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Introduction:

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<div style="text-align: center;"><u>&ldquo;Learning happens in the mind and souls, not in the databases of multiple-choice tests&rdquo; (Robinson, K., Aronica, L., 2009)&sup1;.</u></div>
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A British author and international advisor on Education Ken Robinson is a well-known opponent to a prevalent and widely spread scheme of organizing the teaching and learning as well as the assessment in the conventional schools of today. He states that thought that most of the children start their schooling experiences with vibrant creativity, ingenious minds, and eagerness to take chances in whatever comes across. However, a lot of them never get to examine the full amplitude of their capabilities, interests and talents as well as to master some of the relevant skills in life due to narrowly profiled curricula, learning for the tests as well as very little practice encompassed in the whole process, and etc.<br />
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According to the pedagogy we practice here at the DNS Denmark, Education is the totality of diverse systems that&#39;s supposed to develop our natural abilities and enable us to make our way in the world, able to respond to what is happening around us and be part of a bigger collective, rather than just training certain abilities that would guarantee a place in the job market without a clear personal resonance with the study content. Thus, what should be the approach in the classroom? What is more important &ndash; learning for life or learning for a test? Should there be a balance? How to encourage a life learning culture in the classroom? What can we learn from our past learning experiences in school? What was good and what was useless? What would be your narrative as a teacher in the classroom regarding this topic?<br />
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&sup1; Robinson, K., Aronica, L. (2009). The Element: How Finding Your Passion Changes Everything. Penguin.<br />
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Directive:

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1.&nbsp;&nbsp; &nbsp;(15 min.) The Course holder reads the wording and introduction and invites<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; everyone to watch a short video (F1).<br />
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2.&nbsp;&nbsp; &nbsp;(30 min.) The Course holder divides the audience into smaller groups of 3-4 people.<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Groups have a short sharing session about their learning experiences at school &ndash;<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; was it learning for life or rather learning mainly for passing the tests? Think of<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; concrete examples to illustrate.<br />
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3.&nbsp;&nbsp; &nbsp;(1 hour) The Groups briefly share the outcome of the sharing session (20min) and<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; discuss the pros and cons of evaluation and testing from rejection of exams to the<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; need for students to measure progress and governments to certify technical skills.<br />
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4.&nbsp;&nbsp; &nbsp;(15 min.) Each student writes a short paragraph upon the discussion, including<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; pros and cons mentioned meanwhile as well as personal stance regarding the<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; topic, connecting to your personal learning experiences.<br />
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<u>PREPARATIONS&nbsp; </u>

<div style="margin-left: 40px;">No preparations.</div>
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<u>FILES</u>

<div style="margin-left: 40px;"><br />
F1.&nbsp;&nbsp; Prepare Our Kids for Life, Not Standardized Tests, Ted Dintersmith,<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; TEDxFargo. 2015.&nbsp;&nbsp;<br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; https://www.youtube.com/watch?v=Rvhb9aoyeZs<br />
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<u>NOTES&nbsp;&nbsp;</u><br />
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Course participation form<br />
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F3
<h2>DMM field. The use, usefulness and problems in evaluation -2024. PDF</h2>
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F4<br />
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