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The MultiGradeMultiLevel-Methodology and Its Global Significance : Ladders of Learning - Scientific Horizons - Teacher Education.
The MultiGradeMultiLevel-Methodology (MGML) offers students and teachers a reliable learning framework for both individualized and community-oriented education. With "ladders of learning" guiding children through their tasks, MGML allows mixed-age groups to work together in one classroom (...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Leverkusen-Opladen :
Verlag Barbara Budrich,
2015.
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| Colección: | Prolog - Theorie und Praxis der Schulpädagogik Ser.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; TheMultiGradeMultiLevel-Methodology and its Global Significance; Preface; Content; 1 Introduction; 2 The MultiGradeMultiLevel-Methodology and its Ladders of Learning; 2.1 History and Growth of the RIVER-Projects; 2.1.1 Regional Location in India; 2.1.2 Educational Practice and Philosophy by Jiddu Krishnamurti; 2.1.3 The Rishi Valley School and the Rishi Valley Education Centre; 2.1.4 The Rishi Valley Institute for Educational Resources, RIVER; 2.2 Learning with Ladders of Learning; 2.2.1 The MGML-Methodology as Initial Situation; 2.2.2 Material Pool for Learning Activities
- 2.2.3 'Milestones'
- Systematized Learning Sequences2.2.4 Ladders of Learning and Their Variations; 2.2.5 Mixed-age Group Formation with an Integrated Support System; 2.2.6 Evaluation of Progress and the Pupils' Success; 2.2.7 Spatial Structure of the One-Room School; 2.2.8 Time Structures in the MGML-Methodology; 2.2.9 Cultural Components of Design; 2.2.10 Ecological Components of Design; 2.3 Teaching in the MGML-Methodology; 2.3.1 Being a Teacher in India; 2.3.2 The Roles and Tasks of Teachers in the MGML-Methodology; 2.3.3 Preparing the Learning Environment
- 2.3.4 Observing and Giving Advice and Support2.3.5 Documenting and Reflecting; 2.3.6 Attitude; 2.4 Teacher Training with RIVER; 2.4.1 Exploration Workshop; 2.4.2 First Testing and Contemplation; 2.4.3 Designer Workshop; 2.4.4 Second Testing through Supervision; 2.4.5 References; 3 Cultures of Learning in the 21st Century; 3.1 Schooling in the Context of Global Developments; 3.1.1 Exclusion
- a globally multifaceted process; 3.1.2 Historical Transformations and their Impact on Today's Children and Youth; 3.1.3 Identity within the Term of Global Change; 3.1.4 Education as a Global Issue
- 3.2 Life in the Horizon of an Integral Educational Practice3.2.1 Collectively Living in Uncertainty; 3.2.2 Concreation
- Integral Participation within the Interconnection of the Single in the Whole; 3.2.3 Scientific foundations; 3.3 Aspects of a Culture of Learning in the 21st Century; 3.3.1 Situation
- Event
- Experience; 3.3.2 Bodily Learning
- Performativity; 3.3.3 Individuality and Concreativity; 3.3.4 Activity and Self-Responsibility; 3.3.5 References; 4 Variations in Learning with Ladders of Learning, teaching with MGML; 4.1 Indian and International Variations
- 4.1.1 Variations in Primary Education4.1.2 Variations in Secondary Education; 4.1.3 International Variations Using the Examples of Ethiopia and Nepal; 4.2 German Variations and the Multifaceted Quality of their Applicability; 4.2.1 Developments in Primary School
- selected examples; 4.2.2 Developments in Secondary Education
- selected examples; 4.2.3 Developments in Special-needs Schools
- selected examples; 4.3 The MGML-Methodology's flexibility in its International Importance; 4.3.1 Best-Practice-Examples; 4.3.2 A Change in Approach: From Teaching to Learning