News . Best Practices Rewilding Greece: Implementing Open Schooling with hybrid lessons supported by an online meeting with the Natural Museum scientist and classroom activities (Best Practice Greece)
- share this
The structured scenario called “Rewilding Greece” was applied at Kounoupidiana public High School of Chania, Crete last academic year (2020-2021). Participants were 25 students, 13-14 years, a Physics Teacher, and a scientist biologist. The activities were implemented in various lessons ( 12 hours). This practice was supported by RDE.
CARE: We started it during the second lockdown, using on-line teaching; however, the biggest part of the CONNECT scenario was applied in the classroom at the end of the second pandemic. The only online part of the Rewilding Greece scenario was the online meeting (1hour) with the invited scientist Dr. Iasmi Stathi from the Natural Museum of History at Heracleio, Crete. Dr. Iasmi had a great interaction with all 19 students participating at the programme and there was a bombardment of questions during that hour. The family was involved in the learning process and their task was to discuss with students and choose the animal for rewilding Greece.
KNOW: Teachers need to have their teaching a priority and that pushes the implementation of CONNECT towards the second half of the teaching year. However, the procedures needed to follow were clear.
DO: the last `DO` part really made a difference for having the students organize their learning for a purpose. However, it took a burden on curriculum programme, and it left us with the aftertaste of having fewer hours for applying the scenario.
We decided to make an action writing a letter of intent to government departments responsible for the environment.
Black Francolin:
https://connect-eu.exus.co.uk/?attachment=805&document_type=document&download_document_file=1&document_file=91
Lynx :
https://connect-eu.exus.co.uk/?attachment=804&document_type=document&download_document_file=1&document_file=90
Findings about open schooling: The science needed to make a scientific argument was easy to incorporate, however the task to fit the programme into school curriculum was cumbersome.
Outcomes for students: It took some effort to keep the students focus on the scientific argument when the initial joy of participation passed. The science was not difficult; however the students found the competition a long process. During the teaching the students never complaint about not being able to complete the task.