"Are we different? We are Unique"

2009

Dr. Maria Fragaki

Project: EduTubePlus

Research Academic Computer Technology

Institute

7/7/2009

Learning Scenario: Are we different? We are unique!

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Scenario for the educational use of video-clips, based on the Project Method

1. General Information

1.1. Scenario identification

1.1.1. Title “Are we different? We are unique!”

1.1.2. Authors Maria Fragaki, teacher at Dau Pentelis, School for Children with Special needs”

1.1.3. Short Description

The content of the scenario concerns the thematic unit of “locomotive disability” and particularly the question of “diversity”.

1.1.4.Country Greece

1.2. Correspondence to the curriculum

1.2.1. Subject matters Rationale The learning scenario examines the authentic subject, of “disability”. Within a wider context of analysis, it addresses the concepts of “diversity”, of the “strange”, of the “other” and several stereotypes of our society. It concerns student understanding and sensitivity, shaping attitudes, building a value system by fostering critical and creative thinking, as well as resolving various social problems related to disability and the integration of people with disabilities into all aspects of social life. The scenario is carried out by using video based activities and ICT based educational software (conceptual/mind mapping systems, generic software, Internet systems, painting and creativity software, etc.)

1.2.2. Curriculum Subject Matter The scenario is related to the subject domains of Literature, Language, Social and Civic Education, Mathematics and Esthetics Education. It can be used in inter-disciplinary project work, using educational software. Reference to the Curriculum The scenario is designed and developed based on the Project method. This methodology is incorporated into the Greek National Curriculum* and the National Inter-disciplinary Curriculum*, since it promotes Active Learning and nourishes creative and

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critical thinking in students, through collaborative activities. At the same time, the activities are carried out using Information and Communication Technology tools (video-clips and educational software). The scenario can be used for composite projects:

a) In the context of the school program and in relation to respective texts that are found in the students’ school textbooks. For example, “O Thomas” (Ο Θωμάς), is included in the Literary Texts Reader (Grades 5 and 6 of primary school). The text is about a child with mental retardation who participates in the Special Olympics and teaches us about life values (p. 69-73).

b) In the context of the Flexible Zone program.

* The Greek National Curriculum and the National Inter-disciplinary Curriculum can be found on the website of the Greek Pedagogical Institute at www.pi-schools.gr.

1.3. Course Information

1.3.1. Age of Students The scenario addresses students in the middle and higher grades of primary school (Grades 4, 5, 6), as well as the first grades of Lower High School (Grades, 1, 2, 3). The teacher adapts the activities according to the students’ age, cognitive and emotional background.

2. Learning Goals & Learning Model Rationale

2.1. Learning Goals / Expected Outcome

2.1.1. Cognitive goals The cognitive goals of the educational scenario concern the development of cognitive skills via the functions of memory and thought, which guide the students to ever higher Learning Levels. In the suggested activities the students can collect data through observation, recognition and the recall of pre-existing knowledge and experiences that are relevant to the subject and from the events in the video-clips, in order to comprehend the concept of “disability”. They can organize their data, comparing and categorizing it, by correlating these

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concepts. They can analyze their data and reflect on it by exploring the internal associations of the concepts in question and they can evaluate and transcend these by transferring their acquired knowledge and by using it creatively. They can also build new data with regard to managing the issue/problem of “disability”.

2.1.2. Development of ICT/media skills

The educational use of video-clips, provides the students with the opportunity to observe events and moments from the daily life of people with disabilities, to recognize their needs and to compare these to their own, to analyze the emotions of the close family circle and of the wider social context, to explore the social reactions to disability, to criticize and judge stereotypical behavior, to offer explanations, to predict and to make presuppositions, to draw conclusions, to manage this social problem and to organize solutions.

Using ICT based educational tools gives students the chance to enrich their knowledge about the issue/problem in question and to explore different ways of approaching it (web applications), to understand the concept of “disability”, to organize and to record their thoughts (text processor, blogs, wikis), to visualize them (painting and drawing applications), to analyze them (conceptual mapping applications) to synthesize them through critical thought, activating the educational and wider social framework in order to present them (presentation applications, blogs, wikis).

2.1.3. Cultivate Attitudes

Goal – Aims – Expected Results

The main goal of the educational scenario is to link the school with society and life. Special attention is given to activating the students, reinforcing their self-esteem, to fostering communicative and collaborative skills, to developing creative and critical thinking, and to the ability to make decisions and to take action. What is considered of chief importance is to make students aware and to develop their sensibility of authentic problems of everyday life and to transform and reconstitute them, from passive receivers of cognitive information to thinking and active students/citizens.

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2.2. Teaching approach / methodology

2.2.1. Theoretical/conceptual framework

The Educational Scenario is epistemologically related to the emancipatory cognitive interest that stresses the socio-political and ethical aspect of Teaching and Learning, contributing thus to an Education with a viable future, according to the UNESCO propositions. The theoretical framework of the scenario is based on the theories of Critical Constructivism and Critical Reflection, as well as on the Theory of Activity. The conceptual framework is built upon the concepts of “disability”, “diversity”, “stereotypes” and “prejudice”. The scenario is epistemologically related to the emancipatory cognitive interest that stresses the socio-political and ethical aspect of Teaching and Learning, contributing thus to an Education with a viable future, according to the UNESCO propositions.

2.2.2. Pedagogical Framework

The knowledge pertaining to the scenario is organized according to the framework of Subject Didactics and it concerns Active, Exploratory, Communicative, Experiential and Collaborative learning.

2.2.3. Methodological Framework

The Project Method is used in the development of the scenario, within the scope of Collaborative Learning.

3. Students and Teachers

3.1.1. Location

It is best to carry out the educational scenario in the school computer lab or in the school classroom, if they provide the appropriate technical infrastructure.

3.1.2. Class Organisation / Collaboration

Classroom organization Students are divided into teams of 3-4, they watch the video-clips and at the same time they perform the activities, working in collaboration with each other. The classroom teacher works closely with the students, offering advice and assistance, when needed. Every individual student and all students interact with each other, with the students from other affiliated schools and with their teacher.

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Collaboration In order to manage the specific subject, many forms of collaboration may take place, e.g. among teachers of different specializations in the same school, among teachers from different schools working on the same subject, as well as among parents and specialized scientists involved in the subject concerned (psychologists, social workers, etc.)

3.1.3. Duration The time frame required to complete the educational scenario will be determined by the teacher working with the scenario and his/her students, depending on their educational needs and their working conditions.

PART A: Expanding previous experience and knowledge – defining the theme

4.1. Learning activity title

Activity 1: “My knowledge, experiences and feelings”

4.1.2. Short description

With the help of their teacher, the students specify and explore the subject they will work on. Before presenting the video-clips, the teacher asks the children to collect data on the subject from their prior knowledge, to recall their personal experiences, to detect their basic elements and to understand them. The idea of exploring the subject is drawn from the students’ personal experiences.

The students can specify their subject and begin to explore it using Internet tools. In this way, they can record their prior knowledge by writing down their data (bullet points), by distinguishing the important elements (highlighting), by storing them for later use (favorites), by representing them with conceptual/cognitive maps.

4.1.3. Learning activity objectives /outcome

The objectives of the activity concern Informative Learning and they guide the students to the first Level of Learning, via data collection and the development of cognitive skills. The students:

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• Observe their data

• Recognize concepts

• Recall pre-existing experiences/knowledge

4.1.4. Learning Resources

• Discussions

• Cognitive/conceptual maps

4.1.5. Other resources

ICT based educational tools

• Text processor

• The Inspiration conceptual mapping software

• Blogs

• Wikis

• Discussion boards

4.1.6. Worksheet (s)

Worksheet 1: «KNOWLEDGE-EXPERIENCES-FEELINGS»

Children, think about what you know concerning the issue of “Disability”. Try to remember your personal experiences and describe them. Give examples and tell them to your fellow students. How do you feel about people with disabilities? You can record all the information that you gather in the Word text processor, you can share them in a Wiki or in a Blog, You can represent them in the Inspiration software, using the semi-structured conceptual map

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of the Worksheet.

Inspiration software:

http://www.techready.co.uk/Assistive Technology/Concept-Mapping/Inspiration-Software-v8-0


Activity 2: “Specifying my subject”


Exploratory questions are given, in order to bring to the open, what the children are interested in learning with respect to “Disability” and “Diversity” in general. At the same time, the teacher can discern the students’ perceptions about stereotypes, for further processing. A constructive discussion follows between the teacher and the students and the subject is shaped. The basic concepts are formulated and these will be investigated.


The objectives of the activity concern Informative Learning and they guide the students to the first Level of Learning, via data collection and the development of cognitive skills. The students:

• Observe their data

• Recognize concepts

• Recall pre-existing experiences/knowledge

4.2.3. Learning resources

• Discussions

• Cognitive/conceptual maps



• The Inspiration conceptual mapping software



Worksheet 2: «SPECIFYING MY SUBJECT»

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description categorize this data, they comment and annotate it, and they compare it and assess it. They make use of systems for searching and information communication (web applications, e-encyclopedias and dictionaries, digital libraries, web search engines, etc.) in order to gather data. For example, they can look for data in the journal “Disability Now” (Αναπηρία Τώρα) http://www.disabled.gr, they can find information on disability and education at: http://www.specialeducation.gr, they can read the blog of the computer lab of a Special School, e.g.: http://ictspeciallove.blogspot.com The students now understand, at a first level, the subject they are investigating.


The objectives of the activity concern Informative Learning and they guide the students to the second Level of Learning, via the formulation of the initial concepts and their correlation. With the help of their teacher, the students:

• Compare their data

• Categorize the data

• Organize the data/concepts


• Journals

• Newspapers

• Tables

• Databases

• Conceptual maps

• Images

• Drawings



• Web search engines

• Conceptual mapping software

• Wikis

• Blogs

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• Text processor


• Excel (spreadsheet)

• Access (Database)

PART C: Implementation of planned activities – Reporting and feedback – Presentation of thematic units by the teams


Activity 4: “My feelings – Our feelings”


The children watch the video-clip: “Birth – Diagnosis – Feelings” (Γέννηση-Διάγνωση-Συναισθήματα). They recognize and highlight the feelings of the parents and the family environment, they record and categorize them using generic tools (e.g. Word). They continue by comparing the feelings that parents experience, when they bring into the world a healthy child, as opposed to the feelings they experience when they give birth to a child with disabilities. Then, they discuss with their classmates about the possible reasons for these feelings, they think of possible reactions and transform these feelings from negative to positive. Further on, they interpret and analyze these feelings and they contrast them to their own. For this activity, the children can use generic tools (Worksheet), conceptual mapping software (Inspiration), tools for expression and creation (Revelation Natural Art, etc.), or web tools for collaboration and communication (e.g. social networking tools, social bookmarking).


The objectives of the activity concern Analytical Learning and guide the students to the third Level of Learning, by making generalizations through principles and mental schemata. These concern:

• Analyzing structural elements

• Distinguishing relationships

• Distinguishing mental schemata and generalizations

• Distinguishing facts from opinions-valuative

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comments

• Clarification (retelling, examples, interpretations, references, analogies)


• Quality Models

• Video recordings

• Images

• Drawings

• Journals

• Concept maps

4.4.4. Other Resources


• Text processor

• Tools for expression and creation (Revelation Natural Art, Paint)

• Presentation software

• Blogs

• Wikis

• Facebook

• e-books

4.4.5. Video-based resources

Video-clip title: «Birth – Diagnosis – Feelings» (Γέννηση-Διάγνωση-Συναισθήματα)


Worksheet 3 «OPPOSITE FEELINGS»

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Children, after watching the «Birth – Diagnosis – Feelings» video-clip, with your classmates, or with your fellow students from other schools, using e-mail, blogs, wikis or Facebook, what do you think are the possible reasons for the feelings that parents experience when they give birth to a child with disabilities? Give your own interpretation and analysis of these feelings. Think of possible reactions to these negative feelings and transform them into positive feelings. Besides, “DISABILITY” is a problem that concerns us all, because society itself puts it in the spotlight! You can create a table in the Text processor or you can use Social bookmarking, and record your feelings.

NEGATIVE POSITIVE


Activity 5: «Creating my own storyboard»


After watching the video-clip titled: “A trip to Holland” (Το ταξίδι στην Ολλανδία) all the teams can analyze its structural elements and distinguish the facts from the symbolic narrative elements. In cooperation with their teacher, the children can then create a script for a video-clip, direct the clip, dramatize it and publish it by loading it on the EdutubePlus website (editing, filming, mixing, remixing, directing, producing). Roles are assigned to each team and the storyboard is developed (storyboarding). The students in the classroom can collaborate remotely with another school to produce the video-clip. They can use email or blogs to exchange their storyboards, their opinions (collaborating and networking, uploading, sharing) and to reconstruct them, until they all decide on the final script.

4.5.2. Learning activity

The objectives of this activity concern Productive Learning and they guide the students to the fourth

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objectives /outcome

Level of Learning, through the production of theory, cognitive models and cultural products. Once the collection, organization and analysis of the data is complete, the students proceed beyond the data in order to:

• Understand the data

• Recall prior knowledge/experience

• Develop concepts

• Direct events and facts

• Create

• Produce

• Innovate


• Storyboards

• Films

• Presentations

• Compositions

• Illustrations

• Representations

• Performances

• Video-clips

• Video recordings

4.5.4. Other Resources


• Text processor

• Tools for expression and creation (Revelation Natural Art, Paint)


• Storyboarding software


Video-clip title: “A trip to Holland” (Το ταξίδι στην Ολλανδία)

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4.5.7. Worksheet (s) Worksheet 4: “STORYBOARD”

Children, the time has come for us to create our own film! After watching the video-clip titled “A trip to Holland” (Το ταξίδι στην Ολλανδία), where a mother tells a symbolic story about DISABILITY, you can bring it to life! You can adapt the script, direct the film and dramatize it. You can create the film’s storyboard, which is actually a presentation of the film in pictures, just like a comic strip. A storyboard is very helpful, because it allows you to see what the video-clip scenes will look like when you are finished filming the clip. Follow the instructions below to create the Storyboard for the video-clip named “A trip to Holland”. You can use the Word text processor, design & creation tools, presentation software and storyboarding software, etc. --------------------------------------------------------------- INSTRUCTIONS FOR CREATING A STORYBOARD 1. Select a scene that is suitable for adapting into a video-clip. Choose an action scene (where something happens and it is interesting), because these make the best scenes. 2. Describe and identify the elements of the scene you have selected. Include as much information as you can:

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A.Characters:____________________________________________________________________________________________________________________________________ B.Subject/Description:______________________________________________________________________________________________________________________________ C.Conflicts:___________________________________________________________________________________________________________________________________ D.Resolution:_____________________________________________________________________________________________________________________________________ 3. Focus on what it is that you want to include in your film. Remember: directors always choose for their film, those elements that will provoke interest and not just any information that is already available. Concentrate your efforts on central and key information. Is there some particularly interesting piece of information that you need for your film, but doesn’t exist in your story? Find it! 4. Use the frames in the Worksheet below and draw each scene of your film, just as you imagine it! Under each frame, write a description for the scene. *Extension: To each scene of the storyboard, attach special information concerning what each scene will include (character dialogue, where and how they are placed in the scene, how they interact, etc.) For more information see the proposed website: http://kidsvid-dev.hprtec.org/lessons/storyboard01.html Team member names: -------------------------------------------------- Date:--------------------------------- DESCRIPTION: --------- DESCRIPTION -------

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DESCRIPTION : -------- DESCRIPTION ------ - DESCRIPTION -------- DESCRIPTION --------


Activity 6: “Shoes tell stories”

4.6.1. Short description Each team of students watches the video-clip titled “Shoes tell stories” (Τα παπουτσάκια που λένε παραμύθια). The members of each team discuss the content of the clip, they interpret and analyze it and then they create their own original story, dealing with the issue of “Disability” or, with “Diversity” in general. The teams exchange their stories, they send them to other schools they collaborate with (collaborating and networking) and they publish them (publishing) by uploading them to the Internet (blogging, wiki-ing). The students are invited to follow “Propp’s story functions ” so that their story is complete and arouses the interest of the reader. They can use generic tools (Word text processor, etc.), tools for guided writing (the Idea Builder software, etc.), conceptual/mind tools (Inspiration, Kidinspiration, etc.) for writing the story, and tools for expression and creation (Revelation Natural Art, etc.) for creating storyboards.


The objectives of this activity concern Productive Learning and they guide the students to the fourth Level of Learning, through the production of theory, cognitive models and cultural products. Once the collection, organization and analysis of the data is complete, the students proceed beyond the data in order to:

• Explain their data

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• Predict consequences

• Verify information and facts

• Draw conclusions

• Reflect on what they have learned

• Compose reconstructed concepts

• Publish their data

• Resolve problems

• Innovate, producing new knowledge


• Fiction

• Narratives

• Stories

• Journals

• Images

• Drawings

• Illustrations

• Presentations


Video-clip Title: “Shoes tell stories” (Τα παπουτσάκια που λένε παραμύθια)

4.6.5. Other resources ICT based educational tools

• Internet applications



• Hypermedia software

• Systems for expression and creation

• Blogs

• Wikis

• Facebook

4.6.6. Worksheet (s) Worksheet 5: “SHOES TELL STORIES”

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Children, now is the time to write you own story! The soviet ethnologist, our dear Vladimir Propp, observed folktales from different historical ages and reached certain conclusions, regarding the structure of the “story”. Without claiming that these are valid for absolutely all stories, he documented a series of functions that are found in most stories, which you can follow, in order to create and compose a “magical tale” yourselves, using whichever educational software you like (text processor, Inspiration software, presentation software, etc.). You can then illustrate your story, using various software systems for painting, drawing and expressing creativity (Paint, Revelation Natural Art) and finally you can share it by publishing your story on the Internet. Next to each function, there is an example from the fairy tale: “Little Red Riding Hood”. ---------------------------------------------------------------

--------------------------------------------------------------- 1. ABSENCE – REMOVAL: A member of a family leaves the security of the home environment for some reason (e.g. Little Red Riding Hood goes to visit her grandmother) 2. INTERDICTION: An interdiction is addressed to the main character (e.g. Little Red Riding Hood’s mother, tells her not to go into the woods) 3. VIOLATION of INTERDICTION: The main character violates the interdiction (e.g. Little Red Riding Hood goes into the woods)

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4. ANTAGONIST, RECONNAISSANCE: A character appears (the villain) who makes an attempt at reconnaissance of the situation (e.g. the big bad Wolf, who detects Little Red Riding Hood in the woods and who tries to get information from her). 5. DELIVERY: The victim provides information to the villain (e.g. Little Red Riding Hood tells the wolf that she is going to visit her grandmother) 6. TRICKERY: The villain attempts to deceive the victim, to take possession of the victim or the victim's belongings (e.g. the wolf tells Little Red Riding Hood to go gather some flowers, so he can reach her grandmother first). 7. COMPLICITY: Because the victim is fooled by the villain’s deception, he/she unwittingly helps the enemy, without realizing it (e.g. Little Red Riding Hood gathers her flowers, while the wolf, using the information she gave him, hurries off to find her grandmother). 8. VILLANY – INJURY: The villain causes harm/injury to a family member or a loved-one (e.g. the wolf eats the grandmother) or alternatively there is LACK i.e. a family member lacks something or desires something. 9. MEDIATION, TURNING POINT: Misfortune or lack is made known. The main character is dispatched, hears call for help, etc. alternatively, he/she is sent away, freed from imprisonment. 10. COUNTERACTION: The hero-seeker agrees to, or decides upon counter-action. 11. DEPARTURE The hero leaves home. 12. FIRST FUNCTION OF THE DONOR – HELPER – MAGICAL AGENT: The hero is tested, interrogated, attacked, etc., preparing the way for his/her receiving a magical agent or helper (donor). 13. REACTION OF HERO. The hero reacts to the actions of the future donor. 14. PROVISION, ACQUISITION OF MAGICAL AGENT: The magical agent is put at the disposal of the hero. 15. MOVEMENT – JOURNEY OF THE HERO: The hero is transferred, delivered or led to the whereabouts of the object of the search (Little Red Riding Hood arrives at her grandmother’s house). 16. COMBAT – STRUGGLE: The hero and villain join in direct combat (e.g. grandmother struggles with the wolf and is eaten).

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17. BRANDING, MARKING: The hero is branded, rumours are spread about the hero. 18. VICTORY: The villain is defeated (the hunter kills the wolf). 19. RESOLUTION OF INITIAL MISFORTUNE OR LACK – RELEASE FROM MISFORTUNE: The initial misfortune or lack is resolved (e.g. the grandmother and the granddaughter are glad and embrace each other). 20. RETURN: The hero returns. 21. PURSUIT, CHASE: The hero is pursued. 22. RESCUE: The hero is rescued from pursuit. 23. UNRECOGNIZED ARRIVAL: The hero unrecognized, arrives home or in another country. 24. UNFOUNDED DEMANDS – CLAIMS: The false hero presents unfounded claims. 25. DIFFICULT TASK: A difficult task - labour is proposed to the hero. 26. RESOLUTION: The task is resolved and the labour is accomplished. 27. RECOGNITION: The hero is recognized. 28. EXPOSURE: The false hero or villain is exposed. 29. METAMORPHOSIS: The hero is given a new appearance. 30. PUNISHMENT: The villain is punished. 31. MARRIAGE: The hero marries and ascends to the throne.


Activity 7: “Presenting and supporting my opinion”

4.7.1. Short description After watching both of the following video-clips, the students are called upon to understand their content. They observe and recognize that data which represents stereotypes and prejudices towards the social problem of “Disability”. They compare and categorize the data. Each team can map the “messages” of the video-clips that it has collected, the perspective from which the image of “disability” is constructed and the reactions of the team members, analyzing the emerging concepts. Methodology: “Debating” Half of the teams decide to “support” the reactions of society, while the other half decides to “attack” them. They build conceptual maps, argue in support of their

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opinions, exchange their conceptual maps, criticize and evaluate their data. After they assess the result of this constructive process, they build the common class map. To carry out this activity they can use ICT systems for expression, search & communication of information (for collaborating and networking, blog commenting and reflecting, wiki-ing), conceptual mapping systems (Inspiration, Kidinspiration, etc.).







• Reflect on what they have learned and done

• Compose new concepts

• Publish their projects

• Support their opinions

• Justify their opinions


• Innovate, expressing new ideas


• Essays/Surveys

• References

• Newspapers

• Conceptual maps

• Journals

• Tables

• Databases

• Images

• Drawings/Paintings

4.7.4. Other Resources ICT based educational tools

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• Systems for expressing creativity

• Blogs

• Wikis

• Facebook


Video-clip Title: “Social reactions to Disability” (Η αντίδραση της κοινωνίας στην Αναπηρία)

Video-clip Title: “Stereotypes – Prejudices” (Στερεότυπα-Προκαταλήψεις)

4.7.6. Worksheet Worksheet 6:

«SUPPORTING MY OPINION»

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Pay close attention to the two video-clips. Can you determine their importance? Assess what you have seen. How does society respond to disability? Discuss the issue with the other teams, exchange your opinions, be critical and draw your conclusions. Reflect upon all this and evaluate it! What is the role of society in relation to “disability” (negative, positive)? Analyze your data. Now, you must support your opinions. Half the teams will “support” the reactions of society, as these are presented in the video-clips, while the other half will “attack” these opinions. Compose conceptual maps supporting your arguments. Present your opinions, listen to your classmates’ opinions and after you have decided upon common conclusions, compose the common conceptual map for all the teams that will contain your final opinions!


Activity 8: “Recording my thoughts and feelings”

4.8.1. Short description After watching the video-clip title: “We have the same Needs” (Έχουμε τις ίδιες Ανάγκες), all student teams observe and recognize these needs. The recall from memory their own needs and they compare them to the needs of people with disabilities. The children experience different feelings, which they can express by creating a

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“Picture album”. They can use presentation software (Power Point), and/or generic software (Word text processor). Each team can use simple paint/drawing tools on the computer (Paint) or other software for expressing creativity (Revelation Natural Art, Photo-suit, etc.).















• Essays/Surveys

• Presentations

• Newspapers

• Conceptual maps

• Journals

• Tables

• Databases

• Images



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Video-clip Title: “We have the same needs” (Έχουμε τις ίδιες ανάγκες)






• Blogs

• Wikis

• Facebook

4.8.6. Worksheet Worksheet 7: «THE PICTURE ALBUM»

Children, can you record your feelings with different colours?

Can you describe your dreams with shapes?

Human rights are the same for everyone. The need for love, health and peace is

common for all people. Use whatever educational software you prefer o create a “PICTURE ALBUM”. You can include images and pictures that you have created or collected in class, while you were working on the Educational Scenario “ARE WE DIFFEREN? WE ARE UNIQUE!”

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At the end of the year, you can print your pictures, you can edit them and you can organize a classroom exhibition on the issue of “DISABILITY”.

Part D: Inter- and Intra- team evaluation – Presentation of the project and of the teaching and learning process


Activity 9: “Presenting our project design”

4.9.1. Short description Together, all the teams watch the video titled: “Disability – Creativity – Fighting spirit” (Αναπηρία – Δημιουργικότητα - Αγωνιστικότητα), that presents to the students the creative and fighting spirit of disability and constitutes an optimistic message, as the conclusion to the Project Design. The students evaluate the overall teaching and learning process, as well as its results, through discussions and reflective processes. They transform some of their opinions, reconstructing by them, and are now ready to accept revised thoughts on the issue of “Disability” and “Diversity”, as well as to take up new action, publicly presenting their project to the educational environment and to society at large. The children’s projects/activities can be published on the Internet, in order to mobilize their fellow students in other schools.

Students can create a comprehensive composite project, in relation to the authentic issue/problem of “disability”, which will include the complete film titled “Together we go” (Πάμε Μαζί) and the material the student teams have developed, while implementing the Educational Scenario: “Are we Different? – We are Unique!” This project can be presented at a special event day, or in the evening, as a “Film club” evening.

4.9.2. Learning activity

objectives /outcome

The objectives of this activity concern Productive Learning and they guide the students to the fourth Level of Learning, through the production of theory, cognitive models and cultural products. Once the collection, organization and analysis of the data is complete, the students proceed beyond the data in

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RACTI-Maria Fragaki

order to:













• Essays/Surveys

• Presentations

• Newspapers

• Conceptual maps

• Journals

• Tables

• Databases

• Images



Video-clip Title: “Disability – Creativity – Fighting Spirit” (Αναπηρία-Δημιουργικότητα-Αγωνιστικότητα)




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RACTI-Maria Fragaki




• Blogs

• Wikis

• Facebook

"Are we different? We are Unique"

Documents

Transcript of "Are we different? We are Unique"