methodological guide 6
Post on 24-Jul-2016
Embed Size (px)
METHODOLOGICAL GUIDE FOR TEACHERS
ACTIVITIES CARRIED BY FAMILIES
THE FAMILY AS AN EDUCATION AGENT IN INCLUSIVE SCHOOLS
1. Welcome meeting 2. Dogs in the park and our behaviour 3. Live music days 4. Building up feeding boxes for birds 5. Making recycled paper 6. Poetry is adrift 7. Chess educational workshop 8. Debate and education encounters 9. Carnival celebration in family surroundings 10. Museum. Visiting an interacive exhibition Elektro Baroque 11. Kalnik. Parents and children spending time in nature 12. Night of Books 13. Travelogue. India 14. Maths as a game 15. Making strechers for recycled paper 16. Multisensory spaces 17. The world of the ants 18. Making puppets 19. Pilates workshop 20. Umbra-L
Notes: Lines of action, goals and competences
TUTORIAL FOR TEACHERS
(Sharing Education and Learning with Families).
A challenge for 21st-century schools
Compartiendo Educacin y Aprendizajes con las Familias.
Un desafo para las escuelas del siglo XXI
1. EUROPEAN FRAMEWORK:
Education and Training 2020 (ET 2020) is a new strategic framework for European cooperation in education and training that builds on its predecessor, the Education and Training 2010 (ET 2010) work programme. It provides four common strategic objectives for Member States, including a set of principles for achieving these objectives, as well as common working methods with priority areas for each periodic work cycle.
These four strategic objectives provide a European framework for the SELF Project (Sharing Education and Learning with Families). Here we highlight what we consider the main references for each of them within our particular project.
Making lifelong learning and mobility a reality: progress is needed in the implementation of lifelong learning strategies, the development of national qualifications frameworks linked to the European Qualifications Framework, and the Mobility must be extended and the European Quality Charter for Mobility must be applied.
Improving the quality and efficiency of education and training: all citizens need to be able to acquire key skills and all levels of education and training need to be made more attractive and efficient.
Promoting equity, social cohesion and active citizenship: education and training should enable all citizens to acquire and develop skills and competencies needed for their employability and foster further learning, active citizenship and intercultural dialogue. Educational disadvantage should be addressed through high-quality inclusive and early education.
Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training: the acquisition of transversal competences by all citizens should be promoted and the functioning of the knowledge triangle (education-research-innovation) should be ensured. Partnerships between enterprises and educational institutions as well as broader learning communities with civil society and other stakeholders should be promoted.
For more information:
2. PROJECT S.E.L.F. (Sharing Education and Learning with Families)
In line with the European Commissions proposals for efficiency and equality in education systems, we agree that quality infant education improves childrens social adaptation and better predisposes them to lifelong learning. In our view, close cooperation is required between families and school to achieve this, taking into account the resources available in the social, educational and cultural environment.
Educating should not be the exclusive preserve of educational institutions. Learning is possible in any place and society. To facilitate this, there must be a connection and cooperation between family, school and community that will better enable us to develop the abilities which infant-school children need to become informed, critical, active and engaged citizens in the 21st century.
In this context, the Erasmus+ S.E.L.F Project was created to defend the idea that, in a bid to improve quality standards, education in general, and infant education in particular, should not be restricted to educational institutions. Involving parents in school dynamics will not be possible unless institutions recognise them as strategic learning agents and organise the necessary mechanisms to understand the social realities of families and students (Education Strategy 2020).
In education, this objective requires frameworks and resources that enable teachers and/or education institutions to see themselves as agents responsible for change, building new pedagogies to be shared with families and, above all, making classrooms and schools open places of learning for all sectors of the educational community and its environment.
3. FAMILIES AND THE ENVIRONMENT:
Implementing proposals like those included in this tutorial for teachers requires willingness on the part of educational institutions and teaching staff to rise to a new challenge and a new way of understanding the learning process, where family-school-environment cooperation introduces changes into educational contexts and generates new opportunities for the family, the school, its students and, indeed, the environment.
In the activities proposed and developed in the TUTORIAL, we pay particular attention to the degree of involvement and commitment of families and other people and institutions in our social and cultural environment. The presence of these new educational agents in schools have also brought us into contact with concerns about education experienced by all sectors in our society, enabling us to provide a more appropriate response, more in keeping with our students real circumstances, while giving priority to learning for life as a basic skill in education.
Moreover, open-mindedness has been a key factor in schools to move from acting on families behalf towards being with families, facing up, in a proactive and innovative fashion, to educational co-responsibility, cooperation and partnership between families and teachers. School has become a normal part of everyday family life and students recognise them as sources of fun and learning, in a natural way.
Most of the actions described in this TUTORIAL have been aimed at infant-school children, although as adults (families and teachers), we have also benefitted from some of them in the context of lifelong learning.
As our point of departure, we cannot ignore the major impact on a persons life of their earliest educational experiences. Nor can we ignore the fact that the most important physical, socio-emotional and cognitive changes take place in the early years of development. The implementation of the S.E.L.F. Project, and therefore of this TUTORIAL, is based on the conviction that educational experiences at the infant-school stage have a major effect on the subsequent acquisition of new learning for life.
5. TEACHERS AND MANAGEMENT TEAMS
As teachers, we are aware that we have to offer the necessary resources to help our students adapt to our constantly changing society, and this requires learning how to learn, learning throughout our lives and even unlearning what we have learned.
Educators and/or educational institutions which opt to implement cooperative practices like those listed in this TUTORIAL, need to consider the gradual introduction of the necessary changes in their methodology and projects.
Embarking on any of the actions suggested in this TUTORIAL requires staff in educational institutions who wish to apply inclusive models to consider at least the following:
Engage in ongoing training as the key to innovation and the search for continual improvement.
Support opening the school up to its environment as the basis for new educational models, using environmental resources, making contact with other institutions and working together.
Consider the presence of families in day-to-day classroom and school experience as part of an ordinary, everyday practice.
Listen to and respect families, ensuring they feel free to offer their own experience as this is essential for this kind of cooperation project. Working with families increases confidence both in teachers and the school as an educational institution.
Adopt a receptive attitude to families proposals, treating them as new experts that enrich collective knowledge.
Become facilitators of activities, preparing the time, place and infrastructure, supplying space and materials required, always coordinating with the family member who is going to conduct the activity.
Allow and encourage the family member to take the initiative in the activity, offering strategies and supporting them in getting the activity/workshop underway and the dynamics involved.
Collect and consider families opinions when evaluating the action undertaken.
Prior reflection, both individually and as a team, must necessarily be the point of departure among teaching staff and in European contexts and exchange forums.
The staff of the two schools involved in this project had already worked and reflected on their understanding of education and the circumstances surrounding their social and cultural environment. Listening to families was a key and constant element in enabling us to gauge the concerns, needs, desires and challenges represented by our childrens education, transforming these into Educational Projects that help develop our students skil