This document provides information about a workshop on developing transversal attitudes, skills, and knowledge (TASKs) based on the Council of Europe's Pestalozzi Programme. The workshop focuses on topics like diversity, cooperation, citizenship education and developing competencies in learners. It discusses the attitudes, skills, and knowledge needed to complete collaborative activities, including acceptance of others, communication, and understanding rules. It also addresses assessing learner progress on TASKs through formative and alternative assessments. Finally, it outlines an activity called "Our Forest" where learners discuss principles, support structures, resources, and results within a school community.

1. Me, you and a colourful world to fit in!
A workshop based on Council of Europe Pestalozzi Programme on
TASKs
Julie Gyftoula. MEd, Primary School English Teacher

2. QUIZ TIME
7 May 1945
60 million people
Belgium Italy, UK, Germany, France
47 CoE/28 EU
the Ode to Joy
5 May 1949

3. Council of Europe

5. … democracy, respect for human rights and dignity, and the rule of law….

7. THE NEIGHBOURHOOD YARD
• What attitudes, skills and knowledge were
required for the completion of the activity?
ACCEPTANCE OF
THE OTHER
READINESS TO
TRUST
WILLINGNESS TO
TAKE PART
ABILITY TO
COMMUNICATE
UNDERSTANDING OF
RULES
TRANSVERSAL ATTITUDES, SKILLS AND KNOWLEDGE

8. A_DIV_1 Acceptance of diversity as a positive value for the environment and the survival of
humankind
A_DIV_2 Disposition to be empathetic to enhance living and acting together within society
A_DIV_3 Willingness to acknowledge other people’s feelings A_COOP_1 Readiness to be open-
minded and curious
A_COOP_2 Willingness to work together with others and become actively involved A_COOP_3
Readiness to take responsibility and to be accountable for one’s actions and choices
S_DIV_1 Ability to communicate across all types of borders and negotiate meaning
S_DIV_2 Ability to discover facts about other people’s beliefs and practices
S_DIV_3 Aptitude to elicit and respond to others’ beliefs, values and feelings, and behaviour
S_COOP_1 Ability to learn in a variety of ways from participation in groups
S_COOP_2 Ability to draw on others’ diverse expertise and experience for the benefit of the
group’s work
K_DIV_2 Understanding of the changing nature of identities and cultures
K_DIV_3 Understanding of the nature of empathy and knowledge about how to develop it
K_COOP_1 Understanding of the roles and functions of social and political actors
K_COOP_2 Understanding that every group has a power structure
K_COOP_3 Understanding of how co-operation can support the prevention of conflict,
discrimination and violence

10. WHY TRANSVERSAL?
… with regard to
different “entry points”
such as citizenship
education, human rights
education, language
education and also other
school subjects
… they represent the
components all education
professionals, whatever
subject they might
specialise in, need to
develop in themselves and
contribute to developing in
their learners
“ the head, the heart and the hands” principle

11. WHAT NEW ROLES EMERGE FOR THE TEACHER AND LEARNERS?

16. “Our curriculum is already very full; how can we
incorporate these themes
into what we already do?”
“How can I implement the development of TASKs in
my context?”
“Am I knowledgeable and skillful enough to do this?”
“practise what you preach”
“the medium is the message”“address the hidden curriculum”
“parallel interaction”

18. ASSESSMENT AND EVALUATION
assessment refers to judgments of student performance, while
evaluation refers to judgements of programme or organisational
effectiveness (OECD, 2005)
Formative assessment versus summative
assessment
Alternative assessment
TRAFFIC LIGHTS
LEARNING DIARIES
DIGITAL JOURNAL KEEPING
RAINBOW TREE/BLOOMING TREE
MEASURE AND
REFLECT THE
LEVEL OF
UNDERSTANDING
AND MASTERY OF
COMPETENCES
PICTURES, MAPS,
ILLUSTRATIONS,DIAGRA
MS

21. ACTIVITY ONE: OUR FOREST

22. The roots – What are the principles and values that we want to
live by?
The bark – What will protect us and how will we care for
ourselves and the others?
The trunk – What measures of support are needed before conflict
arises? Who can give support? To whom?
The branches – What are the resources needed? Do we need to
reach out of our group to find these resources?
The leaves – What positive energy are we searching for? How will
we see that we are thriving and growing?
The fruits – What results will we get? How can we collect them?
How can we best learn together?

23. Step 1 (5 min)
Participants are reminded of the myth of Minotaur, the labyrinth and Ariadne’s
ball of string. They are facilitated to discuss briefly and trigger a connection of
the labyrinth and the conflicts at school.
Step 2 (40 min)
One in each group will be given a card which describes the context of a conflict
happening within the school community. They decide all together which of the
cues relate to the scenario and they leave the rest aside. Then they discuss
why they chose the specific cards with your group members and try to
remember the steps towards resolution.
Step 3 (5 min)
All groups sit in the big circle in jumbled order. The trainees with the conflict
scenario take a ball of string and connect the conflict to the cues which lead to
its resolution in the order the actions should be taken. (A colourful web should
be created)
Step 4– Debriefing
Ariadne’s
ball of
string

25. http://pestalozzincrete2017.wikispaces.com/

26. THANKS FOR FLYING
WITH ME TODAY!
juliegy@yahoo.gr