brosura proiectului comenious regio metodologie si studiu ccd bucuresti simona luca 25 aprilie 2013

7/28/2019 Brosura Proiectului Comenious Regio Metodologie Si Studiu CCD Bucuresti Simona LUCA 25 Aprilie 2013

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Learning Practices

inTwo European Regions:

Bucharest Romania

and

Prienai Lithuania

Survey Research

BILINGUAL PAPER

Romanian- English


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www. clpcomenius.eu 2

In the frame of the ProjectCity as a learning place - where learning is an adventureCOM-11-PR-28-B-RO

Booklet Learning Practices in Two European Regions: Bucharest Romania and Prienai LithuaniaPractici de predare- Invatare in dou Regiuni Europene : Bucuresti- Romania si PrienaiLituania

Coordinator: Simona Gabriela LUCA - Teacher Training Center of Bucharest RomaniaAuthors:Simona Gabriela Luca, Mirela Beiu, Renata Pavlaviien Prienai Municipality -Educational Department, Luminia Tnase, Daniela Beuran, Olimpia Mateescu

The content of this publication does not reflect the official opinion of the European Union.Responsibility for the information and views expressed in the publication lies entirely withthe authors.


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CONTENTS:

TEACHER TRAINING CENTER OF BUCHAREST ROMANIA .............................................................................. 4

PRIENAI MUNICIPALITY LITHUANIA ...................................................................................................................... 5

PROJECT DESCRIPTION .......................................................................................................................................... 5

PROJECT PARTNERS ............................................................................................................................................... 8

RATIONALE OF RESEARCH ................................................................................................................................... 9

THEORETICAL APPROACH ................................................................................................................................... 11

NONFORMAL EDUCATION..................................................................................................................................... 13

OUTDOOR EDUCATION .......................................................................................................................................... 16

GETTING INSPIRED FROM PRODUCTIVE LEARNING ...................................................................................... 17

RELEVANT INTERNATIONAL RESEARCH REGARDING LEARNING IN SETTINGS DIFFERENT FROM

SCHOOL CLASSES .................................................................................................................................................. 19

COMENIUS PROJECT CITY AS A LEARNING PLACE - STUDY .................................................................. 21

CONCLUSIONS ......................................................................................................................................................... 31

REFERENCES ........................................................................................................................................................... 36

CUPRINS:.

CASA CORPULUI DIDACTIC DIN BUCURESTI - ROMANIA .............................................................................. 39

MUNICIPALITATEA PRIENAI - LITUANIA ............................................................................................................. 40

PARTENERII PROIECTULUI ................................................................................................................................... 42

PRINCIPII FUNDAMENTALE ALE CERCETARII .................................................................................................. 43

ABORDARE TEORETICA ........................................................................................................................................ 45

EDUCAIA NONFORMAL ..................................................................................................................................... 48

EDUCAIA FORMAL.............................................................................................................................................. 48

EDUCATIA IN AER LIBER - DEFINITII................................................................................................................... 50

PORNIND DE LA INVATAREA PRODUCTIVA...................................................................................................... 51

CERCETARI INTERNATIONALE RELEVANTE REFERITOARE LA INVATAREA IN SPATII DIFERITE DE

CLASELE SCOLILOR............................................................................................................................................... 54

PROIECTUL COMENIUS ORASUL CA SPATIU DE INVATARE - STUDIU .................................................. 55

CONCLUZII ................................................................................................................................................................ 66

BIBLIOGRAFIE:......................................................................................................................................................... 72


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Teacher Training Center of Bucharest Romania

Teacher Training Center of Bucharest is a leading institution for

providing in-service-training and professional development for teaching

professionals in Bucharest, the capital city of Romania. It is a public

institution, a part of the national educational pre-university system.

The Teacher Training Centre is the promoter of change and innovation

required by the education system and develop training, research and

informational activities. Our institution provides a various range of educational and training

programmes: over 25 of different training courses for professionals in education in Bucharest,different subjects and duration, e.g.: Didactics of different school subjects, Character education,

Communication and negotiation, Management, Leadership, Foreign Languages courses andmany

others.

Our permanent staff is 30 persons, but each year we have over 6000 trainees and around 200

trainers. Our target group of teachers in Bucharest is over 15000 persons - teachers and school staff

that work with students in the city. We have developed many educational projects and programmes

involving teachers and students in collaborative activities, related to different subjects.

The in-service training course that will be created within the poject City as a learning place - wehre

learning is an adventure is an innovation for the Romanian education system and a way for our

institution to respond to the teachers needs to find new ways for keeping students motivated for

learning. The training materials will meet the requirements of the new Romanian National Education

Law, adopted on the 10th January 2011, which asks from the teachers to own competences to

develop pupils life skills in accordance with the demands of the society in the 21st century.


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Prienai Municipality Lithuania

Prienai Municipality coordinates and supervises the movements of schools and

other educational institutions which are subordinated to the Municipality

Council; it advises about the educational process and its quality; it analysesand evaluates the state of education in the region and using such data prepares

educational services programmes to improve the quality of teaching-learning

process. Moreover, it consults schools about the curriculum and the principle of the interpretation

and adaptation of the education content, and the rights of the education providers to do so.

In November 2006, a Strategy for the Development, Implementation, Assessment and Renewal of

the Content of General Education for 2006-2012 was adopted in Lithuania. The Strategy provides for

the upgrade of the curriculum on the basis of the development of key competences. The revision of

the content of general education programmes is geared to the differentiation and individualisation of

learning with the main focus on learning outcomes and the relationship between the educational

content and life, so, Prien rajonosavivaldybs administracijos vietimo, kultros ir sporto skyrius

together with schools of Prienai region took part in various projects about curriculum and it renewing

processes. This Comenius Regio project would help to implement the curriculum renewal ideas.

Project description

City as a learning place where learning is an adventure

English - The proposed partnership is called City as a learning place - where

learning is an adventure.It aims at building a bridge between school and real life by

extending the learning space beyond the school gates and exploring new learning sites into the city.

Two European regions (Bucurest i- I l fovand Prienai) will analyse, discuss, document and answer

questions related to how to use different learning spaces in own cities to develop 10-15-year-old

pupils competences required by the school curriculum. Based on these investigations, the two

partners will design models of good practices within the field of city learning integrated into the

national school curriuclum and elaborate an in-service training module for teachers and staff who will

work with children in different city learning sites in each of the two regions; the external learningmodel will be then piloted in 2-3 schools in each of the regions and results will be published in a

joint-book.


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The project will help raising the pupils motivation in learning (by offering them a wealth of

opportunities for learning by doing, the entire city becoming our students classroom) and will

improve the quality of education and training in both regions.

Romanian

Parteneriatul propus se numete Oraul ca spaiu de nvare unde nvarea este

o aventur. El are ca scop crearea uneipuni ntre coal i viaa real prin extinderea spaiului de

nvare dincolo de zidurile colii i explorarea de noi spaii de nvare n ora.

Dou regiuni europene (Bucureti-Ilfov i Prienai) vor analiza, discuta, se vor documenta i vor

rspunde la ntrebri legate de folosirea diferitelor spaii de nvare din oraele proprii pentru

dezvoltarea competenelor elevilor de 10-15 ani cerute de programa colar. Bazandu-se pe aceste

investigaii, cei 2 parteneri vor elabora modele de bune practici privind nvarea n ora integrat n

curriculum colar i vor concepe un modul de formare pentru profesorii i personalul care vor lucracu copiii n diverse spaii de nvare din ora n fiecare din cele dou regiuni; acest model extern de

nvare va fi apoi pilotat n 2-3 coli din fiecare regiune iar rezultatele vor fi publicate ntr-o carte

scris n comun de cele 2 regiuni.

Proiectul va ajuta la creterea motivaiei pentru nvare la elevi (oferindu-le o mulime de

oportuniti de nvare prin experien, ntregul ora devenind spaiul de clas pentru ei) i la

mbuntirea calitii educaiei i formrii n ambele regiuni.

Lithuanian

Prien rajono savivaldyb gyvendina jau antrj tarptautin

Comenius Regio partnerysts projekt

Comenius Regio partneryst tai nuo 2009 m. Europoje gyvendinama Europos Komisijos

finansuojamos Mokymosi vis gyvenim programos iniciatyva, kuria siekiama skatinti ir remti

tarptautin bendradarbiavim vietimo srityje, traukiant ir vietimo valdios institucijas.

Lietuvoje i program ir kitas Europos Komisijos ir LR Vyriausybs finansuojamas iniciatyvas

administruoja vietimo main paramos fondas. Kol kas esame pirmieji Lietuvoje, antr kart gav

finansavim tokio pobdio partnerystei. Projekt Miestas kaip mokymosi vieta kur mokymasis yra

nuotykis pareng ir koordinuoja vietimo skyrius, projekto partneriai Rumunijos (Bukareto)

vietimo darbuotojai. Projekte kaip vietos partneriai taip pat dalyvauja ilavoto pagrindin mokykla irVeiveri Tomo ilinsko gimnazija, Prien vietimo centras bei Prien krato muziejus. Projekte

nagrinjama problema mokini mokymosi motyvacijos stiprinimas (pasilant jiems daugyb


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patirtinio mokymosi galimybi bei netradicini mokymosi erdvi gyvenamojoje vietovje) bei mokymo

ir mokymosi kokybs abiejuose regionuose (Bukareto - Ilfov ir Prien) gerinimas.

Idja rengti projekt kartu su partneriais i Rumunijos kilo madaug prie dvejus metus, kai vietimo

skyriaus vedjas Rimvydas Zailskas kartu su kit ali vietimo darbuotojais dalyvavo Vokietijoje,

Osnabriuke vykusiame paintiniame vizite vietimo kokybs tema.

Projekto paraika buvo parengta atsivelgiant ir alies, ir savivaldybs kontekst: mokykloms

pradjus dirbti pagal atnaujintas Bendrsias programas, paaikjo, kad bt tikslinga skatinti

mokyklas diferencijuoti ir individualizuoti ugdymo turin, sieti j su gyvenimo kontekstu, ugdyt i

bendrsias mokini kompetencijas. Mokykloms tai yra savotiki ikiai, todl, norint padti joms

ibandyti ir pritaikyti naujas idjas mokymo(si) procese, apsisprsta projekte orientuotis btent

veiklas, galinias sustiprinti mokytoj kompetencij organizuoti pamokas netradicinse aplinkose,

parengti toki pamok scenarijus ir paversti juos tikrove.

Kad tokios veiklos yra prasmingos, sitikinome jau paioje projekto pradioje. Atlikus projekte

dalyvaujani mokykl mokini ir mokytoj nuomoni apie netradicines mokymo(si) erdves ir j

teikiam naud tyrim, atsiskleid, kad pamokas ne mokykloje veda kol kas tik 11 proc. mokytoj, o

68 proc. 1015 met mokini yra dalyvav tokiose pamokose. Daniausiai netradicinse aplinkose

vyksta istorijos, lietuvi kalbos, geografijos, biologijos, pasaulio painimo, mogaus saugos

pamokos. Labiausiai mokiniams patinka mokytis gamtoje. Pamokose, kurios vyko netradicinse

aplinkose, mokiniai labiausiai simin vietos ir alies istorijos faktus, imoko painti gamt ar su

diaugsmu sportavo. Mokytoj nuomone, mokymasis netradicinse erdvse neabejotinai padidina irsustiprina mokini mokymosi kokyb ir efektyvum. Mokytojai, nordami vesti pamokas neprastose

vietose, pageidaut tobulinti edukacini aplink ir ugdymo program krimo, bendravimo ir

bendradarbiavimo ir mokymosi mokytis kompetencijas. Projekto metu toki galimybi tikrai bus.

Panai ir partneri i Rumunijos situacija, tai isiaikinome kartu su ilavoto pagrindins mokyklos ir

Veiveri Tomo ilinsko gimnazijos bei Prien vietimo centro ir Prien krato muziejaus darbuotojais

nuvyk Rumunij. Vizito metu aptarme vis partneri uduotis ir atsakomyb gyvendinant

projekto tikslus, kitais odiais tariant siekiant nutiesti tilt tarp mokyklos ir realaus gyvenimo,

ipleiant mokymosi erdv u mokyklos rib ir atrandant naujas mokymosi vietas savo mieste.

Lankms projekto partneri institucijose Bukareto inspektorate, Mokytoj tobulinimo centre,

pradinje mokykloje Titan Nr. 112 ir vidurinje mokykloje Eugen Lovinescu, taip pat, siekdami

geriau suprasti alies kontekst ir bendradarbiavimo galimybes, susitikome su Lietuvos Respublikos

nepaprastuoju ir galiotuoju ambasadoriumi Rumunijoje Vladimiru Jarmolenko.

Comenius Regio projektas pradtas gyvendinti nuo 2011-08-01 ir tsis iki 2013-07-31, jo metu,

remdamiesi tyrinjimais, sukursime gerosios praktikos modelius, padedanius mokymsi mieste

integruoti nacionalin abiej ali ugdymo turin, parengsime kvalifikacijos tobulinimo modulmokytojams bei kitiems darbuotojams, dirbantiems su vaikais netradicinse mokymosi erdvse

abiejose alyse. is mokymosi modelis bus ibandytas 23 kiekvieno regiono mokyklose, o


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rezultatai paskelbti ir aprayti bendroje projekto knygoje. Visada norisi paklausti, o kas i to

mokiniams? Atsakymas vienareikmikas jeigu projekto pabaigoje ne minti 11 proc., o kur kas

daugiau mokytoj ryis organizuoti pamokas ne klasse, tikrai ne 68 proc. mokini, o gal net ir visas

100 proc. gals patirti KITOKIAS pamokas netiktas, intriguojanias, stebinanias pamokas,

sudaranias slygas ne tradicikai mokytis, bet patirti nuotyk. Ir tuos atradimus daryti ne bet kur, o

savo gimtajame krate.1

Project partners

ROMANIAN Partners

Bucharest Region

coala cu clasele I-VIII nr. 87 "M. Botez"

coala cu clasele I-VIII nr. 112 Titan

Liceul Teoretic Eugen Lovinescu

Inspectoratul colar al Municipiului Bucureti

Muzeul Municipiului Bucureti

Clubul Kiwanis Bucureti

LITHUANIAN Partners

PRIENAI MUNICIPALITY LITHUANIA

Veiveriu Tomo Zilinsko Gimnazija

Silavoto Pagrindine Mokykla

Prienu Svietimo Centras

Prienu Krasto Muziejus

11http://www.svietimocentras.prienai.lm.lt/Projektai/2012-04-11%20Comenius%20Regio.html


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Rationale of Research

Educational institutes in both participating regions are in the process of adapting their

learning patterns to meet the needs of both each individual and the whole society of the twenty-first

century.

The traditional role of the education has been to view students as merely receptors of

knowledge and the role of the teacher was to impart knowledge. In both regions, it is usual thatthe

teacher plays this role in the classroom.

As a result, most of the pupils come to school without pleasure, some of them abandon

school because it is high demanding and even the pupils who learn do learning not because they like

it, but because they have to learn.

But in todays world, school is no more the only place where we can learn. Learning

http://en.wikipedia.org/wiki/Book_learningcould come from sources beyond the classroom:

museums, botanic gardens, local newspapers, zoos, theatres and other venues to learn by engaging

in real world.

Taking into consideration these conditions, instead of striving to keep students in school, we

would better try to free them form the classrooms cage and extend the learning space as an attempt

to give a solution to the problems encountered in education in both regions; the city itself can

become our students classroom.

Bucharest - Romania

Romanias capital city has a wide network of educational units, both state-run and private

ones, starting from kindergarten, up to the university level. Some three hundred elementary schools

rear children since the age of 7, for the first eight classes. Having passed the National Test students

can choose, according to the average mark obtained, from among the 91 secondary school units. If

the elementary schools are more or less similar in curriculum, Bucharests secondary leveleducational units allow the largest variety of options in the country.

There are several national colleges, most of them centenary (the best reputed and the most

hunted for by the top students); the standard, so-called theoretical secondary schools, where

students can major either in Science, or in the Humanities, focusing on the respective fields in further

university studies; vocational secondaryschools (of dance, sports, music and fine arts).

There are also five economic/technical high schools and several others, specialized in

confessional education.

The lowest ranked secondary education units are the so-called School groups, consisting of

a high school (usually offering curricula of technical or services education) and an Arts and Crafts

School. The great majority of secondary school units are run by the state, but there are some private
http://en.wikipedia.org/wiki/Book_learninghttp://en.wikipedia.org/wiki/Sourceshttp://en.wikipedia.org/wiki/Sourceshttp://en.wikipedia.org/wiki/Sourceshttp://en.wikipedia.org/wiki/Book_learning


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ones as well. The pre-university educational network in the region has the complex task of preparing

for social and professional integration the youth of the largest urban area in the country, amounting

to about two million inhabitants. For the last two decades, Romanias capital city has undergone

major changes in terms of population welfare and occupational tendencies. The outsized state-run

industrial units went bankrupt or transformed their profile one by one, leaving room for the more

flexible private sector. Mass unemployment and the need of professional conversion has

determined a notable change in the educational requirements of citizens of Bucharest, adjusted to

the more general demands of our time. Schools have now to adopt a more pragmatic philosophy,

endowing students with marketable skills rather than a corpus of knowledge soon outdated.

The consequent reform of the Romanian school system has brought our curriculum closer to

education practices in the European Union. We are due to address more specifically the needs of

children and teenagers to integrate in an ever-changing, often confusing and frustrating social reality,

marked bf unemployment, the worrying increase of drug addiction, violence and delinquency among

the youth as Bucharest statistics are highlighting of late.The dramatic drop of the students interest in conventional teaching is, among other causes,

triggered by their perception of the school as a kind of incubator sealed out of the demands and

concerns of real life. Therefore, we do need to assume a novel approach in teaching, by adopting

hands-on methods, experiential learning and co-operative learning in all disciplines, which involve

and train the student for an independent, successful after-school evolution.

Prienai Region- Lithuania

Prienai Region organize teaching - learning process according to the National EducationalStrategy 2003-2012 approved by resolution of Seimas. General education content has been

undergoing revision and the new content of general education is targeted at developing the key

competences of the knowledge society. The revision of general education programmes and

standards involves balancing the volume of the education content and reducing the learning loads.

So, Prienai Municipality Educational, Cultural And Sports Department which coordinates and

supervises the development of municipality schools, emphasizes renewing processes of curriculum

paying attention to the modernization of education.

Observing the state of Education in Municipality, the tendency of school children numberdecreasing is noticed. It depends on poor birthrate and emigration because of social-economical

reasons. Comparing to average of the country, social-economical position of Prienai Municipality is

poorer, so value-added (schools contribution to a student upbringing) problem in schools is very

important. Paying attention to this, the most important strategical aim in our region is the quality of

educational services, especially relationship between curriculum and life - context.


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Theoretical Approach

From old times, visionary psychologists and experts in education

like Rousseau to Piaget have emphasis that real life experiences form the

basis of learning.In his manual of pedagogy, Rousseau recommended for Emile

having a whole year of learning by traveling. Gaining experiences that

would have the major role for personal development and growing mature.

Later on, in our present Knowledge society, The European Union understood the significant role of

different student placements in enterprises and companies. The major role of working altogether

end experiencing new environment and new country.

Experiences may be planned to take place within lessons in school class, school laboratory,as well as in museums, parks or field trips.

All learning settings have their advantages and weaknesses.

In pedagogy experiences worldwide, education considered as

teaching and learning in different settings but school class, is called

Outdoor education.

Outdoor education has been defined in a variety of ways throughout its history. Promoters ofoutdoor education were in UK, and USA, and later Australia.

Those who influenced the field early on defined outdoor education with the needs of camping

education in mind. For example, L. B. Sharp (1943), one of the earliest

advocates of camping education, offered the following rationale for outdoor

education: "That which can best be taught inside the schoolrooms should

there be taught, and that which can best be learned through experience

dealing directly with native materials and life situations outside the school

should there be learned" (p. 363).

As the field of outdoor education matured, organizations emerged

that worked to gain support from school personnel. For example, Julian W. Smith began the National

Outdoor Education Project in 1955.

Smith elucidated the connection between outdoor education and the school curriculum in his

definition: "Outdoor education means learning "in" and "for" the outdoors. It is a means of curriculum

extension and enrichment through outdoor experiences" (Hammerman, 1980, p. 33).

In education theory and practice, achieving best results in terms of knowledge, competence,

personal development of students is the main goal. For this purpose many resources were used


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along times and countries. There is a continuous research in this matter among experts and

teachers.

Starting from immemorial times, people spent time being "trained" to live in the world. For at

least several million years, virtually all of these years of learning and training was conducted in the

outdoors. Only recently when permanent walls constructed, members of modern Western societies

have become collectively "shielded" from natural living and challenges, rhythms and observations of

nature, etc.

Al along times, hundreds of years, education was conceived

as taking place in a secure, calm environment called class and school.

Efforts and researches were done to establish and design best

classes and best schools.

In Romanian education, many governmental efforts were doneto improve schools and classes educational facilities.

There remains an instinctual need to re-kindle our inbuilt sensitivities to nature (E. O. Wilson).

Thus, outdoor activities, outdoor recreation, and outdoor education serve a psycho-

evolutionary need within people maintain some form of psychological and physical contact with

natural processes and environments.

Still, years by years in the post-modern times that we pass, along the knowledge society, alot of organizations and institutions address education in a way or another. And this is happening in

various places, by different approaches, many of them away of real educational purposes in

business world.

As educators, we have noticed a gap between these tendencies.

Through this Regio project we proposed to create a natural link between the three types of education

related with different learning environment end and experiences:

Formal education

Non-formal education

Informal education.

The innovation that our project brings is a new educational paradigm.

The main idea is to gather benefits from the two educational approaches and

minimize their weaknesses.

Its essence is to develop and organize formal curricular education activities (class lessons)

in non-formal educational settings and by using some of no-formal education strategies.
https://www.wilderdom.com/evolution/BiophiliaHypothesis.htmlhttps://www.wilderdom.com/evolution/BiophiliaHypothesis.htmlhttps://www.wilderdom.com/evolution/BiophiliaHypothesis.htmlhttps://www.wilderdom.com/evolution/BiophiliaHypothesis.html


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Nonformal Education

Formal education

Education provided in the system of schools, colleges, universities and other formal educational

institutions that normally constitutes a continuous ladder of full-time education for children and

young people, generally beginning at age five to seven and continuing up to 20 or 25 years

old.(UNESCO. 1997a. International Standard Classification of Education (ISCED). Paris: UNESCO).

Non-formal education

Any organised and sustained educational activities that do not correspond exactly to the definition offormal education [see p.vii]. Non-formal education may therefore take place within and outside

educational institutions, and cater to persons of all ages. Depending on country contexts, it may

To this aradi m of learninFrom this aradi m of learnin


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cover educational programmes to impart adult literacy, basic education for out-of-school children,

work skills, and general culture. Non-formal education programmes do not necessarily follow the

ladder system and may have different duration. (UNESCO. 1997a. International Standard

Classification of Education (ISCED). Paris: UNESCO).

The content of Nonformal Education is grounded in the theory and practice of some of the great

educational thinkers of our time including Paolo Freire, Howard Gardner, David Kolb, Malcolm

Knowles and Bernice McCarthy.

Experiential Learning Model (Kolb 1984) brought a very significant innovation in Non Formal

Education. Experiential learning involves a continuous learning process grounded in an individual's

experiences and transactions with his/her environment.

Characteristics of Non-Formal Education

1. Non Formal Education Program emerges as an innovation to solve pressing problem in a givensociety.2. Its goal and purpose oriented not certificate oriented.3. It emphasizes on tackling specific problems and rather than learning abstract subject matters.4. It may help to initiate a program or a project after an experimental phase.5. It is flexible, learner centered, and participatory.6. It is more practical rather than theoretical.


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7. Autonomy at the program level and less chance for external control.8. More economical because it could use existing facilities.9. It is continuing life long process.

By this merging process proposed in our project, the formal education will include some advantages

of non-formal education:

- Increasing motivation and personal awareness and ownership of tasks- Interest, at activity

We aim to conceive a whole didactics for formal ( curricular education) in non-formal

places and educational settings.

This small changing of educational paradigm is based on several reasons:

Students:

-need a natural, and flexible approach of learning as a process which takes place best

in a natural environment and will be certainly used in another context than class along

life.

-will benefit of direct and stunning experience of learning, which will make it unforgettable and real,

comparing to class where small samples of real life, simulations, pictures are brought in teaching

and learning as didactical resources

-will benefit of direct group management and natural communicational skills and arrangements and

will empower social and communicational skills

-will redesign their relation with teachers as learning guides and not the owners of through

-will better understand lifelong learning by discovering and experiencing altogether with their

teachers new learning experiences

- will raise their attentiveness for environment: natural environment and city environment

- will communicate with many other actors in society: from experts in different places to simple

citizens, different expertise, involvement, age, rase, etc.

- will notice how real life and random factors may intervene in learning, in education.

Society will also benefit from education opening by interacting with students class when activities

take place. On the other hand members of society play an active rol in learning activities created in

city spaces.


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Outdoor education

an experiential method of learning by doing, which takes place primarily

through exposure to the out-of-doors. In outdoor education, the emphasis

for the subject of learning is placed on RELATIONSHIPS: relationshipsconcerning human and natural resources. (Simon Priest (1986), p. 13)

appeals to the use of the senses - audio, visual, taste, touch, and smell -

for observation and perception. (Lewis, 1975)

a means of curriculum enrichment, whereby the process of learning takes place out of doors.

Outdoor education broadly includes environmental education, conservation education,

adventure education, school camping, wilderness therapy, and some aspects of outdoor

recreation (Lappin, 2000)

an experiential method of learning with the use of all senses. It takes place primarily, but not

exclusively, through exposure to the natural environment (Priest, 1990)

interdisciplinary and multidisciplinary...an approach to achieving the goals and objectives of

the curriculum. (Hammerman, Hammerman & Hammerman, 1985)

going out into the natural environment, learning about and respecting the environment.

(Ketchie)

a learning climate for the things which can be learned best outside the classroom. (Smith, 1955)

one of a range of mediums in which to offer informal educational opportunities addressing the

personal and social development of both communities and individuals (Outdoor Edinburgh)

a matter of many relationships. These relationships concern not only the natural resources,

but also people and society. (Priest, 1986, p.13)

an experiential method of learning with the use of all senses. It takes place primarily, but notexclusively, through exposure to the natural environment. In outdoor education, the emphasis

for the subject of learning is placed on relationships concerning people and natural

resources. (Lund, 2002)

an international, experiential education phenomenon which engages people in adventurous

activities for enhancement of the well-being of individuals, communities, and the environment

(Neill, 2002)
http://wilderdom.com/definitions/definitions.html#Priest1986http://wilderdom.com/definitions/definitions.html#Lewis1975http://www.kidsource.com/kidsource/content2/outdoor.education.ld.k12.3.htmlhttp://wilderdom.com/definitions/definitions.html#Priest1990http://wilderdom.com/definitions/definitions.html#Hammerman1985http://wilderdom.com/definitions/definitions.html#Smith1955http://wilderdom.com/definitions/definitions.html#OutdoorEdinburghhttp://wilderdom.com/definitions/definitions.html#Priest1986http://wilderdom.com/definitions/definitions.html#Lund2002http://www.wilderdom.com/OEinternational/http://www.wilderdom.com/OEinternational/http://wilderdom.com/definitions/definitions.html#Lund2002http://wilderdom.com/definitions/definitions.html#Priest1986http://wilderdom.com/definitions/definitions.html#OutdoorEdinburghhttp://wilderdom.com/definitions/definitions.html#Smith1955http://wilderdom.com/definitions/definitions.html#Hammerman1985http://wilderdom.com/definitions/definitions.html#Priest1990http://www.kidsource.com/kidsource/content2/outdoor.education.ld.k12.3.htmlhttp://wilderdom.com/definitions/definitions.html#Lewis1975http://wilderdom.com/definitions/definitions.html#Priest1986


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Getting inspired from Productive Learning

Another source of inspiration for our project was the Productive Learning pedagogical theory.

The story began in New York, with a school called "City-as-School" was created in 1983. The school

enable young people with a sense of responsibility, independence and achievement, while permitting

them to become involved in an activity of their choice, anywhere in New York.Their activities at practice sites form the basis for their educational process.

On 1st March 2012 a collaborative project was started between the IPLEand the Education

Supply Centre (ESC) of the Ministry of Education in Lithuania. The aim is the introduction of

Productive Learningin three schools in Lithuania.

During the course of the project, participating

teachers are trained on the basis of the study

programme Productive Learning in Europe to assist

their on-going work. The project will end on 30th

August 2014.

Productive Learning is a form of education

which replaces traditional schooling during the last

years of general school. This form of education started its development 20 years ago in Berlin in

order to address mounting discrepancies and conflict between secondary school teaching and

educational needs and interests of the pupils. From 1987 to 1991, Professor Jens Schneider and

Ingrid Bhm (Med) established and tested, in co-operation with others, the basic principles of

Productive Learningwithin the pilot project City-as-School Berlin. From 1991 to 1996, the concept of

developing Productive Learning projects was drawn up and tested within the framework of an

international IPLEproject. This concept also includes a programme of further study in conjunction

with these projects.

Activity as the Basis of Learning

Underlying principle of the form of education Productive Learningis the participation of adolescents

in social activities, particularly in professional life.

The young people create individual curricula on the basis of experiences with activities within

independently chosen real-life situations. For three months, they work three days per week at an

independently chosen practice site, e.g. at a carpentry, in a vegetable shop, for a newspaper

publisher, in a hospital, with Amnesty International, in broadcasting or in some other real-life

situation.

Culture and School Subjects as Tools


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On the basis of individual curricula, pupils employ the traditional educational heritage, including

school subjects, in their productive activities. They use all cultural traditions in order to better

understand and in order to improve their activities. In this way, school is no longer reduced to the

teaching of school subjects. Also, the lack of application of what has been learned within the

educational process - something which defined general school in the industrial age - is addressed.

Additionally, this form of education offers a highly personalized, practice-related and therefore very

successful professional orientation.

Educational Objectives and Curriculum

On the basis of German and European school legislation which defines pedagogical objectives in a

similar fashion, the institute has formulated 12 Educational Objectives of Productive Learning.

Productive Learningstrives towards the best possible participation of the learning persons in their

own educational processes.

Through this participation, the learning persons change their status from being objects to that of

being subjects of their own educational processes. The institute - in cooperation with educators from

12 Berlin school pilot projects and from three educational projects outside of school - developed a

Framework Curriculum on the basis of these educational objectives.

Within this framework, pupils study according to individual curricula and with the assistance of

educators. Productive Learning enables pupils to obtain a school leaving certificate for secondary

school.

Educational Aspects (Curriculum Elements) and Methodology

Within the most substantial curriculum element - Learning at Practice Sites - the young people

choose a placement in a firm or in social, cultural and political institutions three times per school

year.

There they participate 18 hours per week and, at the same time, explore, question and reflect on

their own activities. For 5 hours per week, pupils are able to discuss their new experiences in the

Communication Group where they also prepare further activities, observations and research, and

where they also personally reflect on their activities and process their new experiences. All this takes

place in the Learning Workshop which replaces the traditional class room. 8 hours per week are

linked to a subject but even these are connected to the practical experiences: German (respectively

the national language), English and Maths in Productive Learning, the learning areas People and

Culture, Society and Economy and Nature and Technology which are dealt with on the basis of

epochs, furthermore one optional subject. In addition to the curriculum, a differentiated methodology

of Productive Learning was developed which includes methods of individual learning, educational

counseling, group work and International Learning.


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Productive Learningis intrinsically international and intercultural learning.

The International Network of Productive Learning Projects and Schools (INEPS) consists of schools

and institutions outside of school from more than 20 European and oversees countries. On the basis

of the solid subject knowledge gained at home, pupils are able to continue their learning abroad.

Since 1996, Productive Learninghas replaced the standard education in school years 9 and 10 withschool pilot projects in 16 secondary schools in Berlin. Beginning in school year 2002/03 seven

secondary schools in Brandenburg and 21 secondary schools in Sachsen-Anhalt have introduced

Productive Learning.

Since 2005 25 secondary schools in Mecklenburg-Vorpommern have started Productive Learning

programmes and in 2006 six secondary schools have introduced Productive Learning in Thringen.

From 2009 seven schools in Sachsen introduced Productive Learningprogrammes.

Several countries have started Productive Learning programmes as Finland, France, Hungary,

Russia and Spain and more countries are examinating ways and chances of introducing Productive

Learning, for example the Baltic countries, Bulgaria and Romania.

The successes ofProductive Learningprove the appropriateness of this educational paradigm and

of the methodology for increasingly rapid social changes. High completion rates on all German

school levels - "Hauptschulabschluss", "Realschulabschluss"/"Mittlerer Schulabschluss" - and a high

rate of school leavers successfully embarking on the transition towards vocational training and

professional life - 70% to 80% respectively - show that Productive Learning is not only theoretically

plausible but that it is also successful and workable, particularly when we take into account that we

are talking about pupils whose failure in school seemed to be a forgone conclusion.

Because of the great successes of Productive Learning Berlin's parliament and Government have

decided in 2004 to establish Productive Learning as a legal alternative programme which can be

introduced by each secondary school in Germany.

Relevant International research regarding learning in settings different from school classes

Outdoor education is by itself a powerful teaching tool: through doing, facing challenges,

and stepping outside students comfort zone, assuming ownership, working as or with leaders,

learning process certainly takes on a new dimension. Outdoor education is an ideal catalyst for

learning about these notions. (Anna Schmidt- USA 2006)

1) In 1983, Minda Borun published a research related to: Planets and Pulleys: Studies of Class

Visits to Science Museums
http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=PlchX0lHRuKawzMkM-iISQ__.ericsrv002?_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Borun+Minda%22http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=PlchX0lHRuKawzMkM-iISQ__.ericsrv002?_pageLabel=ERICSearchResult&_urlType=action&newSearch=true&ERICExtSearch_SearchType_0=au&ERICExtSearch_SearchValue_0=%22Borun+Minda%22


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In this research she studied the effectiveness and impact of learning, by a museum visit or a

museum lesson or a class lesson. The chosen museum was Museum of Science, Boston, USA.

Cognitive and affective outcomes of class visits to museum were examined by comparing

responses of fifth- and sixth-grade students randomly assigned to four conditions (control, exhibit

only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). The study

demonstrated that the group attending a classroom lesson in the museum scored highly than the

group having lesson in the class.

Study findings indicate that the particular strength of the science museum exhibit lies

in the affective domain.

Students found the exhibit much more enjoyable, interesting, and motivational than a

classroom lesson.

2) The University of Chicago published in 1998 In The Elementary School Journal , a

Quantitative and qualitative study that assessed the effects of an extracurricular science program on

students' interest and learning about biology.

Data was collected on a sample of 184 students in grades 3, 4, and 5 participated in a 6-

week curriculum involving hands-on biology activities in a laboratory setting in an elementary school.

A focus in separate units each week, such as the study of fossils or animal coverings, was

supported by (a) creation of portfolio artifacts and open-ended work-sheets, (b) inquiry-guided

explorations of laboratory equipment and experiments, and (c) socially assisted learning provided by

college students who served as docents in the lab.

Effects of these experiences were assessed before and after the program with an attitude

survey and a test of scientific problem solving. There were significant increases in students' interest

in science and significant improvements in their problem-solving skills at all grade levels.

Case studies of 18 students revealed that most students were highly motivated to use the

docents, peers, and classroom resources to create their individual projects displayed at "Family

Biology Night." Interviews with 3 teachers provided additional support for the benefits of the

intervention.

The project demonstrated motivational principles of effective instruction and illustrated how

museums, schools, and universities can collaborate successfully.2

3) Emmett L. Wright realized an Analysis of the effect of a museum experience on the

biology achievement of sixth-graders published In Journal of Research in Science Teaching,

2006

Conclusion is that learning experiences that take place in a different place that school class is more

susceptible to generate skills linked to the neurological development and personal development.

2Scott G. Paris, Kirsten M. Yambor and Becky W ai-Ling Packard -The Elementary School Journal , Hands-On Biology: A Museum-School-University

Partnership for Enhancing Students' Interest and Learning in Science, Vol. 98, No. 3 (Jan., 1998), pp. 267-288


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Comenius Project City as a LearningPlace - Study

Methodology of study

The research was European. Commonly developed by Romanian-Bucharest and Lithuanian-

Prienai project teams by:

Discussing and common analyzing aspects of research

Commonly conceiving the mythology of research

Designing in Common of instruments of research- questionnaire

Selecting the similar scale of target group in both regions. Participants in the questionnaire

survey were teachers involved in the Comenius Regio project "City as a place of learning -

where learning is an adventure.

The aim of this research is to set a scientific (even at small scale) background to our project and to

identify best ways, methods, strategies and places to implement the proposed educational

innovation:

Teaching school lessons in non-formal educational settings offered by the city facilities

Bridging formal and non-formal education by joining their strengths and overcoming their

weaknesses.

The general hypothesis are:

education in state schools in Romania and Lithuania is still traditional and old in our schools,

based on classes and lessons pedagogical theory, designed by John Amos Comenius (1592-

1670), and the curriculum is conceived in the classical division of school disciplines based

on different sciences.

the needs and expectations of beneficiaries of education are high, in trends with modern

times. Teenagers are multitasking thinking, permanently on the move, are under influence of

mass-media, of IT resources, are full of information and unstructured skills form society. Inthis context students appreciate challenges and adventure learning instead of classical

settings of school classes. They often feel bored by school and school classes cant raise

their need for learning and raise their curiosity.

Teachers perceived students needs and tend to understand that some changes are needed

in their teaching in order to connect with students.

There are significant discrepancies among the two regions Bucharest and Prienai regarding

educational practices and opinions based on multiple differences ( geographical, cultural,

behavioral)


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As educators we need to explore, research a system, a methodology to raise curiosity and regain the

natural spirit of curiosity and adventure of learning.

The survey idea was to screen the current situation regarding routine teaching settings and possible

innovative interventions.

The research was realized in a period: December 2011- January 2012

It was a total of 80 teaches interviewed on a questionnaire base.

And 125 students of 10-15 years old in the two countries Romanian and Lithuania

40 teachers in Bucharest. Romania participated with 3 schools and 40 in Prienai district Lithuania,

participating with 2 schools.

Schools were:

1. coala cu clasele I-VIII nr. 87 "M. Botez

2. coala cu clasele I-VIII nr. 112 Titan

3. Liceul teoretic Eugen Lovinescu

4. Silavotas Basic school

5. Veiveriai Tomas Zilinskas gymnasium

1. Teachers were asked in which places mainly they gave their lessons to students.

Teachers mainly give lessons, to their students in the classroom and in other school area. Only

some lessons are given in non traditional spaces. Some of them mentioned places like: post office,

fire station or medical office.

Romanian teachers only mentioned school as places for teaching. They do a lot of outdoors

activities, in different places in the city, but they are not lessons. They are mainly visits, trips. They

are considered non-formal educational activities.


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2. Teachers were asked how much they would believe city setting will impact students

motivation.

It was interesting to knowhow much teachers believe that learning motivation of students

increases by organizing lessons in unconventional places, like city places. According to

the survey f indings, teachers think that nontraditional learning spaces positivelyinfluence

students' motivation.

Most teachers believe that non-traditional places positively increase students` learning

motivation.

Lessons are mainly given

94%

6%

In the

classroom

In school area

Romanian answers

Lessons are mainly given

46%

31%

11%5% 7%

In the classroom

in other school

area

in nature

at the museums

other places

Lithuanian answers


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3. Teachers were asked to reflect on and make a hierarchy of the best choices for

organizing a good, special, effective lesson for the subject that they teach and mention

what subject The teachers listed quite a lot of places and subjects. The results aresummarized in this chart:

In both countries, 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.

The most popular non traditional places for learning according to the hierarchy are parks,

museums and nature.

Teachers identified and mentioned topics/chapters/lessons/learning units, suitable to a better

development in unconventional places.

The most subjects identified are: English language, biology, physics, primary, the mother tonguelanguage, art, history, religion and music

Places mentioned:


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In order to give lessons

methodologically teachers need

25%

21%21%

14%

6%13%

good practice

information

team work

procedures

clarifying concepts

training course

Museum

Church

Park

Factory

Film/Theatre

Opera

Memorial houses

Streets

Library

After setting up the results we can state that almost all subject teachers have such lessons plans

which they can give in unconventional places.

Teachers mentioned a various range of needs in order to feel methodological competent to develop

a good lesson in an unconventional place.

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 thecity, 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.


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The part of curriculum implemented in

non traditional places

47%

37%

16%formal curriculum

non-formal

curriculum

informal curriculum

Teachers` intention to develop

competencies10%

9%

29%

10%

16%

26%

Communication

Evaluation

Curriculum

Professional development

Training students

4. 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.

Mostly non-formal education plan is carried out in non traditional educational places (at the

museums, on the excursions).

Choosing competences (according to the Occupational standards) that teachers intend to develop in

order to be able to proceed professionally in organizing lessons in the city.


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CONCLUSIONS

1. Teachers mainly teach their lessons in classrooms and in other school area. Only some

lessons are given in non traditional spaces.

2. Activities organized in non-formal educational settings are mainly considered non-formal

education.

3. Most teachers believe that non traditional places positively increase students` learning

motivation.

4. The most popular non traditional places for learning according to the hierarchy are parks,

museums and nature.

5. Most school subjects in non traditional places were identified like: mother tongue language,communication, (Lithuanian, Romanian) English language teachers, primary class teachers

and physics teachers.

6. If teachers wish to organize such lessons, methodologically, they would need good practice

examples, more information how to organize such lessons and team work practice.

7. Mostly non-formal education plan is carried out in non traditional educational places (at the

museums, on the excursions).

8. Learning in non conventional areas increases, enhancing the quality and efficiency of

students learning.9. In most cases, teachers, in order to be able to proceed professionally in organizing lessons in

the city, intend to improve curriculum, training parents in the paradigm of the relation between

school, and training students` competencies.

10. Despite differences between Romania and Lithuania, as culture, background of human

temper, teachers opinions regarding education principles are very similar, based on common

European values and modern practices.

Learning in non conventional areas increases, enhancing quality and efficiency of students learning.


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Do students like learning?

37%

60%

3%love learning

sometimes likesometimes not

don`t like

STUDENTS` RESPONSES TO COMENIUS REGIO PROJECT "CITY AS A PLACE OF

LEARNING - WHERE LEARNING IS AN ADVENTURE SURVEY

Target group of the students survey- 130 students

65 Romanian students

65 Lithuanian students

1. coala cu clasele I-VIII nr. 87 "M. Botez-(10-12 years old)

2. coala cu clasele I-VIII nr. 112 Titan 12-14 years old

3. Liceul teoretic Eugen Lovinescu (13-15 years old)

4. Silavotas basic school-(10-12 years old)

5. Veiveriai Tomas Zilinskas gymnasium (13-15 years old)

Students expressed their opinions about their learning practices, stated what they like at school,

about non traditional learning settings outside school area. They were asked to reflect upon the most

memorable lessons which took place outside the school.


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The investigators were interested in what in the concrete students like at school. The participants

were given 7 answers from which they had to choose and all these answers were marked. The

majority of students (54 responses 26%) state they like going to school because they learn a lot of

interesting things. The students like meeting their classmates (46 responses 22%). They mention

that they like using computers in the lessons (27 responses 14%). Some of the students notice the

fact that they learn in cosy, beautiful classrooms (25 responses 13%) and 22 students (11%) say

that they like school because they have lessons outside the school. 21 students(11%) like school

because they have an opportunity to participate in project activities and only 5 students (3%)

answered that they like working in the classroom with interactive whiteboard. (Figure2).

Students like school when they

26%

22%13%

11%

14%3% 11%

learn new interesting things

meet their classmates

learn in a cozy, beautiful classrooms

have lessons outside the school

work in the classroom with a computer

work in the classroom with interactive whiteboard

artici ate in ro ect activities

Teachers in the lessons

30%

51%

8%11%

encourage learning in groups

teach to search for the answers

use non-traditional methods



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The students` opinion about their teachers` methods in the lessons.

Have the students ever had a lesson

outside the school

68%

16%

16%

yes no I don`t know

Students` involvement in the lessons outside the classroom.

Places where students like having

lessons in

20%

19%

12%18%

31%

in class at school in town

at the musem in nature

Places where students like having lessons in.

The assessement outside the school

25%

21%24%

30%

yes no sometimes I don t know

How teachers assess students outside the school.


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CONCLUSIONS

1. The majority (97%) of 10-15 year-old students sometimes enjoy learning. 37 % of students

love learning.

2. Most students like school, where they discover new and interesting things when they meet

with classmates and learn in cozy, beautiful classrooms.

3. 11% of the surveyed students like learning in non-traditional learning spaces.

4. The students state that teachers in the lessons mostly teach them to search for the answers.

They are encouraged to learn in groups too. 11% of teachers give lessons outside the

school.

5. 68% of 10-15 year-old students participated in lessons outside the classroom.

6. Students like lessons given in nature most of all.

7. Mostly the Lithuanian language, geography, history, biology, exploring the world, human

safety lessons were given in nontraditional environment.

8. In lessons, which took place in non-traditional spaces, the students remembered best local

and national history facts, learned to know nature, did some sport.

9. 46% of students state that teachers assess their activities in marks or otherwise in lessonswhich are given outside the school. Part of students do not know whether their activities are

assessed.

10. Most of the students would like to have lessons in nature, the second place mentioned is On

the trips to other countries and the third place is In the sports events

General conclusions

Despite of significant differences between Romania and Lithuania (national, geographical,

cultural, linguistically, social, historical), our findings reveal that educational practices and

opinions regarding them are surprisingly much similar in the two countries at present, both

on teachers group and students group

Both teachers and students in the two countries agreed that it would be a plus under multiple

aspects to conceive and apply a methodology of using unconventional places to teach

normal lessons for classes. Almost all subjects and lessons can be taught in unconventional places if a rigorous

methodology and a good interdisciplinary planning is done


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Almost all subject teachers have such drafts of lessons plans which they can give in

unconventional places

The lessons, teachers give to their students, mainly take place in the classrooms and in other

school area. Only some lessons are given in non traditional spaces.

Most teachers believe that non traditional places positively increase students` learning

motivation.

The most popular non traditional places for learning according to the hierarchy are parks,

museums and nature.

Most school subjects in non traditional places were identified like: mother tongue language,

communication, (Lithuanian, Romanian) English language teachers, primary class teachers

and physics teachers.

If teachers wish to organize such lessons, methodologically, they would need good practice

examples, more information how to organize such lessons and team work practice. Mostly

non-formal education plan is carried out in non traditional educational places (at themuseums, on the excursions).

Learning in non conventional areas increases, enhancing quality and efficiency of students

learning.

In most cases teachers in order to be able to proceed professionally in organizing lessons in

the city, intends to improve curriculum, training parents in the paradigm of the relation

between school, and training students` competencies.

The majority students sometimes enjoy learning.

Most students like school, where they discover new and interesting things when they meetwith classmates and learn in cozy, beautiful classrooms.

Some of the surveyed students like learning in non-traditional learning spaces.

The students state that teachers in the lessons mostly teach them to search for the answers.

They are encouraged to learn in groups too. Some teachers give lessons outside the school.

Students like lessons given in nature most of all.

In lessons, which took place in non-traditional spaces, the students remembered best local

and national history facts, learned to know nature, did some sport.

Some of students state that teachers assess their activities in marks or otherwise in lessons

which are given outside the school. Part of students do not know whether their activities are

assessed.

Most of the students would like to have lessons in nature, have trips, sports.


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Dear pupils, the survey participants.

Our school is a partner of the Comenius Regio project "City as a place of learning - where

learning is an adventure. Please write your opinion about lessons and activities outside the

school, in your town. This questionnaire is anonymous. Please choose the best answer and /

or write your opinion.

1. I (mark the appropriate answer):

love learning sometims like sometimes do not don`t like

2. I like school when I (mark the appropriate answer ):

learn new interesting things work in the classroom with a computer

meet my classmates work in the classroom with interactive whiteboard

learn in a cozy, beautiful classroom participate in project activities


3. Our teachers (mark the appropriate answer ):

encourage learning in groups use non-traditional methods

teach to search for the answers have lessons outside the school

4. Have you ever had a lesson that was outside the school?

Yes No I don`t know

5. Please write what places do you like having lessons in?

In the classroom At school In the town At the musem In nature In other places

6. Which lessons of what subject were not at school but in non-traditional spaces?

7. . What did you remember best and what have you learnt in these lessons most of

all? (write please)

______________________________________________________


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8. Dothe teachers assess (by marks or otherwise) your activities in the lessons

outside the school?

Yes No Sometimes I don`t know

If they do, please write how you were assessed: ______________

___________________________________________________________________

9. In what places would you like to have lessons (mark with the priority order from 1

to 6)?

In nature At the museums

In the town squares In the sports events

In workshops In your parents` working place

On the trips to other countries

In the lessons of cooperating schools

In other places

Thank you for answering the

questionnaire.

Dear teachers, the survey participants

Our school is a partner of the Comenius Regio project "City as a place of learning - wherelearning is an adventure. Please write your opinion about non-traditional teaching (learning)

spaces outside the school in your city, which you use / would use in the educational process.

Your honest answers will help the project participants to develop best practical models in

non-traditional learning spaces which we will try at our schools and offer them to the others.

This questionnaire is anonymous. Please choose the best answer and / or write your

opinion.

1. The lessons you give to your students mainly take place in :

In the classroom In school area In the city At the museum In nature

In other spaces (please specify):

2. How much do you believe that learning motivation of studentsincreases by organizing

lessons in unconventional places, like city places?


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a) at all b) little d) much e) very much

3. Please reflect and make a hierarchy (top 3) of the best choices for organizing a good,

special, effective lesson for the subject that you teach (mention what subject)

.

Classroom nature school area packs museum other

:.........................................

4. Identify and mention topics/chapters/lessons/learning units, suitable to a better

development in unconventional places that you mentioned above:

1)................................................................................................................................................

2)................................................................................................................................................

3)................................................................................................................................................

5. If you wish to organize such a lesson, methodologically, you would need:

clarifying concepts information training course good practice

procedures team work

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?

a) formal curriculum b) non-formal curriculum c) informal curriculum

7. Do you believe that learning in non conventional areas increases, enhance, quality and

efficiency of students learning?

a) YES b) NO

8. Choose competences ( according to the Ocupational standards) that you intend to

develop in order to be able to proceed professionally in organizing lessons in the city:a) Communication

b) Evaluation

c) Curriculum

d) professional development

e) Training students

f) Relaia familie coal societate

Training parents in the paradigm of the

relation between school/ family/community

Thank you for filling this questionnaire!


36/72

References

Dewey, J. (1938). Experience and education. New York: The Macmillan Company.

Higgins, P., & Nicol, R. (2 002). Learning as adventure: Theory for practise. London:

Department for Education and Skills and Connexions Service. 38p.

Higgins, P., Ross, P., Lynch, J., & Newman, M. (2004). Building the Scottish outdoor access

code and responsible behaviour into formal education and other learning contexts. Perth

Ken Gilbertson - Outdoor education: methods and strategies, 2006, U.S.A

books.google.ro/books?isbn=0736047093

Newman, M., Higgins, P., McLaughlin, P., & Allison, P. (2004). Outdoor experiential

education programmes for socially excluded young-people: An evaluation of a ten-day pilot

programme. Venture Trust Scotland. 79p.

Nicol, R., Higgins, P. and Ross, H. (2006). Outdoor education: the views of providers from

different contexts in Scotland. Dundee: Learning and Teaching Scotland.

Priest Simon- The Adventure Experience Paradigm-2007, USA

Ross, H., Higgins, P. and Nicol, R. (2006). Recognition of young people's achievements in

outdoor learning activities. Dundee: Learning and Teaching Scotland.

Scott G. Paris, Kirsten M. Yambor and Becky Wai-Ling Packard:

The Elementary School Journal , Hands-On Biology: A Museum-School-UniversityPartnership for Enhancing Students' Interest and Learning in Science, Vol. 98, No. 3 (Jan.,

1998), pp. 267-288

The University of Chicago Press, Article URL:http://www.jstor.org/stable/1002260

Other web resources

Teacher training Programme

http://www.ushmm.org/education/foreducators/prodev/teacherfellowship

Annual Educators Workshop http://www.evergreenmuseum.org/education/teacher-resources/

http://www.jstor.org/stable/1002260

Ghidul muzeelor - Bucharest Museums Guide Romanian -

http://ghidulmuzeelor.cimec.ro/seljuden.asp

http://files.peacecorps.gov/multimedia/pdf/library/M0042_nfemanual1.pdf
https://www.google.ro/search?hl=en&biw=1069&bih=597&tbm=bks&q=inauthor:%22Ken+Gilbertson%22&sa=X&ei=CGFxULP4MJDLtAaqlIGQCw&ved=0CCUQ9AgwAghttp://www.education.ed.ac.uk/outdoored/research/newman_higgins_mclaughlin_allison_outdoor_experiential_ed.pdfhttp://www.education.ed.ac.uk/outdoored/research/newman_higgins_mclaughlin_allison_outdoor_experiential_ed.pdfhttp://www.education.ed.ac.uk/outdoored/research/newman_higgins_mclaughlin_allison_outdoor_experiential_ed.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/OE%20Providers_tcm4-391133.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/OE%20Providers_tcm4-391133.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/Awards%20Report_tcm4-391142.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/Awards%20Report_tcm4-391142.pdfhttp://www.jstor.org/action/showPublisher?publisherCode=ucpresshttp://www.jstor.org/stable/1002260http://www.ushmm.org/education/foreducators/prodev/teacherfellowshiphttp://www.evergreenmuseum.org/education/teacher-resources/http://www.jstor.org/stable/1002260http://www.jstor.org/stable/1002260http://ghidulmuzeelor.cimec.ro/seljuden.asphttp://ghidulmuzeelor.cimec.ro/seljuden.asphttp://ghidulmuzeelor.cimec.ro/seljuden.asphttp://www.jstor.org/stable/1002260http://www.evergreenmuseum.org/education/teacher-resources/http://www.ushmm.org/education/foreducators/prodev/teacherfellowshiphttp://www.jstor.org/stable/1002260http://www.jstor.org/action/showPublisher?publisherCode=ucpresshttp://www.ltscotland.org.uk/takinglearningoutdoors/images/Awards%20Report_tcm4-391142.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/Awards%20Report_tcm4-391142.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/OE%20Providers_tcm4-391133.pdfhttp://www.ltscotland.org.uk/takinglearningoutdoors/images/OE%20Providers_tcm4-391133.pdfhttp://www.education.ed.ac.uk/outdoored/research/newman_higgins_mclaughlin_allison_outdoor_experiential_ed.pdfhttp://www.education.ed.ac.uk/outdoored/research/newman_higgins_mclaughlin_allison_outdoor_experiential_ed.pdfhttp://www.education.ed.ac.uk/outdoored/research/newman_higgins_mclaughlin_allison_outdoor_experiential_ed.pdfhttps://www.google.ro/search?hl=en&biw=1069&bih=597&tbm=bks&q=inauthor:%22Ken+Gilbertson%22&sa=X&ei=CGFxULP4MJDLtAaqlIGQCw&ved=0CCUQ9AgwAg


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Experiene i Practici n

Organizarea Educaiei colare :

Bucuresti Romania

si

Prienai Lituania

Studiu de diagnoz

LUCRARE BILINGVA

Limba Romn- Limba Englez


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In cadrul ProiectuluiCity as a learning place - where learning is an adventureOrasul ca spatiu de invatareunde invatarea este o aventuraCOM-11-PR-28-B-RO

Brosura Learning Practices in Two European Regions: Bucharest Romania and Prienai LithuaniaPractici de predare- Invatare in dou Regiuni Europene : Bucuresti- Romania si PrienaiLituania

Coordonator: Simona Gabriela LUCA Casa Corpului Didactic din Bucuresti RomaniaAutori:Simona Gabriela Luca, Renata Pavlaviien Prienai Municipality Departamentul deInvatamant , Mirela Beiu, Luminia Tnase, Daniela Beuran, Olimpia MateescuTraducerea n limba romn- Gabriela Simona Crian

Continutul acestei publicatii nu reflecta punctul de vedere oficial al Uniunii Europene.Responsabilitatea pentru informatiile si punctele de vedere exprimate in aceasta publicatieapartin in intregime autorilor.


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Casa Corpului Didactic din Bucuresti - Romania

Casa Corpului Didactic din Bucuresti este o institutie de prim rang in

ceea ce priveste furnizarea programelor de instruire si dezvoltare

profesionala pentru profesorii din Bucuresti, capitala Romaniei. Este o

institutie publica, parte a sistemului national de invatamant preuniversitar.

Casa Corpului Didactic este promotorul schimbarii si al inovarii impuse de

sistemul de invatamant si desfasoara activitati de pregatire, cercetare si

informare. Institutia noastra asigura o gama variata de programe educationale si de formare: peste

25 de cursuri de formare pentru profesorii din Bucuresti, cursuri cu tematici si durata diferite. e.g.:

Didactica diferitelor discipline scolare, Educatia caracterului, Comunicare si Negociere,

Management, Leadership, cursuri de Limbi Straine si multe altele. Personalul nostru angajatpermanent este format din 30 de persoane, dar in fiecare an avem peste 6000 de cursanti si

aproximativ 200 de formatori. Grupul nostru tinta format din profesori din Bucuresti este de peste

15000 de persoane profesori si alti membri ai personalului didactic care sa lucreze cu elevii in

oras. Am dezvoltat multe programe si proiecte educative implicand profesorii si elevii in activitati de

colaborare, legate de diferite subiecte.

Cursul de formare care va fi creat in cadrul proiectului Orasul ca spatiu de invatare unde invatarea

este o aventura este o noutate pentru sistemul de invatamant romanesc si o modalitate pentru

institutia noastra de a raspunde nevoilor profesorilor de a gasi noi mijloace in vederea mentinerii

elevilor motivati pentru invatare. Materialele pentru instruire vor veni in intampinarea cerintelor noii

Legi a Educatiei Nationale, adoptata in data de 10 ianuarie 2011, care le cere profesorilor sa aiba

competentele de a dezvolta deprinderile de viata ale elevilor in conformitate cu cerintele societatii

secolului 21.


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Municipalitatea Prienai - Lituania

Municipalitatea Prienai coordoneaza si supervizeaza activitatile scolilor si ale altor institutii de

invatamant care sunt subordonate Consiliului Municipalitatii; consiliaza in

legatura cu procesul de invatamant si calitatea acestuia; analizeaza si

evalueaza starea educatiei din regiune si folosind astfel de date pregateste

programe de servicii educationale pentru a imbunatati calitatea procesului depredare-invatare. Pe langa aceasta, consulta scolile in privinta curriculum-ului si a principiului

interpretarii si adaptarii continutului educatiei si a drepturilor furnizorilor de educatie de a desfasura

aceasta activitate

In noiembrie 2006, a fost adoptata in Lituania o Strategie pentru Dezvoltarea, Implementarea,

Evaluarea si Reforma Continutului Invatamantului General pentru 2006. Strategia prevede

actualizarea curriculum-ului pe baza dezvoltarii competentelor cheie. Revizuirea continutului

programelor pentru invatamantul general este adaptata diferentierii si individualizarii procesului deinvatare avand in centrul atentiei in principal rezultatele invatarii si relatia dintre continutul

educational si viata, astfel, Prien rajono savivaldybs administracijos vietimo, kultros ir sporto

skyrius impreuna cu scoli din regiunea Prienai au luat parte la diferite proiecte legate de curriculum

si procesele sale de innoire. Acest proiect Comenius Regio va ajuta la implementarea ideilor de

innoire a curriculum-ului.

DESCRIEREA PROIECTULUI

Parteneriatul propus se numete Oraul ca spaiu de nvare unde nvarea este

o aventur. El are ca scop crearea uneipuni ntre coal i viaa real prin extinderea spaiului de

nvare dincolo de zidurile colii i explorarea de noi spaii de nvare n ora.

Dou regiuni europene (Bucureti-Ilfov i Prienai) vor analiza, discuta, se vor documenta i vor

rspunde la ntrebri legate de folosirea diferitelor spaii de nvare din oraele proprii pentru

dezvoltarea competenelor elevilor de 10-15 ani cerute de programa colar. Bazandu-se pe aceste

investigaii, cei 2 parteneri vor elabora modele de bune practici privind nvarea n ora integrat n

curriculum colar i vor concepe un modul de formare pentru profesorii i personalul care vor lucra

cu copiii n diverse spaii de nvare din ora n fiecare din cele dou regiuni; acest model extern de

nvare va fi apoi pilotat n 2-3 coli din fiecare regiune iar rezultatele vor fi publicate ntr-o carte

scris n comun de cele 2 regiuni.

Proiectul va ajuta la creterea motivaiei pentru nvare la elevi (oferindu-le o mulime de

oportuniti de nvare prin experien, ntregul ora devenind spaiul de clas pentru ei) i lambuntirea calitii educaiei i formrii n ambele regiuni.


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Lithuanian

Prien rajono savivaldyb gyvendina jau antrj tarptautinComenius Regio partnerysts projekt

Comenius Regio partneryst tai nuo 2009 m. Europoje gyvendinama Europos Komisijos

finansuojamos Mokymosi vis gyvenim programos iniciatyva, kuria siekiama skatint i ir remti

tarptautin bendradarbiavim vietimo srityje, traukiant ir vietimo valdios institucijas.

Lietuvoje i program ir kitas Europos Komisijos ir LR Vyriausybs finansuojamas iniciatyvas

administruoja vietimo main paramos fondas. Kol kas esame pirmieji Lietuvoje, antr kart gav

finansavim tokio pobdio partnerystei. Projekt Miestas kaip mokymosi vieta kur mokymasis yra

nuotykis pareng ir koordinuoja vietimo skyrius, projekto partneriai Rumunijos (Bukareto)

vietimo darbuotojai. Projekte kaip vietos partneriai taip pat dalyvauja ilavoto pagrindin mokykla ir

Veiveri Tomo ilinsko gimnazija, Prien vietimo centras bei Prien krato muziejus. Projekte

nagrinjama problema mokini mokymosi motyvacijos stiprinimas (pasilant jiems daugyb

patirtinio mokymosi galimybi bei netradicini mokymosi erdvi gyvenamojoje vietovje) bei mokymo

ir mokymosi kokybs abiejuose regionuose (Bukareto - Ilfov ir Prien) gerinimas.

Idja rengti projekt kartu su partneriais i Rumunijos kilo madaugprie dvejus metus, kai vietimoskyriaus vedjas Rimvydas Zailskas kartu su kit ali vietimo darbuotojais dalyvavo Vokietijoje,

Osnabriuke vykusiame paintiniame vizite vietimo kokybs tema.

Projekto paraika buvo parengta atsivelgiant ir alies, ir savivaldybs kontekst: mokykloms

pradjus dirbti pagal atnaujintas Bendrsias programas, paaikjo, kad bt tikslinga skatinti

mokyklas diferencijuoti ir individualizuoti ugdymo turin, sieti j su gyvenimo kontekstu, ugdyti

bendrsias mokini kompetencijas. Mokykloms tai yra savotiki ikiai, todl, norint padti joms

ibandyti ir pritaikyti naujas idjas mokymo(si) procese, apsisprsta projekte orientuotis btent

brosura proiectului comenious regio metodologie si studiu ccd bucuresti simona luca 25 aprilie 2013

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