuse non-traditional methodshave lessons outside the school
  • 32. Educational practices regardingoutdoor lessonsHave the students ever had a lessonoutside the school68%16%16%yes no I don`t know
  • 33. Places where students like havinglessons in20%19%12%18%31%in class at school in townat the musem in nature
  • 34. The assessement outside the school25%21%24%30%yes no sometimes I don`t know
  • 35. CONCLUSIONS• Despite of significant differences betweenRomania and Lithuania (national, geographical,cultural, linguistically, social, historical),educational practices andopinions regarding them aresurprisingly much similar in thetwo countries at present,both on teachers group andstudents group
  • 36. • Both teachers and students in the two countriesagreed that it would be a plus under multipleaspects to conceive and apply a methodology ofusing unconventional places to teach normallessons for classes.• Almost all subjects and lessons can be taught inunconventional places if a rigorous methodologyand a good interdisciplinary planning is done• Almost all subject teachers have such drafts oflessons plans which they can give inunconventional placesCONCLUSIONS
  • 37. • The lessons, teachers give to their students, mainly takeplace in the classrooms and in other school area. Onlysome lessons are given in non traditional spaces.• Most teachers believe that non traditional placespositively increase students` learning motivation.• The most popular non traditional places for learningaccording to the hierarchy are parks, museums andnature.• Most school subjects in non traditional places wereidentified like: mother tongue language, communication,(Lithuanian, Romanian) English language teachers,primary class teachers and physics teachers.• If teachers wish to organize such lessons,methodologically, they would need good practiceexamples, more information how to organize suchlessons and team work practice. Mostly non-formaleducation plan is carried out in non traditionaleducational places (at the museums, on the excursions).• Learning in non conventional areas increases, enhancequality and efficiency of students’ learning.
  • 38. • In most cases teachers in order to be able to proceed professionally inorganizing lessons in the city, intends to improve curriculum, trainingparents in the paradigm of the relation between school, and trainingstudents` competencies.• The majority students sometimes enjoy learning.• Most students like school, where they discover new and interestingthings when they meet with classmates and learn in cozy, beautifulclassrooms.• Some of the surveyed students like learning in non-traditional learningspaces.• The students state that teachers in the lessons mostly teach them tosearch for the answers. They are encouraged to learn in groups too.Some teachers give lessons outside the school.• Students like lessons given in nature most of all.• In lessons, which took place in non-traditional spaces, the studentsremembered best local and national history facts, learned to knownature, did some sport.• Some of students state that teachers assess their activities in marks orotherwise in lessons which are given outside the school. Part ofstudents do not know whether their activities are assessed.• Most of the students would like to have lessons in nature, have trips, sports.
  • 39. Simona LucaRenata Pavlavičienė