Nooterhof

Lees meer... Doepark Nooterhof

Organisatie Doepark Nooterhof

Het park heeft een educatief karakter. Door de verschillende onderdelen kom je als bezoeker in aanraking met natuur, milieu en duurzaamheid. Dat begint al buiten het park met de Zandwetering. Die is aangelegd met langzaam oplopende oevers, zodat er een grotere diversiteit aan planten groeit en ook amfibieën hier een plaats vinden. Midden in de Zandwetering, op een eilandje, staat de vleermuizenkelder. Deze is niet toegankelijk. Met een trekpontje, gebouwd door studenten techniek van Landstede Harderwijk, kun je de Zandwetering oversteken. Je komt dan bij het Vogelbos en de speciaal aangelegde griend. Hier groeit de wilg, een belangrijk product in de Nederlandse waterbouw en in het Doepark gebruikt als omheining.

Als je het park binnenloopt valt natuurlijk direct het Earthship op. . Initiatiefnemer is SWZ, die ter ere van hun 100 jarig bestaan samen met Landstede en veel vrijwilligers het Earthship van de grond af aan opbouwde. Ecoarchitect Michael Reynolds maakte in zijn ontwerp zoveel mogelijk gebruik van natuurlijke en gebruikte materialen. Ruim 1000 autobanden, 6000 conservenblikjes en 7000 flessen vormen de bouwstenen voor dit bijzondere klimaatneutrale gebouw. Links van het Earthship zit het amfitheater, geschikt voor buitenvoorstellingen. Al verder lopend kom je bij de twee waterspeeltuinen van de Nooterhof. Een voor de allerkleinsten, met stromend water en veel kiezels en keien, en een voor de wat oudere kinderen. Zij kunnen met handkracht op diverse manieren water verplaatsen. De waterspeeltuinen zijn dankzij een bijdrage van het Waterschap Groot Salland tot stand gekomen. In de Keltische bomencirkel, ingericht naar oud gebruik van de Kelten, kun je te weten komen welke boom bij jouw geboortedag hoort en welke karaktereigenschappen daar dan weer bij horen. Oudere kinderen spelen en ravotten in de totemspeelplaats. Even verderop loop je de vlinder- en bijentuin in, met de nectarkroeg. Je kunt hier vlinders tellen en daarmee een bijdrage leveren aan klimaatonderzoek. Ook de Tuin van de Vergeten Groenten is een bezoekje waard. Hier kweken de tuinvrijwilligers verschillende groenten van vroeger en nu. Rabarber, snijbiet, schorseneren, bonen, koolsoorten: het groeit hier allemaal. De groenten worden gebruikt in het theehuis. Tegenover de Tuin van de Vergeten Groenten bevindt zich het tuintje van Landstede Kinderopvang, de ‘Groen is Gras tuin’. Hier kunnen kinderen hun natuurgevoel ontwikkelen. De tuinen worden verzorgd door vrijwilligers van Landstede en studenten van AOC De Groene Welle.

Lees meer... Nooterhof scenarios

Egg

Knowledge volunteers: Their knowledge is used to provide the teacher with possible ideas and option for their excursion.

Excursion: The excursion is set up by a teacher that has an interest in the subject of his/her excursion. The teacher will give the excursion himself because of the specific limited knowledge of the park. The excursion will be of a more general nature regarding the chosen subject.

Sustainability: This is the most likely theme chosen for the excursion. The general principal of an earth ship is explained as are the ideas behind the EcoNexis Home.

IC: In this scenario the excursions are poor on IC. This is because the teacher gives the excursion himself. The volunteer is hardly involved. The relationship between a student and his teacher doesn’t take a collaborating form.

Secondary school: The board/teacher merely uses the facilities provided by Nooterhof. They have to organize and guide the excursions themselves. Therefore an excursion to Nooterhof is quite a big undertaking

Students: The students see the excursion as a regular outdoor class. Therefore the students won’t be extra excited. They see it as just another class.

Caterpillar

Knowledge volunteers: The specific knowledge the volunteers have about the park is thought to the students

Excursion: The excursion is a pre-designed excursion developed by Nooterhof. Secondary schools can choose between several themed excursions led by the volunteers

Sustainability: Sustainability is a possible theme of an excursion. Volunteers are able to tell about the specific information of the park. They will also visit the EcoNexis home.

IC: This program is IC rich. The volunteers interact with the students at the excursion.

Secondary school: The board/teacher of a secondary school doesn’t need to organize a lot. By planning an excursion at Nooterhof everything will be taken care of. They only arrange their transportation towards and from Nooterhof.

Students The students are glad they have an excursion. The attention paid to the excursion depends heavily on the interest of the students in the subject.

Cocoon

Knowledge volunteers: The volunteers interact intensely with the teachers of the schools and provide them with extensive specific knowledge.

Excursion: The excursion is part of the annual degree program. Therefore the excursion is standardized and thought by al the teacher of that school. The excursions are guided by the teachers themselves. The excursion is part of an assignment the students have to do before/during/after their visit to Nooterhof.

Sustainability: The school uses the facilities of Nooterhof to full effect. Because the teacher has both the specific knowledge and general knowledge a plenty the teacher is able to tell in detail about sustainability and the specifics about the facilities at Nooterhof (and why they might be different.)

IC: This program is IC poor for the students due to the relation between the teacher and his students. In case of the collaboration between the teacher and the volunteer their might be an IC rich relationship. These two parties have to work together to provide a well-oiled excursion. (If this relationship is IC depends on the age of both parties.)

Secondary school: Once the excursion is part of the regular program for a couple of years, the school will have a script that the teacher can follow. Therefore the preparation work will we require less once the excursion program is completely developed.

Students: The students know about the excursion a long time beforehand, they have prepare d themselves before hand in class with several classes about the subject. They see the excursion as part of an assignment and therefore take the excursion and the information given seriously.

Butterfly

Knowledge volunteers: The knowledge of the volunteers is extensive and grows during the years. The will teach the students about the subject in general and are able to explain about the specifics of the park and why they differ if this the case.

Excursion: The excursion is an annual interactive excursion that is provided by Nooterhof in collaboration with the teacher. Nooterhof adjusts her program towards the needs of the schools.

Sustainability: The excursions about sustainability will be extensive. Because students have had classes about the subject the volunteer is able to give more specific information about the subject. Although the EcoNexis home is still part of the program it is not necessarily “main” attraction. This is because Nooterhof is able to invest in to facilitating the excursions better.

IC: This scenario is the richest concerning IC. The students learn from the volunteer who provides extensive knowledge about the subject. Because the volunteers come in to regular contact with students they will learn about their visions concerning the subject. Besides there is possible IC relationship between the teacher and the volunteers.(As mentioned before, this depends on the age of both parties)

Secondary school: Although the school has a script about organizing the excursion, most of the work will be done by Nooterhof. This way the school only have to communicate if their wishes have changed, furthermore they only need to provide transportation. The rest of the day is taken care of.

Students: For the students, this is one of the most interesting classes of the year. They will be in a park interactively experiencing sustainability.(or another subject for that matter) Because they don’t have their regular teacher in front of them the atmosphere is more relaxed.

Lees meer... Doepak Nooterhof advies

A movement to the butterfly scenario can be achieved in two options. The most practical and best option is a step to the Cocoon scenario first. Integration of excursions into the regular curriculum will be a big and important development. This will also require the most time to develop the educational program in collaboration with the Landstede school sections. The content of the program can be developed to ensure the educational quality and also with the input of the final users, the young students. Once these steps are taken successfully, Doepark Nooterhof can involve the volunteers by exploiting their knowledge and combining it with the program. Then finally this butterfly scenario has been successfully achieved.