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Inovacijski Projekti 2011/2012 INOVACIJSKI PROJEKTI 2011/2012 Zbornik strokovnih prispevkov Inovacijski projekti 2011/2012 Zbornik strokovnih prispevkov Avtorji: Marija Jerše, Miro Skalicky, Marina Knific, Dragica Babi č, dr. Helena Črne Hladnik, Tanja Tušek, Damjan Habe, Damjana Lukman, Miha Potočar, Evgenija Peternel, Nataša Litrop, Sabina Korošec, Urška Medved, Maja Kmecl, Koraljka Čeh, Irena Škodnik, Tanja Culetto, Majda Podlesnik Repovž, Jelena Novak, Martina Golob, Urška Kotnik, Maja Hartman, Lidija Juri čki, Sonja Žežlina, Leonida Arsi ć, Darja Plav čak, Lidija Kopasi ć, Leonida Žagar Petrov čič, Renata Lük, Anina Škrabl, Maja Purg, Barbara Blaži č, Anja Starman, Ksenja Pravne, Petra Cigan, Klaudija Skerbinšek, Alenka Vidmar, Andreja Jakli č Šimnic, Stanka Špindler, Marko Drobne, mag. Mateja Ga čnik, Brigita Sobo čan Vodja inovacijskih projektov: dr. Natalija Komljanc Tehni čna urednica: Nataša Malovrh Izdal in založil: Zavod Republike Slovenije za šolstvo Predstavnik: mag. Gregor Mohor čič Objava na spletnem naslovu: http://www.zrss.si/pdf/ZbornikStrokovnihPrispevkov2011-12.pdf Ljubljana, oktober 2012 Prva izdaja Besedilo ni lektorirano. Publikacija je brezpla čna. CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 37.091.313:001.895(082)(0.034.2) INOVACIJSKI projekti 2011/2012 [Elektronski vir] : zbornik strokovnih prispevkov / avtorji Marija Jerše ... [et al.]. - 1. izd. - El. knjiga. - Ljubljana : Zavod Republike Slovenije za šolstvo, 2012 Na čin dostopa (URL): http://www.zrss.si/pdf/ZbornikStrokovnihPrispevkov2011-12.pdf ISBN 978-961-03-0056-4 (pdf) 1. Jerše, Marija 263558400 KAZALO UVOD ...................................................................................................................................................... 5 VIHAR V KOZARCU ................................................................................................................................ 6 MOTIVIRANJE DIJAKOV ZA AKTIVNOSTI V ŠOLI ............................................................................. 11 DLAN V DLANI ...................................................................................................................................... 15 KAJ NAM LAHKO DREVESA POVEDO O PODNEBNIH SPREMEMBAH? ........................................ 18 KAKO SISTEMATI ČNO IZBOLJŠEVANJE RAZREDNE KLIME VPLIVA NA KAKOVOST ŠOLE ....... 23 MLADINSKO STANOVANJE ................................................................................................................ 27 HURA ZA POŠ-EVCE ........................................................................................................................... 37 BRANJE IN PISANJE ............................................................................................................................ 42 ŽIVETI RAZNOLIKOST JE POT K ODLI ČNOSTI ................................................................................. 49 Z DRUGA ČNIM VODENJEM DO BOLJŠE RAZREDNE KLIME .......................................................... 54 JAZ, MIDVA, MI ..................................................................................................................................... 59 RAZREDNA KLIMA KOT KRITERIJ KAKOVOSTI DELOVANJA ŠOLE – ROŽE SRE ČE MORAŠ SADITI SAM .......................................................................................................................................... 64 FUNGLEŠ ČINA ..................................................................................................................................... 71 BRANJE ZA ZNANJE ............................................................................................................................ 75 DIDAKTI ČNE IGRE ZA RAZVOJ JEZIKA, BRANJA IN PISANJA ........................................................ 79 IZBOLJŠANJE SKUPINSKE DINAMIKE V VRTCU .............................................................................. 84 OŽIVIMO POZITIVNE VREDNOTE ...................................................................................................... 90 BEENGLISH, THE NET BEE ALI MLADIKINA E-UČILNICA ................................................................ 94 RAZVIJANJE SAMOPODOBE U ČENCEV PRI SLOVENŠ ČINI ......................................................... 100 GIBANJE - JEZIK OTROK .................................................................................................................. 106 UTRINKI ZA U ČITELJE ....................................................................................................................... 113 PROJEKTNA POVEZAVA U ČNIH VSEBIN V REALNEM OKOLJU .................................................. 118 RAZVIJANJE SPORAZUMEVALNE ZMOŽNOSTI V SLOVENŠ ČINI – PREŽIVETVENA RAVEN ... 125 PTUJSKI GRAD – UČILNICA V NARAVI ............................................................................................ 131 E-GRADIVA PRI SPODBUJANJU SOCIALNIH VEŠ ČIN ................................................................... 137 SPLETNA STRAN KOT OBLIKA SODELOVANJA STROKOVNIH DELAVCEV ............................... 142 MEDKOLEGIJALNE HOSPITACIJE ( ČAS ZASE IN ZA DRUGE) ...................................................... 147 UČENJE SE ZA ČNE Z RAZISKOVANJEM ........................................................................................ 153 GOZDNA IGRALNICA ......................................................................................................................... 161 IZVIRNI DELOVNI PROJEKT POMO ČI OTROKU V VRTCU ............................................................ 165 VSI SMO ENAKI IN ENAKOPRAVNI, ČETUDI GOVORIMO ROMSKO ALI SLOVENSKO .............. 170 DEUTSCH MACHT SPAß ................................................................................................................... 175 ISKANJE NOVIH NA ČINOV SPODBUJANJA JEZIKOVNE ZMOŽNOSTI OTROK V SODELOVANJU VZGOJITELJICE Z LOGOPEDINJO IN S STARŠI ............................................................................. 180 GRADIMO NAŠ VSAKDAN ................................................................................................................. 189 JAZ Z VAMI ......................................................................................................................................... 195 NA POTI K VE ČJEZI ČNOSTI IN VE ČKULTURNOSTI - TUJI JEZIK V PRVEM VZGOJNO- IZOBRAŽEVALNEM OBDOBJU ......................................................................................................... 201 ODKRIVANJE OTROK, RIZI ČNIH ZA RAZVOJ MOTNJE NA PODRO ČJU BRANJA IN/ALI PISANJA ............................................................................................................................................................. 207 Z USTVARJALNOSTJO NA POT........................................................................................................ 212 UVOD Z inovacijskimi projekti spodbujamo strokovne delavce v vzgoji in izobraževanju da razvijajo, uvajajo, raziskujejo, odkrivajo didakti čne novosti ter v skladu z novostmi preoblikujejo svoj izvedbeni kurikulum v še uspešnejšega, boljšega, u činkovitejšega, koristnejšega od predhodnega. Prav zato so inovacijski projekti sinonim za utrjevanje in plemenitenje slovenske pedagoške tradicije. Želja vseh nas raziskovalcev je, da dobre rešitve podpre tako pedagoška teorija kot politika, ki skrbita za družbeni razvoj. Od leta 2003 do 2012 je na spletni strani predstavljeno že zajetno število didakti čnih rešitev in na ta na čin ponujenih strokovnjakom s podro čja pedagogike. A kot kaže, so inovacije bolj zanimive za raziskovalce kot za potencialne uporabnike. Odkritja na četrti in peti ravni, izpostavljena v posebni rubriki na spletni strani zavoda, so najbolj dodelane rešitve pripravljene skupaj s svetovalnimi storitvami, ki bi morebitnim zainteresiranim lahko bile izjemno dobrodošla osvežitev in hkrati najcenejša oblika strokovnega izpopolnjevanja. V tem šolskem letu (11/12) so pedagoške inovacije iskale in našle rešitve v raznoteri izbiri pedagoškega povezovanja u čečih se med seboj. Nekatere oblike so izvirne in enostavne za vpeljavo v pedagoški sistem. Inovatorji so v ta namen našli raznotera spodbudna u čna okolja za bogatenje znanja, poiskali zanimive metode za u čenje jezikovnih in IKT orodij. Na novo se se oblikovale raziskovalne mreže gozdnih vrtcev in šol. Mreža za formativno spremljanje učenja pa poteka že nekaj let in pridobiva na popularnosti. Vse inovacije povezuje misel. Misel se ne razvija v naših glavah le po modelu »tako je« ali »tako mora biti«, ampak vedno pogosteje v smislu »je lahko«.Tri povezovalna vprašanja so nas najpogosteje (50 %) vodila do didakti čne novosti: »Zakaj?«, »Kako?« in »Kaj?«. Oblike povezovanj so se gradile na osnovi izkušenj in idej ter obogatenih odnosov v temeljni pedagoški komunikaciji. Spoštovani raziskovalci, iskrene čestitke za oblikovano rešitev in njeno predstavitev v tem zborniku! Bistveni namen inovacijskih projektov je in ostaja: strokovni delavci v vzgoji in izobraževanju avtonomno posodabljamo šolsko prakso oz. izvedbeni kurikulum. Vsebine so naš aktualni pomemben izziv. V času raziskovanja ob podpori vodstva prejmemo še individualno strokovno podporo. Svojo prakso inovatorji resni čno spreminjamo z dinamiko samorazvoja, ki jo zmoremo v spodbudnem okolju. Vse aktivnosti se izvajajo v času pouka, spremembe so resni čne in uresni čene. Mladi so aktivni sodelavci v celotnem procesu vzgoje in izobraževanja. Medsebojna komunikacija je obogatena s sprotnimi, aktualnimi medsebojnimi povratnimi informacijami.
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