3. Who am I?
3
Leen Bisschop
• Lector Communication in
Primary Education and Pre-
Primary Education
• Supervisor for internships in
the 1st Bachelor year
• Supervisor for bachelor theses
in the 3rd Bachelor year
• Researcher about Hybrid
Learning
4. Structure of pre-
primary and
primary education
4
• Mainstream ‘basic’ education
• nursery education (2.5 to 6 years)
• primary education (6 to 12 years)
7. Why am I visiting?
7
• Discuss possibilities with
regard to the internships
of the students
• Discuss the possibility of
an IIA
• Explore which other
collaborations are
possible
• Personal motivation
8. Why am I visiting?
8
• Discuss possibilities with
regard to the internships
of the students
• Discuss the possibility
of an IIA
• Explore which other
collaborations are
possible
• Personal motivation
9. Why am I visiting?
9
• Discuss possibilities with
regard to the internships of
the students
• Discuss the possibility of an
IIA
• Explore which other
collaborations are
possible
• Personal motivation
10. Co-operation:
possible subjects
Hybrid Learning Environments
Education for Sustainable Development
Positive discipline – New Authority
Visit 28 October 2019 – 6 November 2019 CPUT
10
11. Hybrid Learning
How to create a hybrid learning environment in Primary Education?
Leen Bisschop
Visit 28 October 2019 – 6 November 2019
CPUT
11
13. Why hybrid learning?
• Growing need for a new educational model?
• Insufficient opportunities for qualitative differentiation
and care
• Research = investigate which mix of learning forms can
lead to synergy and consequently can improve the
learning process and learning efficiency of students
• Aim = provide an accessible hybrid approach by using a
mix of learning forms
13
15. Education for Sustainable
Development (ESD)
How to integrate and embed ESD into the curriculum of the Bachelor
Primary Education?
Leen Bisschop
Visit 28 October 2019 – 6 November 2019
CPUT
15
16. 16
1. Why do we integrate ESD in the program?
2. How do we integrate ESD in the program?
3. Guidelines for a class on SD
4. Examples
17. 17
1. Why do we integrate ESD in the program?
2. How do we integrate ESD in the program?
3. Guidelines for a class on SD
4. Examples
25. 25
“Sustainable development is a
development approach which aims to
meet the needs of present generations
without jeopardizing the ability of future
generations to meet their own needs.”
(Brundtlandrapport UN, 1987)
27. 27
“If sustainable development means
'enough, forever and for everyone'
then we can explain ESD as
learning to think about and work on
a livable world, now and in the future, for
ourselves here and for
others elsewhere on the planet.”
28. 28
1. Why do we integrate ESD in the program?
2. How do we integrate ESD in the program?
3. Guidelines for a class on SD
4. Examples
29. (E)SD in the program
29
• Theoretical classes about environmental and social themes (SD) in different subjects (the
subject religion and subjects concerning world orientation: nature, society, time, space)
• Learning cycle on ESD in preparation of an internship lesson
• Introduction of the theme (link with the SDG’s)
• How to prepare a class on SD (lesson structure)?
• Where to find information and ideas for a class on SD?
• Guidance in preparing a class on SD
• Microteaching
34. Developing values
34
Sustainable development is essentially about what kind of
world we want to leave to the generations to come. The
choices we make in this regard are related to justice, so
values, beliefs and forming an opinion play an important role.
35. Emotions
35
Values and emotions are closely linked. Education must therefore also take emotional aspects into
account. After all, these are inseparably linked to our thinking, reflecting, appreciating, deciding
and acting.
37. 37
1. Why do we integrate ESD in the program?
2. How do we integrate ESD in the program?
3. Guidelines for a class on SD
4. Examples
38. Guidance in preparing a class on SD
38
1. Introduction – creating a mood – incentive – problem
2. Exploring the theme, generate new knowledge
3. Forming an opinion (+ talking about emotions)
4. Focussing on action
5. Reflecting: what did we learn?
39. 39
1. Why do we integrate ESD in the program?
2. How do we integrate ESD in the program?
3. Guidelines for a class on SD
4. Examples ESD on Climate Change
46. Let us do a short quiz…
How do extra greenhouse gases heat the earth?
a) The greenhouse gases emitted are warm and so the
atmosphere warms up.
b) The greenhouse gases destroy the ozone layer and so the
ultraviolet rays from the sun can penetrate more easily.
c) Greenhouse gases prevent the infrared radiation from
leaving the earth.
46
47. Let us do a short quiz…
How do extra greenhouse gases heat the earth?
a) The greenhouse gases emitted are warm and so the
atmosphere warms up.
b) The greenhouse gases destroy the ozone layer and so the
ultraviolet rays from the sun can penetrate more easily.
c) Greenhouse gases prevent the infrared radiation from leaving
the earth.
47
48. Let us do a short quiz…
How much warmer has it been on Earth since the start of the
industrial revolution some 140 years ago?
a) +0,5 °C.
b) +1 °C.
c) +2 °C.
d) +3 °C.
48
49. Let us do a short quiz…
How much warmer has it been on Earth since the start of the
industrial revolution some 140 years ago?
a) +0,5 °C.
b) +1 °C.
c) +2 °C.
d) +3 °C.
49
50. Let us do a short quiz…
Can the arrival of a subsequent ice age compensate for global
warming?
a) Yes
b) No
50
51. Let us do a short quiz…
Can the arrival of a subsequent ice age compensate for global
warming?
a) Yes
b) No
51
52. Let us do a short quiz…
How much higher is the sea level estimated to be in 2100?
a) 0,5 - 1 meter
b) 1 - 2 meters
c) 2 - 3 meters
d) 3 - 4 meters
52
53. Let us do a short quiz…
How much higher is the sea level estimated to be in 2100?
a) 0,5 - 1 meter
b) 1 - 2 meters
c) 2 - 3 meters
d) 3 - 4 meters
53
54. Broaden and deepen the knowledge of the students
To work!
The students read articles about climate change in a small group.
Each group studies their articles more thoroughly.
The groups explain what they learned to the others.
The initial brainstorming is completed with new information.
Which information will they use in their class?
The students select information at the level of primary school students.
54
56. How can primary school students be supported in forming an opinion?
How can primary school students be stimulated to act?
What kind of reflection could be meaningful?
56
61. Positive Approach
In short:
• Focus on a person’s strengths instead of his shortcomings
• Reward, do not punish
• Consequences should be coherent with the behaviour
• Ignore wrong, but unimportant, behaviour (choose your battles)
• Create (ahead of time) a prepared environment
61
62. Compliment generously as long as it is
deserved and sincere.
• Compliment the process or
behaviour (rather than result).
• Recognize the feeling of the learner
at that moment.
• Aim to avoid value judgements.
62
67. Why could this approach be difficult?
• Imagine if you had to sit down and talk with your learners every
time a conflict comes up …
• This takes a lot of time
• The other learners don’t get enough attention
• On the long term, learners will more easily understand their
own behaviour, so it will be easier to avoid conflicts and to
stimulate the required behaviour.
• But … everything has its limits.
67
68. Basic principles of new authority
1. Presence
2. Delay
3. Self control
4. Transparency
68
69. 1. Presence
• As a teacher you have the right and the responsibility to be present in
the life of your learner.
• You can do this with respect for the individuality, the "own space" of the
learner.
• Presence creates positive things, makes a relationship possible. If you
have a good relationship with the learner, much more is possible.
69
70. 2. & 3. Delay and self control
Old authority New authority
Controlling the learner by
punishing and rewarding
Only controlling yourself
Delay = weakness Delay > trying to be more
prepared
Escalation until victory or
tiredness
Victory is not important.
Persisting is!
70
71. 4. Transparency
It is easier for learners to do as expected when the
expectations are clear!
How?
• Be an example or model
• Have clear rules
• Communicate to learners
71
