For the last three years, there is a class for refugee and immigrant students operating in our school in the framework of welcoming these children into the educational reality, thus offering them a sense of acceptance, inclusion and normalcy in their lives which have been really tormented so far. The students mainly come from Pakistan & Afganistan and live under the protection of UNHCR in a specially set-up camp in our town. They have been well-received by their Greek peers and there is a cooperative climate in our classes. The most important thing of all is that the refugee students show an eagerness for participation in learning, a really impressive attitude of positive and polite behavior and an inclination for cooperative activities with their peers. In this framework and under the mentality of putting into practice our newly-acquired knowledge through the courses we attended, we organized a workshop with the aim of reinforcing cooperation among our students through communication. To put it simply, refugee and native students worked together, exchanged views and ideas, had fun in their collaborative problem-solving tasks, participated in gamified activities and ended up much more closely related on human level.
The Intercultural Workshop was organized and implemented by Ms Dimitriadou Marika (teacher of English), Ms Dimitriadou Stavroula (teacher of Greek Language, especially assigned to refugee students) & Mr Adamos Evangelos (headmaster of the school unit). There were 12 students in total (5 refugee + 7 native students)
Methodology & ICT use
The IW (Intercultural Workshop) was carried out through collaborative problem-solving activities by students that worked in 3-member groups. During the process, group members cooperated within their own group and offered assistance to other groups' members when necessary. It was carried out with the help of ICT in the Computer Lab of our school. Interactive tasks were completed through the use of various apps ( MS Office, Android Apps, Google Drive, Padlet, Mentimeter).
Aims & Objectives
By engaging in interaction and reflection, we had the chance to realize the learning objectives we had in mind when we set up the workshop:
to develop intercultural sensitivity and awareness, learning to look at, analyze, and resolve problems from the perspective of tolerance towards cultural differences
to cultivate intercultural attitudes, which include being tolerant, respectful, curious, and empathetic towards other cultures
to acquire knowledge, both culture-general and culture-specific, paying special attention to the invisible cultural elements, which are like the hidden part of an iceberg
The ultimate goal of our intercultural workshop was to transform our awareness, attitudes, and knowledge into competence, and to develop flexibility and adaptability in intercultural communication
Outcomes
The most important outcome of this Workshop was that our students worked side-by-side, got to know each other on a human level through learning and cooperation, solved any communication problems that came up and proved, beyond any doubt, that people can relate positively to one another, regardless of origin, race, religion or ethnicity. These children reaffirmed our belief that one of the major goals & outcomes of education should be the creation of empathy, tolerance, cooperation, intercultural understanding & solidarity.
Let’s Flip It! A Flipped Classroom Approach to Media Literacy “Informed or Misinformed? That is the question!”
Framework The following activities were designed & implemented by Ms Dimitriadou Marika (teacher of English Language) in the framework of theFlipped Classroomapproach, as a form oftheBlended Learningeducational practice.
Participants Class A’ (students aged 15-16 years old) with an Upper Intermediate Level of linguistic competency (B2- B2+) according to CEFR (Common European Framework of Reference for Languages)
Subjects under Inquiry : English Language & Media Literacy
Aims & Expected Outcomes The aims that were set in the implementation of the specific learning action were determined on three levels: Linguistic, Cognitive & Digital. Upon completion of the designed activities and engagement with the offered authentic material, students were expected to:
Become familiar with the basic terms and content of misinformation
Be able to spot and recognize Fake News & Clickbaits through the development of new skills and thus become more efficient and smart users of information offered online
Put their critical thinking to practice through collaborative problem-solving activities
Improve their competency in all 4 language skills: reading, writing, listening, speaking aiming at the expression of persona views & ideas
Become able in navigating in the e-Class environment by making use of numerous apps and improve their skills in functioning more effectively in the WebEx teleconferencing platform
Acquire digital skills in using apps like EdPuzzle, AnswerGarden, Padlet, YouTube/Vimeo, Google Docs, Google Forms
Engage in the evaluation of the offered material & the methodology followed by the teacher, the effectiveness of the process and their benefits by engaging in it
Phase 2 During the online lesson, students completed a brainstorming activity on Fake News. Then, they were presented with popular clickbait titles and were to describe the pictures. Following they were briefly introduced to the concept of 5 Ws (Who, What, Where, Why) through a relevant visual. Concluding, the students completed a short quiz on Real vs Fake news titles. The activities included class discussion, info scanning, formation of assumptions, active inquiry & expression brainstorming.
Phase 3 Moving to the asynchronous phase of the activities, students were asked to watch an interactive video created with the EdPuzzle App & uploaded in the respective Module of e-Class about the power of misinformation. While viewing, they had to answer true/false, multiple choice and critical thinking questions based on their understanding of the video.
Phase 4 In the synchronous phase, students were divided into 5 groups of 4 students each and were allocated to respective Breakout Sessions. All groups are asked to create a short clickbait of their choice (content for an ad /presentation of a commercial item / political ad / clickbait video) taking into consideration the 5Ws. The students collaborated using Google Docs and then posted their answers on a Padlet created for the specific activity.
Phase 5 During the last phase, which was asynchronous, students were given the links of two anonymous Evaluation Questionnaires created with Google Forms. The first one required of the students to engage in the evaluation of the offered material & the methodology followed by the teacher, the effectiveness of the process and whether they benefited or not by engaging in it. The second one consisted of two parts. In the first part they had to self-evaluate their engagement, progress, participation & skills improvement. In the second part, they had to evaluate their peers on the grounds of collaboration, participation, engagement and contribution to the team effort.
Mindful Storytelling - Μέρος Α'
Τη Δευτέρα (3-06-2021) εφαρμόστηκε από την εκπαιδευτικό Αγγελική Πουπούλη σε ένα τμήμα της Α’ Λυκείου(Α1) για τη διδασκαλία του μαθήματος της ιστορίας η μέθοδος «Mindful Storytelling», η οποία αποτελεί ένα εναλλακτικό τρόπο διδασκαλίας μαθήματος. Με τη συγκεκριμένη μέθοδο επιδιώκεται πρώτα πρώτα η χαλάρωση, η ηρεμία των μαθητών( άνετο κάθισμα, κλειστά μάτια). Έτσι επιτυγχάνεται καλύτερα η συγκέντρωση και μπορούν να εστιάσουν στο μάθημα. Σημαντικός είναι ο ρόλος της υποβλητικής μουσικής σε όλη τη διάρκεια του μαθήματος.
Mindful Storytelling - Μέρος Β'
Mindfulness activities in the classroom Την Παρασκευή 4 Ιουνίου 2021 από την εκπαιδευτικό Αγγελική Πουπούλη σε ένα τμήμα της Α’ Λυκείου (Α1) εφαρμόστηκαν πειραματικά “mindfulness activities” πριν το μάθημα της έκθεσης.
Οι δραστηριότητες που εφαρμόστηκαν ήταν:
Deep breathing
Body breathing
Sensory experiences
Get up and move
The tapping solution
Άσκηση εμπιστοσύνης
Οι δραστηριότητες αυτές έχουν ως στόχο:
να απομακρύνουν το άγχος από τους μαθητές
να τους χαλαρώσουν
να οδηγήσουν στην αυτοσυγκέντρωση
να οδηγήσουν στην «ενσυνείδητη» μάθηση
να προάγουν την ομαδικότητα, τη συνεργασία
να καλλιεργήσουν την ευγένεια, την υπομονή και την ενσυναίσθηση
Από τη Θεωρία στην Πράξη Οι παρακάτω δράσεις πραγματοποιήθηκαν από την εκπαιδευτικό ΠΕ02, Παπαδοπούλου Μαρία σε εφαρμογή του επιμορφωτικού προγράμματος Erasmus+ KA1 2019-2020.