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Republic of Belarus REPORT on courses development for Eco-BRU TEMPUS Project

Republic of Belarus REPORT on courses development for Eco-BRU TEMPUS Project. Zilina, April 201 5. COMPETENCE IN ENVIRONMENTAL SAFETY. for professional adults. Zilina, April 201 5. AUTHORED BY THE ISEU TEAM OF DEVELOPERS. 5.

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Republic of Belarus REPORT on courses development for Eco-BRU TEMPUS Project

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  1. Republic of Belarus REPORT on courses development for Eco-BRU TEMPUS Project Zilina, April 2015

  2. COMPETENCE IN ENVIRONMENTAL SAFETY for professional adults Zilina, April 2015

  3. AUTHORED BY THE ISEU TEAM OF DEVELOPERS 5 Natalia V. Prokopenko, PhD, assistant professor, Head of the Chair of Environmental Medicine and Radiobiology Elena Y. Zhuk PhD, assistant professor, Head of the Chair of Human Biology and Ecology Yuliya A. Vishneuskaya, MSc, Senior staff lecturer, Chair of Philosophy

  4. GENERAL INFORMATION ON THE ESC-COURSE 6 ON-LINE ADVANCED INTEGRATIVE INTERACTIVE INTENSIVE ADOPTABLE TO STUDENTS’ BACKGROUND AUTHENTICITY FRIENDLY CERTIFICATE

  5. GOALS and OBJECTIVES 7 GOAL:to form an integrative vision of environmental safety issues basing on: • actual knowledge on ecological situation (Objective #1); • modern approaches to building environmental awareness (Objective #2); • strong environmental responsibility (Objective #3).

  6. TARGET GROUPS 8 University teachers College teachers School teachers

  7. WHY IS ENVIRONMENTAL SAFETY? 9 TEACHER Moral consciousness Proffessional activity Awareness of the special role of environmental knowledge

  8. ACTUALITY No integrative view on ecosafety elements of different levels No Ecology Subject at School Continuous Ecological Education National Strategy for Sustainable Development

  9. ACTUALITY FOR ECO-BRU Block I GENERAL ENVIRONMENTAL EDUCATION ESC-course

  10. PRINCEPLES OF DESIGNING ESC-COURSE 12 1. Relevancy- the curriculum must be RELEVANT to the adult’s work: the new information presented should be immediately useful to participants and as application-based as possible. 2. Spiraled curriculum- participants need the opportunity to continually revisit material learned in ever increasing levels of complexity:adults benefit from multiple and increasingly complex looks at the same material. The more recursive the curriculum, the better. 3. Collegiality - adults learn best when their learning is ASSOCIATIVE: since the participants most likely work as part of a team in their home settings, it is important to mimic that environment in their learning. Adults also learn more effectively when they are given an opportunity to discuss and debate differing viewpoints.

  11. PLANNING TOOLS & TIPS 13 • Bloom’s Taxonomy • Teaching and Learning Triangle • Design with Interaction and Authenticity

  12. PLANNING TOOLS & TIPS Synthesis Evaluation 14 Analysis Bloom’s Taxonomy B. Bloom specified that these levels are hierarchic, meaning that each level is a necessary prerequisite before one can achieve the next higher level. Application Comprehension Knowledge The Bloom’s taxonomy was used to elaborate the learning outcomes for each topic of the ESC-course.

  13. ESC-COURSE CONTENT 15

  14. ESC-COURSE CONTENT 16 Each topic includes: • Introduction to main terms and definitions; • Short theory; • Recursion to the materials of previous topics; • National and International regulation; • Relevant ethical issues; • Cases and examples

  15. STUDY MATERIAL FOR EACH TOPIC CONSISTS OF: 17 Topic #N Syllabus Discussion rubrics Practical exercise, case- study Assignment

  16. EACH SYLLABUS CONSISTS OF: 18 Syllabus #N Introduction to the topic Learning tasks Learning objectives, indicated according Bloom’s taxonomy Required reading Optional reading

  17. SYLLABUS EXAMPLE 19 Topic Tasks Introduction Terms Reading Learning outcomes Guidelines for assingments

  18. Moodle Platform Realization of the ESC-Course 20

  19. Evaluation: What have they learned? How will this guide my future teaching? with these participants, in this setting, at this time Instruction: How will I teach? Planning: What will I teach? The Teaching and Learning Triangle

  20. ASSESS STUDENT’S NEEDS 22 Pre –Tests could be proposed to diagnose students’ background, strengths, weaknesses, attitudes. According to the pre-testing results the topics could be learned in different order: For students with more strengths in biology 2 7 1 3 4 5 6 For students with more strengths in environmental science 1 2 3 4 5 6 7

  21. Tools for Evaluating Student Learning 23 • Pre and Post Tests • Electronic Tools (ex. open questions survey) • Discussion Rubrics (on-line forums) • Assignments & essays

  22. EXPECTED RESULTS OF THE ESC-COURSE 24 Trainees will know:-The basic concepts in the field of environmental safety;- The role of environmental safety for sustainable development;- The types and sources of anthropogenic load on the biotic and abiotic components; be able to:- Analyze the effects of environmental factors on living organisms; - Apply the basic techniques and methods for environmental assessment; - Predict changes in the state of ecosystems due to human activity; will master:- The conceptual approach to the methods and techniques of control of environmental pollution; - Risks assessment and managementskills;  - Skills for environmental impact assessment.

  23. 25 THANK YOU FOR YOUR ATTENTION! E-mail to: zhukelena@yandex.by

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