<Enter Title> <This picture should illustrate the subject of your Classroom Learning Resource> Documents Authors Minna Perokorpi-Sulin, Markku Antinluoma The Huhtinen Primary School, Porvoo, Finland> Ancient Greece history, Ancient art, Writing skills (content, style and theory), Information search, how to use references, IP rights on web (especially pictures), language skills, IT-skills Objectives MS Office Word, PaintShopPro, Hot Potatoes, Web designer tools, Media Player, digital camera and scanner, MSPhotostory, Wikispaces, MindMeister, MSPublisher, MSPowerPoint Software Description The Ancient Greece - work got its beginning from the need to adapt an alternative pedagogical model (learn to understand), from the pupils' interest in the history, pupils well developed IT- skills, the lack of the hours and from the scope of the curriculum in the history in the relation to the time resources. The pupils' enthusiasm and the practiced skills, in the use of IT supported traditional learning projects was the ground. This inspired us teachers to test and adapt the model of the progressive inquiry. Learning Areas History, Art, Finnish language, IT, English, Swedish Levels 11-17 years, Primary School, High School and Secondary School Ancient Greece, collaborative working(distributed expertise), knowledge building, progressive inquiry, IT Keywords Project Overview Please visit the web-site (the final product of the project) : The Ancient Greece The Ancient Greece The Huhtinen School, Porvoo, Finland
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<This picture should illustrate the subject of your Classroom Learning Resource>
Documents
Authors Minna Perokorpi-Sulin, Markku Antinluoma
The Huhtinen Primary School, Porvoo, Finland>
Ancient Greece history, Ancient art, Writing skills (content, style and theory), Information search, how to use references, IP rights on web (especially pictures), language skills, IT-skills
Objectives
MS Office Word, PaintShopPro, Hot Potatoes, Web designer tools, Media Player, digital camera and scanner, MSPhotostory, Wikispaces,
MindMeister, MSPublisher, MSPowerPoint
Software
Description The Ancient Greece - work got its beginning from the need to adapt an alternative pedagogical model (learn to understand), from the pupils' interest in the history, pupils well developed IT- skills, the lack of the hours and from the scope of the curriculum in the history in the relation to the time resources. The pupils' enthusiasm and the practiced skills, in the use of IT supported traditional learning projects was the ground. This inspired us teachers to test and adapt the model of the progressive inquiry.
Learning Areas History, Art, Finnish language, IT, English, Swedish
Levels 11-17 years, Primary School, High School and Secondary School
Ancient Greece, collaborative working(distributed expertise), knowledge building, progressive inquiry, IT
Keywords
Project Overview
Please visit the web-site (the final product of the project) :
The Ancient GreeceThe Ancient Greece
The Huhtinen School, Porvoo, Finland
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Teacher Planning and Management
Background and Planning
Classroom Images
Click the documents below to help you understand the context of this exemplary learning project:
Background & Planning: Project based on need to learn history by understanding and make learning more motivating. Collaboration over 4 subjects was needed to get all the aspects project done well.
Classroom Images: Images of the classroom to give you a better feeling for how the project was implemented.
Documents
The Huhtinen School, Porvoo, Finland
L’école primaire de Huhtinen
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Teaching Resources
Student Project Overview: Project based on Finland’s National curriculum’s
targets and content on history, Arts, Swedish and English language Finnish,
information technology. Teamwork collaboration inspired shy pupils to be more active
and developed all pupils team and croup working skills. On TVT side target was to get
pupils to use ICT in as many forms as possible. Project target was to make high quality
learning and content and obviously that demand motivated pupils a lot. Cross subject
collaboration supported pupils capacity to solve complex problems. Their project
management and responsibility skills developed. Also the way to learn and using ICT
mad learning more relevant and motivating. Using pupil skills and different learning
styles also raised the level of learning. Pupils also made learning objects for each
other so they had to take the role of mentor and learner.
Placing historical events to the time line was experienced as difficult, especially when the different matters take place at the same time and in many separate places.
At the stage of construction of the context, some of the pupils supposed that out of this does not become anything and that everything is chaos. Pairs of pupils chose a interesting subject of the Ancient Greece to examine. Of this subject, the problems, in the teachers' control (a formulation of the problem), were set. These subjects were studied by becoming acquainted with different source of materials. The work started on the basis of an own working theory.
Documents
The Huhtinen School, Porvoo, Finland
L’école primaire de Huhtinen
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The Process according to progressive inquiry
Presenting Research Problems•Choice of the subject according own interests
•Former knowledge of the subject/What do we know?•What do we not know and we want to know?
•Developing questions to problems•What? Why When? How? Why?
Setting up the context•How do we/scientists research history?
•Why history is so interesting?•What do you know about the Ancient Greece?
•Were have you heard it?
New Theory•Solution to the problem?
•More problems?•No solution, difficulties to solve the problem?
Developing Deepening Problems•Defining of problems
•Concentrating in fewer problems
Searching Deepening Knowledge•Defining the problems?
•Concentrating on some subjects?•Were do we get information?•What information is relevant?
Critical Evaluation•Were should we aim?
•Discussions with others about ideas?
Creating Working Theories•How do we get the information?
•Can we solve the problem and how?•What will be the solution?
•Goal for your working?
The Ancient Greece•Distributed expertise
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Distributed Expertise
Distributed Expertise
Classes 6A And 6B of the Huhtinen School
Some students of The Linnankoski High School
and Linnajoki Upper Secondary School
Teachers of both classes and
Teachers of Linnajoki High School
Teachers ofLinnajoki Upper Secondary School
2 School assistantsof the Huhtinen School
The Minsterworth School, UK
The 1st School ofThe Platykampos, Greece
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Working by applying Progressive inquiry
Setting up the Context and presenting research problems
Creating working theories
Developing deepening problems
Critical evaluation and searching deepening knowledge
New Theory
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Assessment and Standards
Click the documents below to see the assessment rubrics and standards cover in this learning project:
Assessment Rubrics: Role in content production, Success in normal exams, text content and writing quality, Pupils assessment level was 20% higher than normal.
Mapping the Standards: Ancient Greece history, Informative text writing skills and reference using, Art forms in Ancient Greece, English and Finnish language skills
Finnish national board of education Information society skills: Web publishing, Text processing, digital pictures, IP rights, using voice over text
Documents
The Huhtinen School, Porvoo, Finland
L’école primaire de Huhtinen
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Huhtinen School started functioning in 1995. The expansion of the school was built during 2002 and 2003.
In 2007 there are 25 teachers and 7 school assistants working in our school. The number of pupils is
roughly 290.
There is also a day-care center functioning in the same building and some partners of our school arrange
afternoon activities like music and sports clubs in the school premises. At Huhtinen School the teaching
practice aims at high quality elementary education of classes from 1 to 6 in safe surroundings.
There are up-to-date premises including a well equipped school yard, a gym, a dining hall and special
classrooms for information technology music, needlework and handicraft. The school year is divided into
three periods: each of them having their own theme. The themes change yearly and they vary from
environmental issues to festive traditions. The school also co-operates with the day care Center.
Moreover, it has joined in an international Comenius-project 2007-2009 with schools in Great Britain, Italy,
Holland.
The Huhtinen School, Porvoo, Finland
L’école primaire de Huhtinen
Read School presentation in France and
in Swedish from next pages
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• Enseignement de haut niveau dans un climat de sécurité
• L’école primaire de Huhtinen a ouvert ses portes en 1995. Des travaux d’extension ont eu lieu en 2002 et 2003.
• • En 2007, l’école compte 25 enseignants et 7 assistants
scolaires. Le nombre d’élèves avoisine les 290. Dans le même bâtiment, une crèche accueille les enfants en bas âge. Divers partenaires de notre école – tels que des clubs de musique et de sport – organisent des activités périscolaires dans nos locaux. Notre établissement se propose d’offrir un enseignement de haut niveau pendant les six premières années de la scolarité obligatoire dans un climat de sécurité.
• • Les locaux de l’école sont dotés d’équipements des plus
modernes : une cour de récréation avec des jeux, un gymnase, une cantine ainsi que des classes pour des activités spécialisées, telles que l’informatique, la musique, les travaux manuels…
• • L’année scolaire est divisée en trois trimestres, chacun avec
un thème différent. Ces thèmes varient d’année en année et s’intéressent à un large éventail : des questions environnementales aux traditions culturelles. L’école coopère également avec la crèche. De 2007 à 2009, l’école de Huhtinen participe au projet international Comenius avec d’autres écoles, britanniques, italiennes et hollandaises.
The Huhtinen School, Porvoo, Finland
L’école primaire de Huhtinen
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The Huhtinen School, Porvoo, Finland
L’école primaire de Huhtinen
Huktis skola
• Högklassig grundundervisning i en trygg omgivning
Huhtinen skola blev färdig år 1995 och utvidgningen togs i bruk i augusti 2003. Nu har vår skola fina och moderna utrymmen och en bra utrustning.
• Skolan har nu fått bland annat den efterlängtande gymnastiksalen samt en textil- och slöjdklass, datakommunikationsklass och matsal. Skolgården är trivsam och lekställningar finns det också ett antal. Vid skolan finns det också ett näridrottsområde som är nästan färdigt. Under läsåret 2006-2007 finns det 290 elever och 25 lärare samt 7 skolgångsbiträden.
• I nedre våningen finns det Kuutamopolun päiväkoti som har två förskolgrupper och en syskongrupp. Skolans samarbet-partner arrangerar i mån av möjlighet olika eftermiddagsaktiviteter i skolans utrymmen.
• Skolåret är delat i tre perioder och varje period har sitt eget tema. Vi koncentrerar oss på högklassig grundundervisning i en trygg omgivning, internationell undervisning med Comenius-projekt, att slå vakt om traditionella festligheter och gott samarbete med dag-hemmet.
