Transcript Communication in the Mother Tongue

Key competence development:
Climate change related exercises
Judit Ütő-Visi
Eszterházy College, Eger, Hungary
ATEE 2010, Budapest,
Apropos’ Climate Change
Pre-Conference Workshop
August 26, 2010
The topic in common education of
Hungary
 Teaching of the global environmental problems in
geography, with emphasis on climate change,
became significant in 1995 with introduction of the
National Core Curriculum for Hungary.
 It appears in more and more school subjects.
 Modifying tasks of education, as developing the
competences becomes also important, besides
knowledge transfer.
 New integrating areas of development appeared:
Environmental education, Physical and mental
health.
The topic in common education of
Hungary
 Importance of the topic (environment)
becomes accepted by continuously
increasing part of the society. Hence, wide
co-operation in environment-motivated
behaviour of the society involves increasing
role of the schools in Hungary, too.
 So, it is not enough to transfer and control
the knowledge of our pupils. Active role in
solving the problems needs various
competencies to be developed, as well.
Developing the competences
Key competencies in Hungary (2006) in coherence
with recommendations by the European Union:
1. Communication in the Mother Tongue
2. Communication in Foreign Languages
3. Mathematical Competence
4. Competences in Natural Science
5. Digital Competence
6. Learning to learn
7. Social and Civic Competences
8. Sense of Initiative and Entrepreneurship
9. Aesthetic and Artistic Awareness and Expression
Description, main components
 Communication in the Mother Tongue
 Communication in the mother tongue is the ability
to express and interpret concepts, thoughts,
feelings, facts and opinions both orally and in
writing as well as the appropriate and creative use
of the language in a full range of societal and
cultural contexts such as education and training,
work, home life and leisure.
 Communication in Foreign Languages
 Communication in foreign languages is considered
to have the same elements as communication in
the mother tongue Communication in a foreign
language demands other skills, such as mediation
and intercultural understanding.
 Mathematical Competence
 Mathematical competence is the ability to develop and
apply mathematical thinking which also enables an
individual to solve a range of problems in everyday
situations. The emphasis is as much on process and
activity as on knowledge. Mathematical competence
embraces the development and use of abilities related to
mathematical modes of thought, the application of
mathematical models as well as an inclination to apply
these.
 Competences in Natural Science
 Competences in science refer to the body of knowledge
and methodology employed to explain, to make predictions
and to control our actions with regard to the natural world
and the processes that take place as a result of interaction
between mankind and the natural world. This competence
entails understanding the changes brought about by
human activity and the related individual and public
responsibility for sustainable development.
 Digital Competence
 Digital competence comprises the confident and
critical use of Information Society Technology (IST) for
work, communication and leisure purposes. This is
based on the following skills and activities: recognising,
retrieving, evaluating, storing, creating, presenting and
exchanging information as well as communication and
cooperation in networks via the Internet.
 Learning to learn
 Learning to learn is the ability to pursue and persist in
learning, organise one's own learning both individually
and in groups, including effective management of time
and information; to recognise the needs and
opportunities and to know the process of learning.
Learning to learn urges the learner to apply his or her
knowledge and skills in a variety of contexts - home,
work, learning and training processes - drawing on his
or her prior learning and life experience.
 Social and Civic Competences
 Personal, value-oriented, interpersonal,
intercultural, social and civic competences are
prerequisites for a harmonious life and community
integration, a commitment to and activity for the
public good. Civic competence enables an
individual to apply his or her knowledge of social
processes, structures and democracy in order to
actively participate in public affairs.
 Sense of Initiative and Entrepreneurship
 Sense of initiative and entrepreneurship helps an
individual both in everyday life and at work to get
to know his or her broader environment and to be
able to grasp the opportunities that lie ahead. This
competence comprises knowledge, creativity,
propensity to induce changes and risk-taking as
well as developing and implementing plans in
order to achieve objectives.
 Aesthetic and Artistic Awareness and
Expression
 Aesthetic and artistic awareness and
expression involves an appreciation of
aesthetic perception and the importance of
expressing - either in the language of
traditional arts or with the help of the media ideas, experiences and emotions in a
creative way.
Examples of key-competence development by
using climate related knowledge and activities
Examples to develop the key competence
1.
learn new words of climate,
2.
find extra motivation in understanding the CC disputes
3.
use CC as motivation to understand usefulness of math
4.
use CC to understand the integration of natural sciences
5.
use Internet to find new datas and informations about CC
6.
the interesting topic help in the learning
7.
weather extremes are good examples of cooperations in society
8.
talk and disputs about renewable- and low-carbon industry
9.
make a presentation, drawing
Pajtók-Tari et al., 2010
One may establish that the nine key
competences comprehend different
abilities although there are close
interrelations between them. In one hand
also establish that all of them can be
related to the environment to some
extent, in the oher hand all of them can
be developed by exercises addressing
the climate change.
Selected exercises
Pay attention to the drawing,
and solve the tasks below:
a) Give 5 concepts you can
associate with the drawing!
b) Give a title to the drawing!
c) Comprehend the message
of the drawing in 5-10
sentences.
d) Try to find further cartoons in the printed or
electronic sources related to the climate change!
Show them to your school-mates in form of a
presentation or exhibition! Discuss them focusing
on how their authors focus our attention on the
presented environmental threats!
Objectives
of the exercise
The exercise expects to understand and explain a
drawing. The aim of its execution is to recognize casual
relationships and to evaluate the consequences of the
provoked changes in the environment. In addition to it,
induction and deepening the demand of the pupils for
environment-motivated behaviour
Competences
Competences in Natural Science
Digital Competence
Communication in the Mother Tongue
Social and Civic Competences
to be developed
Aesthetic and Artistic Awareness and Expression
Form of the
elaboration
Individual work for the pupils: listing the terms, giving a
god title, preparation of a summary.
Teamwork: collection of strips, their systematisation,
organising an exposition from the drawings.
Classroom work: systematisation of the involved terms
and principles, discussion.
Have a look at the picture, and solve
the tasks below:
a) Imagine yourselves instead of
the plant in the image. Tell us what
happened with you! What can you
future be?
b) Prepare a comic from 5-10
drawings, starting or finishing with
this image. Write Hungarian and
English legends to the individual
drawings. You may prepare a short
video, as well. In any case provide a
title to your creation. Show them to
your school-mates. Collect a jury
from your pupil-mates, who give an
assessment of these creations.
Objectives
of the exercise
The aim of this exercise is to make the pupils thinking
about the causes, expected consequences and
mitigation possibilities related to the global
environmental problems, including the climate change. It
can also support developing their creative, problemsolving thinking, as well, as their responsible,
environment-motivated behaviour
Competences
Competences in Natural Science
Digital Competence
Communication in the Mother Tongue
Communication in Foreign Languages
Social and Civic Competences
Sense of Initiative and Entrepreneurship
Aesthetic and Artistic Awareness and Expression
to be developed
Form of the
elaboration
Individual work: description of the story, preparing the
comics or a film.
Teamwork: Preparing the comics or a film, organising a
presentation of it, evaluation of the result.
Rank series
Emission
1. USA
5834
2. China
3507
3. Russia
1431
4. India
1219
5. Japan
1202
6. Germany
850
7. United Kingdom
543
8. Canada
516
9. Rep. Korea
445
10. Italy
432
1-10. together
15980
World total:
24344
Leading carbon-dioxide emitters
(data from 2003 in million tons)
Investigate the table, and solve the
tasks below:
a) What percentage of the total CO2
emission comes from the 10
strongest emitters? How many
times stronger the first emitter
compared to the 10th one? What
proportion of the world emission is
caused by the USA and China?
What are the causes of these
emission values and proportions?
b) Prepare a picturesque diagram
to present the data and proportions!
c) Prepare a thematic map by using
these data!
d) Find more up-to-date data!
Collect the same data for Hungary
and for other countries!
Objectives
of the exercise
The aim of the exercise is to collect and evaluate the
related data and their picturesque interpretation, as well,
as to develop the ability to use mathematical tools.
Development of logical geographical thinking is also one
of the aims.
Competences
Competences in Natural Science
Communication in the Mother Tongue
Communication in Foreign Languages
Mathematical Competence
Aesthetic and Artistic Awareness and Expression
to be developed
Form of the
elaboration
Individual work for the pupils: computation and
visualisation with the data, collection of additional data.
Prepare a puzzle!
1.
S
2.
U
3.
S
4.
T
5.
A
6.
I
7.
N
Objectives
of the exercise
The exercise expects determination, understanding and
systematisation of related words and concepts from the
pupils. Clear, unequivocal phrasing of these definitions
helps to understand the main elements of the content.
Competences
Competences in Natural Science
Communication in the Mother Tongue
Learning to learn
Social and Civic Competences
to be developed
Form of the
elaboration
Individual work for the pupils: listing the terms, giving a
god title, preparation of a summary.
Work in study-pairs: Solution of the prepared puzzle,
evaluation of the efforts and the result.
Thank you for your attention!
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