Povzetek
Drugošolce sva vsak teden postavili v učno situacijo, ki jim je omogočala samostojno in skupinsko delo. Sledili sva učnim ciljem iz učnega načrta. Zasnova učne situacije je spodbujala zavzetost in omogočala sledenje učenčevi notranji motivaciji pri pridobivanju novega znanja. Razredni projekt sva zasnovali zato, da bi učencem ponudili nekaj novega. Prvotni cilj je bil razvijanje medsebojnega in medrazrednega sodelovanja ter pomoči. Pridobivanje novega znanja je bilo drugotni cilj, saj sva izhajali iz predpostavke, da se učenci želijo učiti ob vrstnikih in z njimi ter z različnimi mediji. Najin namen pa je bil vsebine in oblike dela prilagoditi posameznikovim zmožnostim. Priprava na tak način dela zahteva jasno opredelitev ciljev, dokončno pripravo vsebine in oblikovanje razumljivih navodil za delo. Timski pristop med učitelji je zato ključen. Zanimivo in široko področje, na katerem je bil najin namen učencem posredovati znanje, je bilo raziskovanje človeškega telesa. Temo sva razdelili na podteme – na procese, ki potekajo v telesu. Delo pri vsaki podtemi je potekalo v enakem zaporedju. Učiteljici sva delo usmerjali in prilagajali, vodili učence, ki so imeli težave, jih spodbujali in opazovali. Tak način je poglobil najino profesionalno delo in razvoj v pedagoškem poklicu. Najpomembnejša ugotovitev in največja potrditev, da sva delo dobro zasnovali, je bila velika motivacija učencev za uresničevanje razrednega projekta, in to vsak teden. Ustvarjeno učno okolje sva poimenovali »inovativno učno okolje«, saj na šoli pouka sicer ne izvajamo na tak način.
Abstract
Innovative Learning Environment: Our Challenge
Every week, we put our second-grade pupils in a learning situation that enabled them to work independently as well as in groups. In this, we followed the learning goals of the curriculum. The design of the learning situation encouraged engagement and enabled the pupils to follow their inner motivation in gaining new knowledge. This classroom project was designed in order to offer something new to our pupils. The initial goal was to develop mutual and inter-classroom collaboration and assistance. Gaining new knowledge was a secondary goal, since we built on the premise that pupils want to learn side by side with their peers and together with them, and by using different media. Our aim was to adapt the contents and forms of work to individuals’ capabilities. Planning for this sort of work requires a clear definition of objectives, a definitive content plan and the drawing up of comprehensive work instructions. This is why a team approach among teachers is key. An interesting and broad area where our intent was to transfer the knowledge to students, was the exploration of the human body. The topic was divided into subtopics – processes occurring within the body. With every subtopic, the work was carried out following the same progression. The teachers directed and adapted the work, guided those pupils who had problems, encouraged them and observed. This approach deepened our professional work and development in our teaching profession. The most important realisation and the greatest affirmation for the organisation of our work was the high motivation that pupils showed for carrying out the class project, every week anew. The authors called the thus created learning environment an Innovative Learning Environment, because this is not the way classes are normally organised in our school.