1. Comenius Regio
"City as a Learning Place -
Where Learning is An
Adventure"
Project meeting
ROMANIA
Bucharest
5-11 February 2012

2. Survey Frame
• Sample -50 Teachers from 3 school institutions:
- Şcoala cu clasele I-VIII nr. 87 "M. Botez“-17
- Liceul teoretic “Eugen Lovinescu” -17
-Şcoala cu clasele I-VIII nr. 112 “Titan” -16
• Research instrument- 9 items questionnaire
• Not a standardized instrument
• Special designed instrument for projects needs
• Sample selected at random
• Not a statistical relevant sample- a pilot sample

3. Teacher survey
PLACES TO TEACH
94%
6%
Classroom
School area
1. Romanian teaching-learning system is traditional , most of the
lessons take place in classroom.
Teachers who have chosen school area are mainly teachers of
physical education and sports.
1.

4. • Our goal to analyze,
transpose and develop
formal curriculum
taught traditionally in
the classroom, in other
spaces like the city,
would represent a
significant change of
paradigm for our target
group of teachers.

5. INCREASING MOTIVATION FROM
LEARNING IN UNCOVENTIONAL PLACES
6% 10%
20%
64%
at all
litlle
much
very much
2.

6. • Even though teaching in other spaces that classrooms
is quite rare in Romanian educational system, most of
the teachers believe that introducing a change in
their teaching would increase learning motivation of
students.
• Assuming that lessons in unconventional places
come together with unconventional teaching
strategies, it is obvious that our system need a change
aiming to increase motivation.
• Teachers are very open to introducing changes for the
benefit of increasing motivation, that means they are
open to experiment teaching in other places like our
project propose.

7. 42
38
26
18 16 17
12
8
0
10
20
30
40
50
BEST PLACE FOR A LESSON
classroom
nature
school area
parck
museum
church
library
trip
3.

8. • Similar to previous item classroom is
considered the perfect place for an ideal
lesson.
• Still, teachers are open to conceive good
lessons in nature and other places in the city.
• Institutions in the city are also considered as
places suitable for organizing lessons in.

9. 4. Subjects suitable to be taught
in different places
• 32 subjects - chapters, lessons and no-formal activities
• Places mentioned:
• Museum
• Church
• Park
• Factory
• Film/Theatre
• Opera
• Memorial houses
• Streets
•Library

10. •Museum
•Church
•Streets

11. 6
11
15
34
28
46
0
10
20
30
40
50
NEEDS OF TEACHERS
clarifying
concepts
information
training course
good practice
procedures
team work
5.

12. • According to teachers’ options, they consider
they need team work and models of good
practice.
• But also information and training course is
needed.
• Teachers have identified the main strategy
and way to put in practice teaching in the city,
teamwork. They also need information, but in
practical way, as examples of good practices,
models and not pure information.
• This is a good information to us to design the
training course in an active manner and to
organize and focus on sharing good practices
and lessons samples.

13. 6. According to your knowledge and opinion, what kind of curriculum is
taught in activities like museum visits and activities, sport in the park,
excursions in the nature or in the city?
• This item was introduced to search if teachers can
conceive places different from school and classroom,
places to teach formal education.
• At this item is interesting to notice a difference
between the three schools:
• In 2 institutions, 100 % of teachers mentioned that
curriculum taught in activities like museum visits and
activities, sport in the park, excursions in the nature or
in the city is non-formal curriculum, which is correct.

14. Teachers in one school offered an interesting perspective sharing
between the three types of curriculum.
Tip curriculum
40%
45%
15%
formal
non-formal
informal

15. Interest
• 7.
100 % percent of the
sample group
agreed that
learning in non
conventional areas
increases, enhance,
quality and
efficiency of
students’ learning. How Water Shapes Our Earth

16. 39
12
14
21
24
48
0
10
20
30
40
50 communication
evaluation
curriculum
proffesional
development
trainig students
relationship
family school
Competences needed8.

17. • Romanian teachers tend to be rather
conservative in their daily teaching
practice regarding places/strategies
• Romanian teacher show their flexibility
and interest to introduce a change in
their practice
• Express their need for knowledge and
expertise to be professional
Conclusions

18. Good premises that support our
Comenius Regio project and show
it’s relevance to our system
Simona
LUCA