Open Schooling
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2022-10-11; 15:22:15
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How did you integrate your project idea into the classroom? Did you work across subjects? |
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2022-11-07; 10:48:26
mromero |
Some of the most successful and transformative experiences are those that are developed on school level as a whole school project related to how to improve the school surrounding or neighborhood. It means to work across subjects and across classes and levels. Any class can contribute in a different way to solve that problem. For instance, in an Spanish school called "Gloria Fuertes", the school develop a project about how to recover a close area that had no use but keeping waste. Along with community members (an architect, families and the City Hall) they suggest building an eco-park made or re-used waste materials. Any class within the school contributed in a different way to the park building. Younger students were exploring the textures and properties of different materials and how to use them to stimulate senses. Other classes inquiry about which species to grow and why, how to plant and grow seeds and how to make nests for birds. Older students made a survey about the neighborhood habits, made calculations for sustainability and design and make a model of the park, etc. The project provided powerful opportunities to apply science and mathematics knowledge and skills in a meaningful way while developing sustainability values and behaviors. |
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2023-01-25; 13:56:33
jfar2 |
I agree with the contribution suggesting a whole school approach. Some schools in Malta tried a whole school approach when working on environment/sustainability related projects and through this approach they were able to include their immediate family, other family members, friends and other members of the community in the project. The influence and learning was much wider in this case. Some of the campaigns involved the reduction in single use plastics, recycling/re-using of clothes item, waste separation and many more. I agree that such projects provide great opportunities for learning and developing sustainability values and behaviours. |
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2023-01-25; 13:57:50
mdoorman |
We in the Netherlands at a school (Academie Tien) used a period of three consecutive days that were available for working on a project. On the first day three stakeholders introduced challenges with energy saving and the energy transition: one from an energy company, one from IT company (working on dashboards that encourage behavior change) and one from a university (doing research in challenges for the electricity network that are created by electric cars). After that students created groups on specific topics the identified. Their work was not discipline-oriented and involved physics, mathematics (e.g. calculating the area of the school for estimating gain in energy consumption when temperature in school is decreased). However, learning outcome on discipline- and interdisciplinary knowledge/skills was not explicitly established since at the end we mainly reflected on the processes of co-creation and advices to the public or policy makers. |