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Description
Teaching outside the school environment is not only a “more popular” form of teaching for both pupils and many teachers, but also one of the essential components of place-based learning. To expand this teaching method, we decided to contact an Icelandic school that has experience with this type of project teaching. The main goal of the project is reception of new stimuli for work with children, , professional development and acquisition of best practices. A total of eight teachers, four from the Czech Republic and four from Iceland, will take part in this project. The teacher''s profile is very closely connected with the role of the manager, who leads his/her team and implements project teaching outside the classroom. Place-based learning strengthens environmental, social and economic vitality. A milestone in the project is the introduction of project teaching into the school curriculum. We monitor new knowledge through websites and presentations. We identify with this type of teaching and we will share our beliefs with other educators who are open to new methods of educating children.
Summary of project results
Elementary schools in the Czech Republic need to innovate their teaching methods. However, lack of practice and low motivation prevent this. Therefore, the Elementary School Karla Jerabka from Roudnice nad Labem, in cooperation with the Elementary School in Borgarnes in Iceland, prepared together two activities. The main output of the projects was the introduction of the place-based learning method into the school curriculum. The Oparno Mill project took place in the Czech Republic. The Egil Saga project took place in Iceland. Pupils from ninth and eighth grades participated in the project activities, which led by five Czech and four Icelandic teachers. The research-based nature of the lessons enabled the pupils to gain a deeper understanding of historical events and facts in the local community. The teaching combined the subjects of geography, natural history, physics, work education and the English language. Working on the projects brought enormous inspiration and knowledge about teaching place-based learning. The schools thus strengthened internationalization and cooperation, which resulted in the signing of a cooperation agreement for the year 2022-2024
Summary of bilateral results
Having a donor project partner was very beneficial for the project. For him, the most important moment in the project was progress in the pupils'' access to learning. There was a big difference in the approach to project work before and after the project among pupils. The most important thing was to have a donor project partner in the project, because we were not able to carry out the entire project ourselves. Donor partner shows us the way we can be potential partners and presenting yourself as partners. And now we build on experience. The collaboration led to improvement of knowledge and understanding. We agreed to continue the bilateral collaboration, we signed Letter of Intent for year 2022-2024. We continue to talk about another project. Fifteen Czech pupils and three Czech teachers will visit Iceland in 2023 as part of the Erasmus+ program. We will use e-Twinning platform.