1 Οδηγός καλών πρακτικών Good practices quide Schools without borders Πρόγραμμα Comenius Regio Schools without borders GR1-COM ΓΙΔΤΘΤΝΗ ΓΔΤΣΔΡΟΒΑΘΜΙΑ ΔΚΠΑΙΓΔΤΗ Ν. ΣΡΙΚΑΛΩΝ
2 Πίνακας περιεχομένων Πεπιεχόμενα ΖΜΔΡΑ ΑΝΔΚΣΗΚΟΣΖΣΑ... 1 International Day of Tolerance... 3 WORKSHOP: «Οικοδομώνηαρ πνεύμα Αλληλεγγύηρ μέζα από ζχολικέρ δπαζηηπιόηηηερ». 6 WORKSHOP: Creating a spirit of solidarity through school activities... 9 ΒΗΧΜΑΣΗΚΟ ΔΡΓΑΣΖΡΗΟ: «πλαηζζεκαηηθφο θαη θνηλσληθφο απνθιεηζκφο νκάδσλ» EXPERIENTIAL SEMINAR : EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS WORKSHOP : «Ζ δηδαζθαιία ηεο γιψζζαο κε βάζε ην πεξηερφκελν: Θεσξεηηθφ πιαίζην θαη δηδαθηηθέο εθαξκνγέο» Workshop : CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS ΣΑΙΝΙΑ ΜΙΚΡΟΤ ΜΗΚΟΤ: «Κάλλιο Απγά παπά Ποηέ! - BetterLatethanNever!» SHORT MOVIE: Better late than never! WORKSHOP: «Παιδαγωγική παπέμβαζη αξιοποιώνηαρ ηην ηαινία «AzuretAsmar» Workshop: Pedagogical intervention using the film «Azur et Asmar» BELGIAN GOOD PRACTICES QUIDE.. 45
5 Σελ. 03 International Day of Tolerance International Day of Tolerance Date :16 November 2014 Partners : 3o Lyceum of Trikala 3 ν Gymnasium of Trikala 1 ν Gymnasium of Kalambaka CECS La garenne Charleroi Social Promotion School of Marchienne- au-pont Aim : The International day of tolerance a discussion was organized between the two partners. Although the topic of our project was not the word tolerance, it was considered that the approach of the meaning of the word was necessary, as the cultivation of tolerance and acceptance are necessary prerequisites, if we want to live peacefully in multicultural societies. The aim was some steps to be done- through non formal learning methods and through non formal educational activities- in order the phenomenon of racism to be faced. Groupsofparticipants: 3o Lyceum of Trikala 3 ν Gymnasium of Trikala 1 ν Gymnasium of Kalambaka Teachers who worked with the students Parents of the Greek students CECS La garenne Charleroi Social Promotion School of Marchienne- au-pont Number of participants 23 Greek Students- 7 Greek teachers 10 Belgian students- 10 Belgian teachers
6 Σελ. 04 International Day of Tolerance Summary/ Description The project aims at the confrontation of the problems which exist in schools, because of immigrants and other social excluded groups. The existence of European Community relies on diversity. At a time that multiculturalism and diversity are something given, cooperation and harmonious coexistence are a necessity for the progress of our society.in order cooperation and harmonious coexistence to be achieved each person should be familiarized with the words tolerance and diversity. It is not enough for students to be exposed to material that exists in internet. We ought to get (put) students in the process of personal reflection and thought process. For this reason students felt free to produce material, to present it to the partners and to interact with them. This event on 16 November was a very good stimulation for our students to think, to define the meaning of the word and to express thoughts and emotions, that are born when they hear this word. Students wrote poems and texts, wrote down thoughts and personal experiences, composed music and made collage. All these were the first step, the first effort in order students to be sensitized and approach the topic. Materialproduced Texts that students wrote Students` poems Collage Musical composition Personal statements of foreign( immigrants) students and teachers The material is available on the website (Greek activities- international day of tolerance) Views (opinions) of participants: Teacher: It was a very interesting experience for the students, because they had the chance to hear personal experiences from immigrants, to write down their personal thoughts, to express themselves and even in English in front of our Belgian partners.
7 Σελ. 05 International Day of Tolerance Φωτογραφίες
11 Σελ. 09 Creating a spirit of solidarity through school activities WORKSHOP: Creating a spirit of solidarity through school activities Date : March 2014 Partners: 3rd Gymnasium of Trikala The aims of the workshop were : Students to assess the extent of the problem of immigration Students` interest in migration issues to be stimulated Students to understand meanings like solidarity, tolerance, respect for diversity Students to acquire a strong stimulation for knowledge Students to express their emotions Students to be the protagonists Students to communicate, to cooperate, to search for reasons and solutions Students to develop communicative and linguistic skills Groups of participants: Students of 3 rd Gymnasium - teacher Number of participants: 13 Students- 1 teacher Summary/ description The social and political importance of migration and asylum issues has grown steadily over the past two decades, during which the world has witnessed increased worldwide movement of migrants, asylum seekers and refugees. At the same time, problems of discrimination, xenophobia and racism have continued to surface, often causing tensions within communities. As European societies become more multi-cultural, we need to raise awareness of the many reasons for which people choose or are forced to leave their own countries. This understanding can help to promote respect for diversity and encourage social
12 Σελ. 10 Creating a spirit of solidarity through school activities cohesion. In particular, more information needs to be disseminated to young people, who are the decision makers of tomorrow. Taking into consideration the above students watched a DVD on migration (http://www.unhcr.gr/ekpaideysi/ekpaideytikoyliko/perasmata.html used material from UNHCR learned key words associated with refugees, immigrants and asylum seekers. used their imagination to develop their own stories based on a set of photos, keywords and stories presented by the media or the Internet. Four groups were formed and each group used a different method in presenting their story. The 1st group made up a story using elements they remembered from the film they had watched. The 2nd group used some photos provided to create a story. They invented different stories. The 3rd group created a story using a set of keywords given to them. Each pupil used the keywords to invent their part of the story. It s a continuous and true story. The 4th group tells a story using both keywords and photos. This is a real story that took place a short time ago in Greece. Through this procedure students lived stories of refugees and immigrants. During the second project meeting in Trikala students had the chance to narrate these stories in English in front of their classmates, the Belgian partners and teachers of the school. They realized that behind each anonymous statistic related to refugees, asylum seekers and immigrants there are personal stories from people who are obliged to expatriate. Moreover, they learnt the reasons which force people to leave their homes and wondered about the policies which should be implemented in order justice and solidarity to exist.
13 Σελ. 11 Creating a spirit of solidarity through school activities Material produced Video with the stories that students wrote and narrated. Videos are available on the website activities -Workshop 3 ν Gymnasium) Views of participants Student: It was the first time that we put ourselves in the position of these people Teacher: The students felt overwhelmed by the videos that they watched and they regretted by the way that they faced classmates immigrants in the past. Coordinators of the project: The students surpassed themselves in their effort to present their stories in front of their teachers and Belgian partners.
14 Σελ. 12 Creating a spirit of solidarity through school activities Φωηογπαθίερ
19 Σελ. 17 EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS EXPERIENTIAL SEMINAR : EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS Date:18 December 2014 Place: Centre for Social Intervention of Trikala Partners : Directorate of Secondary Education oftrikala and Centre for Social Intervention of Trikala Aim Given that very often teachers face phenomena of students` exclusion, the necessity of teachers ` training and support by experts was pointed out. This is because the behavior of teachers has a direct impact on shaping the behavior and attitudes of students. Under the guidance and support of the clinical psychologist the specific workshop aimed : Teachers to interact and express their experiences The reasons that lead vulnerable groups to exclusion to be investigated The consequences of such a behavior/ an attitude to be analyzed Best practices for integration of the excluded people in the school environment to be seeked/investigated. Groups of participants: Teachers of involved schools in Comenius Regio Clinical Psychologist MrsKarabina Anna Number of participants: 20 Teachers- 1 Psychologist Summary/description In the first session the speaker of the workshop developed the theoretical framework that will form the basis for the implementation of the workshop and the approach of the subject.
20 Σελ. 18 EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS More specifically, she referred to the importance of prevention for the avoidance of such behaviors. Using as basis the systemic theory she claimed that each person interacts with his family, the cultural groups to which he belongs and society. As a consequence the psychosocial skills, the attitudes and the behaviors that a person will develop is a consequence of a combination of all the aforementioned factors. School also constitutes a system that is composed by sub-groups, like the group of students, teachers and the school director, while it cannot be unaffected by the influence of school counselors, parents associations and social services that interact with the school. The entire system is simultaneously affected by social changes, which the sub-groups owe to follow and adapt. However the developments in the modern societies are rapid and special skills are required so that the person can adapt himself to the new conditions. Some of the required life skills that each person owes to develop in our days are: self-esteem, consciousness active listening, managing emotional reactions, problem-solving, conflicts resolution and stress management. Qualified with these skills each person will be able to meet basic psychological skills that could be summarized as: need for love, for safety, for recognition, for limits, for support, for accountability, for knowledge and new experiences, and finally need to belong somewhere. The life skills that were mentioned signify new models of existence and coexistence in modern societies. In the context of modern societies the desired is the emotional resilience and the emotional intelligence of the person. With the term emotional resilience we refer to the cultivation of flexibility, awareness and development of new methods of adapting to the new circumstances. However this adaptation process faces very strong resistance by the individuals that try to preserve the status quo which conflicts with new information and changes. With the term emotional intelligence we refer to the perceptual ability, the ability to express and handle emotions, the skill of self-control, the awareness, the high-quality communication during the conflict resolution process, the assertive attitude, the personal responsibility, the self-awareness and the self-acceptance. These two terms constitute the base of the Emotional Education, which is the education that is based in the awareness of the children s emotions, in the recognition of the negative
21 Σελ. 19 EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS emotions that is the base of managing appropriate behaviors, in the active listening, in the definition of boundaries, in the searching of strategies for problem-solving, in the encouragement to the children to express in words their emotions. Having completed the theoretical part, the participants were split into three groups and were asked to brainstorm and give answers to questions like: What is required for a school today in order to be safe and functional? The causes of the exclusion What are the consequences of exclusion and how it appears? (characteristics) Which policy can be followed by the school for the creation of a sense of safety The separation of the participants in groups and their interaction led to the draw of conclusions. It was admitted that the education and the smooth coexistence is associated with concepts such as: democracy, rights and obligations, promotion of cooperation, multicultural education, reduction of prejudices, violence prevention, critical thinking and problem solving. Finally if we want to promote the mental health in school, it can be achieved through social and emotional education of students. Such a program addressed to teachers and students can and should emphasize on communication skills, identification and expression of feelings, self-esteem, the conflict resolution process, the acceptance of diversity. Material produced Pdf file with an analytical description of the structure of the seminar (available on the website) Views of participants: The role playing game was a very good practice that can be applied with our students, in order to help them realize how some of their classmates feel.
22 Σελ. 20 EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS Φωτογραφίες
23 Σελ. 21 EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS
24 Σελ. 22 EMOTIONAL AND SOCIAL EXCLUSION OF GROUPS
28 Σελ. 26 CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS Workshop : CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS Date:Saturday 17 January 2015 Partners : Directorate of Secondary Education in Trikala, The school counselor service, Professor of AUTh Mrs. Anastasiadi-Symeonidi The school counselor of philologists of Western Thessaloniki, Dr. Mrs. ZagkaEleutheria, Aim The multiculturalism of the modern Greek community is an indisputable fact and the changes that occur in the broader social environment couldn t but affect the school. So within the classes, students with differentiated linguistic and cultural backgrounds can be found, who need to develop skills in the second language, the learning of which is a complex phenomenon. In a try to take advantage of the experience of the Aristotle University of Thessaloniki (AUTh), which implemented the programme DIAPOLIS -Training of immigrant and repatriated students, the Directorate of Secondary Education in Trikala in coordination with the school counselor service, the professor of AUTh Mrs. Anastasiadi- Symeonidi and the school counselor of philologists of Western Thessaloniki, Dr. Mrs. ZagkaEleutheria, implemented the current conference-workshop, that was attended by educators of different fields. Specifically the objectives of the seminar were teachers to learn about method CLIL, the implementation of which: Help students to meet the requirements of the curriculum Help teachers to use language as a learning tool learn how to learn Help the acceptance of use of mother tongue Help the reduction of school failure
29 Σελ. 27 CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS Groups of participants: Counselors, teachers, invited speakers. Number of participants:50 Summary/ Description The results of the international research point out that for the development of the Basic Interpersonal Communication Skills by the bilingual students, one to two years are required, while for the development of the Cognitive Academic Language Proficiency, five to seven years are required. The instruction of the subjects that are included in the framework of the formal educational system, presupposes the development of the Cognitive Academic Language Proficiency in the primary language, and as a consequence it is necessary that the educator will use combining approaches during the teaching process, such as the content based instruction of language, in order to linguistically enforce his students. This approach includes ways of effectively using the subjects in linguistic class, as well as the accession of linguistic objectives in the subjects. This fact sets the approach useful not only for the philologists, but also for educators of different fields (such as physicists, biologists, mathematicians, etc.). The presentations of the workshop included the basic theoretical principles of the content based instruction of language, some of the models that were applied internationally, and some examples of applications not only in the linguistic course but also in other courses of the Curricula. Materialproduced Speakers` presentations in ppt (a. Theoretical frame of method Clil b. practical examples in different subjects). The material is available on the website ( Greek activities) At the end the participating teachers - according to their specialization - planned a module/scenario based on the principles of the method,in order to familiarize themselves with this new approach and be able to use it direct in their courses.
30 Σελ. 28 CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS Views of participants Teacher: All the presentations were very interesting. It could be a training program of 30 hours. Teacher: The idea for the realization of the workshop CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS was very good. The presentations were very interesting. But the duration of the experiential workshop was not enough.
31 Σελ. 29 CONTENT BASED INSTRUCTION OF LANGUAGE: THEORETICAL FRAMEWORK AND TEACHING APPLICATIONS ΦΩΣΟΓΡΑΦΙΔ
36 Σελ. 34 Better late than never! SHORT MOVIE: Better late than never! Date:15/12/14 till 28/02/2015 Partners:3 rd Lyceum of Trikala AIM The preparation of a short movie within the Greek educational system is not an easy achievement, as there is not predicted time for the realization of acts like this in the range of curriculum program. Despite the existing objective difficulties this students` attempt was completed with success and the aims were: Students to approach the theme of racism through non typical educational teaching procedure. Students to use I.C.T. to create a short video Students to drag up old personal experiences and racist attitudes and reconsider them Students to make some personal interventions Students to be awaken. Spiritual concerns to be cultivated during a time that, unfortunately, humanitarian principles and values are rare and considered obsolete old-fashioned. Groups of participants: Students, Teachers of 3 rd Lyceum of Trikala Number of participants: 16 Students of 2 nd grade of 3 rd Lyceum of Trikala Odysseas Elytis 4 teachers SUMMARY/DESCRIPTION After the first year of the program, during which the pedagogical group participated in workshops, attended personal deposits of witnesses and victims, as also audiovisual material of immigration, human trafficking and slavery from the International Amnesty,
37 Σελ. 35 Better late than never! Unisef and the non-profit organization The No Proiect.org the emotions that were born to teachers and students were noted after the attendance of all these. Commonacceptance of allparticipants was the unambiguous inabilityto findanswerson the way that we should face the problemofxenophobia,non-acceptance of diversity and ultimatelyracismthat plaguestoday'ssocieties. Admittedly we should all show empathy, trying to put ourselves, even for a while, in the position of those unfortunate people who uprootedfromtheir homelandsearchingforhopein new placeswithnew culture, customs and traditions.we came to theconclusion that allembarrassedand unknownfeelingsof sadness, anger, compassion, fear andguiltthatwe felt,wouldmake uschange ourbehavior towardsdifferent. With these thoughtswe decided to createa short filmwhichis titled Better late thannever. It was createdinstead of a theatrical performancedue tolack ofequipment andprops, and it was a result of a bimonthly cooperation of studentsandteachersalmost exclusivelyafter the end of the lessons. Finally we should note that thefilm isexclusivelyworkof pupilswithout anyexternalprofessional help. MATERIAL PRODUCED Short film Availableon the website (Actions of Greek- Presentation of 3 rd Lyceum: "Better late than never") The film was alsoscreenedduring the event"under the same sky", that took place at the CulturalCenterof Trikala. Views of participants Michael Evaggelidis (student who participated in the film): Awesome experience. It was given to me the trigger to be informed about so many new things and meanings such as human trafficking, multiculturalism, tolerance. Besides, where else would I have been able to be painted black? I feel more complete and I had the chance to escape from the monotony of class... Thank my professors for the opportunity they gave me to participate in such an interesting project. Especially in high school!
38 Σελ. 36 Better late than never! Coordinator teachers from now on, studentsandteachers, we realized that our actions are necessary for the creation of aworld in whichourvoices will dominate and willdefendtolerance, peace, love for theneighborand of coursethe freedomof ideasand opinions." "... Keep in mindthe factthat during this two- year project parents congratulated us, becausewe gave intheir words-substantive reasonsto their childrentocome, as they claimed,inschool!!"
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