Transcript as a learning process: a project at the first grades of primary school

MULTILATERAL PROJECT: Strengthening Activity – Oriented
Interaction and Growth iN the EArLy Years and TransitionS
www.signals-eu.com
‘Participation’
as a learning process: a project at
the first grades of primary school
Kalliope Vrinioti
Eleni Griva
UNIVERSITY OF WESTERN MACEDONIA
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
MULTILATERAL PROJECT: SIGNALS
This study of ‘Participation’ as a learning
process is a project implemented into the
two first grades of primary school(2014-2015)
It was carried out in the context of the
multilateral Comenius project SIGNALS.
Τhe University of Western Macedonia is one
of seven partners of the SIGNALS Project.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
The main objective of SIGNALS
(Strengthening Activity – Oriented Interaction and
Growth iN the EArLy Years and TransitionS )
is the development of children’s abilities to
participate actively and codecide
in preschool and in the two first grades of
primary school, in close cooperation with
teachers, other children and their parents.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
The Greek SIGNALS-Project
began in 2014 with the participation of 25 first
graders and continued in 2015, when these
children were in the second grade.
• Based on the main goals of the multilateral
Signals project the Greek project aimed at
developing active interaction skills
 among children
 between children and adults (teachers and
parents)
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
The Greek SIGNALS- Project was
included in the school weekly timetable,
and it aimed at:
-Developing skills and strategies of co-constructing knowledge.
-Creating an environment for children's active participation.
-Encouraging children's expression through verbal and
extraverbal communication.
--Creating conditions for parents’ participation in their children’s
learning process.
-Improving teachers’ skills, in order for them to be able to develop
children’s participation and social skills in close cooperation with
parents.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
INITIAL NEEDS ANALYSIS
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
A pre-record analysis of the target situation
was carried out on four levels:
1st level: Examination of the Greek School Curriculum
2nd level: A record of children’s perceptions on classroom
interaction and cooperation
3rd level: Identification of school teachers’ views and perceptions on
learning, and pupils’ participation
4th level: Exploration of parents’ views
Training seminars were carried out with the class teacher and the
assistant researchers (postgraduate students)
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
• 1st level: Examination of the Greek Language Curriculum
An attempt was made to examine the Greek Cross-Thematic
Curriculum Framework for Language in terms of the following
research question:
Does the Greek Language Curriculum of First and Second
Grade of primary education aim at strengthening children’s
skills for active interaction?
Five subquestions related to the five concepts under
investigation:
 “interaction”
 “participation”
 “communication”
 “cooperation”
 “play”
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
The analysis revealed…
Although a rather limited number of occurrences were
recorded in relation to:
 “participation” skills development (17 occurrences)
 “cooperation” skills development (18 occurrences)
The Curriculum provides teachers with the flexibility of
using a game-based context (28 references) in order
to develop students’ “Communication skills” (79
occurrences)
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
2nd Level: Children’s perceptions/preferences
• The purpose of the interviews with 45 primary grade
pupils was to identify:
 Their preferences to classroom interaction and
cooperation
 Their participation in favourite games.
• The interviews were conducted in a playful context, through using
flashcards, which stimulated children’s motivation for their
participating in the “question – answer” process.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
2nd Level: Pilot implementation of the game
“Restructure the Song”
The first grade children participated in a physical activity with
the title “Restructure the Song”.
The children were given the lyrics of the song “Round-round all
with Manolis being in the middle” in a jumbled order
They were asked to restructure it by cooperating, interacting
and communicating in groups
After having restructured the game, they were asked to present
it in their own way.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
the game begins ...
... entering a 'cave'
... swimming in the 'lake'
... ‘finding' a piece of puzzle
Cooperating, co-deciding…
... Reflecting on the right order
...
... dramatizing
3rd level: School teachers’ views on learning,
and pupils’ participation
Questionnaires (Johansson, Sandberg, Broström, Frøkjær, 2014) were
distributed to pre-primary and primary school teachers.
The following research questions were set:
1) What situations can be characterized as learning?
2) What activities are important for learning?
3) What are the best conditions for children’s learning?
4) How do teachers understand participation in relation to children’s
learning in school?
• Teachers were asked to rate the importance of each of the response
options using a 4-point Likert-type scale
(cf. www.signals-eu.com Project News, EECERA, Presentation (Power Point).
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
The results indicated …
Teachers’ perceptions reflect only to some extend the
current pedagogical approaches to children’s learning,
whilst some of the important dimensions of learning are
absent.
Both groups of teachers displayed a limited degree of
understanding of contemporary pedagogical approaches.
Although a part of primary school teachers are familiar
with the concepts of ''Participation", “Interaction”, "Co
decision", "Communication", "Cooperation", "Activity
Oriented Interaction” they are hesitating to upgrade the
traditional classroom approaches and outdated teaching
methods, because they believe that the modern
conception of participation is time consuming.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
4th level: exploration of parents’ views
Focused group interviews were conducted
with children’s parents
Parents’ views concerning participation/codecision of their children
(a) in the school environment
(b) in the home environment
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
DESIGN AND
IMPLEMENTATION OF
THE MAIN PROJECT
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Rational and Description of the PROJECT
Cooperation
Participation
A task-based approach
topic-based teaching
module
Activity –based context
Principles
Co-decision
interaction
Communication
2nd International Conference
on Reimagining Schooling
Thessaloniki, Greece
24th, 25th & 26th September 2015
Rationale and Description of the PROJECT
An attempt was made to create an environment of
authentic communication:
cooperative activities
and games
 outdoor physical
activities
 classroom
activities/games
among peers
between the children and the teacher
 Out-school activities
between the children and their
parents.
2nd International Conference on
Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th
September 2015
Thematic units and topics
1.
Thematic Unit:
We live together… (1)
Topic: “me- you- us”: our relations
2. Thematic Unit:
We live together… (2)
Topic: A visit in the classroom
3. Thematic Unit:
We live together… (3)
Topic: Communicating with others
4. Thematic Unit:
We live together… (4)
Topic: Our feelings
5. Thematic Unit:
We live together… (5)
Topic: Handling/managing conflicts
Aims
Specific Objectives
Children Participation
Children communication
Children-teacher communication
Children-children cooperation
Children-teacher cooperation
- Development of basic social skills
-Awareness of social conventions
Children Participation
Children communication
Children-teacher communication
Children-children cooperation
Children-teacher cooperation
- Social skills related to interpersonal
relationships in different contexts and
situations
- Values and social behavious within
group
Children communication
Children Participation
Children-teacher communication
Children-children cooperation
Children-teacher cooperation
Children-children interaction
- Basic elements of communication
(verbal and nonverbal)
- Effective communication (assuming
roles, following rules, turn taking)
Co-decision
Children Participation
Children communication
Children-teacher communication
Children-children cooperation
Children-children interaction
Children-teacher interaction
Co-decision
Children Participation
Children-children cooperation
Children-teacher cooperation
Children-children interaction
Children-teacher interaction
-Expression of my feelings
- Acceptance of feelings of others
- Feelings that could lead to conflicts
- Creation of a positive climate in the
classroom
- Developing skills, behaviors, and
values to establish relationships, to solve
problems of everyday life
- Reporting incidents of bullying in the
school environment
6. Thematic Unit:
Christmas
Topic: Christmas all over the world
Co-decision
Children Participation
Children-children communication
Children-teacher cooperation
Children-parent cooperation
- Awareness of the cultural diversity
- Different customs from all over the
world
7. Thematic Unit:
Take care of myself (1)
Topic: health and nutrition -1
Co-decision
Children Participation
Children-children cooperation
Children-teacher cooperation
Children-parent cooperation
Children-children interaction
Children-parent interaction
- The value of proper nutrition
- Understanding the food nutrients
-The relationship between nutrition and
good health
8. Thematic Unit:
Take care of myself (2)
Topic: health and nutrition -2
Co-decision
Children Participation
Children-children cooperation
Children-teacher cooperation
Children-parent cooperation
Children-children interaction
Children-parent interaction
- Healthy eating habits
- Awareness about the importance of a
balanced daily diet
-Preparing a healthy diet: food groups in
our diet
9. Thematic Unit:
Take care of myself (3)
Topic: exercise-health and diet
Co-decision
Children Participation
Children-children cooperation
Children-teacher cooperation
Children-parent cooperation
Children-children interaction
Children-parent interaction
- Developing children’s ability to choose
healthy habits
- Exchanging ideas on healthy living
10. Thematic Unit:
Leisure time
Topic: Play – learn- create
Co-decision
Children Participation
Children communication
Children-children cooperation
Children-teacher cooperation
Children-parent cooperation
Children-children interaction
Children-parent interaction
- Exploitation of leisure time
- Cooperation and Interaction in leisure time
activities
- Qualitative use/
exploitation of electronic media
IMPLEMENTATION OF THE
PROJECT
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Pre-task stage
The children were introduced to the
topic and task in a multimodal/sensory
learning context (eg. stories, ppt, video
clips, songs, pictures, realia, questions
and answers etc.)
They were motivated to participate in
the games and communicative playful
activities that follow in the next stage.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Task cycle:
The children cooperated on a common group task,
*helping each other
*interacting with each other
The children were encouraged to use the language
creatively through
*participating actively in activities
*performing them by deciding together on the
‘solution of the problem’.
Upon the completion of the task, the leader of each
group announced their decision and presented the
process of solving the problem to the teacher and
the classmates.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Follow up phase: school-home ‘bridge’
to make children practice newly acquired knowledge
through participation in classroom and out of school
activities
to motivate parents’ involvement in
cooperative/interactive activities.
Parents’ involvement in their children’s activities by
interacting and co-deciding was considered of great
importance.
An activity was given to every child in order to cooperate
and to carry it out in collaboration with their parents
Parents’ involvement became even greater in the last
thematic units related to “health and nutrition”. The
children in cooperation with their parents prepared the
week's menu.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
EVALUATION OF THE
PROJECT
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
On-going and summative forms of evaluation
were conducted in order to record the effectiveness of
the Greek Project with the employment of the
following instruments:
focus group interviews were conducted with the children’s
parents
focus group interviews were conducted with the children, at the
end of the project, to record their satisfaction from the project and
the difficulties they encountered.
Journals were kept by the teachers once a week in order to reflect on
the learning process, on issues related to children’s participation,
communication and interaction.
Journals were kept by the assistant researchers
(postgraduate students) once a week
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Parents’ views on their experience from the project
At the end of the project, a three hour follow up meeting
was held. During that meeting, there was a fruitful
discussion with the parents.
•



Parents provided us with interesting information about:
their children’s views on the project
their children’s enthusiasm before and after each intervention
their children’s willingness to cooperate with their parents in
performing activities
 Parents’ involvement in activities
• The meeting ended with the agreement from the part of
all stakeholders on building further cooperation in the
future between ‘school and home’.
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Teacher’s journal
-
Assistant researchers’ journals
The class teacher
The assistant researchers
At the beginning of the project , the
class teacher perceived working in a
task-based context as a time
consuming process.
However, after the third teaching
session,
Those records are in line with those
of the assistant researchers
In the first sessions: the children’s
unfamiliarity with participating in
group working and cooperating and
interacting within group (turn taking ,
misunderstanding…)
she considered the interventions as
a successful experiment,
since those games and activities
motivated the children to participate
actively and to co-decide on
‘realistic’ issues that concern
children.
After the 3rd/ 4th session: effective
cooperation, interaction and
communication
they realized that they should
change their philosophy related to
the educational process that takes
place in a classroom
2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Conclusion
• The project’s innovation was mainly based on children’s active
participation in a ‘task-based’ context as well as parents’
cooperation with their children in collaborative activities.
• We suggest that such a project could be implemented as
an alternative educational practice in a some other primary
schools in Greece.
• Teachers could experience the culture of ‘democratic dialogue’
and realize that ‘participation -cooperation - interaction’, as
learning sub-processes, are not time consuming, compared to
the traditional ones. On the contrary, they compose a creative
process resulting into: learning to do
learning to learn
learning to be together
2nd International Conference
on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
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2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015
Thank you for your attention
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2nd International Conference on Reimagining Schooling
Thessaloniki, Greece 24th, 25th & 26th September 2015