1. PEDAGOGY - WORKING WITH PEOPLE "the ART of teaching/education"
1.1. WHAT IS PEDAGOGY?
1.1.1. Where didactics may be considerer the technical aspect of transferring knowledge and skills, pedagogy is the dimension of human social and emotional interaction
1.2. GROUPS
1.2.1. GROUP DYNAMICS Group dynamics often pertain to a social structure and relationships within a group, including teachers and other course staff
1.2.1.1. TEAM BUILDING
1.2.1.2. CONFLICT RESOLUTION
1.2.1.3. ENERGIZERS
1.2.2. WORKING WITH DIFFERENT GORUPS
1.2.2.1. Different types of groups will often respond in predictable ways.
1.2.2.2. for each type of group strategies can be designed that work well as a basis to start.
1.2.2.3. As teachers we should always be attemptive to how groups respond and willing to adjust to achieve the desired outcomes
1.2.2.4. Knowing your audience well is the starting point for every successfull learning experience
1.2.3. DIFFERENT GROUPS
1.2.3.1. AGE
1.2.3.1.1. CHILDREN
1.2.3.1.2. ADULTS
1.2.3.1.3. ADOLESCENTS
1.2.3.1.4. SENIORS
1.2.3.2. PROFESSSION/OCUPATION
1.2.3.3. LOCATION
1.2.3.3.1. RURAL
1.2.3.3.2. URBAN
1.2.3.4. PHILOSOPHY/RELIGION
1.3. PRACTICAL HANDS-ON EXERCISES
1.3.1. categorized by target group
1.3.2. METHODS
1.4. SUPPORT INDIVIDUAL AND GROUP EMOTIONAL PROCESSES
1.4.1. how to recognize and stimulate the best in both the individuals and groups one works with
1.4.2. The stated subject of the course is generally incidental to the learning process
1.4.3. How the people in the group interact with eachother determines a huge part of the learning outcomes.
1.4.4. PDC's are often experienced as a life-changing event, where relationships are made and broken,
1.4.5. Where careers take off in a completely different direction
1.4.6. As teacher you are co-responsible and should be aware of and attentive to what is really going on
1.4.7. how to recognise these processes and how to guide and support them.
2. DIDATICS - WORKING WITH SUBJECTS "the SCIENCE of teaching/education"
2.1. Learning outcomes
2.1.1. definition
2.1.2. evaluation
2.2. DIFFERENT AGES
2.2.1. different cognitive development phase, attention and motivation
2.3. different target groups
2.4. strategies for teaching specific topics
2.4.1. hands-on
2.4.2. experiments
2.5. HOW DOES ATTENTION/MEMORY WORK?
2.6. COGNITIVE DEVELOPMENT
2.6.1. Construtivist theory of learning
2.7. handouts
2.7.1. references
2.7.2. suggestions for further study
2.7.3. in-depth materials
2.7.4. remedial material
2.8. WHAT IS DIDACTICS?
2.8.1. Brief description of the term/concept.
2.8.2. Many permaculture teachers have come to teaching permaculture from non-teaching backgrounds.
2.9. HOW DOES LEARNING WORK?
2.9.1. Learning is the point of view of the learner.
2.9.2. The process of learning only takes place in the mind and body of the learner.
2.9.3. The mind is a learning machine.
2.9.4. Interaction with the world changes the behaviour of the learner on a continuous basis.
2.9.5. Teaching aims to direct this process.
2.9.6. In order to effectively teach the tacher needs to know how the mind of the learner will respond to the process of teaching.
2.9.7. Behavious is the only way to verify the effect of teaching and learning.
2.10. CHANGING BEHAVIOUR
2.11. OBSERVE AND INTERACT
2.12. LEARNING STYLES
2.12.1. Kinetic
2.12.1.1. vision; movement; senses
2.12.2. Emotional
2.12.2.1. commitment
2.12.3. intelectual
2.12.3.1. logic; repetition; memory
2.13. Strategies for teaching
2.13.1. HOW DOES TEACHING WORK?
2.13.1.1. ROLE OF THE LEARNER
2.13.1.1.1. As learning, the (long-term) change of behaviour, only takes place in the mind and body of the learner, the role of the learning is paramoutn.
2.13.1.1.2. The ideal is instrisic motivation but most teaching methods only stimulate by external motivations.
2.13.1.1.3. Each learner is also a teacher as the good teacher learn more then the learner from the exchange.
2.13.1.2. ROLE OF THE TEACHER
2.13.1.2.1. Dependind on the teaching style the role of the teacher may vary from informal organiser of a learnign environment to drill master and lecturer.
2.13.1.3. DESIGNING LEARNING ENVIRONMENTS AND SESSIONS APPLYING PERMACULTURE DESIGN
2.13.1.4. TEACHING TECHNIQUES
2.13.1.4.1. INNOVATIVE TEACHING SUGGESTIONS
2.13.1.4.2. ACCELERATED LEARNING
2.13.1.4.3. STACKING AND FLOW OF CURRICULUM
2.13.1.4.4. HOW TO KEEP IT FRESH?
2.13.1.4.5. PARTICIPATORY LEARNING
2.13.2. DOES IT WORK?
2.13.3. WHY?
2.13.4. DIDATICS ANALYSIS MDOEL
2.13.4.1. A model to structure teaching sessions
2.13.5. EVALUATE LEARNING & THE EFFECTS OF TEACHING
2.13.5.1. Background on failure/success and learning.
2.13.5.1.1. The difference between the aimes of the teacher and the learner.
2.13.5.1.2. The different aspects of changes n observed and assimilated behavious.
2.13.6. FEEDBACK AND INTERACTIVE LEARNING
2.13.6.1. Leaning never stops but is an interactive process based on previous learning.
2.13.6.2. The right kind of feedback can have wide reaching consequences
2.13.7. STRATEGIES FOR SPECIFIC GROUPS
2.13.8. DETAILS
2.13.8.1. going to a deeper level
2.13.9. DIVERSITY
2.13.9.1. associations on same level
2.13.10. REMEDIATION
2.13.10.1. same level, different learning/teaching style
2.13.11. STRATEGIES FOR SPECIFIC GROUPS
3. TOOLS - RESOURCES FOR LEARNING AND TEACHING
3.1. time management
3.2. CELEBRATION
3.3. PLANNING & RUNNING SUCCESSFULL MEETINGS/SESSIONS
3.4. HOW TO DESIGN SESSIONS
3.5. ILLUSTRATIONS
3.6. COSTING & BUDGETING
3.7. EVALUATION & FEEDBAC
3.8. TIME MANAGEMENT
3.9. GRAPHIC FACILITATION & CREATIVE ILLUSTRATION
3.10. GAMES, ENERGIZERS, SONGS & DANCES
3.11. HOW TO TEACH PC TO A WIDE RANGE OF NEEDS
3.12. TECHNOLOGY
3.12.1. off the grid
3.12.2. low-tech
3.12.3. power-point
3.12.4. mixed media
3.12.5. Digital slide show
4. TEACHERS
5. INTRODUCTION
5.1. Permaculture Education on Europe
5.1.1. Results of the different surveys from the project visualised in maps and diagrams
5.2. Mission Statement and vision of EPT
5.2.1. Copy from Leonardo Application
5.3. Aknowledgements
5.3.1. Names and afiliation of contributors and funding bodies
5.4. Audience
5.4.1. Teachers of Permaculture in Europe;
5.4.2. Profile of permaculture teachers.
5.4.3. Professional development with a pan-European dimension of intercultural exchange,
5.4.4. celebrating European unity in diversity
5.4.5. The added vaue of multicultural life long learning for sustainable and thriving comunities in the context of our dynamic world
5.5. Purpose
5.5.1. professional development
5.5.2. sharing knowledge and skills in context of European cultural diversity,
5.5.3. provide tangible tools to use in own environment and inspire to further research and development for adult education,
5.5.4. applying permaculture design to teaching and sustainability sharing knowledge
5.5.5. provide tangible tools to use in own environment and inspire to further research and development for adult education,
5.6. How to use this book?
5.6.1. Reference work, find both in depth background information as well as practical How-tos on organizing and running successful permaculture training events in European context.
5.6.2. Provide accurate and up to date information on permaculture and adult education networks in Europe as well as suppliers of material resources.
5.6.3. Keep curent with online supplements.
5.6.4. Suitable for local printing and screen viewing.
6. APPENDIX
6.1. FURTHER READING
6.1.1. Leverage Points - Donella Meadows
6.1.2. De-scholling society - Ivan Illich
6.1.3. Tools for Conviviality - Ivan Illich
6.1.4. Teacher's Handbook - UK PCA
6.1.5. Teaching Thinking - Edward deBono
6.1.6. Tools for Conviviality - Ivan Illich
6.2. HANDOUTS
6.3. REFERENCES
6.4. IDEP MATERIALS
6.5. UKPCA Material
6.6. Glossary (multilingual)
6.7. NAMES AND ADRESSES
6.7.1. EPT PARTNERS
6.7.2. PERMACULTURE ORGANISATIONS
6.7.3. PC Teachers in Europe
6.7.4. Suppliers of Materials
6.7.5. PC Teachers in Europe