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School concepts/alternative schools; an introduction

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School concepts/alternative schools; an introduction

School concepts/alternative schools; an introduction

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    School concepts/alternative schools; an introduction School concepts/alternative schools; an introduction Document Transcript

    • School concepts/alternative schools; an introduction: As society changes, schools also are influenced by it. Some factors are responsible for rapid changes in schools. Change mainly takes place in some specific schools, the so called alternative schools. From there, groups are formed, discussion are evoked and changes sometimes take place in the national or international educational situation. What alternative schools did we see during the last century? Which of them are still present? What is their philosophy of education and how are didactical consequences drawn from it? In this module we will analyze the movements from the last century carefully. We are looking for answers to questions like: Why did these changes take place? What is the nature of the changes? Why did most alternative schools disappear after a while? What can we learn from these changes? How is the educational climate in my own country, in Europe influenced by the recent developments? We’re using the online website with information about the traditional alternative schools in the Netherlands. This website contains a self directing study content an many examples out of the school practice. The website contains also study tasks, that can be done individually or in small groups of 2-3 students. www.european-teachers.eu
    • Content: In the Introduction to Alternative schools we will present an overview of the schools that are still of importance for our situation. General tendencies will be shown, as well as basic philosophies behind the systems, schools and movements. In the module Alternative schools we will deepen our knowledge by looking at the relationship between the philosophies of education, the didactical approach, the learning psychology derived from it, the developmental psychology behind it. Recent developments will be taken in account like: the role of ICT in learning, didactics and ‘mathetics’ as complementary elements of nowadays learning, ICT tools supporting the described philosophies and their didactics. After the presentation of content students will study the website ‘Reform Pedagogics’ and work out tasks, that are given on the website. They discuss, cooperate on tasks and present the results of it. They will make comparisons between their own national/local situation and the systems presented. They also will answer the question what use the systems (could) have for Europe. Competences: In this module the students are developing the following teacher competences: Living as a European citizen Dealing with gender equality issues in family, work and social life Living in a multicultural, inclusive and tolerant society; Motivation to learn beyond compulsory education Learning how to learn / learning in an independent way; Information processing (with a critical eye); Digital literacy; Creativity and innovation; Problem-solving Communication www.european-teachers.eu
    • Learning Objectives The student strives for a European identity personally and in contact with children The student is able to see the resemblances and differences between European countries in the development of educational systems The student is able to analyze and evaluate alternative schools, in a European framework The student is able to analyze schools using the criteria of the reform education The student is able to ground present developments, like ICT, powerful learning environments and mathetics in terms of the philosophy of alternative schools Website instruction: See manual Assessment a. Include a report and a reflection on every excursion you did to an Alternative school in your educational diary or portfolio. b. Write a brief report on one or more alternative schools. In your report you will be able to integrate the theoretical components behind the alternative school. You will also be able to compare your choice with other systems. You will be able to position your choice in the present European context: how do you know that your choice is “best fit” for Europe today? You have read the texts from the website and additional literature/sites. You may choose first wave, second wave or third wave schools. See for more information the criteria list. www.european-teachers.eu
    • Meetings and lectures (when relevant) A. Introduction alternative schools In this the following learning activities are foreseen: a. information about the alternative schools b. discussion and questioning regarding aspects of theory and practice c. looking at practice video’s and commenting d. reflecting on the national/regional situation and informing participants Sources: -Powerpoint slide show Educational changes in the 20th century -Website ‘Reform pedagogics’ -Websites from the various Alternative school types. B. Alternative schools In this the following learning activities are foreseen: a. deepening knowledge regarding the systems as a whole b. getting in touch with relevant didactical techniques form several schools, by using multimedia learning environments and the internet c. practical introduction to ICT tools, relevant for use in alternative schools d. building my own alternative school: what is your favorite school? Why? How would you ground it in your country? In Europe? e. Cooperation through Europe: how can we support each other now and in the future? What are networks, structures that are already available? Sources: -Website ‘Reform pedagogics’ -Websites from the various Alternative school types. www.european-teachers.eu
    • Action research on Alternative schools/school concepts: Action research grounded in the theory and practice of alternative schools of all three waves of educational changes of the 20th century. The student makes a proposal for a research project that consists of the following parts:  what is my research question?  what relevant literature have I studied/ can I study?  What is my research design? How are data collected?  How are data analyzed?  How will I share the results with others? You have studied the texts from the reader and additional literature/sites An international project could be combined with or integrated in action research. Information sources -Powerpoint slide show Educational changes in the 20th century -Website ‘Reform pedagogics’ -Websites -Various Primary schools in your environment (call them to ask before your visit) www.european-teachers.eu
    • Recommended reading. Bronkhorst, J., Paus, H., Verhoeven, L.: (2007)Examining a national, online community in case-based preservice education. In:: Kinzer, C., Verhoeven, L.: Interactive literacy education: facilitating literacy environments through technology. Chapter 12. Lawrence Erlbaum Associates, Mahwah New Jersey-London. (in press) Bronkhorst, J., Bakker, F.(2007) Eisweb. Final Evaluation Report. Hengelo: Edith Stein/OCT school of education. Bronkhorst, J. : (2005) Educational climate in Europe as seen through the eyes of a pre service international class. Hengelo/Zwolle.: Edith Stein/OCT Bronkhorst, J. (2005) Basisboek ICT didactiek (dutch) Basic book didactics of ICT. HBuitgevers, Baarn Bronkhorst, J.(2001) Multimedia learning environments and reform pedagogy. In: Buchberger, F. & Berghammer, S. (eds): Active learning in teacher education. pp 78-94 Rudolf Trauner, Linz. Bronkhorst, J.(1999) Reform Pedagogy and multimedia learning. Paper presented at the TNTEE conference, Lisbon. Hentig, von H.(1985) Wie frei sind freie Schulen? Gutachten für ein Verwaltungsgericht. Stuttgart: Klett-Cotta Kohlberg, W. (2006) Mathetik. Osnabrück : University Press Papert, S. (1994) : The children’s machine. Harvester Wheatsheaf, New York Tapscott, D. (1998) : Growing up digital. McGraw Hill, New York Prensky, M. (2001) : Digital natives, digital immigrants. NCB University Press, Vol. 9, nr. 5, October Verhoeven,L., Segers,E., Bronkhorst,J., Boves,L.: (2006) Towards interactive literacy education in the Netherlands. In: Mckenna,M.,Labbo,L.,Kieffer,P.,Reinking,D. (eds.) : International handbook of literacy and technology. Lawrence Erlbaum Associates, Mahwah New Jersey – London www.european-teachers.eu
    • Websites, weblogs and wiki’s. http://www.reformpedagogiek.nl Part of a multimedia learning environment in Dutch language. http://www.educationatlas.com/education-reform.html American portalsite with many references to actual reform projects. http://en.wikipedia.org/wiki/Education_reform General theory from the English wikipedia http://www.schule.suedtirol.it/blikk/angebote/reformpaedagogik/downloads/rp_englisch.pdf Complete overview of all the Reform education, presented by H. Eichelberger. http://freinet.paed.com/fr_lit/lit_db.php?page=home Database with literature on Freinet education in almost all European languages http://en.wikipedia.org/wiki/Mathetics English text from Wikipedia http://www.schulpaed.de/mathetica.htm General article on mathetics http://mathetic.blogspot.com/ Weblog on mathetics www.european-teachers.eu
    • http://www.seedwiki.com/wiki/mathetics/mathetics Wiki on mathetics http://mathforum.org/~sarah/Discussion.Sessions/Papert.html Papert on mathetics www.european-teachers.eu