Learning in a Museum - Teacher Academy by PAPADOPOULOU https://padlet.com/mpapado66/f2u1978v691e The Learning in a Museum course explores the educational value and potential of present-day museums for learning. The course investigates strategies educators can use to plan, implement and evaluate learning in a museum, and more generally transform their students’ museum experiences into connected, engaging, and integrated activities which lead to their intellectual growth. en-us 2018-03-16 20:52:54 UTC 2025-11-30 17:13:54 UTC hello@padlet.com Papadopoulou Maria mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/243008232 I am from beautiful Greece.
 I am a teacher of Greek language and literature.  I work in a secondary school in Kiato of Korinthia. There is an  ancient theatre at Kiato and the ancient town of korinthos about 15 kilometres from Kiato https://www.youtube.com/watch?v=BWCyQit7joY]]> 2018-03-16 20:55:33 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/243008232 Module 1: Museums as Learning Agents mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/244701815 1.1 What is a museum?]]> 2018-03-21 18:41:58 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/244701815 Module 1 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/245796140 1.1 What is a museum?]]> 2018-03-25 07:54:20 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/245796140 Module 1 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/245796235 1.2 Museums as community centres

]]> 2018-03-25 07:56:31 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/245796235 Module 2: Field Trips to Museums mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/246490013 Organising field trips to museums or other places can be a highly rewarding experience. Field trips can stimulate the senses, bring curriculum concepts to life, and inspire new questions from students. However, for us teachers, they can also be very stressful experiences. Good organisation is essential (as with most things a teacher does), and you’ll want to think carefully about the organisational and pedagogical challenges and opportunities offered by your choice of museum.

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.
]]> 2018-03-27 13:44:10 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/246490013 Module 2 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/246526291 1. Pre-field trip activities completed in the classroom
learning goals of the museum visit, a research question, museum etiquette,  web videos about museums, a museum map, Brainstorming activity,  observation sheet, small research tasks, class debate, WebQuest about some of the museum exhibits, choose the main important points, according to the curriculum, Kahoot quiz]]> 2018-03-27 14:43:15 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/246526291 Module 2 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/246531839 2. field trip activities
relate to particular categories, themes, etc., a description of a specific exhibit, Collect evidence to test a hypothesis, Record field trip observations by taking photos or short video clips, draw, write, speak, read , listen, compare, describe,  recreate exhibits through careful sketches, Write the letter, essay, a quiz in a app, become reporters and "interview" one of the exhibits, create a story related to the period, Compare two seemingly unrelevant works, Create a choreography by using the poses that have the sculpures, Enliven a statue ang give it voice, worksheets,  playing a game "search and find" having certain information and clues about certain exhibits, explorer,  the statues discuss  ]]> 2018-03-27 14:53:29 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/246531839 Module 2 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/246532186 3. post-field trip activities
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. For some inspiration, take a look at the video below showing a “museum school” which uses student-created museum exhibits as its main form of assessment strategy. As you watch the video, think about how you could create evaluation and assessment approaches in line with the spirit of the museum visit.
Create a scientific poster,  design a museum exhibition, Create pc games with pictures from the items they saw in the museum, create web page/blog, Write a journal entry about the experience, write a narrative, fantastic story, post-card ]]> 2018-03-27 14:54:08 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/246532186 Module 2 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/246649635 2.4 Virtual museum visits
If you want to “visit” a museum virtually, there are three main formats available:

  1. Browse through a digitised museum catalogue such as the one shown here:
  2. Wander through a museum via a 360-degree photo tour, like this one.
  3. Immerse yourselves in 360-degree virtual reality video, such as the following. (Note that you do not need virtual reality glasses for these videos, as you can use your mouse to move the video around. Of course, the experience is far more immersive using virtual reality glasses.)
For some more examples, see here:

 Check out the Artsteps tool for an example of a tool that allows you to create your own virtual gallery fairly easily.
]]> 2018-03-27 18:40:50 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/246649635 Module 2 mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/247144733 Activity before a museum visit]]> 2018-03-29 05:50:42 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/247144733 Module 3: Museum Projects mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/249157703 3.1 Twitter Chat

Twitter Chat 
Some of the questions we will be discussing on Twitter:

  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?
]]> 2018-04-06 09:41:06 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/249157703 Module 3: 3.2 Classroom collaboration projects with museums mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/249159737 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.

]]> 2018-04-06 09:51:16 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/249159737 Module 3: Museum Projects3.3 Museum take-over days and other projects mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/249160795 In Module 1 we looked at the concept of interactivity in museums and how museums increasingly use interactive exhibits to facilitate the knowledge construction of students. Of course, there are many museums which still mostly feature traditional exhibits, displaying their artefacts with some text-based description.
To address this, you can use the straightforward activity we did in Module 1, where students identify how to turn a static exhibit into an interactive exhibit. Or 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. Take a look at this example from the UK:]]> 2018-04-06 09:56:07 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/249160795 Module 3: Museum Projects3.3 Museum take-over days and other projects mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/249161725 museum-based projects

]]> 2018-04-06 10:01:59 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/249161725 Module 3: Museum Projects3.4 Peer-review activity mpapado66 https://padlet.com/mpapado66/f2u1978v691e/wish/249162230 My lesson plan...]]> 2018-04-06 10:05:11 UTC https://padlet.com/mpapado66/f2u1978v691e/wish/249162230