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INTERNATIONAL SCIENTIFIC CONFERENCE

INTERNATIONAL SCIENTIFIC CONFERENCE. RZESZÓW 20-22.10.2009. EDUCATION WITH IMAGINATION. IN QUEST FOR A NEW MODEL OF EDUCATION SCHOOL ADJUSTED TO CHILD’S ABILITIES. Dr Aldona Kopik Project Development Manager „First School Experience as the Road to Knowledge”

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INTERNATIONAL SCIENTIFIC CONFERENCE

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  1. INTERNATIONALSCIENTIFIC CONFERENCE RZESZÓW 20-22.10.2009 EDUCATION WITH IMAGINATION

  2. IN QUEST FOR A NEW MODEL OF EDUCATION SCHOOL ADJUSTED TO CHILD’S ABILITIES Dr Aldona Kopik Project Development Manager „First School Experience as the Road to Knowledge” Educational Group PLC Kielce Jan Kochanowski University in Kielce

  3. NEW MODEL OF EDUCATION CHANGES IN POLISH EDUCATIONAL SYSTEM IN QUEST FOR NEW SOLUTIONS DIRECTION OF CHANGES BUILDING A NEW MODEL OF EDUCATION

  4. THE NOTION OF MODEL MODEL • REPRESENTATION OF REALITY • SYSTEM OF ASSUMPTIONS, NOTIONS AND INTERRELATIONS THAT ALLOW TO DESCRIBE AN ASPECT OF REALITY • THE SUBJECT OF RESEARCH, REPRODUCING THE ORIGINAL

  5. MODEL DIAGRAM MULTIPLE INTELIGENCES THREE-ELEMENT-RELATION

  6. EDUCATIONAL PROJECT

  7. EDUCATIONAL PROJECT

  8. PROJECT BENEFICIARY Educational Group PLC TEXTBOOKS PUBLISHER MAC EDUCATION

  9. RANGE OF PROJECT PROVINCES in POLAND: LUBELSKIE - 450 SCHOOLS ŁÓDZKIE - 360 SCHOOLS MAŁOPOLSKIE - 630 SCHOOLS PODKARPACKIE - 450 SCHOOLS ŚLĄSKIE - 540 SCHOOLS ŚWIĘTOKRZYSKIE - 270 SCHOOLS

  10. IMPORTANCE OF PROJECT MULTIFACETED SUPPORT FOR • MENTAL, • EMOTIONAL, • SOCIAL, • PHYSICAL, • and MOTOR DEVELOPMENT of STUDENTS THROUGH PRACTICAL CHILDREN ACTIVITIES UNDER TEACHER’S SUPERVISION

  11. MAIN OBJECTIVE of the PROJECT IMPLEMENTATION OF FLEXIBLE EDUCATIONAL MODEL ADJUSTED TO INDIVIDUAL NEEDS AND ABILITIES OF STUDENTS

  12. PROJECT OBJECTIVE • COMPREHENSIVE CHILD DEVELOPMENT, HIS/HER CREATIVITY, COGNITIVE CURIOSITY AND WILLINGNESS TO INCREASE KNOWLEDGE • IMROVEMENT OF EDUCATION QUALITY THROUGH MODERNIZATION OF TRAINING CONTENT AND METHODS • IMPROVING STUDENTS ABILITIES IN THEIR KEY COMPETENCES

  13. MAIN PROJECT CONCEPT EVERY SINGLE CHILD IS ABLE

  14. PROJECT BASIS • THEORY OF MULTIPLE INTELLIGENCES • KEY COMPETENCES • THREE-ELEMENT-RELATION EFFECTIVENESS OF EDUCATION CREATIVE TEACHER DIAGNOSIS/EVALUATION INTELLIGENCE PROFILE COOPERATION WITH PARENTS CHILDREN’S INTERESTS CENTRES CHILD INITIATIVE ACTIVITY OF ENVIRONMENT

  15. PROJECT BASIS THEORY OF MULTIPLE INTELLIGENCES

  16. THEORY OF MULTIPLE INTELLIGENCES • EVERY SINGLE PERSON HAS ALL CATEGORIES OF INTELLIGENCE • INTELLIGENCE CATEGORIES FORM A UNIQUE AND DYNAMIC INTELLIGENCE PROFILE • INTELLIGENCES ARE DEVELOPED TO DIFFERENT EXTENT • EACH INTELLIGENCE MAY BE DEVELOPED • „WEAK” INTELLIGENCES MAY BE DEVELOPED THROUGH „STRONGER” ONES • ALL INTELLIGENCES COOPERATE WITH THEMSELVES • WELL-ORGANIZED ENVIRONMENT FAVOURS INTELLIGENCE DEVELOPMENT

  17. EQUAL INTELLIGENCES • VERBAL – LINGUISTIC • BODILY – KINESTHETIC • LOGICAL – MATHEMATICAL • VISUAL – SPATIAL • NATURALISTIC • MUSICAL • INTERPERSONAL • INTRAPERSONAL

  18. INTELLIGENCE PROFILE INTELLIGENCES MUTUALLY FORM A UNIQUE AND INDIVIDUAL INTELLIGENCE PROFILE

  19. PROJECT BASIS • KEY COMPETENCES

  20. KEY COMPETENCES COMPETENCES COMBINATION OF KNOWLEDGE, SKILLS AND ATTITUDE APPROPRIATE TO SITUATION. KEY COMPETENCES SUCH COMPETENCES THAT ARE ESSENTIAL TO SELF- AND PERSONAL DEVELOPMENT, SOCIAL INTEGRATION, EMPLOYMENT, AS WELL AS BEING ACTIVE CITIZEN.

  21. KEY COMPETENCES 1. ABILITY OF SPEAKING MOTHER TONGUE 2. ABILITY OF SPEAKING FOREIGN LANGUAGES 3. MATHEMATICAL COMPETENCES AND BASIC SCIENTIFIC TECHNICAL COMPETENCES 4. INFORMATION TECHNOLOGY COMPETENCES 5. LEARNING ABILITY 6. SOCIAL AND CIVIL COMPETENCES 7. INITIATIVE AND ENTERPRISE 8. CULTURAL AWARENESS AND EXPRESSION

  22. PROJECT BASIS THREE-ELEMENT-RELATION STUDENT – TEACHER – PARENT

  23. THREE-ELEMENT-RELATION

  24. THREE-ELEMENT-RELATION • FAMILY AS THE FIRST AND MOST IMPORTANT EDUCATIONAL ENVIRONMENT SIGNIFICANTLY IMPACTS PROPER CHILD DEVELOPMENT. • EFFECTIVE EDUCATION AND UPBRINGING ARE BASED ON COOPERATION OF FAMILY WITH SCHOOL, AS WELL AS PARENTS WITH TEACHERS.

  25. THREE-ELEMENT-RELATION COOPERATION PARENTS WITH TEACHERS • INCREASING PARENTS’ KNOWLEDGE ON IMPORTANCE OF MULTI-FACETED DEVELOPMENT – PRESENTING POSSIBILITIES OF USING THEORY PRICIPLES PROPOSED BY H. GARDNER, • INTEGRATION OF FAMILY AND SCHOOL ACTIVITIES IN ORDER TO RECOGNIZE CHILD INTELLIGENCE PROFILE AND PROVIDING APROPRIATE CONDITIONS FOR „STRONG” POINTS DEVELOPMENT; BUILDING SELF-ESTEEM,

  26. THREE-ELEMENT-RELATION • COMMON ACTIVITIES IN ORDER TO ELIMINATE FACTORS WHICH HINDER LEARNING, • COOPERATION IN MAKING GOOD USE OF CHILD’S „STRONG” POINTS IN ORDER TO SUPPORT „WEAK” ONES AND DEVELOP SPECIAL ABILITIES.

  27. PROJECT DEVELOPMENT IN PRIMARY SCHOOL No 25, KIELCE

  28. PROJECT DEVELOPMENT IN PRIMARY SCHOOL No 25, KIELCE

  29. PROJECT DEVELOPMENT IN PRIMARY SCHOOL No 25, KIELCE

  30. REFERENCES • ARMSTRONG T., 2009, 7 rodzajów inteligencji, MT Biznes, Warszawa • FOX J., 2008, Odkryj silne strony Twojego dziecka, Laurum, Warszawa • GARDNER H.,2009, Inteligencje wielorakie. Nowe horyzonty w teorii i praktyce, Laurum , Warszawa • GARDNER H., 2009, Pięć umysłów przyszłości, Laurum, Warszawa • KOPIK A., ZATORSKA M., 2009, Każde dziecko jest zdolne, GE S.A., Kielce • MARKOVA D., POWELL A., 2006, Twoje dziecko jest inteligentne, KiW, Warszawa

  31. www.pierwszaki.eu THANK YOU FOR YOUR KIND ATTENTION EDUCATIONAL GROUP PLC PROJECT OFFICE 25-553 KIELCE KLONOWA 55/34

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