Didactic analysis is a model to prepare an educational activity. It takes you through the steps and elements of the learning experience.
Starting situation (Beginsituatie): collect information about the state of existing competencies and proficiencies of your learners. Add information about other characteristics like learning style and cognitive development for your target audience.
Outcomes (Doelstelling): what do you expect your learners to achieve in this learning experience. Use SMART (specific, measurable, attainable, relevant and time-bound) criteria to formulate operational outcomes – in terms of demonstrated behavior. Creating a rubric may be useful. A rubric is a matrix of competencies, levels of proficiency and matching behavior. It is a set of criteria for grading.
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Designing a Teachers’ Training college starts with coming up with a catchy name like: Aardwerk Academie. Just kidding.
No, designing a teachers’ training college starts with the realisation that people learn best by doing and that systems (people) have an innate ability to learn, i.e.: the ability to change behaviour over time in response to (changes in) the environment. As form leads function, designing a teachers’ training college starts with gathering the elements such as learners, subject matter and learning environment and placing them in close proximity so they can interact.
The next realisation is that permaculture and learning permaculture is a complex process that requires plenty of time and exposure to a wide diversity of situations and contexts.
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ETP Spain Session with Rakesh Rootsman Rak delivered on 25 Sept 2013.
There are write-ups about this session in German and Spanish.
The video shown below capturing this session was shot and edited by Mihail Kossev.
Shared by Antonio Scotti, As. Cambium Permacultura en Formación, Spain, October 2103
In this session, I use Open Space Technology as an inspiration to design a session about the teaching of the design principles for large groups, where some of the participants may have some prior understanding of them, and can help the others who don’t.
Learning outcomes: the students have been exposed to the permaculture design principles, and have a basic understanding of each of them, so that they can explain them to other students and give real life examples of their application.
Continue reading “Session Plan: Teaching PC Design Principles the Open Space Way”
(Note: This session would be best to give early in a PDC. The session plan for this session can be found at the bottom under “Resources”)
Time needed: Best as a one-hour session, possibly longer. It can be flexible to fit the time available. Introduce the topic of patterns to the class and state why it is important in Permaculture. Invite the group to step up to the square paper sheets (different sizes) and ask how many times they can fold in half. Keep going until you can’t go further. Ask if there are any common experiences?
Continue reading “Introducing How to Teach Patterns with Kirsty”
P108 in the Permaculture Teachers Guide has a full class plan for this exercise.
Time needed: Best as a one-hour session, possibly longer. It can be flexible to fit the time available.
This activity can sit in different sessions. This is usually one of the first sessions on a PDC. Good to use to introduce principles and systems in a non-threatening way.
Continue reading “Introducing How to Teach Inputs & Outputs with Joe Atkinson”
Cathrine Dolleris presented how to create a session plan on the 25th of September 2013 in Mas Franch.
The session presents learning outcomes and planning of your session as a tool to become a more confident teacher. Notes from the session are coming soon.
A video from this session follows:
Several Course Templates from Ecoherencia-Spain (PDF) including:
- Introduction to Permaculture
- Introduction to Urban Permaculture
- Interpretation and Soil Improvement
Participatory methodologies for implementing Permaculture and agroecology projects: session plan available here.
Sorry, this entry is only available in Español.
Given on Wed 25 Sept 2013 by Joe Atkinson, UK, at Mas Franch, Spain
A french write-up of this workshop is also live.
Opening question: The teacher asks if the students know the ethics of permaculture, and if they can explain what they mean for them. Afterwards, the teacher summarises the main points, and can add some comments as appropriate.
Method: The teacher draws a circle on the floor (e.g. with chalk or strings) with scales to represent the “Fair Share” ethic. Then two further overlapping circles are added for “Earthcare” and “Peoplecare.” (An object can be used in each case to represent the ethics). This portrays the ethical framework of permaculture, and a brief explanation can be given on how they are related and interconnected. The simplicity and universality of this framework is highlighted, and its uniqueness to permaculture. In general there is no reason for Earthcare nor Peoplecare to be controversial; however “Fairshare” may provoke more debate. The importance is that these ethics offer a set of tools rather than a set of rules to follow.
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Aljaz from Slovenia delivered a micro-teaching session on Wed 25 Sept 2013 at Mas Franch during the Spain EPT Meeting to demonstrate and reflect upon ‘Groups’ as a teaching methodology.
The session opens with the following question: How do you feel about working in groups?
Some possible responses could be:
- Can be very inspiring
- Can be difficult if there is a negative ambience
- Depends a lot on the personailities within the group
A 4-Day workshop, developed by Mihail Kossev Permaculture design is more than just gardening, but a process of creating community. This workshop aims to emphasize the culture in permaculture.
In recent years, we have seen a boom of permaculture courses all over the world. Permaculture has gone viral, it’s infectious. The idea of living in synergy with nature among people you admire and love has become the dream and ambition of many… This wave has spurred entire libraries of information about organic growing and food production, natural building and new ways of thinking about economy. When reviewing the resources currently available, we asked ourselves, what’s missing? What needs further development? Now that we know the principles and practices of land design, how do we make these “eco-village” dreams come true?
Continue reading “A Course Template: Designing a Culture for Sustainability”