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Motivating pupils: Giving teenagers a taste of real life

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Ján Smolka
Workshop presentation from Cross-Border Seminar 2017 in Belgrade

Published in: Education
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Motivating pupils: Giving teenagers a taste of real life

  1. 1. MOTIVATING PUPILS: GIVING TEENAGERS A TASTE OF REAL LIFE TO M Á Š M A C KO & J Á N S M O L K A G U I D A N C E 4 . 0 : I N N O V AT I V E P R A C T I C E S F O R N E W S K I L L S E U R O G U I D A N C E C R O S S - B O R D E R S E M I N A R B E L G R A D E 2 0 1 7
  2. 2. WHAT IS GOING TO HAPPEN NOW • INTRODUCTION – About me – About you – Aims of the workshop • CHAPTER 1:A BIT OFTHEORY – What is Experiental Learning • CHAPTER II:THE COURSE – Design – Content of course – Results • CHAPTER III: PRACTICAL IMPLEMENTATIONS
  3. 3. INTRODUCTION
  4. 4. A B O U T M E Ján Smolka - teacher of P.E. and English at elementary school for 2 years - instructor of experiential courses in Vacation School Lipnice Czech Republic (member of Outward Bound) - mentor in NGO Dive maky - researcher at Faculty of Physical Culture of Palacky University Olomouc in CR - successful participant ofTeach for Slovakia programme
  5. 5. TEACH FOR SLOVAKIA
  6. 6. ABOUT YOU • Who are you? • Where are you from? • What do you do? • Why are you here?
  7. 7. AIM OF THE WORKSHOP • This years’ Cross-border seminar will focus on new innovative practices in guidance, especially the ones using ICT, to develop career management skills (CMS), key competencies and other skills needed in contemporary world of work and living. Guidance 4.0 relates to the 4.0 code that is used in industry, education (Education 4.0, Industry 4.0) and other fields as a mark of 4th Industrial Revolution. This Industrial Revolution is reflected in application of Information and Communication technology (ICT) that aim to bring together digital, physical and biological systems in order to maximize human well-being. Impact of it is recognized as numerous rapid changes that shift perspectives and demand to adapt and therefore redefine how we understand education, labor market, responsibilities and world around us.
  8. 8. AIM OF THE WORKSHOP • To get acquainted with method of experiental learning (EL) • To inspire you with the course we did for our pupils • To provide you with practical ideas which you can utilize in your work
  9. 9. A BIT OF THEORY C H A P T E R I
  10. 10. DEFINITION OF EXPERIENTAL EDUCATION Experiential learning is the process of learning through experience, and is more specifically defined as „learning through reflection on doing“. Wikipedia
  11. 11. AIM OF EXPERIENTIAL EDUCATIOAN Overall harmonic development of human being
  12. 12. WELL, OVERALL HARMONIC DEVELOPMENT ...but is this it ?!!?
  13. 13. WHAT TO DEVELOP A B I T O F T H E O RY
  14. 14. GARDNER THEORY OF MULTIPLE INTELLIGENCES • Howard Gardner initially formulated a list of eight intelligences. • The first two have been typically valued in schools; • the next three are usually associated with the arts • and the final three are what Howard Gardner called 'personal intelligences'
  15. 15. • Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.This intelligence includes the ability to effectively use language to express oneself and language as a means to remember information like dates and variety details • Logical-mathematical intelligence capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically
  16. 16. • Musical intelligence which let to recognize melody, rhythm and tones • Bodily-kinesthetic intelligence potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements • Spatial intelligence potential to reading maps and tables, do the crosswords, put the puzzles together.
  17. 17. • Interpersonal intelligence capacity to understand the intentions, motivations and desires of other people, so you can comunicate with them, guide them, rule them, solve conflicts between them. • Intrapersonal intelligence capacity to understand oneself, to appreciate one's feelings, fears and motivations, also to be able to use such information to regulate our lives. • Existential Intelligence ensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
  18. 18. HOW TO DEVELOP A B I T O F T H E O RY
  19. 19. ZONES OF COMFORT Interpersonal intelligence Bodily-kinesthetic intelligence Intrapersonal intelligence Musical intelligence Linguistic intelligence Logical- mathematical intelligence Spatial intelligence
  20. 20. ZONES OF COMFORT II Zone of eustress („good“ stress) Zone of challenge Zone of learning Zone of distress („bad“ stress) Death
  21. 21. MODELS OF LEARNING • Dewey΄s model • Lewin ΄s model • Piaget ΄s model • Kolb ΄s cycle • Bannon ΄s model • Priest ΄s model
  22. 22. 1. Experience (feeling) 2. Observations and conclusions (reflecting) 3. Making the concept (evaluation) 4. Testing in practice (doing) David Kolb’s four-stage cycle of learning (‘70s)
  23. 23. PROCESSBURGER Real individual experiencing and acting Model-game situations Real teamwork and group processes
  24. 24. WHAT HELPS ( W H I L E D E V E L O P I N G ) A B I T O F T H E O RY
  25. 25. WHAT IS „FLOW“? • Flow status = state of supreme expression of emotional intelligence, which is perfectly integrated into this activity or learning • When flow state works, all the skills of the human capacity are being used (usually different perception of time, hunger ...)
  26. 26. FLOW THEORY
  27. 27. • If is the task too easy, we are bored • If is the task too hard for us, the anxienty is raising inside us
  28. 28. FLOW ZONE •
  29. 29. FAST KNOW-HOW TO EXPERIENTAL LEARNING A B I T O F T H E O RY
  30. 30. 7 STEPS TO EL 1. Needs 2. Participants 3. Aims 4. Theme 5. Activities 6. Reflection 7. Team
  31. 31. TASK
  32. 32. NEEDS I do not know what I really enjoy .... I do not feel that I can achieve anything by my own efforts. I only learn because of my parents. I do not want to go to high school.
  33. 33. PARTICIPANTS Pupils of the ninth year of elementary school (28) 50% of pupils are from a socially disadvantaged environment Teenagers
  34. 34. AIMS Young people will know better what they are interested in. Their attitude towards affecting their lives by learning and working on themselves will change positively. Provide students with a chance to realize their strengths and abilities. Motivate them to make the most of the ninth-year school year. Help to plan what and where go after school.
  35. 35. TOPIC Preparing for what it looks like in real life. Saturday teaching differently.
  36. 36. ACTIVITIES Working on the farm An unusual English lesson Icebreaker - molecules Strategy experience game Discussion with the priest
  37. 37. REFLECTION Does person need some level of education or skills for this type of work?Which ones? What do you take from this course? How can you utilize what you learned in other situations? What else would you do next time in this activity?
  38. 38. TEAM An instructor of experience pedagogy with rich experience Medic A teacher of mathematics Cook
  39. 39. THE COURSE C H A P T E R I I
  40. 40. VIDEO
  41. 41. ROOTS OF SITUATION System roots • In Slovakia – 9 years of elementary school – 15 years old • Pupils then need to decide where (high school) to continue or whether to continue • Socially weak enviroment • Roma population – mainly poorest regions of eastern Slovakia – afraid of education Psychological roots • feeling that pupils can not influence their lives • an unclear idea of what they are good at • Underestimation by themselves or their parents
  42. 42. (POSSIBLE) SOLUTION • Pupils will know what they are good at and what interests them • Their will understand that they can change their life • Motivate them to make the most of the ninth-year school year • Help to decide what school or what they do after school •How? • Experiental course and regular week meetings afterwards
  43. 43. DESIGN OF COURSE • 2,5 day – working in real companies • 2,5 day – reflection and teambuilding activities • 10x meetings during week – aimed at personal development and continuation of project
  44. 44. FIRST DAY Questionnaire, lottery, working, reflection Jobs with Elementary Education
  45. 45. SECOND DAY Working, reflection Jobs with High school and University education
  46. 46. Loosing of job – Public works THIRD DAY
  47. 47. CABIN PART First half day– finding of route, rules, rota – preparing food, reflection of work Second day- Saturday school, Big strategy game, Discussion by fire, How far you dare to go Third day- Evaluation, Celebration lunch
  48. 48. MATHS CLASS • Form group of four people • Divide the roles – father, mother, son, daughter (however all gender possibilities are allowed) • One of parents has a high school education and job –earns € 665 • Second one has a elementary school education and job – earns € 435 • In families, speak about the family budget and set • how much of money you want use for family entertainment • how much money you want to put into savings
  49. 49. FAMILY EXPENDITURES (2014 DATA) • Accommodation (including energies) 400 eur • Food 280 eur • Transport 50 eur • Clothes 60 eur • Education 20 eur • Other (health etc.) 100 eur
  50. 50. REGULAR MEETINGS Growth and fixed mindset - Carol Dweck Promoting of studying, help with choice of high school- Peter Dráľ Learning styles Strenghts and weaknesses - Jan Mühlfeit Games: Zoom, Rogerova hra,…
  51. 51. RESULTS T H E C O U R S E
  52. 52. QUESTIONNAIRES Question Points I know what I enjoy and what I like 62 I think I can improve with my own effort. 45 I see my future as interesting and meaningful. 69 One has just such a life, a family, and with which IQ is born and can not do much about it. 86 I can live my life happily and successfully. 54 I know what kind of high school I want to go and why. 68 Question Points I know what I enjoy and what I like 37 I think I can improve with my own effort. 33 I see my future as interesting and meaningful. 53 One has just such a life, a family, and with which IQ is born and can not do much about it. 79 I can live my life happily and successfully. 37 I know what kind of high school I want to go and why. 49 BEFORE AFTER
  53. 53. SAID AFTER COURSE • that I can improve myself • to cooperate, think about the future • that when I want to achieve something, I will achieve that and we need to decide right where and where to go • I learned to overcome myself and not give up • what I would like to do in the future • that if I try, I can do something • I can not give up my dream, the goal, I have to go for what I want if I want to be happy
  54. 54. • Two Teachers • Food in the cabin: 110 € • Material and transport costs for various activities during the course and during a school meeting: € 105 • Video creation : 50 € • Card games for activities (Brain Logic and Story Cubes): 40 € FINANCES
  55. 55. NEXT STEPS • Make it a regular course for ninth-graders • Spread it to other schools (Hnutie Go! – CR, adaptation courses...) • Work more with parents • Cooperation with career advisors and job counsellors • Your ideas?
  56. 56. PRACTICAL IMPLEMENTATIONS C H A P T E R I I I
  57. 57. YOUR TURN • Brainstorm how you could utilize EL in your daily work. • It can be anything – from sessions with client to training of teachers • Pick one situation (if you have more) • Use 7 steps to this situation and try to be as concrete as possible.
  58. 58. THANK YOU! T H E E N D

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