As a forward-looking education practitioner and product developer, TULLL has set up a long-term experimental class in September 2017. At first, it was mainly composed of irregular sharing sessions, workshops and salons, which were well received by parents. To the requirements of the parents and students, and meet the development of the Lab itself, TULLL decided to develop the project further. In the aim of empowering everyone to be a lifelong learner, TULLL was committed to build a public space for parents and children communication, exploration and learning, in order to meet the mutual needs as school supplement outside of the classroom.

TULLL long-term experimental class is a  “mixed-age parent-child” class, composed of children aged from 5 to 10. At present, the long-term experimental class has been carrying out for two consecutive semesters, with the theme of “telescope” and “intangible cultural heritage” respectively. The class has conducted more than 20 comprehensive practical activities. During the class, children can learn through play and grow up in those playful learning experience. TULLL will share the new ways of lifelong learning to more people, and to promote all family members to participate in.

Take “intangible cultural heritage” as an example. This series of courses is based on modern science and technology and modern education technology. The PBL project teaching mode is used to design the curriculum. It aims to cultivate children’s all-round development from the four dimensions of “knowledge, skills, character and meta-cognition” and to cultivate their 5C core literacy (cultural understanding and inheritance, debating thinking, innovation, communication and cooperation) in the 21st century.

Weekly courses have a fixed knowledge framework. Before class, the volunteer teachers screen the original materials in the knowledge base according to the theme of this week. Combining with current hot spots, teachers determine the objectives of “knowledge, skills, character, meta-cognition” and so on. Combining with PBL teaching method, they synthesize 5C core quality training and draw up the preliminary teaching design. By TULLL team, as well as the representatives of students’  parents, we can refine the course flow and strengthen the feasibility of the course. After class, we receive feedbacks from students, which can be used as a process evaluation of students’ learning effect and an important reference for next lesson. Through the course, the children made gold foil products, Palace lamps, New Year pictures, calendars and other works.

We believe that as a learning community, children, parents and TULLL can all benefit from each other. For parents, the experimental class introduces project-based learning and other education methods to parents, so that every parent who has made great achievements in their respective fields can become a master of education, and cultivate the “professional spirit” of parents in education field. For children, the experimental class uses advanced education technology and hands-on learning activities to let them enjoy learning and cultivate children’s communication, creativity, critical thinking, hands-on abilities. It also build a solid foundation for children’s core competencies and potentials in future. For TULLL, the experimental class is a good opportunity to provide first-hand education teaching experience and data evidence, which is conducive to the long-term development of TULLL. Therefore, whether for parents, children or TULLL itself, the experimental class is a forward-looking and inspiring attempt in today’s education environment.

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