“Golden-serleg” — Creating junior knowledge management through contemporary learning (Q3911343): Difference between revisions
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The aim of our project is to bring together two underperforming primary schools and the disadvantaged target group of one of the most successful secondary schools in the country, with the help of innovative, tested, complex methodology, to realise an adaptation experiment that can be adapted to the problems that need to be solved in the logic of the service systems through the developed contemporary learning. Junior knowledge management, as defined by the adaptation programme, means a combination of experience and theoretical knowledge, logical, emotional and affinity skills inherent in, known or not yet revealed in young people with different abilities in the programme as knowledge. The goal of managing non-lexical knowledge based on skills and experience is to maximise the competences of the new generation that is becoming an adult in the world beyond school, with a unique value for each Target Group member, the most effective and efficient way of doing so compared to their own age, living and processed situations and the knowledge they have learned. The tool for learning from each other: the thesis is that the teacher does not tell/show the particular material, as it works in classroom education and even informal learning methods, but the children learn from each other, and through the method the teacher only creates the frameworks and opportunities of the indirect learning form. During the project, the underperforming primary schools (Kemecsei Arany János Primary School and Kossuth Lajos Elementary School in Fényeslitkei) and the nationally renowned secondary school (Zrínyi Ilona High School of Nyíregyháza) are involved in the first year, learning from each other only in their own environment, and in the second year the work and learning form of the two target groups are linked and carried out together. This is how the higher level of mutual learning becomes available step by step, where both target groups, the officially weaker (lexically less knowledgeable, under-competent) secondary school pupils, can learn from high school students who are respected by them for their age and educational outcomes, as well as the unique development of intellectual and emotional abilities for secondary school students, through social micro-community work, i.e. Gymnazists from Nyíregyháza also learn from primary school students. Our project makes it possible to reduce school leaving without qualifications, to catch up and integrate disadvantaged pupils, and to help the transition between public education institutions through the complex pedagogical methodology known as “contemporary learning” by means of the complex pedagogical methodology known as the “contemporary learning” by means of the complex pedagogical methodology, which has already been developed and tested in part, the program of creating junior knowledge management. Changes in the following areas will be examined during the project: • General intellectual skills, • Specific school aptitude, • Creative or productive thinking, • Leadership ability, • Conflict management ability • development of work division planning In the first year we examine, measure and document the project by itself at the target group of the three schools, then in the second year through multiple meetings of the three target groups. The power of the methodology of contemporary learning from the situation of mutual learning lies in the self-knowledge of individual values, talent, ability, creativity, competences, the recognition or breaking of barriers, community reflection and cooperation. This is achieved by the combined effects of visual guidance work, poetry using poetry works and music pedagogy using folklore, receiving relevant data through continuous measurement and monitoring during the project. Due to social problems and socio-cultural disadvantages, it is difficult to expand the school scene. Public education can help you with that. The relationship of educational pedagogies with traditional school pedagogies is an area with serious traditions. Cultural services organised in a non-profit context or civil society and public education can present quite a lot, think of extracurricular activities based on pedagogical programmes. There are many opportunities in this area, and this is what our attempt to innovate is about. The professional and methodological summary developed during the programme, as well as the main elements of the quality management system at the project level, allow for the adaptation of the programme for other organisations, so the developed and tested innovation can be integrated into the everyday life of the public education system through the involvement of the public education sector. In connection with the method, after implementation, we organise further training as part of an accredited teacher’s training course, thus facilitating the adaptation and dissemination of the program. (English) | |||||||||||||||
| Property / summary: The aim of our project is to bring together two underperforming primary schools and the disadvantaged target group of one of the most successful secondary schools in the country, with the help of innovative, tested, complex methodology, to realise an adaptation experiment that can be adapted to the problems that need to be solved in the logic of the service systems through the developed contemporary learning. Junior knowledge management, as defined by the adaptation programme, means a combination of experience and theoretical knowledge, logical, emotional and affinity skills inherent in, known or not yet revealed in young people with different abilities in the programme as knowledge. The goal of managing non-lexical knowledge based on skills and experience is to maximise the competences of the new generation that is becoming an adult in the world beyond school, with a unique value for each Target Group member, the most effective and efficient way of doing so compared to their own age, living and processed situations and the knowledge they have learned. The tool for learning from each other: the thesis is that the teacher does not tell/show the particular material, as it works in classroom education and even informal learning methods, but the children learn from each other, and through the method the teacher only creates the frameworks and opportunities of the indirect learning form. During the project, the underperforming primary schools (Kemecsei Arany János Primary School and Kossuth Lajos Elementary School in Fényeslitkei) and the nationally renowned secondary school (Zrínyi Ilona High School of Nyíregyháza) are involved in the first year, learning from each other only in their own environment, and in the second year the work and learning form of the two target groups are linked and carried out together. This is how the higher level of mutual learning becomes available step by step, where both target groups, the officially weaker (lexically less knowledgeable, under-competent) secondary school pupils, can learn from high school students who are respected by them for their age and educational outcomes, as well as the unique development of intellectual and emotional abilities for secondary school students, through social micro-community work, i.e. Gymnazists from Nyíregyháza also learn from primary school students. Our project makes it possible to reduce school leaving without qualifications, to catch up and integrate disadvantaged pupils, and to help the transition between public education institutions through the complex pedagogical methodology known as “contemporary learning” by means of the complex pedagogical methodology known as the “contemporary learning” by means of the complex pedagogical methodology, which has already been developed and tested in part, the program of creating junior knowledge management. Changes in the following areas will be examined during the project: • General intellectual skills, • Specific school aptitude, • Creative or productive thinking, • Leadership ability, • Conflict management ability • development of work division planning In the first year we examine, measure and document the project by itself at the target group of the three schools, then in the second year through multiple meetings of the three target groups. The power of the methodology of contemporary learning from the situation of mutual learning lies in the self-knowledge of individual values, talent, ability, creativity, competences, the recognition or breaking of barriers, community reflection and cooperation. This is achieved by the combined effects of visual guidance work, poetry using poetry works and music pedagogy using folklore, receiving relevant data through continuous measurement and monitoring during the project. Due to social problems and socio-cultural disadvantages, it is difficult to expand the school scene. Public education can help you with that. The relationship of educational pedagogies with traditional school pedagogies is an area with serious traditions. Cultural services organised in a non-profit context or civil society and public education can present quite a lot, think of extracurricular activities based on pedagogical programmes. There are many opportunities in this area, and this is what our attempt to innovate is about. The professional and methodological summary developed during the programme, as well as the main elements of the quality management system at the project level, allow for the adaptation of the programme for other organisations, so the developed and tested innovation can be integrated into the everyday life of the public education system through the involvement of the public education sector. In connection with the method, after implementation, we organise further training as part of an accredited teacher’s training course, thus facilitating the adaptation and dissemination of the program. (English) / rank | |||||||||||||||
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| Property / summary: The aim of our project is to bring together two underperforming primary schools and the disadvantaged target group of one of the most successful secondary schools in the country, with the help of innovative, tested, complex methodology, to realise an adaptation experiment that can be adapted to the problems that need to be solved in the logic of the service systems through the developed contemporary learning. Junior knowledge management, as defined by the adaptation programme, means a combination of experience and theoretical knowledge, logical, emotional and affinity skills inherent in, known or not yet revealed in young people with different abilities in the programme as knowledge. The goal of managing non-lexical knowledge based on skills and experience is to maximise the competences of the new generation that is becoming an adult in the world beyond school, with a unique value for each Target Group member, the most effective and efficient way of doing so compared to their own age, living and processed situations and the knowledge they have learned. The tool for learning from each other: the thesis is that the teacher does not tell/show the particular material, as it works in classroom education and even informal learning methods, but the children learn from each other, and through the method the teacher only creates the frameworks and opportunities of the indirect learning form. During the project, the underperforming primary schools (Kemecsei Arany János Primary School and Kossuth Lajos Elementary School in Fényeslitkei) and the nationally renowned secondary school (Zrínyi Ilona High School of Nyíregyháza) are involved in the first year, learning from each other only in their own environment, and in the second year the work and learning form of the two target groups are linked and carried out together. This is how the higher level of mutual learning becomes available step by step, where both target groups, the officially weaker (lexically less knowledgeable, under-competent) secondary school pupils, can learn from high school students who are respected by them for their age and educational outcomes, as well as the unique development of intellectual and emotional abilities for secondary school students, through social micro-community work, i.e. Gymnazists from Nyíregyháza also learn from primary school students. Our project makes it possible to reduce school leaving without qualifications, to catch up and integrate disadvantaged pupils, and to help the transition between public education institutions through the complex pedagogical methodology known as “contemporary learning” by means of the complex pedagogical methodology known as the “contemporary learning” by means of the complex pedagogical methodology, which has already been developed and tested in part, the program of creating junior knowledge management. Changes in the following areas will be examined during the project: • General intellectual skills, • Specific school aptitude, • Creative or productive thinking, • Leadership ability, • Conflict management ability • development of work division planning In the first year we examine, measure and document the project by itself at the target group of the three schools, then in the second year through multiple meetings of the three target groups. The power of the methodology of contemporary learning from the situation of mutual learning lies in the self-knowledge of individual values, talent, ability, creativity, competences, the recognition or breaking of barriers, community reflection and cooperation. This is achieved by the combined effects of visual guidance work, poetry using poetry works and music pedagogy using folklore, receiving relevant data through continuous measurement and monitoring during the project. Due to social problems and socio-cultural disadvantages, it is difficult to expand the school scene. Public education can help you with that. The relationship of educational pedagogies with traditional school pedagogies is an area with serious traditions. Cultural services organised in a non-profit context or civil society and public education can present quite a lot, think of extracurricular activities based on pedagogical programmes. There are many opportunities in this area, and this is what our attempt to innovate is about. The professional and methodological summary developed during the programme, as well as the main elements of the quality management system at the project level, allow for the adaptation of the programme for other organisations, so the developed and tested innovation can be integrated into the everyday life of the public education system through the involvement of the public education sector. In connection with the method, after implementation, we organise further training as part of an accredited teacher’s training course, thus facilitating the adaptation and dissemination of the program. (English) / qualifier | |||||||||||||||
point in time: 8 February 2022
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Revision as of 14:10, 8 February 2022
Project Q3911343 in Hungary
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | “Golden-serleg” — Creating junior knowledge management through contemporary learning |
Project Q3911343 in Hungary |
Statements
299,995,573 forint
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863,237.451 Euro
0.0027336256 Euro
14 December 2021
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315,784,813.684 forint
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95.0 percent
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1 May 2018
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31 October 2020
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Területi Művelődési Intézmények Egyesülete
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47°57'20.81"N, 21°43'0.48"E
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A projektünk célja, hogy két alulteljesítő általános iskola és a szomszédos, az ország egyik legeredményesebb középiskolája hátrányos helyzetű célcsoportjának összefogásával, innovatív, már kipróbált, komplex módszertan segítségével olyan adaptációs kísérletet valósítsunk meg, amely a kifejlesztett kortárs tanulás révén konkrét megoldásra váró problémákra keresi a szolgáltatási rendszerek logikájába illeszthető új válaszokat. A junior tudásgazdálkodás, mint az adaptációs program által meghatározott, bevezetendő fogalom a programban résztvevő, eltérő képességű fiatalokban rejlő, ismert vagy még felszínre nem került tapasztalati és elméleti ismeretanyagok, logikai, érzelmi és affinitásbeli képességek együttesét, mint tudást jelenti. A képességeken, tapasztalati megismerésen alapuló, nem lexikális tudással való gazdálkodás azt a célt szolgálja, hogy az iskolán túli világban a felnőtté váló új nemzedék saját kompetenciáinak maximalizálásával, minden célcsoporttag esetében egyedi értékkel, a saját életkorához, megélt és feldogozott helyzeteihez, megtanult ismereteihez képest a leghatékonyabban és legeredményesebben boldoguljon. Az eszköz az egymástól tanulás: az a tézis, hogy nem a pedagógus mondja el/mutatja meg, vagyis tanítja meg az adott tananyagot, ahogy az a tantermi oktatásban, sőt az informális tanulási módszerek esetében is működik, hanem a gyerekek egymástól tanulnak, a módszer révén a pedagógus csak az indirekt tanulási forma kereteit, lehetőségét teremti meg. A projekt folyamán az alulteljesítő elemi iskolák (Kemecsei Arany János Általános Iskola és Fényeslitkei Kossuth Lajos Általános Iskola) és a pár kilométerre fekvő, országos hírű középiskola (nyíregyházi Zrínyi Ilona Gimnázium) bevont tanulói az első évben csak saját környezetükben, egymástól tanulnak, a második évben pedig a két célcsoport munkája, tanulási formája összekapcsolódik és közösen zajlik. Így válik lépésről lépésre elérhetővé az egymástól tanulás magasabb szintje, ahol mindkét célcsoport, a hivatalosan gyengébb (lexikálisan kevesebbet tudó, a kompetencia felméréseken alulmaradó) felső tagozatos tanulók az általuk a koruk és a tanulmányi eredményeik miatt is tisztelt gimnazistáktól éppúgy tanulhatnak, mint ahogy az értelmi és érzelmi képességek egyedi szintű fejlődése a középiskolás tanulók esetében is megvalósul, a szociális mikroközösségi együttes munka révén, tehát a nyíregyházi gimnazisták is tanulnak az általános iskolásoktól. Projektünk a már részekben kidolgozott és kipróbált programmodulok komplexszé tételével, a junior tudásgazdálkodás megteremtésének programjával, a "kortárs tanulásnak" elnevezett komplex pedagógiai módszertan révén teszi lehetővé a végzettség nélküli iskola elhagyás csökkentését, a hátrányos helyzetű tanulók felzárkóztatását és integrációját, valamint a köznevelési intézmények közötti átmenet segítését. Az alábbi területeken bekövetkező változásokat vizsgáljuk a projekt során: • Általános intellektuális képességek, • Specifikus iskolai alkalmasság, • Kreatív vagy produktív gondolkodás, • Vezetői képesség, • konfliktus kezelési képesség • munkamegosztás tervezésének fejlődése Mindezt első évben a három iskola célcsoportjánál önmagában, majd a második évben a három célcsoport többszöri találkozása révén vizsgáljuk, mérjük és dokumentáljuk a projekt során. A kortárs tanulás módszertanának ereje az egymástól tanulás helyzetéből eljutva az egyéni értékek, a tehetség, a képesség, a kreativitás, a kompetenciák önnön megismerésében, a korlátok felismerésében vagy feltörésében, a közösségi kölcsönös együttgondolkodásban és együttműködésben rejlik. Mindezt az élményszintű vizuális pályaorientációs munka, a költészeti alkotásokat felhasználó verspedagógia és a folklórt is alkalmazó zenepedagógia együttes hatásainak érvényesülésével valósítjuk meg, releváns adatokat kapva a projekt alatti folyamatos mérések és a nyomon követés révén. A társadalmi problémák, szociokulturális hátrányok miatt nehéz az iskola színterét bővíteni. A közművelődés viszont tud ezen segíteni. A közművelődési pedagógia kapcsolata a hagyományos iskolai pedagógiákkal olyan terület, amelynek komoly tradíciói vannak. A nonprofit keretek között szerveződő kulturális szolgáltatások vagy a civil szféra és a közművelődés elég sok mindent megjeleníthet, gondoljunk a pedagógiai programokon alapuló extrakurrikuláris tevékenységekre. Ezen a téren számos lehetőség kínálkozik, innovációs kísérletünk is erre irányul. A program során kidolgozott szakmai-módszertani összegzés, valamint a projekt szintű minőségirányítási rendszer főbb elemei lehetővé teszik a program adaptációját más szervezetek részére is, így a kidolgozott és kipróbált innováció beépülhet a közoktatási rendszer mindennapjaiba, a közművelődési szektor közreműködése által. A módszerrel kapcsolatban, a megvalósítást követően, igény esetén akkreditált pedagógus továbbképzés keretében továbbképzést is szervezünk, ezzel megkönnyítve a program adaptációját és terjesztését. (Hungarian)
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The aim of our project is to bring together two underperforming primary schools and the disadvantaged target group of one of the most successful secondary schools in the country, with the help of innovative, tested, complex methodology, to realise an adaptation experiment that can be adapted to the problems that need to be solved in the logic of the service systems through the developed contemporary learning. Junior knowledge management, as defined by the adaptation programme, means a combination of experience and theoretical knowledge, logical, emotional and affinity skills inherent in, known or not yet revealed in young people with different abilities in the programme as knowledge. The goal of managing non-lexical knowledge based on skills and experience is to maximise the competences of the new generation that is becoming an adult in the world beyond school, with a unique value for each Target Group member, the most effective and efficient way of doing so compared to their own age, living and processed situations and the knowledge they have learned. The tool for learning from each other: the thesis is that the teacher does not tell/show the particular material, as it works in classroom education and even informal learning methods, but the children learn from each other, and through the method the teacher only creates the frameworks and opportunities of the indirect learning form. During the project, the underperforming primary schools (Kemecsei Arany János Primary School and Kossuth Lajos Elementary School in Fényeslitkei) and the nationally renowned secondary school (Zrínyi Ilona High School of Nyíregyháza) are involved in the first year, learning from each other only in their own environment, and in the second year the work and learning form of the two target groups are linked and carried out together. This is how the higher level of mutual learning becomes available step by step, where both target groups, the officially weaker (lexically less knowledgeable, under-competent) secondary school pupils, can learn from high school students who are respected by them for their age and educational outcomes, as well as the unique development of intellectual and emotional abilities for secondary school students, through social micro-community work, i.e. Gymnazists from Nyíregyháza also learn from primary school students. Our project makes it possible to reduce school leaving without qualifications, to catch up and integrate disadvantaged pupils, and to help the transition between public education institutions through the complex pedagogical methodology known as “contemporary learning” by means of the complex pedagogical methodology known as the “contemporary learning” by means of the complex pedagogical methodology, which has already been developed and tested in part, the program of creating junior knowledge management. Changes in the following areas will be examined during the project: • General intellectual skills, • Specific school aptitude, • Creative or productive thinking, • Leadership ability, • Conflict management ability • development of work division planning In the first year we examine, measure and document the project by itself at the target group of the three schools, then in the second year through multiple meetings of the three target groups. The power of the methodology of contemporary learning from the situation of mutual learning lies in the self-knowledge of individual values, talent, ability, creativity, competences, the recognition or breaking of barriers, community reflection and cooperation. This is achieved by the combined effects of visual guidance work, poetry using poetry works and music pedagogy using folklore, receiving relevant data through continuous measurement and monitoring during the project. Due to social problems and socio-cultural disadvantages, it is difficult to expand the school scene. Public education can help you with that. The relationship of educational pedagogies with traditional school pedagogies is an area with serious traditions. Cultural services organised in a non-profit context or civil society and public education can present quite a lot, think of extracurricular activities based on pedagogical programmes. There are many opportunities in this area, and this is what our attempt to innovate is about. The professional and methodological summary developed during the programme, as well as the main elements of the quality management system at the project level, allow for the adaptation of the programme for other organisations, so the developed and tested innovation can be integrated into the everyday life of the public education system through the involvement of the public education sector. In connection with the method, after implementation, we organise further training as part of an accredited teacher’s training course, thus facilitating the adaptation and dissemination of the program. (English)
8 February 2022
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Nyíregyháza, Szabolcs-Szatmár-Bereg
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Identifiers
EFOP-5.2.4-17-2017-00006
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