Alternative schools in the Czech Republic MGR. PETRA VYSTRČILOVÁ, PH.D. Inrtoduction Overview of the most known alternatives Waldorf pedagogy Montessori pedagogy Dalton plan Jenaplan Step by Step Healt Promoting School Open Learning Alternatives in the Czech Republic On alternative schools principles generally Waldorf Pedagogy Founder: Rudolf Steiner (1861 – 1925) Founded: 1919 (town Waldorf) Based on the philosophical stream of anthrophilosophy (the study of the spiritual base of a man as an individual who is in the centre of attention and the world is reflected in) School ensures the complex development of a child in practical and artistic fields, discovers child‘s abilities, however does not beset children with encyclopedical knowledge. No textbooks, no grade repeating, verbal assessment stein Waldorf Pedagogy f_vychova2 n_remesla03 Teaching are divided into main and minor (professional) subjects. Main subjects (mother language, math, geography, history, science, psysics, chemistry) are taught in the two-hours blocks dedicated to just one subject for 3 or 4 weeks. The main subject is changing three times a year: so called epochal learning. Professional subjects (forreign languages, religion, eurythmy) are taught in the classical way of one-hour lessons. Significant part of the learning are image, rhytm and movement = eurythmy (specific subject, aesthetical and rhytmical learning). Monthly festival celebrations are typical for Waldorf. Waldorf Pedagogy první čtení Twelve classes (the same collective) 1st – 8th class: lower grade (one teacher teachs all the subjects) 9th – 12th class: upper grade (professional teachers) 13th class: – possible final upper-secondary leaving examination The aids are mostly teacher-made materials, students‘ work and epochal excercise books; textbooks and books just are supplemental Verbal assessment Specific architecture (natural enviroment, pastel colors). Waldorf Pedagogy Positives Development of creativity, independence, sense for responsibility and self-reflection Varied curriculum Interesting learning methods Negatives Little link up to the standard educational system Students‘ freedom can be criticized as excessive. Puts not enough emphasis on the standard, formal university education of teachers. Forces students a specific educational style, does not respond to scientific criticism Montessori Pedagogy Founder Maria Montessori (1870 – 1952) Founded 1907 (Řím – Cassa di Bambina) Dildren differ in learning abilities and talents, to the pace of child‘s learning should be individual („Help me to do it myself.“) From concrete to abstract, focus on human being, individual development. Fields of learning: practical life, sensual education, language education, math, psychomotor, musical and artistic abilities, cosmic education. Montessori Pedagogy Cosmic education is a study about everything around us To be free means to be independent and responsible Silence and calm support concentration on work Work has to be accomplished. Mistake is a natural part of learning. Student is in the centre, teacher in the background. Mixed classes (three grades) Montessori Pedagogy kmenova_trida_1 Support for natural movement, wakling on the ellipse. Specially developed system of aids to each learning fields. Sensitive phases (ages of more sensitivity of child) are used to obtain some skills. Learning is based on weekly cycles. Sompulsory team lections, market of teachers (programmes are offered to a child who aslo choose his teacher) Tribas classrooms, cca 20 pupils in each class. Montessori Pedagogy 100_4074 100_4095 Freedom of choice and child‘s responsibility. Prepared background – libraries, aids… Teacher supervises, konsultes – is a guide in learning. Student‘s self-assessment and self-evaluation is promoted. Teacher assesses student‘s work twice a year and student‘s profile (more teachers) once a year. Parents participate in the school managing and the lessons too. School transition – a year acclimatization. Dalton plan Founder Helen Parkhurst (1886 – 1973) Founded 1920 (town Dalton, USA) Dalton is not a method or a system but an influence. Main idea of the Dalton plan is the development of student‘s individuality by the way of self-education. Three fundamental principles: 1) freedom (and responsibility), 2) independence, 3) cooperation Freedom does not mean anarchy – student choose time and place that are ideal for him to learn. Dalton plan 01 Child behaves independently and is responsible for his/her own learning outcomes. Teacher plays the role of assistant, guide. Student can cooperate with the others in problem solving. Cooperative groups (the problem is solved together) and helping groups (the work is independent although there is a possibility to consult with a classmate) are used. Longterm tasks are an important part of Dalton. Long-lasting, prescribed objectives in the form of contract between a teacher and a student – and the next objective can be solved only after the fulfilment of the first one. Dalton plan Teacher plays an important role, however has to resign to the dominant position. He also prepares plans, tests and exams, communicates with students and their parents. No lessons in a tradition sense (no bell ringing), class is divided into the different subject districts with the aids for each grades. Curriculum is divided into 10 contracts to learn each month. Student signs a monthly contract of learning outcomes with the teacher. Student is allowed to begin the work on the next task only after succesful managing of the previous one. The system of colors that symbolize days in a week, each subjects or dalton meters. Dalton plan Positives Learning variability Education to freedom Education to responsibility Education to cooperation Negatives Curriculum repeating is insufficient. Knowledge obtaining is not systematic. Lack of discussion about curriculum. The relying on student‘s indepencence is too optimistic. Health Promoting School Step by Step Integrated Thematical Learning The model is created by an American S. Kovalik. Integration means interconnecting the curriculum, knowledge and information. The curriculum of all sublects is integrated into a specific framework. A year-long theme is composed of month-long and week-long thematic frameworks. An acquired knowledge is applied in practice, so children realize the purpose of the curriculum. There are three schools based on this programme in the Czech Republic. In most cases, in the standard schools are applied just some elements of the ITL Project-based Learning Origins can be found in the begin of the 20th century in the US pragmatic pedagogy and philosophy, mostly by J. Dewey and W. H. Kilpatrick In the Czech Republic since the 1990‘ (J. Kašová). The purpose is to solve the problem that is concrete, meaningful, real, based on life and child‘s experience. The projects can be realized in many different forms and can last for different time (a day, week or year-long projects, a project realized in just one subject or a project integrating more subjects). Open Learning The movement of Open Learning is based on the ideas of pedagogical reformism. Since the 1960‘ in the world, since the 1990 ‘ in the Czech Republic. Aims for the humanization the learning, respect the individual needs, move from transmissive to constructivistic teaching style. The openness is meant both inside (change of learning and teaching methods, forms and organization of school) and outside (school‘s relation to its enviroment, families…) Associates principles and stimulli from different traditional and alternative learning conceptions. Alternative schools in Brno Waldorf Plovdivská Montessori Gajdošova, Pastviny, Five Star v Brně Bohunicích Dalton Husova, Chalabalova, Křídlovická, Mutěnická, Staňkova ad. Step by Step Heyrovského, Stará, Vejrostova Literature Grecmanová, H.-Urbanovská, E. Waldorfské školy. Olomouc, 1996. Valenta, Z. Waldorfská pedagogika a jiné alternatívy. UP, Olomouc 1993. Rýdl, K. Principy a pojmy pedagogiky Marie Montessori. Public History: 1999. Zelinková, O. Pomoz mi, abych to dokázal. Portál: Praha 1997. Röhner, R., Wenke, H. Daltonské vyučování. Stále živá inspirace. Brno: Paido, 2003. Wenke, H., Röhner, R. Ať žije škola. Daltonská výuka v praxi. Brno: Paido, 2000. www.waldorf.cz www.iwaldorf.cz www.montessori.cz www.montessori-ami.org www.dalton.cz www.dalton.org