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Fibonacci round table grasic

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Mateja Grasic: FIBONACCI …

Mateja Grasic: FIBONACCI

Scientix European Conference, 6-8 May 2011, Brussels

Published in: Education

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  • 1. THE FIBONACCI PROJECT Mateja Grašič
    • www.fibonacci-project.eu
    MATEJA GRAŠIČ, [email_address] , Primary School MARIJE VERE, SLOVENIA SCIENTIX, Roundtable for teachers 08.05.2011 - Brussels
  • 2. 3 pillars as core structuring elements
    • 1. IBSME in primary and secondary schools
    • 2. Local initiative for innovation & sustainability
    • 3. Twinning strategy for IBSME spreading
    •  Film
  • 3. Services & resources provided to teachers
    • In each partner country, at a local level:
    • sessions of professional development
    • learning resources, material
    • support, follow-up of teachers; peer-learning
    • assessment
  • 4.
    • 14 sets for pupils
    • 1 set for teacher
    • 10 different sests
    SEPTEMBER 2008
  • 5. We made a list of topics witch we will teach with Pollen boxes :
    • In the first grade :
    • classification,
    • movement,
    • Swimming and sink ing .
    • In the second grade :
    • classification,
    • movement,
    • measuring,
    • In the third grade :
    • light and shadow,
    • measuring,
    • In the fourth grade :
    • electricity,
    • Separation of mixtures.
    • In the fifth grade :
    • electricity,
    • Weather.
  • 6. Same experiment
  • 7. Each group do different experiment
  • 8.
    • I was in Serbia and Romania in workshops with national co-ordinator Ana Blagotinšek. I m ade contacts with several primary teachers, but teacher s in our school did not take the opportunit y for the international cooperation. How to impress them to cooperate, to exchange experiences ... Primary teachers have difficulty with English, English teacher with sciences ....
  • 9.
    • As I mentioned before , I put a lot of my spare time on work ing with primary teachers. If we want high-quality research in science teaching with Fibonacci boxes it is necessary to have two teachers in the classroom. But I have to find another option, because it is difficult to combine teaching and working in project .
    • I f you have any suggestions or examples of good practice .
  • 10.
    • We change a methods, last year all pupils ha d to do one experiment and we discussed the topic for 2 lessons , this year pupil s circulate among the experiments in the classroom and we spend four lessons for topic . I expect some feedback from teachers and each will decided witch metod suits . The response surprised me, the majority chose the first (last year's method of teaching), I believe that is so because pupils are more easy controlled. I would still like to see that pupil s work individually, but we must do this year's method of work. I do not know whether I should be satisfied that teachers are finally beg i n ing to wor k , or should, after two years , plan to do more , but I do not want to put too much pressure on teachers. So do you have any suggestions for future?