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.

4238

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