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Greetings from Ireland!. Active Methodologies for Active Citizens The Irish Experience Conor Harrison, National Co-ordinator, Civic, Social and Political.

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Presentation on theme: "Greetings from Ireland!. Active Methodologies for Active Citizens The Irish Experience Conor Harrison, National Co-ordinator, Civic, Social and Political."— Presentation transcript:

1 Greetings from Ireland!

2 Active Methodologies for Active Citizens The Irish Experience Conor Harrison, National Co-ordinator, Civic, Social and Political Education, Ireland Reykjavik, Iceland 29 th May 2006

3 Citizenship Education in the Irish Curriculum

4 Structure to In-service Events Understanding Dimension Understanding Dimension Course Content, Concepts Course Content, Concepts Skills Dimension Skills Dimension Active Learning Methods Active Learning Methods Action Projects Action Projects Formative Dimension Formative Dimension Opportunities to Reflect Opportunities to Reflect Co-Facilitated by Practising Teachers Co-Facilitated by Practising Teachers Inspire confidence, ‘doability’ Inspire confidence, ‘doability’

5 Citizenship Education in the Irish Curriculum  Primary Education SPHE (Social, Personal and Health Education) SPHE (Social, Personal and Health Education) SESE (Social, Environmental and Scientific Education) SESE (Social, Environmental and Scientific Education)  Lower Secondary Education Junior Cycle Junior Cycle  CSPE (Civic, Social and Political Education)  Upper Secondary Education Senior Cycle Senior Cycle  Transition Year Modules  Social Education (Leaving Certificate Applied)  Social & Political Education (Short course, Full course)  3 rd Level Education Political Science Political Science Sociology Sociology Anthropology Anthropology  Lifelong Learning One of the six priority areas One of the six priority areas

6 “The essential task of citizenship is not to predict the future, it is to create it.” Foróige “Citizenship is doing our share to make our community and country a better place.” A L Steele Education for & through Citizenship

7 Civic, Social & Political Education: Lower Secondary Education Core curriculum Core curriculum One 40 minute class period per week or equivalent One 40 minute class period per week or equivalent 70 hours over 3 years 70 hours over 3 years Students should undertake 2 Action Projects Students should undertake 2 Action Projects Assessed as part of the Junior Certificate Assessed as part of the Junior Certificate

8 Civic, Social and Political Education:  is a course in Citizenship based on Human Rights and Social Responsibilities.  aims to develop active citizens who have - a sense of belonging to the local, national, European and global community - a capacity to gain access to information and structures - an ability and the confidence to fully participate in democratic society.  is concerned about issues at personal, local, national and global levels.  promotes the development of knowledge, concepts, skills, attitudes/values, as outlined in the syllabus, through active learning methods.

9 Based on 7 Concepts CITIZENSHIP Democracy Stewardship Rights & Responsibilities Interdependence Human Dignity Law Development

10 Education for Democratic Citizenship within the Council of Europe n Teaching essential knowledge n Developing skills n Developing attitudes n Undertaking action n Emphasis on participation and on Active Learning Methods

11 Getting the Balance Right Content Methodology Action Education for Citizenship Education through Citizenship Education about Citizenship

12 Active Learning Methodologies

13 Two Key Approaches l Active Learning l Taking Action “A student must be able to do more than “know about” what s/he is studying.”

14 Active Learning Methods Centre for Teaching Effectiveness, University of Texas, Austin

15 Learning Theories Visual/Auditory/Kinesthetic Visual/Auditory/Kinesthetic Left Brain/Right Brain Left Brain/Right Brain Multiple Intelligences Multiple Intelligences Co-operative Learning Co-operative Learning Constructivism Constructivism

16 Visual/Auditory/Kinaesthetic Learners Visual Learners Visual Learners Prefer to see information Auditory Learners Auditory Learners Prefer to hear information Kinaesthetic Learners Kinaesthetic Learners Learn best by doing, touching, making

17 LEFT Brain RIGHT Brain u Language u Linearity u Logic u Number/Maths u Sequence u Words of a Poem u From whole to parts u Phonetic reading u Unrelated Facts u Forms and patterns u Spatial manipulation u Dimension u Synthesis u Images and patterns u Rhythm and Music u Tune of a Song u From parts to Whole u Imagination

18 LOGICAL-MATHEMATICAL How can I bring in numbers, calculations, logic, classifications, or critical thinking skills? LINGUISTIC How can I use spoken or written word? SPATIAL How can I use visual aids, visualisation, colour, art or metaphor? INTRAPERSONAL How can I evoke personal feelings or memories, or give students choices? INTERPERSONAL How can I engage students in peer sharing or co-operative learning? BODILY-KINAESTHETIC How can I involve the whole body or use hands-on experiences? Planning for Multiple Intelligences MUSICAL How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework? NATURALIST How can I draw in/evoke the world of nature? Adapted from Howard Gardner

19 Gardner proposed a change in emphasis….. from How clever is s/he? to How is s/he clever?

20

21 Student Teacher Subject Methodology The Learning Experience VAK Motivation Learning Styles Ability Resources Interest Level Learning led Exam driven Attitude Style Relationships Expectations Teaching Strategies Multiple Intelligences Left/Right Brain Constructivism

22  To support memory  To experience learning at a deeper level  To problem solve  To encourage discussion  To engage pupils  To develop critical thinking/reflection Why Active Learning?

23 “Knowledge, for most people, has a very short sell-by date. Unless it is used very quickly it goes off.” Making Lessons Memorable “Lessons should be hard to forget” Student Charles Handy, The Hungry Spirit, 1997, p217 “Experience plus reflection is the learning that lasts.” Charles Handy, Myself and other more important matters, 2006, p43

24 “Trying to learn without reviewing is like trying to fill the bath without putting the plug in.” Review/Reflection Mike Hughes, Closing the Learning Gap, 1999, p54

25 The Role of the Teacher  Creative  Motivator  Listener  Choreographer  Facilitator  Empowerer “The student is empowered and becomes the expert”

26 Active Learning - General Roy Watson-Davis, Creative Teaching Handbook, Teachers’ Pocketbooks, Hampshire, 2004 Gordon Dryden & Jeannette Vos, The Learning Revolution, Network Educational Press, Stafford, 2001 Paul Ginnis, The Teacher’s Toolkit, Crown House Publishing, Carmarthen, 2002 Mike Hughes, Closing the Learning Gap, Network Educational Press, Stafford, 1999 Mike Hughes, Strategies for Closing the Learning Gap, Network Educational Press, Stafford, 2001 Mel Silberman, Active Learning: 101 Strategies to Teach Any Subject, Allyn and Bacon, Needham Heights, 1996

27 Active Learning - Citizenship CDVEC Curriculum Development Unit, Citizenship Education Teaching and Learning Resources (CD-Rom), CDVEC CDU, Dublin, 2005 Council of Europe, COMPASS: A Manual on Human Rights Education with Young People, COE, Strasbourg, 2002 United Nations, Teaching Human Rights, OHCHR, Geneva, 2003 Save the Children, Participation: Spice it Up, Save the Children, Cardiff, 2002

28 “One person can make a difference and every person should try.” “Vision without action is a dream. Action without vision is a waste of time. Vision with action can change the world.” John F. Kennedy Nelson Mandela

29 A young lad was walking down a deserted beach after a major storm. He was astonished by the number of starfish that the storm had washed up on the beach. He thought that there was nothing he could do because there were so many. In the distance he saw a frail old man. As he approached the man, he saw him bend over, pick up a stranded starfish and throw it back into the sea. The young lad gazed in wonder as the old man, again and again bent over, picked up stranded starfish and threw them from the sand to the water. He asked, ‘Why do you spend so much energy doing what seems to be a waste of time?’ The old man explained that the stranded starfish would die if left in the morning sun. ‘But there must be thousands of starfish on this beach alone!’, exclaimed the young lad. ‘How can you make a difference?’ The old man looked at the small starfish in his hand and, as he threw it to the safety of the sea, he said, ‘I made a difference to that one, didn’t I?’ The Starfish Story

30 Iceland, May 2006 Fond memories of …


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