Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Sherwood Discovery Learning 16sep10

No description

Stephen Sherwood

on 5 July 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Sherwood Discovery Learning 16sep10

1. Experimenting
3. Analysis and conclusion
Knowledge gaps
What farmers don’t know cannot help them... (Bentley 1989; Huayapa 1991; Sherwood 1994 y 1997)

Metamorphosis and life cycles
Existence of beneficial organisms
Germ theory -- existence of microbes and pathogens
Nutrient cycles
2. Observation
3. Analysis and
2. Observation
1. Experience
4. Application
3. Analysis and
2. Observation
1. Experience
4. Application
3. Analysis and
2. Observation
1. Experience
4. Application
4. Application
1. Experience
2. Observation
3. Analysis and
4. Application
Reduction in use of highly toxic pesticides: metamidaphos (40%), carbofuran (75%)
Reduction in pesticide use, while maintaining production (19 t/ha): from 12 to 7 applications (60% less active ingredient by area)
Improved profitability: Cost/tm 22%;
net benefit/ha. 36%
Role of the facilitator:
Prepare sessions
See and use learning opportunities
Stimulate thinking
Stimulate interaction among participants
Guide the learning process
Create a friendly learning environment
Manage effective discussions and debates
But why?
Principles of discovery-based learning:
What is relevant and meaningful is decided by the learner, and must be discovered by the learner -- Learning flourishes in a situation in which teaching is seen as a facilitating process that assists people to explore and discover the personal meaning of events for them.

Learning is a consequence of experience -- People take part when they have assumed responsibility and experienced success.

Co-operative approaches are enabling -- As people invest in collaborative group activity, they develop a better sense of their own worth in a community.

Learning is an evolutionary process – Learning is characterised by free and open communication, confrontation, acceptance, respect and the right to make mistakes. It is full of surprises.

Each person’s experience of reality is unique -- As people become more aware of how they learn and solve problems, they can refine and modify their own styles of learning and action.
Discovery-based learning for
ecological literacy

Scaling up in name, not meaning
Full transcript