Story Bundle

SDG 4 - QUALITY EDUCATION (kakovostno izobraževanje), SDG 9 - INDUSTRY, INNOVATION AND INFRASTRUCTURE (industrija, inovacije in infrastruktura), SDG 10 - REDUCED INEQUALITY (zmanjšanje neenakosti), SDG 17 - PARTNERSHIPS FOR THE GOALS (partnerstva za doseganje ciljev)

TRENUTNO STANJE:

Jezikovno izobraževanje najmlajših (4-11 let) je usmerjeno v učenje strukture jezika. Kljub temu, da se pri učenju uporablja igre, zgodbe, pesmi … je rezultat učenja zgolj pomnjenje besedišča, saj otroci razvojno-psihološko niso zreli za sprejemanje in razumevanje abstraktnih konceptov, kar učenje strukture jezika je.



Rezultat zgodnjega jezikovnega izobraževanja je tako usmerjeno v kopičenje besedišča in nepovezanih jezikovnih struktur, z upanjem, da, ko bodo učenci starejši, bodo to znanje znali uporabiti.



PROBLEM:

jezik je sredstvo komunikacije, katerega cilj je sprejemati in/ali posredovati sporočilo. Usvajajanje besedišča nima nobene praktične vrednosti in učinka in je zgolj namenjeno pridobivanju šolskih ocen.



Kot čedalje večji problem se v šolah izpostavlja tudi branje, saj učenci neradi berejo in ne znajo izluščiti pomena prebrane vsebine. 



REŠITEV:

S projektno zasnovanim delom, t. imenovanim Project-Based Approach (PBA). Učencem se vsebina predstavi skozi pripovedovanje pravljic. Pravljice oblikujejo učno okolje in izpostavijo problem. Skozi proces reševanja problema se spoznava uporaba in funkcija jezika v vsebinsko povezanih situacijah. 



KAKO TO DOSEČI?

S spremembo načina učenja, konceptualno prilagojenega otroškemu dojemanju sveta, lahko dobimo želene rezultate: Učenci besedišče in strukture jezika uporabljajo v vsebinskih situacijah. Vsebina in povezanost informacij otrokom omogoča ne le permanentno pomnjenje temveč jim da tudi primere uporabe jezika. Z dodajanjem novih, vsebinsko povezanih situacij, otroci gradijo vsebino in nanjo vežejo novo znanje.



Učenje prek vsebine vzpodbuja tudi žejo po iskanju rešitev, saj je vsebina zastavljena s problemom.



PRODUKT:

Story Bundle — material (učni pripomoček), ki omogoča izvedbo projektno zasnovanega jezikovnega pouka. En »Story Bundle« vsebuje slikanico, laminirane ilustracije iz slikanice, kartoteka relevantnega besedišča (ena beseda v štirih načinih vizualizacije) ter brošura z navodili za izvedbo projekta. QR koda na produktu ima povezavo do online demonstracij iger.

Produkt je namenjen učiteljem in staršem. Namesto 'homework' se vzpostavi 'homefun': Starši z otroki popoldneve preživljajo ob igri, ki ima kot 'stranski učinek' utrjevanje snovi iz šole. 



V povezavi s produktom so na voljo online izobraževanja, na katerih učitelji spoznajo PBA strategijo dela ter YouTube kanal »Tricks with Pics« za startše in učitelje, kjer so predstavljene igre s kartoteko, kot podpora razumevanju jezikovnih struktur.



DODATNA VREDNOST:

Story Bundle se lahko uporabi v vseh državah kjer učijo angleščino otroke od 4. leta dalje. Nadgradnja projekta, ki se ga otvori v angleškem jeziku, je jezikovno izobraževanj v maternem jeziku. Le-ta se lahko osredotoči na vse predmete. Z drugimi besedami, jezikovno izobraževanje maternega jezika se izvaja prek vsebin družbe, narave, glasbe in umetnosti.

Sustainable and social impact: When using the teaching approach called PBA, the educator uses stories to create the learning environment for children where they actively participate in their learning process. Using vocalization, narrative structure, and mental imagery, the educator communicates with children who also use mental imagery and, in turn, communicate back to the educator and their peers; primarily through body language and facial expression. That creates an ongoing communication cycle. In the PBA, the educator and the children collaborate to create the story, providing children with practice in several social skills, problem solving, exercise for the left and right brain hemispheres, and literacy development. The PBA is a sound teaching/learning strategy, because, as an art form and means of communication, it builds children's strengths and oral language expertise to help them successfully develop social, intellectual, and linguistic competencies.

PBA is co-creative and interactive and as such builds firm foundations for children’s confidence, the awareness of the importance of collaboration, and develops skills to become autonomous learners. Children grow into autonomous and compassionate human beings.



We set the example by having a “Story Bunbdle Team” working by the same principle: we collaborate, develop our skills and together we create a story where educators and parents become a cooperative and compassionate team with one single goal — help children grow into confident, autonomous and compassionate human beings. 



Charity action, change in policies: I’ve already asked to join the organization ‘Changing the school system’. It’s a group of University professors from different field areas who are, together with the practitioners, developing new teaching programmes from kindergartens to universities. They have not (yet) accepted me — even though I have sent them the PBA teaching approach programme — but hoping that with the Story Bundle, they’ll consider me seriously. How? Providing the teachers and parents with all the means and support for using the PBA. By using the approach and upon seeing the results in children’s knowledge, I’ll have better chances to be ‘acknowledged’ and accepted as one of the team members.



My product addresses teachers and parents. Parents have a strong influence on schools. Becoming aware that by using PBA and Story Bundles, their children become literate, confident, compassionate, the parents will put pressure on the schools to start using the approach and the material to provide better education for their children. Consequently, the system will need to accept the PBA as the teaching approach. In order to use all the potential of the teaching approach, the system will need to change.  In my opinion, the primary schools (lower grades, up to grade 6) need to change the lesson timings from 45 to 90 minutes, simply because their social, motor and communication skills are not yet developed to execute activities themselves in 45 minutes. That’s one of the reasons why today’s education produces passive learners where educators do the job instead of the learner.  And secondly, the number of subjects should be reduced. Children see the world globally not analytically (everything that is happening around children is connected in one story) and the education should be tailored in such a way to address children’s way of thinking. Today’s education forces children to think analytically. The result is — children only memorise the facts which they cannot use.



Children should learn through stories in which social science, art, music and other topics are entwined. This is exactly what the PBA approach enables: Stories have social, art, music texts and through them children learn both the subjects and the language.