Getting started
U kan de foto vergroten via een muisklik of via de entertoets.
Several options
Schools and teachers can approach Snizzly Snouts in different ways.
We suggest that your school team first answers a few questions.
Afterwards you can get to work in an appropriate and well-considered manner.
Will we use this book...
- throughout the school?
- in nursery classes or in the lower section?
- in certain classes?
- ...
Will we work...
- with the whole book?
- with certain aspects or parts of the book?
- with one poem?
- ...
To what extent will we introduce the overall theme (the experiences of blind and visually impaired persons)? In which class(es) will this theme be emphasized?
- How will we introduce the ‘inclusive’ book?
- Will we give specific lessons about this?
- How will we use the book as an object to feel?
- Which working methods will we choose for this?
Will Snizzly Snouts be a school project?
- Will we use the complete book and will each class focus on one aspect or part?
- Will we use the complete book but transcend class levels, perhaps allowing the pupils to choose?
- Will we do this once / systematically / for a certain period?
- Will we do this at regular, recurring moments?
- Will we involve external parties?
- Which general object do we want to pursue?
- Which learning content and learning activities do we want to plan?
- What do we want to emphasize?
- Do we want to create a show moment?
- Who is responsible for what?
- ...
Will we opt for the elaboration of fixed ideas?
- Will every classroom work out a Snizzly Snouts idea every year?
- Which learning content and learning activities does each class want to plan?
- How will we define the issues so that there is no overlap?
- Will we involve external parties?
- ...
Will we opt for the integration of Snizzly Snouts in other fixed themes?
- Which themes are suitable for integrating Snizzly Snouts?
- Which learning content and learning activities does each class want to plan?
- How do we define the issues so that there is no overlap?
- Will we involve external parties?
- ...
Will we opt for working out some lesson activities in each class?
- Which learning areas offer opportunities to work with Snizzly Snouts?
- Which learning content and activities does each class want to plan?
- What does each class want to emphasize?
- How will we define the issues so that there is no overlap?
- ...