{"id":2843,"date":"2023-01-30T11:38:50","date_gmt":"2023-01-30T11:38:50","guid":{"rendered":"https:\/\/energychallenges.online\/teachers\/"},"modified":"2023-05-31T08:04:57","modified_gmt":"2023-05-31T08:04:57","slug":"teachers","status":"publish","type":"page","link":"https:\/\/energychallenges.online\/en\/teachers\/","title":{"rendered":"Teachers"},"content":{"rendered":"\n
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Are you ready for the Energy Challenges?<\/h1>\n

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\n Go to the teacher’s guide<\/a>\n About the challenge<\/a>\n <\/div>\n \n <\/div> \n <\/div>\n <\/div>\n \n
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\n \"Group \n \"Group \n \"Group \n <\/div> \n
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\n \"Bicycle \n <\/div>\n
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\n \"Skyline\" \n <\/div>\n <\/div>\n <\/div>\n \n \n<\/section>\n<\/span>\n
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Energy conservation and sustainability<\/h3>\n

Energy Challenges brings together technology and behavior. In all project activity, attention is paid to both the technical aspects of energy (saving), and the social aspects such as energy-conscious behavior. These two components complement each other.<\/p>\n

Students will discover and experience within a familiar environment how strongly energy is intertwined with everything we do every day. They learn about concepts such as “electricity” and “heat,” the cost of energy and where energy comes from. In addition, they learn what within their school consumes the most energy and what you can do about it, they get to work in school and especially with the school’s energy bill!<\/p>\n <\/div>\n <\/div>\n \n <\/div>\n\n \n

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Curriculum<\/h3>\n

The assignments of the Energy Challenges are very varied and touch different fields of study. By participating in this project, you are already meeting several core objectives and 21st century<\/sup> skills anyway. The more comprehensively you tackle the project, the more targets you can hit.<\/p>\n

The following core objectives are covered during the Energy Challenges: 2, 5, 23, 35, 39, 42, 49 and 54<\/strong>. In addition, the following 21st-century<\/sup> skills are covered: digital literacy, critical thinking, creative thinking and action, problem-solving thinking and action, communication and<\/strong> collaboration<\/strong>.<\/p>\n

Elaborations of core objectives and skills.<\/p>\n <\/div>\n <\/div>\n \n <\/div>\n\n \n

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Investigative learning<\/h3>\n

During Energy Challenges, students take ownership of the project. Developing inquiry and design skills are paramount. They themselves get to be the scientist who researches and designs. The different steps of the Energy Challenges can therefore be categorized into the different steps of the circle of inquiry-based learning established by SLO.<\/p>\n

As a teacher, you are challenged to let go of your classic teaching role and take on more of a (process) guiding rather than directing role. You are going to “let go” of the students, so to speak. As a teacher, you facilitate by making space, time and attention available. Enthuse students, stimulate their own creativity and motivate self-discovery.<\/p>\n <\/div>\n <\/div>\n \n <\/div>\n\n <\/div>\n \n <\/div>\n<\/section>\n

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Student and teacher are supported<\/h3>\n

Energy Challenges we do together. A detailed description of the teacher’s role can be found in the teacher’s guide. In addition, Energy Challenges obviously has an important coordinating and supporting role. We support both student and teacher. In what ways do we do this?<\/p>\n