Such experiential teaching stimulated students’ interest in same pedagogical work Opinions on outdoor teaching that they had the opportunity to attend are listed. At the same time, the experiences of students and their
These are visits to the following institutions in the city of Osijek: Ivan ŠtarkĬenter for Education, Osijek Center for Inclusion and Association for Horse TherapyĪnd Activities MOGU Osijek. Will be presented within the Pedagogy course at the Academy of Arts and Culture in Of outdoor teaching in the teaching roces sin higher education, outdoor teaching In this paper, in addition to reflecting on the role Positive experience for students, but also for teachers, and that such experiences encourage the development of emotional connections with those contents and activities The results of some research indicate that visiting different places is a Of knowledge and skills in a way that enriches everyday learning experience in theĬlassroom. In addition, outdoor teaching contributes to development The purpose of complementary classroom and outdoor teaching is a qualityĮducational process. Teaching, which is also a desirable supplement to classroom teaching, is outdoor More specifically, through its clear association with the improvement and/or development of participants’ grit, it could equip these students to be more effective in their role as peer helpers.Ĭontemporary student-centered teaching strives for more diverse and effective approaches, methods, teaching strategies and forms of teaching. It was concluded that ABEL, due to its unique nature and demands, provides an ideal mechanism for the facilitation of personal growth on various levels. The main themes that emerged from both phases of data collection included intra-, inter-, and transpersonal/transcendent aspects, within which participants regularly referred to elements of grit. Themes were identified through inductive analysis and discussed regarding their relevance to the concept of grit. After 3 months of performing their duties as peer helpers, the same individuals participated in focus group interviews. The participants completed daily reflective diaries for the duration of the three-day ABEL program. A qualitative research approach with a case study research design was used. A total of 26 students at the North-West University, both male and female, participated in the study. The aim of this study was to explore and describe a group of peer helpers’ subjective experiences of their participation in an ABEL program, with a focus on how these experiences related to the concept of grit. That is why the series of the Anne Frank video diary can’t be seen there.The study focused on the adventure-based experiential learning (ABEL) component of the North-West University peer helper training program. In a number of countries, including the USA, Spain and Mexico, the copyright on the diaries of Anne Frank has not yet expired. Our answers to Frequently Asked Questions Our press release about the video diary
#Video diary rooms series
The video series is in Dutch, with subtitles in German, English, French, Hebrew, Japanese, Portuguese, Russian and Spanish. Meet the actors from the Anne Frank video diary Nine languagesĪnne Frank video diary consists of fifteen episodes and can be seen in over 60 countries on /annefrank. The video diary ends on 4 August 1944, when Anne and the seven other people from the Secret Annex, as well as two of their non-Jewish helpers, are arrested. Anne films herself and the events in the Secret Annex, looks back on the time before they went into hiding, talks about the war, and shares her deepest thoughts and feelings. She is 14 years old and has been living in hiding for over a year and a half, together with her parents Otto and Edith, sister Margot, Auguste and Hermann van Pels, their son Peter, and Fritz Pfeffer. Anne Frank video diary follows Anne Frank from 29 March 1944 onwards.
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