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“Landmark experiences (the ‘aha!’ effect) occur when previously misunderstood, unconscious or unfocused information gets synthesised into a new, conscious, articulate understanding.” Elaine Heumann Gurian, 2006.

Museum projects can provide something to young visitors that they cannot obtain in the classroom. They can  develop engagement, excitement, interaction and deep learning.

3.1 Twitter chat
(4th April)
Questions for discussion:

1. How would you define inquiry-based instruction?

2. Where does inquiry fit in a teacher’s teaching day?

3. What are some of the academic benefits of using inquiry discussions in class?

4. How can training in the inquiry method help today’s young people?

5. How can museums and schools collaborate in using inquiry-based teaching and learning?

3.2 Classroom collaboration projects with museums

There are several good practices for museum-based projects. The projects involve 21st century skills like creativity, collaboration, usage of digital skills, using foreign languages, critical thinking and social skills. The best eTwinning projects have been rewarded by European quality label. (e.g. Travelling Museum)

3.3 Museum take-over days and other projects

To turn a static exhibit into an interactive exhibit one can make use of museum-based projects like “take-over days”. These are projects where students run the whole or parts of a museum, thereby experiencing the museums’ collection in an active manner.
Other museum-based projects: Museum Sleepovers, Mystery in the Museum, Bookmaking, Catalonia Schools Tandem Project

Padlet post:
"I've never been involved in such activities either as a student or as a teacher. All projects seem exciting and fun to do as they involve learning through experiencing. The problem here is that there are strict rules in museums and the negative attitude towards innovations."

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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.

Exhibits as assessment
Steps:
1. staff meeting where evaluation criteria are set up
2.students create exhibitions according to what they have seen. They create artifacts like poems, sculptures, drawings etc. They use the content, vocabulary, personal connection to the topic by the labels and objects. This way they have ownership over the learning and can show  understanding.
3. Faculty meeting: assessment
4. Celebration with parents and kids

2.4 Virtual museum visits

There are three ways to do this:
1. Browse through a digitised museum catalogue
2. Wander through a museum via a 360-degree photo tour
3. Immerse yourselves in 360-degree virtual reality video.

2.5 Create a museum learning experience

The lesson plan could focus on before, during, or after a museum visit, or incorporate museum learning through a project. You are advised to use the tool: learningdesigner.
https://v.gd/rvbiAa

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“The magic of a field trip isn’t just the subject. It’s the break in routine and adventure that opens up children’s minds to new things.” (Unknown. Found on Field Trip Factory)

2.1. Planning your museum visit

A teacher has to to plan carefully in order to succeed.
There are 3 sets of activities one should follow:
1. pre-field trip activities
making the rules clear, raising interest in the topic
2. field trip activities
introducing and asking students to listen to a docent (guide), who keeps the attention of students all the time by telling interesting stories, asking questions about the topics, involving students by interactive and interesting tasks.
3. post-field trip activities  reflecting on what was seen and heard by creating authentic artifacts.

2.2 During your museum visit
1. set rules and clear expectations
(rules, paraphrasing, repetitions)
2. select works of art for investigation (larger pieces of objects with larger space around, not too many for observation!)
3. use a theme to establish focus (essential question, comparisons)
4. incorporate a wide range of activities (miming a pose, collecting evidence, capturing visual details, observing similar materials by touching it not the exhibited object)

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1.4 Designing a museum learning lesson plan

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1.4 Designing a museum learning lesson plan

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Step 1: Write your lesson plan using the Learning Designer
Step 2: Submit your lesson plan
Step 3: Review three other people's lesson plans.

1.5 Webinar: Get inspired by cultural heritage
Presentations:

How to inspire learners with culture. Europeana digital collections for teachers.

Intercultural learning, creativity and innovation in museums.

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1.1 What is a museum?
There are several definitions for it.
Mine: (Padlet post)
"A museum is a place where objects from the past or present are exhibited and information is given about them. There are several kind of museums in various topics available from the traditional to the really modern, interactive ones all over Europe."

1.2 Museums as community centres

They are spaces where community is built and lived and of which culture facilitates the creation of one’s own sense of identity and belonging. It also promotes social inclusion processes and lifelong learning.
Reflection of Nina Simon's TEDx talk (Padlet post)
"She talks in a really enthusiastic way about what we do not really think about first when defining the the roles of museums. She also accentuates the importance of the involvement of the audience with meaningful content and creative tasks."

1.3 Museums as constructors of knowledge

Museums tend to represent much more interactive forms of media, allowing for a more active process of knowledge by creation.The pedagogical principles behind this shift are based on constructionist learning theories of the educational philosophers Jean Piaget and 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.  https://youtu.be/Xa59prZC5gA

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The city has of a large number of museums of various kinds: history, art, mining, nature, porcelain, etnography,  gloves etc. The most famous ones, which might be known all over Europe, are Cella Septihora, Csontváry Art Museum, Victor Vasarely Art Museum and Zsolnay China Museum.

Picture: Victor Vasarely

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Pécs was the cultural capital of Europe in 2010. The history of my city dates back to the Roman times, it was called Sopianae, then in the middle ages it was under Turkish invasion. Pécs has a lot of beautiful sights from those eras (the mosque in the picture is in the main square of the city). Besides old monuments the inner city is full of classical style buildings, so the whole city has a unique athmospere.

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Hello, my name is Edit Rathne Toth. I teach English and Biology at a complex secondary and primary school called Árpád Fejedelem Secondary Grammar and Primary School in Pécs. I have been teaching for 17 years now, mainly English for students aged 11-18.
My school has about 800 students. I like taking professional developmental couses and implementing modern teaching methods.
I took up this course because its topic was intersting and I would like to get to know more about how to make use of the outside of school learning (e.g in a museum) in the educational process of primary and secondary students.

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Learning diary:
It is a collection of notes and reflections made throughout the course.
( padlet.com/tothedit0610/5xrxfj6c0ifi )

Learning design:
a plan made for a learning session or project in connection with learning in a museum based on the course content made by learning designer.org

Introduction quiz: passed 100%

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Course Timeline:

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Learning in a Museum Course (MOOC organized by School Education Gateway Teacher Academy)

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Learning in a Museum Course (MOOC organized by School Education Gateway Teacher Academy)