Nature Education Programs
Climate change became a key topic and the general theme of environmental education at the turn of the millennium. Drinks called upon to raise the topic of climate change as the main material in each of the following nature education programs:
Nature knows
some students identify Know Nature tumbuhanProgram designed to introduce biological diversity in the participants. During the 2 days 1 night participants will be equipped with the knowledge of biodiversity, climate change, dryland ecosystems and tropical forests. They not only cognitive knowledge, but also will be invited to explore the nature around Drinks and observation of flora-fauna.
Gallant deer (Prevent Tree Damage & Nature)
What happens when the Earth became uncomfortable place inhabited?
Deer gallant program is designed to arouse the awareness of participants in maintaining the conservation of nature and minimize the destructive nature of activities. The topics presented during the 2 days 1 night include: environmental pollution, climate change, and other types of waste management. Deer gallant program, we hope that the Earth is still a great place to live until the year 1000 again. During Mars habitable yet, let us preserve this Earth.
Anugerah Alam
children learning about organic farmingTak denying that human nature is still needed to sustain life. Nature not only provides a source of food, but also provides a variety of drugs to restore the human physical condition. Natural Grace Through the program for 2 days 1 night, participants are invited to know better the basics of organic farming, medicinal plants, food and beverage ecological. Climate change will also be presented to the participants will realize the vulnerability of nature as a source of food when the climate change part.
Science & Art of Nature
Technology development is like a double-edged sword for human life. On the one hand, technology is making human life easier. On the other hand, technology also contributes to the destruction of nature.
Science & Art Program is designed to introduce Natural environment-friendly technologies to the participants. The use of technology does not have to sacrifice nature preservation. Through the program 2 days 1 night, the participants will be invited to recognize the concept of energy and environment-friendly technologies. Equipped with the arts (painting) which uses natural materials, this program is designed to balance the intellectual and aesthetic aspects of the participants.
The day program (4-6 hours)
If you have limited time to berkegiatan in Drinks, we're offering nature education programs that can be done during one day (4-6 hours). Our marketing team is ready to explain the choice of education modules and discuss plan your activities.
about us
learning from experience
The idea of outdoor education with the methods of "learning from experience" (experiential learning) actually has been known since ancient times. The Greek philosopher Aristotle once said that the importance of learning from experience. He gives advice worked, "What must we learn, we learn while doing it. (What we have to learn to do, we learn by doing ")"
Soehardjo Wien, one of pehobi outdoor adventure explained that Harvard educational psychologist Howard Gardner has identified the difference between school education and education outside the (outdoor education). The first was usually called Scholastic knowledge. This model of education was strictly limited by the "setting" schools. "These settings tend to be theoretical," said Wien.
On the other hand, outside the study to put forward a method connected knowing (knowledge by linking the real world). Here, education is considered as an integral part of a life.
Wien is also an instructor to learn from the experience saying that the concept of outdoor learning totally different from the teaching-learning process in the classroom. Learning in natural environments using all participants learn as a source of knowledge, in the context of learning. That is, interaction in teaching and learning process in bringing outdoor education ideas or ideas of any individual as a source of learning.
"Do not forget, outdoor education the emphasis is more than just learning about nature, although learning about the natural environment is an important aspect in the tradition of outdoor education," the message Wien.
Based on the record, one of the pioneer in the learning process approaches in the open air is John Dewey (1938). He has predicted that in the future, the school is a miniature democratic society. Learning from the experience becomes an important component in education.
After Dewey, there was Kurt Hann (1941). Hann got a job offer from Lawrence Holt-business merchant ships. Holt has a problem: the performance of inter-crew is very low, particularly about teamwork is very less. Finally, Kurt Hann accept the offer. To overcome this problem, he adapted the concept, Outward Bound.
In this concept, Hahn developed a physical training program for the crew as their medium for learning mature self and know more about their own potential respectively. Hahn challenge the concept of training at its core is based on a combination of four elements, namely: the place, the contents of the program, simulator, and adventure-based activities.
Training methods by using outdoor challenges by Hahn was then known as the Outward Bound and then spread to various parts of the world. Training methods in the open challenge Hahn intended as a catalyst, as a medium of change and help each participant to better be able to find their own self-knowledge and understanding of others. Finally, as we know, this educational concept was developed since the 1970s throughout the world, including Indonesia.
Indonesia's Outward Bound in through people who have a love of adventure in the wild. The tools necessary to require that providers have the technical skills background. The most obvious is to set the tool.
Moreover, if we look at one approach to the material studied in outdoor adventure education (adventure education), requires that the operator held the outdoor learning. In fact, often take place in a difficult area, such as in forests or on mountains.
In it, there are games like land navigation using map, compass or ropes courses (permaianan by using the ropes), which this game has become "food" of the outdoor adventure pehobi here. Apparently, the concept of Outward Bound is very popular here. So easy to call any of our people to say outbound talkative.
Soehardjo Wien, one of pehobi outdoor adventure explained that Harvard educational psychologist Howard Gardner has identified the difference between school education and education outside the (outdoor education). The first was usually called Scholastic knowledge. This model of education was strictly limited by the "setting" schools. "These settings tend to be theoretical," said Wien.
On the other hand, outside the study to put forward a method connected knowing (knowledge by linking the real world). Here, education is considered as an integral part of a life.
Wien is also an instructor to learn from the experience saying that the concept of outdoor learning totally different from the teaching-learning process in the classroom. Learning in natural environments using all participants learn as a source of knowledge, in the context of learning. That is, interaction in teaching and learning process in bringing outdoor education ideas or ideas of any individual as a source of learning.
"Do not forget, outdoor education the emphasis is more than just learning about nature, although learning about the natural environment is an important aspect in the tradition of outdoor education," the message Wien.
Based on the record, one of the pioneer in the learning process approaches in the open air is John Dewey (1938). He has predicted that in the future, the school is a miniature democratic society. Learning from the experience becomes an important component in education.
After Dewey, there was Kurt Hann (1941). Hann got a job offer from Lawrence Holt-business merchant ships. Holt has a problem: the performance of inter-crew is very low, particularly about teamwork is very less. Finally, Kurt Hann accept the offer. To overcome this problem, he adapted the concept, Outward Bound.
In this concept, Hahn developed a physical training program for the crew as their medium for learning mature self and know more about their own potential respectively. Hahn challenge the concept of training at its core is based on a combination of four elements, namely: the place, the contents of the program, simulator, and adventure-based activities.
Training methods by using outdoor challenges by Hahn was then known as the Outward Bound and then spread to various parts of the world. Training methods in the open challenge Hahn intended as a catalyst, as a medium of change and help each participant to better be able to find their own self-knowledge and understanding of others. Finally, as we know, this educational concept was developed since the 1970s throughout the world, including Indonesia.
Indonesia's Outward Bound in through people who have a love of adventure in the wild. The tools necessary to require that providers have the technical skills background. The most obvious is to set the tool.
Moreover, if we look at one approach to the material studied in outdoor adventure education (adventure education), requires that the operator held the outdoor learning. In fact, often take place in a difficult area, such as in forests or on mountains.
In it, there are games like land navigation using map, compass or ropes courses (permaianan by using the ropes), which this game has become "food" of the outdoor adventure pehobi here. Apparently, the concept of Outward Bound is very popular here. So easy to call any of our people to say outbound talkative.
Access to education for children and young people with medical needs
Tuesday, December 22, 2009
Access to education for children and young people with medical needs
Most children with medical needs can attend school and, with some support, take part in the majority of school activities. If your child can’t go to school because of health problems, your local authority has a responsibility to make arrangements for them to continue their education.
If your child gets sick at school
Schools must, by law, provide a space which can be used for the treatment of sick or injured pupils, and for first aid and medical examinations.
Ideally, this means two separate spaces, both containing a washbasin and reasonably near to a toilet:
Under this type of arrangement, the inspection room could be used for other purposes (though not for teaching), as long as it’s always available for medical inspections.
Most children with medical needs can attend school and, with some support, take part in the majority of school activities. If your child can’t go to school because of health problems, your local authority has a responsibility to make arrangements for them to continue their education.
If your child gets sick at school
Schools must, by law, provide a space which can be used for the treatment of sick or injured pupils, and for first aid and medical examinations.
Ideally, this means two separate spaces, both containing a washbasin and reasonably near to a toilet:
Under this type of arrangement, the inspection room could be used for other purposes (though not for teaching), as long as it’s always available for medical inspections.
Keeping Kids Motivated During the Holidays
Keeping Kids Motivated During the Holidays
by Anna Weinstein
Topics: Increasing Your Child's Motivation
All I want for Christmas is for my child to finish the year strong. If this sounds like your wish list, you’re not alone. The three weeks leading up to that Holiday break is prime time for your child to come down with a serious case of distraction in school. What can you do to keep your child motivated this December?
The key is to remember that kids are motivated by different things, because kids are interested in different things. “Every topic can be made boring,” says Alice Thomas, President and CEO of the Center for Development and Learning in Metairie, Louisiana. “And every topic can be made interesting.”
Human beings are, by nature, motivated to learn. “The question is: are they motivated to learn what we want them to learn? It is up to adults to understand what individual children are most motivated by and to use that as a teaching experience,” Thomas says. “It’s the job of adults to make subjects active and exciting to children.”
Teachers do this by giving students choice, building confidence, and relating the subject to areas of student interest. During times of year when students are likely to be more distracted, teachers often plan in advance to make their curriculum particularly exciting, such as a semester-long project that culminates in a group presentation.
Charles Smith, Professor and Extension Specialist in the School of Family Studies and Human Services at Kansas State University, says a decline in student motivation is normal before winter and summer break. “It’s hard for kids to keep the same level of enthusiasm and intensity all year long,” Smith says. “But an experienced teacher knows how to engage students in the learning at the end of the semester or end of the year. And there are ways parents can engage their children, too.”
When it comes to motivation, children are similar to adults: the work must be meaningful. “Holidays or no holidays, children need to be interested in the topic in order to be motivated to do their homework and participate in the classroom,” Thomas says.
Here are a three pointers for working with your children to stay motivated and interested in school, even with holiday preparations under way:
Help children feel in control.
Parents can help children take control of their learning by giving them choices. Children can choose which homework assignments to do first, whether they will play before or after their homework, and how many breaks they will take and when. Children can also gain control by recognizing that they can negotiate homework assignments with their teachers. If, for instance, your child is assigned to write about a topic she isn’t interested in, you can encourage her to think about what they she like to write about and then talk to the teacher to see if that would be acceptable. Thomas says nine times out of ten a good teacher will recognize the value of children being excited about their learning. If writing about a topic of interest achieves the same goals for the teacher, why not?
by Anna Weinstein
Topics: Increasing Your Child's Motivation
All I want for Christmas is for my child to finish the year strong. If this sounds like your wish list, you’re not alone. The three weeks leading up to that Holiday break is prime time for your child to come down with a serious case of distraction in school. What can you do to keep your child motivated this December?
The key is to remember that kids are motivated by different things, because kids are interested in different things. “Every topic can be made boring,” says Alice Thomas, President and CEO of the Center for Development and Learning in Metairie, Louisiana. “And every topic can be made interesting.”
Human beings are, by nature, motivated to learn. “The question is: are they motivated to learn what we want them to learn? It is up to adults to understand what individual children are most motivated by and to use that as a teaching experience,” Thomas says. “It’s the job of adults to make subjects active and exciting to children.”
Teachers do this by giving students choice, building confidence, and relating the subject to areas of student interest. During times of year when students are likely to be more distracted, teachers often plan in advance to make their curriculum particularly exciting, such as a semester-long project that culminates in a group presentation.
Charles Smith, Professor and Extension Specialist in the School of Family Studies and Human Services at Kansas State University, says a decline in student motivation is normal before winter and summer break. “It’s hard for kids to keep the same level of enthusiasm and intensity all year long,” Smith says. “But an experienced teacher knows how to engage students in the learning at the end of the semester or end of the year. And there are ways parents can engage their children, too.”
When it comes to motivation, children are similar to adults: the work must be meaningful. “Holidays or no holidays, children need to be interested in the topic in order to be motivated to do their homework and participate in the classroom,” Thomas says.
Here are a three pointers for working with your children to stay motivated and interested in school, even with holiday preparations under way:
Help children feel in control.
Parents can help children take control of their learning by giving them choices. Children can choose which homework assignments to do first, whether they will play before or after their homework, and how many breaks they will take and when. Children can also gain control by recognizing that they can negotiate homework assignments with their teachers. If, for instance, your child is assigned to write about a topic she isn’t interested in, you can encourage her to think about what they she like to write about and then talk to the teacher to see if that would be acceptable. Thomas says nine times out of ten a good teacher will recognize the value of children being excited about their learning. If writing about a topic of interest achieves the same goals for the teacher, why not?
Learning Mathematics for Life: A Perspective from PISA
Learning Mathematics for Life: A Perspective from PISA
People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA).
Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed.
This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.
by : OECD
People from many countries have expressed interest in the tests students take for the Programme for International Student Assessment (PISA).
Learning Mathematics for Life examines the link between the PISA test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analysed.
This analysis has been carried out in an effort to link PISA results to curricular programmes and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers – especially mathematics teachers of intermediate and lower secondary school classes.
by : OECD
Subscribe to:
Comments (Atom)
