277_worksheet_2

=Jan Otto 277 2013-2014=

__Me as client__ My middle school was in mid/high-tech category. Some of the teachers tried to involve usage of ICT. I remember repeating past tense of irregular verbs and phrasal verbs with the application for the English class and using interactive visualizations of oxidation and reduction reactions for chemistry. There were 3 classrooms fully adapted for the multimedial lessons and no dedicated on-site technical support, but the employees of the school library were clever enough to sustain the possibility of usage on anterior demand. With cooperation of the requesting teacher, they were able to prepare proper licenses and software to perform the lessons.

__Me as observer__ There was no shared vision. Teachers were acting from their own initiative. When they had the idea and plan ready, they were always supported by the principal with the funds, which brings us to the funding condition, which was rather spontaneous than consistent, but it always was.

The failure reason of applying the condition of shared vision was lazyness and nonflexibility of some teachers which would block the changes enforced by the head. The success of funds is an effect of good policy of trust and independence given to the proactive teachers.

__Me as server__ When I was learning meteorology at the geography classes, I used to give latin name to clouds from images or photos, indicate the wind's direction and strength basing on simple maps with isobaric curves and memorizing few simple rules which would determine if it's going to rain or to get cold that day, but this seemed totally unpractical in context of forecasting. I would like to do the project on meteorology.

The first stage would base on actual data collected from the meteorology station in the area. I would ask students to observe and record the current state of the weather by home devices. Then they would confront it with the data they get from the nearby meteorological station to discover the accuracy and locality of measurements.

The second stage would be forecasting. Seeing how the rules for the forecasting are applied in the meteo station, they would be able to develop their own rules and intuitions for interpretation of their own measurements and at some point build their confidence in their own forecasting.

The school would need the access to meteorological data and PC's with the software for it's presentation. Students would have to be equipped with the measurement devices.

back to the toppage
When I was learning meteorology at the geography

classes, I used to give latin name to clouds from images or photos, indicate the wind's direction and strength

basing on simple maps with isobaric curves and memorizing few

simple rules which would determine if it's going to rain or to get

cold that day, but this seemed totally unpractical in context of forecasting. I would like to do the project on meteorology.

The first stage would base on actual data collected from the

meteorology station in the area. I would ask students to observe

and record the current state of the weather by home devices. Then they would confront it with the data they get from the nearby meteorological station to discover the accuracy and locality of measurements.

The second stage would be forecasting. Seeing how the rules for

the forecasting are applied in the meteo station, they would be

able to develop their own rules and intuitions for interpretation

of their own measurements and at some point build their confidence

in their own forecasting.

The school would need the access to meteorological data and PC's with the software for it's presentation. Students would have to be equipped with the measurement devices.