Adventure Mall: open learning model based Adventure Education Other
Many years and I'm busy trying to figure out how to bring teachers believe in themselves. Each new group of teachers that I met many years, places before the real challenge - to release them education against which grew thick (I know I do unfair generalizations, but for that matter), education of empty slogans, control top (or a teacher) , shallowness (see above value "principle flattening"), a complete rejection of the right to make a mistake or lapse, uncompromising arbitrary and the list goes on.
The consequences are many and painful. This list will try to focus on the ability of teachers to believe in themselves as people who are creative, open minded and their ability to create learning environments that evoke intrinsic motivation, each content area for each stratum age and personal background of their students.
For years I was busy trying to develop models to help teachers see themselves as creators, but there's a catch: the use of models under the guidance gsc klcc of teachers could endanger the freedom that they create and define the dependence patterns without doubt self-importance. At the same time we are witnessing a different gsc klcc kind of threat to the ability of teachers to create: the principle of flatness. Below is an excerpt from an article imported as "What do I do with it tomorrow morning," I published here in 2011.
"... Logo was not the first idea was influenced by the 'principle of flatness. Ideas such as' learning Htnsotit', 'constructivism', 'investigative learning', 'active learning', 'whole language' and others, crashed on the rocks of reality in school classrooms. 'What do I do with it in the morning (which is necessary for survival legitimate teachers), teacher educators led to the very provision of their expectations. Pedagogical ideas become patterns and prescriptions of technical gsc klcc implementation without inspiration, without a soul.
Recession expectations of teacher educators, led, in my opinion, even the teachers temper their expectations of themselves. Court 'what do I do with it tomorrow morning class became the main obstacle to the need to deepen, to understand, to explore meanings, participate gsc klcc in the creation of new education. Teacher educators in teacher training, or in the field (seminars), directing the training programs to meet the expectations of teachers: tools and their application to concrete, the result in most cases is a soulless prescriptions.
During my stay at the University of Calgary in Canada, I was like every member of the Faculty of Education, pedagogical training of student teachers in the field. Where the term most prominent inscription on the flag of educational introduction was "investigative learning." Route of teacher education was based entirely on "issues-based learning" (PBL) [1]
Extent of the study was a general term not defined. Most students do not understand what we are and in most cases also lecturers. My attempts to bring to the students tasks of developing research-based learning environments were encountered stencils and lack of vision and the projects were infected metaphors bumped, empty slogans and insight - terribly dry.
It took me a semester to understand something drastic needs to be done ("kick them in the stomach"). I had to remove the student from the same security zone protected them from risk mistake: I took them to the mall (the largest shopping center in Calgary) and told them to glean clues adventure learning in the content of their choice. I released them with pages of instructions in teams of four students and arranged to meet in an hour and a half summarize the experience.
It became a hit overnight. Wherever I met colleagues (and even secretarial school education) was asked - what did you have at the mall? They never stop talking about it. Also written course evaluations at the end of the semester, students were not counted reference project with statements like - the first time we understood what the study or the project should make the first semester or the last - and so forth ...
The students and I have gathered a predetermined spot at the mall, yes, there were Krmboaim, we divided into teams (in advance), synchronize watches and our group went Hwatsaf mission. Here are the pages received (in the mall), I did not want to give them time to prepare and establish their creative potential in front of the mall stimuli congestion gsc klcc ...
Characteristics and tasks: You must say the story of adventure and write a summary of his (presentation session on Google), you must identify at least three nodes in the mall (so far [2]) which will match to decide the decision intersection will match one of the two or three possible gsc klcc routes junction following the decision to require the use of information of any study area each node will be accompanied by an imaginary scene serve the adventure, but will be located on the mall. You should take advantage of information in the transfer gsc klcc position overt or covert information that the game will have to understand the task. Meeting Google will display a summary of the plot, the scenes and tasks decision at the end of the track you create a scene which understands the end game finishing the game successfully
Tour of the old bus station area, met a refugee boy from Africa who talked about hunger and poverty in his country. Among other things, it turns out that although the diamond yield inexhaustible, huge companies Western rob the resources and employers the local population in appalling conditions of slavery. Many die in the mines. The boy's parents worked at the mine that the father was shot allegedly trying to steal a diamond and mother died of exhaustion and hunger. The boy ran away and came to Israel through Sudan.
If the hero of our story is an entrepreneur who wishes gsc klcc to build a new mall, it reaches the intersection of jewelry and must understand some of the global diamond market. Is to find out where the diamond and across the country from which he fled boy. He must decide whether to accept a mall store in the same network and chat to find out about her diamond source is the companies that exploit.
He must decide if he'll get his mall network or not. If indeed received, gsc klcc will be used to store clothing exploits cheap labor in Southeast Asia in conditions of slavery. If not accepted, will be redirected to social justice directs questions exploitation. And from other sources will be used to examine the exploitation of the mall (eg guard at the entrance, or cleaners, or other store)
Final scene bless lively game choices
Many years and I'm busy trying to figure out how to bring teachers believe in themselves. Each new group of teachers that I met many years, places before the real challenge - to release them education against which grew thick (I know I do unfair generalizations, but for that matter), education of empty slogans, control top (or a teacher) , shallowness (see above value "principle flattening"), a complete rejection of the right to make a mistake or lapse, uncompromising arbitrary and the list goes on.
The consequences are many and painful. This list will try to focus on the ability of teachers to believe in themselves as people who are creative, open minded and their ability to create learning environments that evoke intrinsic motivation, each content area for each stratum age and personal background of their students.
For years I was busy trying to develop models to help teachers see themselves as creators, but there's a catch: the use of models under the guidance gsc klcc of teachers could endanger the freedom that they create and define the dependence patterns without doubt self-importance. At the same time we are witnessing a different gsc klcc kind of threat to the ability of teachers to create: the principle of flatness. Below is an excerpt from an article imported as "What do I do with it tomorrow morning," I published here in 2011.
"... Logo was not the first idea was influenced by the 'principle of flatness. Ideas such as' learning Htnsotit', 'constructivism', 'investigative learning', 'active learning', 'whole language' and others, crashed on the rocks of reality in school classrooms. 'What do I do with it in the morning (which is necessary for survival legitimate teachers), teacher educators led to the very provision of their expectations. Pedagogical ideas become patterns and prescriptions of technical gsc klcc implementation without inspiration, without a soul.
Recession expectations of teacher educators, led, in my opinion, even the teachers temper their expectations of themselves. Court 'what do I do with it tomorrow morning class became the main obstacle to the need to deepen, to understand, to explore meanings, participate gsc klcc in the creation of new education. Teacher educators in teacher training, or in the field (seminars), directing the training programs to meet the expectations of teachers: tools and their application to concrete, the result in most cases is a soulless prescriptions.
During my stay at the University of Calgary in Canada, I was like every member of the Faculty of Education, pedagogical training of student teachers in the field. Where the term most prominent inscription on the flag of educational introduction was "investigative learning." Route of teacher education was based entirely on "issues-based learning" (PBL) [1]
Extent of the study was a general term not defined. Most students do not understand what we are and in most cases also lecturers. My attempts to bring to the students tasks of developing research-based learning environments were encountered stencils and lack of vision and the projects were infected metaphors bumped, empty slogans and insight - terribly dry.
It took me a semester to understand something drastic needs to be done ("kick them in the stomach"). I had to remove the student from the same security zone protected them from risk mistake: I took them to the mall (the largest shopping center in Calgary) and told them to glean clues adventure learning in the content of their choice. I released them with pages of instructions in teams of four students and arranged to meet in an hour and a half summarize the experience.
It became a hit overnight. Wherever I met colleagues (and even secretarial school education) was asked - what did you have at the mall? They never stop talking about it. Also written course evaluations at the end of the semester, students were not counted reference project with statements like - the first time we understood what the study or the project should make the first semester or the last - and so forth ...
The students and I have gathered a predetermined spot at the mall, yes, there were Krmboaim, we divided into teams (in advance), synchronize watches and our group went Hwatsaf mission. Here are the pages received (in the mall), I did not want to give them time to prepare and establish their creative potential in front of the mall stimuli congestion gsc klcc ...
Characteristics and tasks: You must say the story of adventure and write a summary of his (presentation session on Google), you must identify at least three nodes in the mall (so far [2]) which will match to decide the decision intersection will match one of the two or three possible gsc klcc routes junction following the decision to require the use of information of any study area each node will be accompanied by an imaginary scene serve the adventure, but will be located on the mall. You should take advantage of information in the transfer gsc klcc position overt or covert information that the game will have to understand the task. Meeting Google will display a summary of the plot, the scenes and tasks decision at the end of the track you create a scene which understands the end game finishing the game successfully
Tour of the old bus station area, met a refugee boy from Africa who talked about hunger and poverty in his country. Among other things, it turns out that although the diamond yield inexhaustible, huge companies Western rob the resources and employers the local population in appalling conditions of slavery. Many die in the mines. The boy's parents worked at the mine that the father was shot allegedly trying to steal a diamond and mother died of exhaustion and hunger. The boy ran away and came to Israel through Sudan.
If the hero of our story is an entrepreneur who wishes gsc klcc to build a new mall, it reaches the intersection of jewelry and must understand some of the global diamond market. Is to find out where the diamond and across the country from which he fled boy. He must decide whether to accept a mall store in the same network and chat to find out about her diamond source is the companies that exploit.
He must decide if he'll get his mall network or not. If indeed received, gsc klcc will be used to store clothing exploits cheap labor in Southeast Asia in conditions of slavery. If not accepted, will be redirected to social justice directs questions exploitation. And from other sources will be used to examine the exploitation of the mall (eg guard at the entrance, or cleaners, or other store)
Final scene bless lively game choices
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