Resources

Links to documents made during the ThreeC project

Competencies for a circular economy

a. Materials presented during the teacher training course in Tallinn May 2015 by Tim Scholze

b. Summarizing report of the interviews with Douwe Jan Joustra, Collin Webster and others. February 17, 2015 by Martin de Wolf

A summary of the interviews can be seen here.

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Didactical strategies

a. Discussion paperDecember 2014. Martin de Wolf, Fontys University of Applied Sciences

a-didactical-approach-for-a-circular-economy

b. A manual for a didactical approach has been presented at the teacher training course in Tallinn, May 2015 by Martin de Wolf

Manual for a didactical approach 3C

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Pilot project Westerlo. Belgium.

A pilot project has been conducted at Vrije Sint-Lambertus scholen (Belgium) March 2015 by a team of Fontys University of Applied Sciences and  by teacher of Economics at Vrije Sint-Lambertus scholen, Hedwige van Gerven.

Six documents related to this pilot project can be downloaded here

a. Manual for teachers. PDF. 12 p.

Three C.Pilot March 2015. Docentenhandleiding(Dutch)

b. Materials for students

– Work book.  PDF. 15 p.  Dutch

Three C.Pilot March 2015. Leerlingenwerkboek(Dutch)

–  Extra materials and assignments.PDF. Dutch

ThreeC _Pilot March2015-Verpakkingen(Dutch)

c. Catalogue biobased packaging. 14 p. Dutch

Three C.Pilot March 2015. Catalogus biobased verpakking(Dutch)

c. Evaluation report on the pilot.

– Rapport over de ontwikkeling van een didactisch raamwerk en voorbeeld lessenserie voor 3C onderwijs. Tim Favier, Fontys University of Applied Sciences. Mei 2015. 26 p. Dutch

ThreeC. Rapport Tim Favier. Dutch version

– Report on a didactical framework and on exemplary lesson series for Three C Education. Tim Favier, Fontys University of Applied Sciences. May 2015. 9 p.. English. This is a shortened version of the Dutch report

Three C. Report Tim Favier

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General materials

PPT presented at the webinar March 2015 by Martin de Wolf

Webinar on circular economy.

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Rubics

A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. Sounds simple enough, right? Unfortunately, this definition of rubric is rarely demonstrated in practice. The Internet, for example, offers many rubrics that do not, in fact, describe performance. I think I know why that might be and will explain that in Chapter 2, but for now let's start with the positive. It should be clear from the definition that rubrics have two major aspects: coherent sets of criteria and descriptions of levels of performance for these criteria.

Creating Competences for a Circular Economy