BESTELLEN
July 13, 2012
July 9, 2012
Das Unterrichtsmodell, das Helen Parkhurst entwarf, inspiriert nach wie vor Lehrer und Lehrerinnen. Es hat sich herausgestellt, dass sich der Daltonplan nicht nur in den Nie- derlanden, sondern auch in vielen anderen Ländern der Welt nahtlos an die heutige Gestaltung von Unterricht und Lebenswelt Schule anschließt.
Die Forderung, die individuellen Unterschiede zwischen Schülern zu berücksichtigen, gewinnt im Daltonunterricht Gestalt und Bedeutung, indem das selbstgesteuerte und kompetenzorientierte Lernen des Schülers betont wird. Die Arbeit mit Aufträgen bzw. an Themen bildet dabei die Grundlage.
Mit Nachdruck weisen die Autoren auf einen Paradigmen- wechsel in der Auffassung von Lernen und Lehren hin. Nicht durch Angebot, sondern durch Nachfrage soll der Unterricht gesteuert werden. Die Bedürfnisse und Interessen der Schüler sind primär. Die Schüler haben selbst eine große Verantwortung für den eigenen Lernprozess.
Roel Röhner und Hans Wenke zeigen in diesem Buch, dass die pädagogischen und unterrichtspsychologischen Einsichten von Helen Parkhurst noch immer aktuell sind. Mit diesem Buch wollen sie deshalb den Lehrern und Lehrerinnen Anregungen und Hilfestellungen geben, die pädagogischen und didaktischen Ideen des Daltonplans in die Praxis umzusetzen. Praktische Tipps und Beispiele aus dem Dalton-Schulalltag so- wie die von den Autoren entwickelten Unterrichtsmaterialien spielen dabei eine große Rolle.
Als Dalton Consultants arbeiten Roel Röhner und Hans Wenke, zusammen mit Schul- teams, ständig an der Gestaltung des Daltonkonzepts. Immer wieder bitten Lehrer und Lehrerinnen um konkrete Beispiele und um eine praxisnahe Beschreibung von Dalton- material. Es zeigt sich, dass die vielen Materialien, die die Autoren entwickelten und zur Unterstützung des Teamprozesses einsetzten, sofort von den Lehrkräften in der Klasse benutzt werden und oft dazu anregen, selbst neue Elemente hinzuzufügen.
Alle in dieses Buch aufgenommenen Beispiele müssen denn auch als Ansatz zur Stimu- lierung der eigenen Kreativität und der internen Entwicklung des Daltonkonzepts in der Schule betrachtet werden.
Autoren: Roel Röhner en Hans Wenke
Preis: € 37,50 (Inbegriffen MwSt, Excl Porto-und Verwaltungskosten)
ISBN: 978-90-5472-145-1
BESTELLEN
July 8, 2012
July 6, 2012
July 2, 2012
Independent learning
Instead of an ‘imparter of knowledge’ the teacher becomes a ‘facilitator of learning’
The role of the teacher is far from redundant. In fact, arguably, it is more important than ever. Old style ‘chalk and talk’ learning can realistically be completed by anyone brave enough to stand up in front of a class and with enough knowledge / memory or preparation to be able to impart the appropriate amount of information. At it’s worse, directed learning of this type is entirely pre-prepared, there is very little deviation and the teacher’s job is really just one of imparting information – and controlling the crowd!
Conversely, in an independent learning environment, the teacher’s role is a lot more complex. They need to have a far greater level of or access to skills and knowledge in order to respond to the inevitably far broader curriculum covered by pupils with diverse strengths and interests. They also need to be infinitely flexible in order to help facilitate a wide range of learning opportunities. Most importantly they need to hone the very difficult skill of teaching learners to learn – this is a lot harder than simply teaching facts and figures – but it is also infinitely more valuable to learners.
Teacher as facilitator, mentor, coach and guide:
Teachers are able to help learning in a myriad of ways and these will vary with every lesson and every student, but some key ways that teachers can act as facilitator, mentor, coach and guide are by:
• Providing learners with resource materials
• Whetting learners appetites to learn
• Providing learners with opportunities to test out their learning
• Giving learners feedback on their progress and
• Helping learners to make sense of what they have learned
What’s so great about Independent Learning anyway?
Directed learning, or teaching to the test usually results in pupils passing the exams and jumping through the hoops that the educational system requires of them. But it doesn’t prepare them at all for life beyond the classroom – and in most cases it squeezes out any passion, enjoyment or spark they might have had for learning in the first place.
Independent learners have abilities that will stand them in good stead both during and beyond their education such as their ability to:
• Acquire and deploy information
• Communicate effectively using different media
• Organise themselves
• Problem solve and
• Relate to others
How to promote Independent Learning:
One of the most important roles of the teacher is to promote independent learning. There are a number of practices you can build into your teaching to encourage independent learning during every lesson. These include:
• Giving pupils choices so they can reflect on their own interests and preferences
• Encouraging group work so that learners can learn from each other
• Collaborate with pupils to set shared learning goals
• Involve pupils in lesson planning
• Encourage pupils to reflect and plan in learner diaries
• Encourage self and peer editing before work is handed in
BY: The creative education blog
The role of the teacher is far from redundant. In fact, arguably, it is more important than ever. Old style ‘chalk and talk’ learning can realistically be completed by anyone brave enough to stand up in front of a class and with enough knowledge / memory or preparation to be able to impart the appropriate amount of information. At it’s worse, directed learning of this type is entirely pre-prepared, there is very little deviation and the teacher’s job is really just one of imparting information – and controlling the crowd!
Conversely, in an independent learning environment, the teacher’s role is a lot more complex. They need to have a far greater level of or access to skills and knowledge in order to respond to the inevitably far broader curriculum covered by pupils with diverse strengths and interests. They also need to be infinitely flexible in order to help facilitate a wide range of learning opportunities. Most importantly they need to hone the very difficult skill of teaching learners to learn – this is a lot harder than simply teaching facts and figures – but it is also infinitely more valuable to learners.
Teacher as facilitator, mentor, coach and guide:
Teachers are able to help learning in a myriad of ways and these will vary with every lesson and every student, but some key ways that teachers can act as facilitator, mentor, coach and guide are by:
• Providing learners with resource materials
• Whetting learners appetites to learn
• Providing learners with opportunities to test out their learning
• Giving learners feedback on their progress and
• Helping learners to make sense of what they have learned
What’s so great about Independent Learning anyway?
Directed learning, or teaching to the test usually results in pupils passing the exams and jumping through the hoops that the educational system requires of them. But it doesn’t prepare them at all for life beyond the classroom – and in most cases it squeezes out any passion, enjoyment or spark they might have had for learning in the first place.
Independent learners have abilities that will stand them in good stead both during and beyond their education such as their ability to:
• Acquire and deploy information
• Communicate effectively using different media
• Organise themselves
• Problem solve and
• Relate to others
How to promote Independent Learning:
One of the most important roles of the teacher is to promote independent learning. There are a number of practices you can build into your teaching to encourage independent learning during every lesson. These include:
• Giving pupils choices so they can reflect on their own interests and preferences
• Encouraging group work so that learners can learn from each other
• Collaborate with pupils to set shared learning goals
• Involve pupils in lesson planning
• Encourage pupils to reflect and plan in learner diaries
• Encourage self and peer editing before work is handed in
BY: The creative education blog
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