Tuesday, 23 April 2013
21st century learning
There are many contexts in which children can learn in. I have researched the Montessori method, Forest schools, learning outside the classroom and lifelong learning. I believe each of these topics have an important role in today's education and are very interesting to learn in more depth. A child's education is extremely important, and implementing methods or creating new ideas can all contribute towards delivering the best experiences and teaching that children deserve. Each topic all have a unique outlook upon education and learning, however they all seem to reflect and contradict one another.
Lifelong learning
Lifelong learning
In order to obtain a good career in life, people need qualifications as well as skills and experiences. People need motivation in order to enjoy and process the information to complete the course and it needs to be purpose driven. There is a desire to gain a better eduction to live a better life financially, keep up with changing technology or help children with their work.
In modern
society, there is a greater need for people to hold diverse qualifications for jobs. For this to happen, people are required to
continue on to further education after school, or return to University or further education college much later
in life (Mason, 2000).
Further education colleges offer more diverse perspectives on the learners goals, achievements, curricula and pedagogy. They are based on their needs rather then what they must be teaching them (Usher et al, 1997).
The European Commission (1995 cited in Burgess, 1997, p.99) state that,
Further education colleges offer more diverse perspectives on the learners goals, achievements, curricula and pedagogy. They are based on their needs rather then what they must be teaching them (Usher et al, 1997).
The European Commission (1995 cited in Burgess, 1997, p.99) state that,
'There is a need to wet society's appetite for
education and training throughout life. Everyone must be able to seize their
opportunities for improvement in society and for personal fulfilment,
irrespective of their social origin and educational background.'
However, there are barriers preventing adults who want to return to education. This includes lack of time, family commitments, lack of finances or disabled adults.
There are many lifelong learning courses available to mature students. These include access courses, vocational training, open university courses, university of the third age, Erasmus Mundus programme, Leonardo Da Vinci's vocational training, Comenius school education, Grundtvig adult education, apprenticeships and many more!
There are many lifelong learning courses available to mature students. These include access courses, vocational training, open university courses, university of the third age, Erasmus Mundus programme, Leonardo Da Vinci's vocational training, Comenius school education, Grundtvig adult education, apprenticeships and many more!
Examples of lifelong learning
http://www.lifelonglearningprogramme.org.uk/#sthash.uCdFP0zG.dpbs
http://www.lifelonglearningprogramme.org.uk/#sthash.uCdFP0zG.dpbs
Schools
Vocational education and training
Higher education
Adult education
Learning professionals
University of third age
Huang (2006) states that the University
of the third age was originated from France and for the attention of older
adults wanting to do educational activities. It was designed to offer
opportunities for adults to attend the University during summer.
'Third age' relates to the second age stages of an adults life coming to an end. This is where adults have freedom to extend their minds and personal choice on what they want to learn. This does not necessarily have to be at a college or university, but can be self directed learning in a more relaxed environment (English, 2005)
http://www.youtube.com/watch?v=9JAQrAntfHw
http://www.youtube.com/watch?v=9JAQrAntfHw
Vocational courses/training
Since the changing economic system within Europe, there has be a substantial increase in students taking vocational courses. Companies recruit part time employees rather than full time, offer short term contracts rather than long term which is the reasoning behind adults wanting to be more flexible and have the ability to multitask (Burgess, 1997).
Erasmus Mundus
The Erasmus Mundus programme supports co-operation between non EU states and EU universities. The programme offers the top universities where students can study masters courses (Education and training, 22.4.13, p.64)
The Kolb Cycle
The Kolb cycle of experiential learning has been an influence of the learning process theory.It suggests that reflecting turns an experience into learning, which becomes effective learning progressing onto further experimentation (English, 2005).
The cycle begins with concrete experience, when a person is encountered with a new experience or situation. The reflective observation then reflects upon that new experience or situation. The third stage is abstract conceptualisation which is based upon the reflective observation creating new ideas or alteration of an existing abstract concept. The cycle ends with active experimentation which the learner will apply and test the new ideas to see what results they gain.
Useful websites for lifelong learning
English, L. 2005. International encyclopedia of adult education. New York. Macmillan publishers.
Hung, C.S, (2006), ‘Educational
gerontology’, The University of the third
age in the UK, Volume 32, Number 10, Page 825.
Mason, A. 2000. APEL and lifelong learning. Belfast.
University of Ulster.
Usher, R. Bryant, I. Johnston, R. 1997. Adult education and the postmodern challenge; learning beyond the limits. London. Routledge.
Usher, R. Bryant, I. Johnston, R. 1997. Adult education and the postmodern challenge; learning beyond the limits. London. Routledge.
Thursday, 18 April 2013
Learning outside the classroom
Learning
outside the classroom.
Children learn
in different contexts and various surroundings. School is primarily the
main source of a child's education, however, they can learn in other
ways. Learning begins at birth and continues
throughout adult life. The brain is constantly processing new information.
Tovey (2007) says
that outdoor learning offers a unique approach compared to learning indoors.
It has the space and certain extent of freedom without being
concerned of the consequences and exploring which the indoors can’t offer.
Laevers (1997, cited in Tovey, 2007, p.14) suggests that
‘It is when children are
most involved that deep level learning takes place.’
By using resources
out of school, this can improve
relationships with others, support language, communication and literacy skills,
develop self confidence and physical strength, encourage independence,
encourage risk taking, build on knowledge of the environment and develops
mathematical skills and creativity (Edginton, 2002).
If children are introduced to alternative
learning surroundings, this can offer new experiences to enhance skills
in an independent and enjoyable way.
However, the environments outside the classroom still need to
be productive and offer suitable resources to develop the child’s
learning. Bruce (2006, cited in May, 2011, p.48) states that
‘Children learn best when
they are given appropriate responsibility, allowed to experiment, make errors,
decisions and choices and are respected as autonomous learners’.
Bilton
(2010) suggests that teachers can embrace their lessons and incorporate them
into the outside environment. Outdoor learning can include open spaces or
hideaways, low or high ground and can follow on from what is being taught
in the classroom.
There are many
environments suitable for educational purposes. These include designated spaces, spaces for exploring and investigating, spaces for
use of the imagination, exploring senses and sufficient
movement space (Tovey, 2007).
Piaget influences teachers on how important it is for children to experience things. It is different to read something and make a judgement on it, without actually experiencing it in real life (Mooney, 2000). He believed that children obtain knowledge and understanding by exploring the physical world and the outdoor environment plays a vital role in the learning process (Garrick, 2009).
Dowling (2005) suggests that if children are given access and permission to the environment outside of the classroom, this has a successful impact on their confidence, independence, social skills, emotional development, motivation, safety issues, knowledge, skills and awareness.
Piaget influences teachers on how important it is for children to experience things. It is different to read something and make a judgement on it, without actually experiencing it in real life (Mooney, 2000). He believed that children obtain knowledge and understanding by exploring the physical world and the outdoor environment plays a vital role in the learning process (Garrick, 2009).
Dowling (2005) suggests that if children are given access and permission to the environment outside of the classroom, this has a successful impact on their confidence, independence, social skills, emotional development, motivation, safety issues, knowledge, skills and awareness.
The Egypt centre
After vising the Egypt centre, it is clear
how important school trips are. They give a sense of reality to the information read
from a textbook. While children can gain knowledge and understand from a book, it has more significance to them when they are provided with
real life history artefacts. The Egypt centre is filled with preservation of
collection which the children are shown and given explanations and there are
also organised themed workshops and activities set up.
There are hands on activities available
for the children to do and there are also age related packs which the teachers
can download. The downloadable
packs detail all the areas that they cover such as language, communication and
literacy, mathematical development, physical development, knowledge and understanding
of the world, personal and social development and creative development.
Example of a work pack
1. Egyptian Writing
During this activity children
will look at different forms of writing systems. This activity is all about picture
association and children are encouraged to think more about the alphabet they use
everyday. It challenges them to think that not everyone (particularly in ancient
times) wrote in the same way. Children will work out which direction to read the
hieroglyphs and write their name phonetically. Children are taught the religious
significance of hieroglyphic writing and why the kings name is protected inside
a cartouche.
Creativity, Problem solving
Communication
Creativity, Problem solving
Communication
Thinking
2. Egyptian Mathematics
Children will examine the
way numbers were written in ancient Egypt, learn about unit value rather than place
value and complete simple calculations using this base-10 system. Children will
be encouraged to look around the gallery and count objects recording the data in
ancient Egyptian numerals!
Thinking
Thinking
Creativity, Problem solving
Useful websites for learning outside of the classroom
References
Bilton, H. 2010. Outdoor learning in the early years; management and innovation. Oxon. Routledge.
Dowling, M. 2005. Young
children's personal, social and emotional developmental. London. Sage.
Second edition.
Edgington, M.
2002. The great outdoors; developing children’s learning through outdoor provision.
London. British association.
Garrick, R. 2009. Playing outdoors in the early years. London. Continuum. Second edition.
May, P. (2011), Child
development in practice; responsive teaching and learning from birth to five. Oxon. Routledge.
Mooney, C. 2000. Theories of childhood. St. Paul. Redleaf.
Tovey, H. 2007. Playing outdoors;
spaces and places, risk and challenge. England. Open university press.
|
Forest School
Forest
schools
In Denmark,
Forest school have played a vital part in early years education.
Forest schools were introduced to enhance children’s appreciation of the
outside world and the need for looking after the
environment. They aimed to encourage children to become autonomous, independent, explore and have a willingness to get dirty
(Dowling, 2005).
Originally in Sweden, Norway and Denmark,
children were taken to the forest in their own school or were
escorted to a local wood where they, the forest school and nursery staff would
play, climb trees, explore, make dens and fires and use natural tools. This had
a profound effect on the child’s confidence and self esteem (Bilton, 2010).
Whilst at the
forest, children are encouraged to roam around freely, out of sight from
the teachers, re-locating them by sound helping overcome fears of
getting lost. The children are not provided with any equipment, as the school
encourages use of the natural land resources to build on imagination. They
are also encouraged to collect wood to create fires (Tovey, 2007).
O’Brien (2009) argues that forest school plays
a big role in child development. They ensure children have regular
contact with woodland areas. The aim is to signify the importance of having
experience outside the classroom which can improve confidence, concentration,
motivation, physical, language and communication.
Positives of
forest schools include sufficient space for children to be
energetic, free to explore the limits of their physical skills and to feel
confident to take risks. This can build on them emotionally,
socially and cognitively. They can also use a range of curriculum activities
such as maths, science, creativity and linguistic (May,
2011).
Tovey (2007)
identifies the rapid growth of outdoor provision since the outbreak of forest
schools. Doyle (2006, cited in Tovey, 2007, p.82) concludes that
“forest schools build on an
individual’s innate motivation and positive attitude to learning, offering them
the opportunities to take risks, make choices and initiate learning for
themselves”. (p.82)
Evaluation studies suggest that forest schools
have an important role on children’s development and well being. Evidence has
shown that children have increased confidence,
the ability to work with others, an awareness of their actions, improved
physical stamina and respect for the environment (Tovey, 2007).
Children are permitted to attend the schools in diverse
weather conditions and through the changing seasons. The schools offer an opportunity for individuality (Garrick, 2009). Fjortoft (2001)
suggests that challenging physical experiences can have a positive impact on
the physical fitness of the children.
However,
there are concerns over forest schools. People view this as offering children too much freedom and responsibility which they may not be
given at home and only spend half a
day or one full day a week in the forest. There are also concerns over possible conflicts
between forest schools with nurseries or schools who do not offer this
programme (Tovey, 2007).
Activities in forest schools
Using tools such as a saw
Making a fire
http://www.bbc.co.uk/news/education-17283190
http://www.forestschools.com/
http://apps.rhs.org.uk/schoolgardening/uploads/documents/Norfolk%20Outdoor%20learning%20Early%20Years%20TOol%20kit_1299.pdf
Forest school video
Teachers TV: Outdoor Learning with Forest School
Useful Forest school/outdoor learning websites
http://www.forestschools.com/
http://apps.rhs.org.uk/schoolgardening/uploads/documents/Norfolk%20Outdoor%20learning%20Early%20Years%20TOol%20kit_1299.pdf
References
Bilton, H. 2010. Outdoor
learning in the early years; management and innovation. Oxon. Routledge.
May, P. 2011. Child
development in practice; responsive teaching and learning from birth to five. Oxon.
Routledge.
O’Brien, L. (2009), ‘Learning outdoors’, The forest school approach. Volume 37. Number 1. Pages 45-60.
O’Brien, L. (2009), ‘Learning outdoors’, The forest school approach. Volume 37. Number 1. Pages 45-60.
Tovey, H. 2007. Playing outdoors; Spaces and places, risk and challenge. England. Open university press.
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