April 28, 2012
Dalton in Senegal
April 27, 2012
April 26, 2012
The difference
April 25, 2012
April 24, 2012
April 23, 2012
April 20, 2012
April 19, 2012
Teachers need to be actively engaged in, and passionate about teaching and learning.
Teachers need to be aware of their own conceptions of students.
Teachers need to be able to update their expectations of students.
Teachers need to provide students with multiple opportunities for developing learning strategies based on surface and deep thinking.
Teachers need to know the learning intentions and success criteria of their lessons –and share these with students.
Teachers need to be aware of their own conceptions of students.
Teachers need to be able to update their expectations of students.
Teachers need to provide students with multiple opportunities for developing learning strategies based on surface and deep thinking.
Teachers need to know the learning intentions and success criteria of their lessons –and share these with students.
April 18, 2012
OMEP conference in Poland
Today a worldwide OMEP conference started at the
Jagiellonian University in Krakow.
Anna Wróbel is president of the Polish OMEP Committee,
and coordinator for Poland of Dalton International.
Katarzyna Dryjas member of the Polish OMEP Committee is
president of the Polish Dalton Association.
OMEP and Dalton International are cooperating since several years.
Jagiellonian University in Krakow.
Anna Wróbel is president of the Polish OMEP Committee,
and coordinator for Poland of Dalton International.
Katarzyna Dryjas member of the Polish OMEP Committee is
president of the Polish Dalton Association.
OMEP and Dalton International are cooperating since several years.
April 16, 2012
The influence of our education on the new generation
A new generation of pupils entered your classroom.
I don’t mean that a new group of students walked in after summer holidays.
We must realize that we have to deal with a complete different kind of learners.
For them is learning just playing and they consider school as a meeting place with their mates, rather than a learning place. They are looking for ‘fun’ and ‘kicks’.
This new generation is called the E – generation, they use the mouse and the joystick like we use the pencil and ballpoint.
They use the remote control to switch between different kinds of interesting topics without any problem because they have the skill of ‘multi scanning’, the skill to adapt much information from different sources at one time.
Teachers complain about this and tell each other that students nowadays have only a short attention.
The new generation educate themselves with Sesame Street, Play Station and “The Age of Empire”.
They write an SMS in a compressed language instead of writing an exquisite letter.
They are used to have intensive conversation by using ’chat rooms’.
By the way, they are able to do a lot of these things at one time. This attitude is called the skill of ‘multi tasking’.
But teachers mostly prefer to complain about this demonstration of non concentration instead of recognizing new capabilities of the multi tasking.
The new generation has a new style of learning but in many situations the teachers stick to the good old style of selling their intellectual products. It has been proved to be a good style of teaching in last century so it must be good for this century too.
In Dalton we promote the development of self reliance.
Stimulating to work independently means that we stick closer to the student’s needs and that they learn to search for solutions themselves. We want them to be active and it is a nice coincidence that students have that same feeling.
They learn to help each other and to learn from each other.
They learn to take responsibilities.
They learn to formulate real questions.
The new generation of students doesn’t want to sit down and listen to the verbal violence of the teachers.
They want to try themselves. They want to be active learners and hate to be forced in the role of silent audience.
Teachers have to discover the different learning styles of students.
Since Howard Gardner showed us the bigger spectrum of the intelligence, teachers must focus on the different intelligences as one of the aspects of differentiation.
And because the verbal linguistic intelligence is the priority of a minority, the teacher has to use more teaching aids than only verbal instruction.
Verbal instruction has only value and is effective when it is short.
Very important is the ‘block period’ or delayed attention. Teachers must learn to step back direct after instruction, instead of walking around to give individual help.
The effect of this strategy is that students will not listen to the instruction and wait for the individual help.
Dalton gives children the chance to develop their self reliance. Teachers must stimulate the independent learning. They are not always the leader of a process, but in many cases the coach.
It is important to realize that students have different learning styles. Give them the chance to match with their best way of learning.
When the basic needs for education are fulfilled we reach the level of other conditions for personalized learning: a clear organization / class management, structured co-operation between students and organizing differentiation in content and instructional design.
I don’t mean that a new group of students walked in after summer holidays.
We must realize that we have to deal with a complete different kind of learners.
For them is learning just playing and they consider school as a meeting place with their mates, rather than a learning place. They are looking for ‘fun’ and ‘kicks’.
This new generation is called the E – generation, they use the mouse and the joystick like we use the pencil and ballpoint.
They use the remote control to switch between different kinds of interesting topics without any problem because they have the skill of ‘multi scanning’, the skill to adapt much information from different sources at one time.
Teachers complain about this and tell each other that students nowadays have only a short attention.
The new generation educate themselves with Sesame Street, Play Station and “The Age of Empire”.
They write an SMS in a compressed language instead of writing an exquisite letter.
They are used to have intensive conversation by using ’chat rooms’.
By the way, they are able to do a lot of these things at one time. This attitude is called the skill of ‘multi tasking’.
But teachers mostly prefer to complain about this demonstration of non concentration instead of recognizing new capabilities of the multi tasking.
The new generation has a new style of learning but in many situations the teachers stick to the good old style of selling their intellectual products. It has been proved to be a good style of teaching in last century so it must be good for this century too.
In Dalton we promote the development of self reliance.
Stimulating to work independently means that we stick closer to the student’s needs and that they learn to search for solutions themselves. We want them to be active and it is a nice coincidence that students have that same feeling.
They learn to help each other and to learn from each other.
They learn to take responsibilities.
They learn to formulate real questions.
The new generation of students doesn’t want to sit down and listen to the verbal violence of the teachers.
They want to try themselves. They want to be active learners and hate to be forced in the role of silent audience.
Teachers have to discover the different learning styles of students.
Since Howard Gardner showed us the bigger spectrum of the intelligence, teachers must focus on the different intelligences as one of the aspects of differentiation.
And because the verbal linguistic intelligence is the priority of a minority, the teacher has to use more teaching aids than only verbal instruction.
Verbal instruction has only value and is effective when it is short.
Very important is the ‘block period’ or delayed attention. Teachers must learn to step back direct after instruction, instead of walking around to give individual help.
The effect of this strategy is that students will not listen to the instruction and wait for the individual help.
Dalton gives children the chance to develop their self reliance. Teachers must stimulate the independent learning. They are not always the leader of a process, but in many cases the coach.
It is important to realize that students have different learning styles. Give them the chance to match with their best way of learning.
When the basic needs for education are fulfilled we reach the level of other conditions for personalized learning: a clear organization / class management, structured co-operation between students and organizing differentiation in content and instructional design.
April 14, 2012
Management training
Together with Paul Bruijn and Wendy van Beurdenwe created an
'edu - culinary' training.
All participants were
very satisfied, with
the whole menue we served.
April 11, 2012
April 10, 2012
Social attitude
I've found on internet this board.
Make such rules
together with the pupils,
and you will have
a better effect.
April 9, 2012
Dalton conference in Poland
W kwietniu zostanie zorganizowana przez Ośrodek Doskonalenia Nauczycieli w Olsztynie konferencja pt.:
" Łamiemy stereotypy - pedagogika planu daltońskiego".
Konferencja potrwa od godz 12.00 do 16.30, dokładne miejsce poznamy później. Znane są już tematy wystąpień i nazwiska wykładowców zaproszonych przez Dyrektora Ośrodka , Pana Zbigniewa Gontarza:
1. Autonomia w procesie edukacji – od przedszkolaka do ucznia (Elżbieta Wołodźko)
2. Rola nauczyciela w procesie edukacji w kontekście planu daltońskiego (Katarzyna Dryjas, Ewa Lewandowska)
3. Praktyczne aspekty łamania stereotypów edukacyjnych na przykładzie planu daltońskiego (Anna Sowińska)
4. Przedszkole Nr 10 w Olsztynie w drodze do realizacji planu daltońskiego (E. Konieczko)
5. O niekonwencjonalnych metodach prowadzenia placówki zmierzającej do realizacji planu daltońskiego w szkole podstawowej i gimnazjum (N. Antosz)
Podczas konferencji, w kuluarach będzie można równiez porozmawiać z konsultantami edukacji daltońskiej, zapoznać się z dedykowanymi pomocami edukacyjnymi oraz zakupić książkę "Pedagogika planu daltońskiego" Roela Rohnera i Hansa Wenke.
Zainteresowanych prosimy o śledzenie tej informacji.
" Łamiemy stereotypy - pedagogika planu daltońskiego".
Konferencja potrwa od godz 12.00 do 16.30, dokładne miejsce poznamy później. Znane są już tematy wystąpień i nazwiska wykładowców zaproszonych przez Dyrektora Ośrodka , Pana Zbigniewa Gontarza:
1. Autonomia w procesie edukacji – od przedszkolaka do ucznia (Elżbieta Wołodźko)
2. Rola nauczyciela w procesie edukacji w kontekście planu daltońskiego (Katarzyna Dryjas, Ewa Lewandowska)
3. Praktyczne aspekty łamania stereotypów edukacyjnych na przykładzie planu daltońskiego (Anna Sowińska)
4. Przedszkole Nr 10 w Olsztynie w drodze do realizacji planu daltońskiego (E. Konieczko)
5. O niekonwencjonalnych metodach prowadzenia placówki zmierzającej do realizacji planu daltońskiego w szkole podstawowej i gimnazjum (N. Antosz)
Podczas konferencji, w kuluarach będzie można równiez porozmawiać z konsultantami edukacji daltońskiej, zapoznać się z dedykowanymi pomocami edukacyjnymi oraz zakupić książkę "Pedagogika planu daltońskiego" Roela Rohnera i Hansa Wenke.
Zainteresowanych prosimy o śledzenie tej informacji.
April 8, 2012
Dalton in different languages
Our latest book is available now in two languages:
Polish and German.
The Dutch version of this book is in preparation.
April 6, 2012
Marzano
Just working out topics for our 2 days Dalton management training.
This is a great book to create an effective school organization.
Highly recommended !
April 5, 2012
To SUCCEED independent learning
This model identifies and defines the necessary strategies which enable students to become independent learners.
S Select and focus topic and information needs
U Uncover potential sources of information. Learn how to access them.
C Collect, examine and select suitable resources
C Compile relevant information from selected sources
E Evaluate, interpret, analyse and synthesize the information
E Establish and prepare an appropriate format and present the information
D Determine the effectiveness of the whole process
Found on : www.stemnet.org.uk
S Select and focus topic and information needs
U Uncover potential sources of information. Learn how to access them.
C Collect, examine and select suitable resources
C Compile relevant information from selected sources
E Evaluate, interpret, analyse and synthesize the information
E Establish and prepare an appropriate format and present the information
D Determine the effectiveness of the whole process
Found on : www.stemnet.org.uk
April 4, 2012
April 1, 2012
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