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3.3 Museum take-over days and other projects

You can make use of museum-based projects like “take-over days”, which allow students to learn using constructionist principles, even if the museum mostly follows a traditional approach in its displays. Take-over days are projects where students run the whole or parts of a museum, thereby experiencing the museums’ collection in an active manner.

Penn Museum's sleepover, 40 Winks with the Sphinx , invites guests to an overnight "expedition" of the Museum. The night's activities are geared to take intrepid explorers on a journey through time and across continents, with hands-on opportunities, through games and crafts, to explore ancient Egypt

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3.2 Classroom collaboration projects with museums

Museums can be powerful facilitators of exchange and collaboration between individuals of different backgrounds. Let’s revisit this idea by exploring some classroom collaboration projects built around museums. The collaboration does not necessarily need to happen inside of the museum, but with the museum as its focus.
They are projects with individual students pretending that they are certain artefacts and writing biographical sketches, or journalists and interviewing either the artefacts themselves or individuals who might have used them; with students participating in trials about historical events in which they introduce specific artefacts present within the museum as pieces of evidence; with students developing their own ways of communicating the meanings of specific artefacts and exhibitions; with students seriously considering the essence of the artefacts, thinking critically about the ways in which the artefacts could be incorporated into engaging activities, and then actually using the artefacts for practical purposes; with students seeing the artefacts while viewing them, or hearing their message while listening to them; with students developing personal connections to various exhibits through predetermined objectives.

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2.4 Virtual museum visits
There was a time when mobile exhibits were the ‘cutting-edge’ aspect of museums. These educational exhibits on wheels often offered, and a few still do, the best of museum experiences in a less austere and more hands-on environment. Today, however, the mobile museum increasingly comes in the form of a laptop, tablet, mobile phone, or virtual reality glasses.

Many museums are digitising their collections, allowing us to examine and interact with these exhibits using our devices. Beyond that, the immersiveness of virtual reality allows us to experience museums in an entirely new way, all from the premise of our classroom.

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2.3 After the museum visit
The visit follow-up is an essential part of any museum visit and should not be neglected, as it is a key opportunity to turn students’ experiences into longer-term engagement in the classroom. Part of the follow-up is also an evaluation, from an organisational perspective as well as from a learning perspective.

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2.2 During your museum visit

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2.1 Planning your museum visit

There are usually three main parts to planning a field trip: pre-field trip activitiescompleted in the classroom, field trip activities at the museum, and post-field trip activities conducted back in the classroom.

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Consider how the hands-on learning approach facilitated in modern museums fits into your day-to-day curriculum. What would be the best way to fit a museum visit into your curriculum? And how would you prepare your students to benefit from such interactive experiences? How would you follow up their experience?

Answer these questions in a Coggle, then embed or link it in this forum thread. Make sure to mark your Coggle as Public (see the Share button on the upper right corner of your Coggle screen). Then read through other participants’ Coggles and comment on at least one of them. You are, of course, more than welcome to engage in a conversation with those who comment on your own entry.

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1.3 Museums as constructors of knowledge

The underlying pedagogical principles behind this shift are based on constructivist and constructionist learning theories of the educational philosophers Jean Piagetand Seymour Papert, who argue that children construct knowledge through their interaction with the outside world. In many modern museums, these principles now drive the way exhibits are organised, and they should also drive the way we as teachers shape learning in a museum with our students

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1.2 Museums as community centres

Access to – and participation in – culture facilitates the creation of one’s own sense of identity and belonging. It also promotes social inclusion processes and lifelong learning. As cultural institutions, museums play a key role in these processes.
Museums as community centres, spaces where community is built and lived.

The idea of museums as social spaces where learning happens via the exchanges people have with their peers.

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What is a museum?

The museum is a place of self-discovery and intellectual growth, where anyone can learn by putting themselves philosophical questions when challenged by the artifacts exposed.

Interview with the director of the Houston Museum of Fine Arts, Gary Tinterow, where he outlines how museums have transformed themselves into “community centres for intellectual growth”

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I work in a small rural school. I have one computer in the classroom with internet. I have eight students.

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My name is Maria and I am a portuguese primary teacher.