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So...it is a little cold.
10 years ago
Sunday, February 22, 2009
Saturday, February 21, 2009
What can happen when you take students to a museum to learn?
“A facility that fosters creativity . . . is a place that allows people to discover, develop, and exploit their own natural intelligences. It’s a place where there are no stupid questions, and it is not a place where there is only one right answer. It’s a place that values irreverence, the lively, the dynamic, the surprising, the playful. And it is a place that values, above all, curiosity and the ability to make connections, to make those cognitive leaps.” —Peter Richards
Richards seems to be describing museums at their best, as places where visitors feel encouraged to engage in minds-on and hands-on learning and exercise their creativity. Creativity is certainly a hot topic in the museum world these days, and many professional publications, including a recent issue of the Informal Learning Review, have been addressing its place in our field. What is the role of museums, and specifically museum educators, in nurturing creativity? What are some successful museum program techniques and formats for fostering it among our visitors?
Richards seems to be describing museums at their best, as places where visitors feel encouraged to engage in minds-on and hands-on learning and exercise their creativity. Creativity is certainly a hot topic in the museum world these days, and many professional publications, including a recent issue of the Informal Learning Review, have been addressing its place in our field. What is the role of museums, and specifically museum educators, in nurturing creativity? What are some successful museum program techniques and formats for fostering it among our visitors?
GEM
GEM Professional Development
museum learning
Institute of Education, University of London
Accredited Professional Development Course
designed by the Institute of Education, University of London in partnership with GEM
(Six full days over three weeks)
This is an accredited course to support the professional development of those involved in museum education.
This innovative course was originally designed by the Institute of Education, University of London in partnership with GEM to meet the needs of new entrants to museum education, however, the course is also likely to be of interest to freelance educators who wish to update their skills.
Course aims:
to address contemporary issues in museum education;
to identify areas of educational need within participants' work settings;
to develop a strategic plan for an identified institution.
Course content:
understanding museum audiences;
learning from objects;
education programmes and services;
partnerships and networking;
designing a museum education project
In addition participants are required to carry out some museum-based research during directed study time with the support of experienced museum educators.
Tutors:
Course Leaders:
Dr Pam Meecham, Research Tutor, Art, Design & Museology
John Reeve, formerly Head of Education at the British Museum
Sessions will be led by staff of the Art, Design & Museology department at the Institute of Education and leading professionals from the museum education sector.
Accreditation:
The course is accredited by the Institute of Education, University of London, as an element in the Graduate Diploma in Professional Studies. On successful completion of the course at the appropriate level, and submission of a 4,000 words written assignment, participants will be awarded 30 credits which, as part of the credit transfer scheme, is one sixth of an MA Degree.
Course Fee:
£654
Method of Application:
Applications are invited from graduates with a strong commitment to learning in museums. If you would like an application form please write to or email j.borradaile@ioe.ac.uk
Josephine Borradaile
Art, Design & Museology
Institute of Education, University of London
20 Bedford Way
London
WC1H 0AL
Completed application forms should be returned to Josephine Borradaile together with a short (max 300 words) supporting statement about your views on museum education. Early application is recommended.
museum learning
Institute of Education, University of London
Accredited Professional Development Course
designed by the Institute of Education, University of London in partnership with GEM
(Six full days over three weeks)
This is an accredited course to support the professional development of those involved in museum education.
This innovative course was originally designed by the Institute of Education, University of London in partnership with GEM to meet the needs of new entrants to museum education, however, the course is also likely to be of interest to freelance educators who wish to update their skills.
Course aims:
to address contemporary issues in museum education;
to identify areas of educational need within participants' work settings;
to develop a strategic plan for an identified institution.
Course content:
understanding museum audiences;
learning from objects;
education programmes and services;
partnerships and networking;
designing a museum education project
In addition participants are required to carry out some museum-based research during directed study time with the support of experienced museum educators.
Tutors:
Course Leaders:
Dr Pam Meecham, Research Tutor, Art, Design & Museology
John Reeve, formerly Head of Education at the British Museum
Sessions will be led by staff of the Art, Design & Museology department at the Institute of Education and leading professionals from the museum education sector.
Accreditation:
The course is accredited by the Institute of Education, University of London, as an element in the Graduate Diploma in Professional Studies. On successful completion of the course at the appropriate level, and submission of a 4,000 words written assignment, participants will be awarded 30 credits which, as part of the credit transfer scheme, is one sixth of an MA Degree.
Course Fee:
£654
Method of Application:
Applications are invited from graduates with a strong commitment to learning in museums. If you would like an application form please write to or email j.borradaile@ioe.ac.uk
Josephine Borradaile
Art, Design & Museology
Institute of Education, University of London
20 Bedford Way
London
WC1H 0AL
Completed application forms should be returned to Josephine Borradaile together with a short (max 300 words) supporting statement about your views on museum education. Early application is recommended.
Primary Resources
Primary Resources offer unique opportunities for Inquiry Based Learning.
1. Offer and object to look at and refer to
2. Connect to personal experiences
3. Raise Curiosity
4. Have multiple meanings
5. Have multiple subjects
6. Require reflection and make connections
www.primarysourcelearning.org/primary_sources/index.shtml
1. Offer and object to look at and refer to
2. Connect to personal experiences
3. Raise Curiosity
4. Have multiple meanings
5. Have multiple subjects
6. Require reflection and make connections
www.primarysourcelearning.org/primary_sources/index.shtml
Education Outside the Classroom
In New Zealand there are so many opportunities to enhance student's learning experience about Antarctica; The Canterbury Museum, Learnz, The International Antarctic Centre, Kelly Tartons and a vast array of local experts.
"That which can best be learned inside the classroom should be learned there. That which can best be learned in the out-of-doors through direct experience dealing with native materials and life situations, should be there learned."
L.B. Sharp
EOTC is about:
- Heightening the senses
- Anticipation, participation, reflection
- Utilizing more than the normal classroom setting or resources
- Managing risk while providing challenge and fun
Key Principles
-Appropriate educational objectives
- Appropriate learning and teaching approaches
- Meeting students needs
- Effective program sequencing
- Effective safety management
"That which can best be learned inside the classroom should be learned there. That which can best be learned in the out-of-doors through direct experience dealing with native materials and life situations, should be there learned."
L.B. Sharp
EOTC is about:
- Heightening the senses
- Anticipation, participation, reflection
- Utilizing more than the normal classroom setting or resources
- Managing risk while providing challenge and fun
Key Principles
-Appropriate educational objectives
- Appropriate learning and teaching approaches
- Meeting students needs
- Effective program sequencing
- Effective safety management
About the Learnz Program
The Learnz program is New Zealand based. The Ministry of Education classifies the program under EOTC however the students never leave their classroom. The students participate in a virtual fieldtrip experience. The Learnz team puts on an Antartic Program in term four. There are a diversity of programs that would enhance many other learning areas as well.
The Learnz program is very easy to use because they align themselves with the New Zealand curriculum. The Learnz team has already outlined the Learning Objectives different fieldtrips work with. The key competencies go hand in hand with this style of learning.
It is free to sign in and enrole your class. Their website has activities for before and after the virtual fieldtrip.
When you are teaching your students how it is going to work you can even participate as an observer on a fieldtrip before you are going to activily participate in your own virtual fieldtrip.
The staff at Learnz are very supportive to new teachers using the program and are able to guide you through the process.
Here is a list of just some of the exciting things Learnz has to offer:
-see inaccessible locations
-background information(look at old fieldtrip information)
-diaries (personal accounts)
- Photo gallery
-Question experts
- Audioconferences
-Use individually developed teachers' curriculum guides
- Complete audioconference summaries
-Use web-boards
-Enter fieldtrip competitions
Correspond by email with the Learnz teacher
What Learnz does for your students?
-It is a high motivator.
-Sometimes organizing real fieldtrips is hard and one teacher can go places a class can't.
-Bring in your own personal experiences.
- There are opportunities for students to self-manage part or all of the process.
- The students can even get into the webpage from home.
These are just a couple of the points why teachers should give the Learnz program a go. Antartica is only one of many programs Learnz offers.
The Learnz program is very easy to use because they align themselves with the New Zealand curriculum. The Learnz team has already outlined the Learning Objectives different fieldtrips work with. The key competencies go hand in hand with this style of learning.
It is free to sign in and enrole your class. Their website has activities for before and after the virtual fieldtrip.
When you are teaching your students how it is going to work you can even participate as an observer on a fieldtrip before you are going to activily participate in your own virtual fieldtrip.
The staff at Learnz are very supportive to new teachers using the program and are able to guide you through the process.
Here is a list of just some of the exciting things Learnz has to offer:
-see inaccessible locations
-background information(look at old fieldtrip information)
-diaries (personal accounts)
- Photo gallery
-Question experts
- Audioconferences
-Use individually developed teachers' curriculum guides
- Complete audioconference summaries
-Use web-boards
-Enter fieldtrip competitions
Correspond by email with the Learnz teacher
What Learnz does for your students?
-It is a high motivator.
-Sometimes organizing real fieldtrips is hard and one teacher can go places a class can't.
-Bring in your own personal experiences.
- There are opportunities for students to self-manage part or all of the process.
- The students can even get into the webpage from home.
These are just a couple of the points why teachers should give the Learnz program a go. Antartica is only one of many programs Learnz offers.
Quick Facts about Antarctica
Antarctica...
This land-based continent is the highest, driest, coldest, windiest, and emptiest place on earth. An ice sheet covers approximately 98% of Antarctica's 14 million square kilometers. At its thickest point the ice sheet is 4,776 meters deep. This ice is approximately 90% of all the world's ice (by volume) and it is 70% of all the world's fresh water. There are many penguins and abundant sea life-but there are no indigenous peoples.
Temperatures...
The mean annual temperature at South Pole Station is minus 56F. During the Austral Summer, temperatures at McMurdo Station may reach as high as 40F, while at the South Pole Station, the summer temperature may reach 0 F. Palmer Station has a milder climate, with summer temperatures reaching as high as 55F.
Daylight and Darkness...
Simply put, the area below 60 degrees south enjoys one long day and one long night each year-with weeks of sunrise and sunset in between. There are spectacular displays of aurora australis (southern lights) during winter darkness.
Ownership
No nation owns Antarctica. The Antarctic Treaty, which has been signed by 44 countries, reserves the area south of 60 degrees south as a zone for the peaceful conduct of research. Treaty nations coordinate and cooperate to maximize research results and logistics requirements.
Size and Distance...
The continent is roughly 14 million sq kilometers. The USA is only 9.36 million sq kilometers.
Science
Due to a variety of unique conditions, Antarctica provides excellent conditions for a variety of scientific research including global warming, ozone changes,climatology, earth science, glaciology, astronomy, UV radiation, oceanic circulation, marine ecosystems, meteorite studies, ect.
History
The existence of Antarctica was only hypothesis until it was first sighted in 1820-21. No one set foot on the continent until 1895. The South Pole was first reached by a Norwegian Team in 1911. Antarctica's history is packed full of extraordinary stories of heroism and survival.
(United States Antarctica Program, Participation Guide 2000-2002 edition)
This land-based continent is the highest, driest, coldest, windiest, and emptiest place on earth. An ice sheet covers approximately 98% of Antarctica's 14 million square kilometers. At its thickest point the ice sheet is 4,776 meters deep. This ice is approximately 90% of all the world's ice (by volume) and it is 70% of all the world's fresh water. There are many penguins and abundant sea life-but there are no indigenous peoples.
Temperatures...
The mean annual temperature at South Pole Station is minus 56F. During the Austral Summer, temperatures at McMurdo Station may reach as high as 40F, while at the South Pole Station, the summer temperature may reach 0 F. Palmer Station has a milder climate, with summer temperatures reaching as high as 55F.
Daylight and Darkness...
Simply put, the area below 60 degrees south enjoys one long day and one long night each year-with weeks of sunrise and sunset in between. There are spectacular displays of aurora australis (southern lights) during winter darkness.
Ownership
No nation owns Antarctica. The Antarctic Treaty, which has been signed by 44 countries, reserves the area south of 60 degrees south as a zone for the peaceful conduct of research. Treaty nations coordinate and cooperate to maximize research results and logistics requirements.
Size and Distance...
The continent is roughly 14 million sq kilometers. The USA is only 9.36 million sq kilometers.
Science
Due to a variety of unique conditions, Antarctica provides excellent conditions for a variety of scientific research including global warming, ozone changes,climatology, earth science, glaciology, astronomy, UV radiation, oceanic circulation, marine ecosystems, meteorite studies, ect.
History
The existence of Antarctica was only hypothesis until it was first sighted in 1820-21. No one set foot on the continent until 1895. The South Pole was first reached by a Norwegian Team in 1911. Antarctica's history is packed full of extraordinary stories of heroism and survival.
(United States Antarctica Program, Participation Guide 2000-2002 edition)
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