Page 58 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
P. 58
ja Trček Interakcija in izkustveno učenje v podaljšanem bivanju
Osnovna šola 8 talcev
zarja.trcek@guest.arnes.si Predstavljam primer prakse v okviru podaljšanega bivanja na podružnični šoli,
ko sem pripravila različne dejavnosti, pri katerih so se udeleženci in udeleženke
Zbornik povzetkov strokovne učili, kako medsebojno sodelovati, poiskati skupne rešitve, se učiti drug od dru-
konference Spodbujanje gega itd. Poudarek je bil predvsem na medgeneracijskem sodelovanju. K sode-
učinkovitega učenja, lovanju sem povabila predstavnice in predstavnike različnih generacij. Povezala
Koper, 26. avgust 2020 sem učence in učenke naše šole, njihove starše, učiteljice in učitelje, stare starše in
Abstracts of the Professional lokalno prebivalstvo. Ljudi iz drugih regij nisem povabila k sodelovanju, saj sem
Conference Developing želela s tem projektom popestriti ponudbo neformalnega izobraževanja na lo-
Effective Learning, kalni ravni, torej za prebivalce in prebivalke Hotedršice, Logatca in okolice. Želela
Koper, 26 August 2020 sem uresničiti dva cilja, in sicer da bi šola: (1) s svojimi dejavnostmi povezovala
vaščane in vzgajala v spoštovanju do naravnih lepot tukajšnje vasi, ljudi in tradi-
cije ter (2) sodelovala z društvi v vasi. Za uresničitev ciljev sem pripravila naslednje
dogodke: organizirala sem športne igre s starimi starši, starši so se vživeli v vloge
učiteljic in učiteljev ter se tako znašli v »novem poklicu«, vaščanka nas je pova-
bila na ogled kmetije in mlina, učilnico smo »preselili« v bližnji gozd, s starši smo
oblikovali zaključno prireditev za vaščanke, vaščane in druge obiskovalce, izvajala
sem medpredmetno povezovanje ter sprostitvene dejavnosti. Ugotovila sem, da
učencem in učenkam takšen način poučevanja zelo ustreza, saj so z veseljem vsi
sodelovali. Zgodilo se je celo, da so kasneje hodili k meni z raznoraznimi idejami,
kaj vse bi še lahko uresničili in s kom. Po vsaki dejavnosti smo naredili evalvacijo
in vsi so se strinjali, da jim je bil tak način medgeneracijskega učenja všeč. Sama
dejavnost se jim je zelo vtisnila v spomin, največ pa so pridobili pri druženju s
starimi starši in starejšimi in/ali mlajšimi učenci ter učenkami.
Ključne besede: podaljšano bivanje, deležniki, podružnična šola, izkustveno uče-
nje, medgeneracijsko sodelovanje
Interaction and Experiential Learning in Afterschool Classes
I present an example of the afterschool classes practice at a branch school, where
I prepared various activities in which the participants learned how to cooperate
with each other, find common solutions, learn from each other, etc. The empha-
sis was mainly on intergenerational cooperation. I invited representatives of dif-
ferent generations to participate. I connected the students of our school, their
parents, teachers, grandparents, and the local population. I did not invite people
from other regions to participate, as I wanted to diversify the offer of non-formal
education at a local level, i.e. for the residents of Hotedršica, Logatec, and the sur-
rounding area. I wanted to achieve two goals: (1) the school connects the villagers
with its activities and educates with respect for the natural beauty of the local vil-
lage, people and traditions, and (2) cooperates with the societies in the village. To
achieve my goals, I prepared the following events: I organised sports games with
grandparents, parents put themselves into teachers’ shoes and found themselves
in a ‘new profession,’ a villager invited us to visit the farm and mill, we ‘moved’
the classroom to a nearby forest, we designed a final event with the parents for
the villagers and other visitors, cross-curricular interactions and relaxation activ-
ities . I found that this way of teaching suited the students very well, as everyone
was happy to participate. It even happened that later they came to me with var-
ious ideas of what else they could do and with whom. After each activity, we did
an evaluation, and everyone agreed that they liked this way of intergenerational
learning. The activity itself really impressed them, and they gained the most from
socialising with grandparents and older and/or younger students.
Key words: afterschool classes, partakers, branch school, experiential learning, in-
tergenerational cooperation
https://doi.org/10.26493/978-961-293-002-8.56 56
Osnovna šola 8 talcev
zarja.trcek@guest.arnes.si Predstavljam primer prakse v okviru podaljšanega bivanja na podružnični šoli,
ko sem pripravila različne dejavnosti, pri katerih so se udeleženci in udeleženke
Zbornik povzetkov strokovne učili, kako medsebojno sodelovati, poiskati skupne rešitve, se učiti drug od dru-
konference Spodbujanje gega itd. Poudarek je bil predvsem na medgeneracijskem sodelovanju. K sode-
učinkovitega učenja, lovanju sem povabila predstavnice in predstavnike različnih generacij. Povezala
Koper, 26. avgust 2020 sem učence in učenke naše šole, njihove starše, učiteljice in učitelje, stare starše in
Abstracts of the Professional lokalno prebivalstvo. Ljudi iz drugih regij nisem povabila k sodelovanju, saj sem
Conference Developing želela s tem projektom popestriti ponudbo neformalnega izobraževanja na lo-
Effective Learning, kalni ravni, torej za prebivalce in prebivalke Hotedršice, Logatca in okolice. Želela
Koper, 26 August 2020 sem uresničiti dva cilja, in sicer da bi šola: (1) s svojimi dejavnostmi povezovala
vaščane in vzgajala v spoštovanju do naravnih lepot tukajšnje vasi, ljudi in tradi-
cije ter (2) sodelovala z društvi v vasi. Za uresničitev ciljev sem pripravila naslednje
dogodke: organizirala sem športne igre s starimi starši, starši so se vživeli v vloge
učiteljic in učiteljev ter se tako znašli v »novem poklicu«, vaščanka nas je pova-
bila na ogled kmetije in mlina, učilnico smo »preselili« v bližnji gozd, s starši smo
oblikovali zaključno prireditev za vaščanke, vaščane in druge obiskovalce, izvajala
sem medpredmetno povezovanje ter sprostitvene dejavnosti. Ugotovila sem, da
učencem in učenkam takšen način poučevanja zelo ustreza, saj so z veseljem vsi
sodelovali. Zgodilo se je celo, da so kasneje hodili k meni z raznoraznimi idejami,
kaj vse bi še lahko uresničili in s kom. Po vsaki dejavnosti smo naredili evalvacijo
in vsi so se strinjali, da jim je bil tak način medgeneracijskega učenja všeč. Sama
dejavnost se jim je zelo vtisnila v spomin, največ pa so pridobili pri druženju s
starimi starši in starejšimi in/ali mlajšimi učenci ter učenkami.
Ključne besede: podaljšano bivanje, deležniki, podružnična šola, izkustveno uče-
nje, medgeneracijsko sodelovanje
Interaction and Experiential Learning in Afterschool Classes
I present an example of the afterschool classes practice at a branch school, where
I prepared various activities in which the participants learned how to cooperate
with each other, find common solutions, learn from each other, etc. The empha-
sis was mainly on intergenerational cooperation. I invited representatives of dif-
ferent generations to participate. I connected the students of our school, their
parents, teachers, grandparents, and the local population. I did not invite people
from other regions to participate, as I wanted to diversify the offer of non-formal
education at a local level, i.e. for the residents of Hotedršica, Logatec, and the sur-
rounding area. I wanted to achieve two goals: (1) the school connects the villagers
with its activities and educates with respect for the natural beauty of the local vil-
lage, people and traditions, and (2) cooperates with the societies in the village. To
achieve my goals, I prepared the following events: I organised sports games with
grandparents, parents put themselves into teachers’ shoes and found themselves
in a ‘new profession,’ a villager invited us to visit the farm and mill, we ‘moved’
the classroom to a nearby forest, we designed a final event with the parents for
the villagers and other visitors, cross-curricular interactions and relaxation activ-
ities . I found that this way of teaching suited the students very well, as everyone
was happy to participate. It even happened that later they came to me with var-
ious ideas of what else they could do and with whom. After each activity, we did
an evaluation, and everyone agreed that they liked this way of intergenerational
learning. The activity itself really impressed them, and they gained the most from
socialising with grandparents and older and/or younger students.
Key words: afterschool classes, partakers, branch school, experiential learning, in-
tergenerational cooperation
https://doi.org/10.26493/978-961-293-002-8.56 56
