Hello!
My name is Bojan Turunčič
I am a professor of pedagogy and sociology
Presentation
Head and body lessons they can take place at home or at school.
1. INSTRUCTIONS elementary school
Teaching aid.
Cognitive training (attention, concentration, spmin, ...).
Developing personality (talents, creativity, ...).
Pedagogical management.
2. COGNITION high school and university students
Cognitive training.
3. DIDACTIC kindergarten, elementary school
Developers of didactic resources and aids.
Didactic games.
Mind games.
4. DEMENTIA all age groups
Preventive cognitive exercises and games.
5. WEIGHT LOSS all age groups
Regulating body weight healthy body weight.
About me
I was born on September 17, 1960. After elementary school, I decided to become a wood technician and finished school in Ljubljana.
After that I got a job in a factory. In 1996, however, I was offered an opportunity in the teaching profession.
I got a job as an instructor at the CŠOD center, which runs a school in nature.
In 2001, I decided to get a proper education and thus finished university studies in pedagogy and sociology at the Faculty of Education in Maribor.
That's how I became a teacher of pedagogy and sociology.
My specific field of activity is the pedagogical guidance of elementary school students:
Pupils with personal needs, gifted pupils, pupils with special needs, pupils with learning difficulties.
The emphasis of my activity is on motivation, on discovering and developing talents, on developing logical thinking,
on a didactic game, on developing creativity and innovation.
I approach the pedagogical process holistically; in the activity, I include elements that build a feeling of: security, identity, belonging, meaningfulness and ability.
I pay attention to the cognitive specificity of the student, which gives me a deeper insight into fundamental and specific needs
of young people, which concern development, learning and experience.
Based on this, I design pedagogical, didactic and social activities that help students understand:
subject matter, yourself and your needs. In short, I am in favor of the student's holistic personal growth,
so that he will be successful in life and will understand life's problems as a challenge and solve them constructively.
In the field of socialization, I perform various activities (social and other games, interaction exercises), with the aim
acquire social skills and build a personality in accordance with the developmental level and individual needs of the adolescent.
Additional skills and abilities:
License to implement the program;
positive self-evaluation of children and adolescents;
ski instructor;
canoe and archery guide;
guide to sport climbing.
I carry out: chess, theater (puppets, play) and ethnological activities (looms, pipe craft)
and creative workshops (making bonsai-spruce trees) for developing manual skills,
of creativity and aesthetic sense.
Additional professional education:
English seminar (48 hours),
geology (10 hours),
how to be a successful teacher (10 hours),
early personality disorders (86 hours),
crisis intervention (32 hours),
counselling-therapy-supervision (66 hours),
first interview and process diagnostics (32 hours),
supervision (64),
enuresis-encopresis (32 hours),
psychotherapy - theory (44 hours).
Bojan Turunčič prof.
For schools!
Creativity and innovation should be encouraged on the basis of lifelong learning
A key factor for the development of personal, professional, entrepreneurial and social competences.
Creativity covers a large part of the curriculum in the early years of schooling, but this part is
It drastically reduces the education of students.
One of the great challenges of education systems is how to spark creativity
keep from children and young people.
Responses included, for example, greater emphasis on creative subjects,
development of new approaches to learning and promotion of various extracurricular activities.
More in the pdf document: Click here...;
Learning aids
A man is only complete when he plays...
Friedrich Schiller
Schiller, who is considered one of the most important German lyricists and dramatists,
Besides Goethe, Wieland and Herder, he belongs to the most prominent representatives
Weimar classicism.[4] His plays belong to the standard repertoire of theaters
German speaking area, his reflective lyrics became an example,
his ballads are among the most popular songs of German poetry.
Didactic games!
More in the pdf document: Click here...;
Opinions
Didactic games are very welcome in lessons, as they can enrich it and make a significant contribution
to the social aspect of learning, which is highly recommended and desirable nowadays,
because students spend more and more time at the computer.
Didactic games are intended for elementary school students, some also for high school students.
They are designed in the form of cards - cards on which there is information - content.
The information on the face of the card is clear and coordinated with the content discussed in the textbook.
From a cognitive point of view, there is an appropriate number of units of information on each card,
which is important in the further use of the information that students process in the didactic game.
Didactic games follow basic didactic principles.
An individual set of a certain didactic game with a system and rules according to the principle of appropriateness,
gradualism and systematicity makes it possible to remove certain sets of contents (cardboards)
from an individual set, the dynamism and didactic value of the game does not change.
Didactic games can be played in pairs or in smaller groups of students.
Didactic games can be used to enrich work during regular lessons, during supplementary or additional lessons;
they can also be used in extended stay departments and when working with students with special needs.
Didactic games can be used in all phases of the lesson (in the introductory part, when dealing with new learning content,
in consolidating knowledge) and also in free time.
In Ljubljana, 14 January 2010
Prof. dr. Milena Ivanuš Grmek
Opinion on the didactic games ABC enka, Pučna enka and Irregular verbs:
I believe that the presented didactic games are useful for enriching work during regular lessons,supplementary and additional lessons, in individual pedagogical work and above all suitable for use
in extended stay sections. In my opinion, didactic games are less useful for
getting to know new content, but more for repeating and consolidating previously presented learning material.
Due to the factors of randomness and luck, they enable greater student motivation and more fun learning.
I also suggest that you formulate the instructions more precisely for Irregular verbs (3),
which must be proofread. For the game of enka, students probably know the rules, but it would still be appropriate,
to describe in a sequence of steps how the game is played. Good luck with your testing and use.
in Maribor, January 20, 2010
dr. Melita Kukovec Department of English and American Studies Faculty of Arts UM :
A short review of card games by Bojan Turunčič:
Based on a conversation with the author Bojan Turunčič and a presentation of didactic card games
(Units of measurement and decimal prefixes, Educational unit, Called number and Arithmetic) I give to the mentioned games
following comments: The card games are, according to the information available to me, the author's original upgrade
of some existing card games with slightly modified rules and added didactic content.
Basically, they are intended for students in primary school, but can be suitably upgraded for others as well.
After a joint discussion, the author took into account the suggestions for rule corrections in the revised instructions,
which could be controversial from the point of view of the correct construction of some mathematical concepts.
Compared to the current emphasis of didactic games, where the focus is on learning through discovery and the use of multimedia of the selected mathematical concept to develop conceptual and problem-solving
mathematical skills, the aforementioned games focus on developing basic and procedural skills
of mathematical knowledge (recalling facts and consolidating procedural knowledge).
This type of games is not less suitable or desirable because of this, only their use needs to be appropriate
include in the process of building knowledge, e.g. in the phase of consolidating basic concepts and procedures
(up to the routine level and to speed up the student's reasoning and calculation abilities) or in the phase of knowledge maintenance for
a certain group of students. In general, they have card games compared to modern computer applications
advantage in that they encourage work in groups and during peer learning communication,
therefore they can be a valuable complement to other didactic approaches either in mathematics lessons
or in other school activities (e.g. work in extended stay departments, ...).
Possible corrections to the rules and other necessary corrections as well as the suitability and acceptance of the games
on the part of the students, the use of these games in direct learning practice has already and will continue to be revealed,
which obliges the author to permanently evaluate the games.
in Maribor, January 8, 2010
Mag. Samo Repolusk asistent
Contact
Bojan Turunčič
You can contact me at:
Email:klicem.stevilo@gmail.com
Phone: +381 65 2553 143