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Comenius Regio"City as a Learning
Place - Where Learning is An Adventure"Project meeting
ROMANIABucharest
5-11 February 2012
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
Teacher surveyPLACES 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.
• 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.
INCREASING MOTIVATION FROM LEARNING IN UNCOVENTIONAL PLACES
6% 10%
20%64%
at all
litlle
much
very much
2.
• 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.
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26
18 16 1712
8
0
10
20
30
40
50
BEST PLACE FOR A LESSON
classroom
nature
school area
parck
museum
church
library
trip
3.
• 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.
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
•Museum
•Church
•Streets
611
15
34
28
46
0
10
20
30
40
50
NEEDS OF TEACHERSclarifyingconcepts
information
training course
good practice
procedures
team work
5.
• 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.
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.
Teachers in one school offered an interesting perspective sharing between the three types of curriculum.
Tip curriculum
40%
45%
15%formal
non-formal
informal
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
39
1214
2124
48
0
10
20
30
40
50 communication
evaluation
curriculum
proffesionaldevelopment
trainig students
relationshipfamily school
Competences needed 8.
• 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
Good premises that support our Comenius Regio project and show
it’s relevance to our system
Simona LUCA
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