PortfolioTales from Places in Town: Urban Settings as Promoters of Inclusive Learning

Jonna Toivoniemi, Kamal Elqasem, Anu Grönroos, Gerda Urbonaite, Margarita Rozīte

Nord Plus program • Inclusion Project • Autumn 2010

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Table of contents

Tales from Places in Town: urban setting as promoters of inclusive learning! 2

Theoretical background 2

Inclusion 2

Bloom´s Taxonomy 4

Gardner´s multiple intelligences 6

Teaching “outside” 9

Immigration 11

Teaching Process! 14

Environment as a part of teaching 14

Teaching Plan 14

Different Stations 16

Reflections About Nord Plus Inclusion project 22

Attachments 23

In mi Proin accumsan 27

Bibliography 27

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Tales from Places in Town: urban setting as promoters of inclusive learningTHEORETICAL BACKGROUND

Inclusion

In general inclusion is a state of being included. A hundred years ago, children with

disabilities received little, if any, formal education. Between 1850 and 1950, special classes

with people trained to care for individuals with disabilities began to develop as teachers noted

differences among students. During these years, groups of parents of children with

developmental disabilities started schools and programs. Despite that children still continued

being placed in institutions as many parents believed these facilities offered the only

educational opportunities. Attitudes continued to change in the mid-1920s as educators

began to see the value of education and community involvement for individuals with

disabilities. The real history of inclusion began in the 1990s when children with physical

disabilities gained access to neighborhood schools.

Sometimes people mix mainstreaming and integration with inclusion. Mainstreaming

attempts to move students from special education classrooms to regular education classrooms

only in situations where they are able to keep up with their typically developing peers without

specially designed instruction or support. Integration provides only “part-time” inclusion,

which prevents the students from becoming full members of the classroom community.

Students with disabilities experience growth in social cognition and gain a

greater understanding and acceptance of students with disabilities and of diversity

in general when they experience inclusive programming. Students without disabilities also

experience increased self-esteem and overall improvement in their own self-concept.

Successful inclusion requires a shift in attitudes and beliefs.

Students with disabilities can succeed in the regular education environment:

• embrace diversity,

• provide access to knowledge, skills, and information to all students,

• tailor learning to meet individual needs,

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• encourage co-teaching and collaboration among general and special educators,

• collaborate with families and community members,

• think outside the box in terms of school structure and finance,

• maintain high expectations of all students,

• engage in continuous improvement,

• promote and support inclusive communities.

There are three skills that teachers need in order to work successfully in an inclusive

school - the ability to collaborate and team with other professionals, develop

and implement strategies to accommodate diverse learners, and the ability to

develop solutions that will enhance the learning experiences of all children.

Sources:

http://www.kidstogether.org/inclusion.htm

HYPERLINK "http://www.google.lv/url?q=http://wordnetweb.princeton.edu/perl/

webwn%3Fs

%3Dinclusion&sa=X&ei=cf7mTNrjD8X4sgbwtLiQCQ&ved=0CBEQpAMoAA&usg=AFQj

CNHw1UX1apAngt-hp2MU1i56QiBF4g" wordnetweb.princeton.edu/perl/webwn

HYPERLINK "http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf" http://

www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf

HYPERLINK "http://www.brighthub.com/education/special/articles/66803.aspx" \l

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66803.aspx#ixzz15qY3nsTf

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Written by: Margarita Rozīte

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Bloom´s Taxonomy

Benjamin Bloom (1939 - 1999)

Bloom´s Taxonomy (1956) is a well-known and acknowledged systematic classification of the

process of thinking and learning. The taxonomy is hierarchial from less to more complex and

each level must be mastered before the next level can be reached.

Active verbs are essential part of Bloom`s taxonomy. They describe the level of students

thinking and intellectual activity. Verbs are also useful practical tools for educators when they

are setting educational goals and objectives.

Bloom`s taxonomy has been linked with multiple intelligences (Noble, 2004) problem

solving skills, creative and critical thinking and technology integration.

There is also a new version about taxonomy, where terminology is different than original: six

major categories has changed from noun to verb forms.

Bloom`s Taxonomy (1956)

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Knowledge

Question cues: list, define, tell, describe, identify, show, label, collect, examine,

tabulate, quote, name, who, when, where etc.

Comprehension

Question cues: summarize, describe, interpret, contrast, predict, associate,

distinguish, estimate, differentiate, discuss, extend etc.

Application

Question cues: apply, demonstrate, calculate, complete, illustrate, show, solve,

examine, modify, relate, change, classify, experiment, discover etc.

Analysis

Question cues: analyze, separate, order, explain, connect, classify, arrange, divide,

compare, select, explain, infer etc.

Synthesis

Question cues: combine, integrate, modify, rearrange, substitute, plan, create,

design, invent, what if ?, compose, formulate, prepare, generalize, rewrite etc.

Evaluate

Question cues: assess, decide, rank, grade, test, measure, recommend, convince,

select, explain, discriminate, support, conclude, compare, summarize etc.

Sources:

( HYPERLINK "http://project.coe.uga.edu/epltt/index.php?title=Bloom

%27s_Taxonomy" http://project.coe.uga.edu/epltt/index.php?title=Bloom

%27s_Taxonomy)

( HYPERLINK "http://www.mit.jyu.fi/ope/kurssit/TIE358/sivusto/johdanto/

Bloom.html" http://www.mit.jyu.fi/ope/kurssit/TIE358/sivusto/johdanto/Bloom.html)

( HYPERLINK "http://project.coe.uga.edu/epltt/index.php?title=Bloom%27_Taxonomy"

http://project.coe.uga.edu/epltt/index.php?title=Bloom%27_Taxonomy)

( HYPERLINK "http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html"

http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html)

Written by: Anu Grönroos

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Gardner´s multiple intelligences

DIFFERENT LEARNING STYLES

Learning Styles is a popular and sometimes controversial approach to instruction that

provides teachers with an organized system for the application of individualized instruction in

their classrooms. The basic assumptions are quite simple and quite appealing. All children

can learn, but not all children learn in the same ways. Different children learn best in different

ways and there is no one approach to instruction that fits all children. Consideration of

different styles of learning should be made as instruction is designed and implemented.

Gardner‘s multiple intelligences

The theory of multiple intelligences suggests that there are a number of distinct forms

of intelligence that each individual possesses in varying degrees. Gardner proposes seven

primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic,

intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).

According to Gardner, the implication of the theory is that learning/teaching should

focus on the particular intelligences of each person. For example, if an individual has strong

spatial or musical intelligences, they should be encouraged to develop these abilities. Gardner

points out that the different intelligences represent not only different content domains but

also learning modalities. A further implication of the theory is that assessment of abilities

should measure all forms of intelligence, not just linguistic and logical-mathematical.

1. 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 rhetorically or

poetically; and language as a means to remember information. They tend to learn best by

reading, taking notes, listening to lectures, and discussion and debate.

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2. Logical-mathematical intelligence consists of the capacity to analyze problems

logically, carry out mathematical operations, and investigate issues scientifically. It entails the

ability to detect patterns, reason deductively and think logically. This intelligence is most

often associated with scientific and mathematical thinking.

3. Musical intelligence involves skill in the performance, composition, and appreciation

of musical patterns. It encompasses the capacity to recognize and compose musical pitches,

tones, and rhythms. Musical intelligence runs in an almost structural parallel to linguistic

intelligence. . In addition, they will sometimes use songs or rhythms to learn.

4. Bodily-kinesthetic intelligence entails the 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. People who have bodily-kinesthetic intelligence should learn better by involving

muscular movement (e.g. getting up and moving around into the learning experience), and

are generally good at physical activities such as sports or dance. They may enjoy acting or

performing, and in general they are good at building and making things. They often learn best

by doing something physically.

5. Spatial intelligence involves the potential to recognize and use the patterns of wide

space and more confined areas. This area deals with spatial judgment and the ability to

visualize with the mind's eye

6. Interpersonal intelligence is concerned with the capacity to understand the

intentions, motivations and desires of other people. People who have a high interpersonal

intelligence tend to be extroverts, characterized by their sensitivity to others' moods,

feelings, temperaments and motivations, and their ability to cooperate in order to work as part

of a group. They communicate effectively and empathize easily with others, and may be either

leaders or followers. They typically learn best by working with others and often enjoy

discussion and debate.

7. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate

one's feelings, fears and motivations. People with intrapersonal intelligence are intuitive and

typically introverted.

The Dunn and Dunn Learning Styles Model

The Dunn and Dunn Learning Styles Model draws upon two basic theories - cognitive

style and brain lateralization.

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The general goal of the model is to improve the effectiveness of instruction through the

identification and matching of individual learning styles with appropriate learning

opportunities.

The use of the Dunn and Dunn Learning Styles Model involves two main types of

activities, (1) the identification of individual learning styles, and (2) the planning and

implementation of instruction to accommodate individual students' learning style strengths.

Underlying both of these sets of activities is a series of 21 "learning styles elements" as

defined by Dunn and Dunn.

The 21 elements are grouped across five "stimuli" categories, environmental

preferences, emotional preferences, sociological preferences, physiological preferences, and

psychological (cognitive processing) preferences.

Environmental Stimuli Preferences

Sound Preference Light Preference Temperature Preference Design Preference

Emotional Stimuli Preferences

Motivation Preference Persistence Preference Responsibility Preference Structure Preference

Sociological Stimuli Preferences

Self Preference Pair Preference Peers/Team Preference Adult Preference Varied Preference

Physiological Stimuli Preferences

Perceptual Preference Intake Preference Time Preference Mobility Preference

Psychological Stimuli Preferences

Global/Analytic Style Hemisphericity Preferences Impulsive/Reflective Preferences

1. Dunn and Dunn's Learning Style Elements

The Dunn and Dunn Learning Styles Model identifies several main principles or

theoretical assumptions. In the use of the model, teachers, administrators and staff must be

committed to the following principles:

1. Most individuals can learn. 8

2. Instructional environments, resources, and approaches respond to diversified learning

style strengths.

3. Everyone has strengths, but different people have very different strengths.

4. Individual instructional preferences exist and can be measured reliably.

5. Given responsive environments, resources, and approaches, students attain statistically

higher achievement and attitude test scores in matched, rather than mismatched treatments.

6. Most teachers can learn to use learning styles as a cornerstone of their instruction.

7. Many students can learn to capitalize on their learning style strengths when concentrating

on new or difficult academic material. (Dunn and Dunn, 1993)

Sources:

http://en.wikipedia.org/wiki/Learning_styles 

http://www.ethica.dk/doc_uflash/The%20Dunn%20and%20Dunn%20Learning%20Style%20Model%20of%20Instruction.htm http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences http://www.infed.org/thinkers/gardner.htm http://www.tecweb.org/styles/gardner.html http://tip.psychology.org/gardner.html

Written by: Gerda Urbonaite

Teaching “outside”

Teaching "outside". What kind of research is there? Has it been done before etc. Scientific

base for going outside? What is outdoor classroom /education ?

•From the psychological point of view (addresses all three domains of learning, the triad of

"knowledge, skills, and attitudes.

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•While if we take the environmental base to speak about outdoors class room according to

(Priest (1986), p. 13) is an experiential method of learning by doing, which takes place

primarily through exposure to the out-of-doors. In outdoor education, the emphasis for the

subject of learning is placed on RELATIONSHIPS: relationships concerning human and

natural resources.

The history of the outdoor classroom / education .

Schools nowadays tend to do a lot outdoor education or classrooms, but is that a new way of

teaching or it has started before. According to many researches and educational recourses it

shows that they have stared that before and there are some examples about people have started

this out door lessons and their aims

John Amos Comenius (1592-1670) was a strong advocate of sensory learning who believed

that the child should experience the actual object of study before reading about it. He thought

the use of the sense - seeing, hearing, tasting, and touching - were the avenues through which

children were to come in contact with the natural world.

Jean-Jacques Rousseau (1712-1778) He believed that physical activity was very important in the

education of a child. Children are curious, he claimed, and this curiosity should be utilized to

the fullest through direct experience.

Johann Henrick Pestalozzi (1746-1827) emphasized the use of direct, firsthand experiences

and real objects, In addition to reading, writing, and arithmetic,he urged teachers to take their

pupils out of the classroom.

Sources:

Hammerman (1980)

Ford (1981)

Written by: Kamal Elqasem

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Immigration

Our Denmark group chose immigrants as our “target group” in this inclusion task.

Immigration, immigrant= International Migrant. It means people or a person moving from

country to another for a longer period of time. There are a lot of different reasons behind

migration, such as:

•Re-uniting families (60-65% of people moving to Finland)

•Studying, working

•Refugee

•moving back to your home country (returning citizen)

Challenges in immigration:

Current economic situation is very difficult around the world and it is even more difficult for a

immigrant to get a job. It is also a very common known fact that a lot of immigrants world wide

are illegal immigrants and because of that they are being exploited. They don´t get the help

and support like other citizens of that country they are staying in (for example: support from

the working unions or the health care or education). The trouble with illegal immigrants is

every country´s problem because of the crimes that come with it ;such as smugglers and

trafficking etc. international crimes. But that is not the fault of the immigrants.

According to Kofi A. Annan, former president of the United Nations:

“There can be no doubt that European societies need immigrants. Europeans are living longer and

having fewer children. Without immigration, the population of the soon-to-be twenty-five Member

States of the EU will drop, from about 450 million now to under 400 million in 2050.”

And in the same time IOM (International Organization of Migration) is suggesting another set

of figures about this issue:

“If the number of international migrants, estimated at 214 million in 2010, continues to grow at

the same pace as during the last 20 years, it could reach 405 million by 2050.”

Even if you are not good with numbers you recognize the ratio between these figures.

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The growing number of immigrants effects us, teachers, as well. We face a growing number of

children from different cultural background at school everyday. We should do our best to

secure good quality, equal teaching to everyone.

One of the UN Millenium goals is: 2. Achieve universal primary education: By 2015, all children

can complete a full course of primary schooling girls and boys:

• Enrollment in primary education

• Completion of primary education

• Literacy of 15-24 year olds, female and male

There is more challenges in developing countries to achieve these goals, but I think we

shouldn´t take these things for granted in the Western World either. It would be good from

time to time to come back to the fact that there is still huge number of children in this world

that don´t have the same rights as we do. There are children in this world that do not have the

right and opportunities to go to school. And education is the key to a better world. We,

teachers, should remember that when thinking about the challenges in our classroom.

I will end this in the words of Kofi A. Annan – I think this sums it up:

“All who are committed to Europe’s future, and to human dignity, should therefore take a stand

against the tendency to make immigrants the scapegoats for social problems. The vast majority of

immigrants are industrious, courageous, and determined. They don’t want a free ride. They want a fair

opportunity for themselves and their families. They are not criminals or terrorists. They are law-

abiding. They don’t want to live apart. They want to integrate, while retaining their identity.

In this twenty-first century, migrants need Europe. But Europe also needs migrants. A closed Europe

would be a meaner, poorer, weaker, older Europe. An open Europe will be a fairer, richer, stronger,

younger Europe – provided Europe manages immigration well.”

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Sources:

Allen, Tim. Thomas, Allan. Poverty and Development into the 21st Century. Oxford University Press

(2000).

Wilska, Kent et. al. Köyhdytetyt: Ihmiskunnan epävirallinen enemmistö. Like (2004).

Kofi Annan to European Parliament, 29th of January 2004. Based on the speech: http://www.un.org/

News/ossg/sg/stories/sg-29jan2004.htm

IOM, World Migration Report 2010

Overcoming barriers: Human mobility and development. Human Development Report 2009, United

Nations

Maahanmuuton syitä, MLL, http://www.mll.fi/nuortennetti/monikulttuurisuus/

kuka_on_maahanmuuttaja/maahanmuuton_syita/ (Reasons for immigration in Finland, MLL= child

protection organization in Finland)

Written by: Jonna Toivoniemi

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Teaching ProcessTales from Places in Town-group

ENVIRONMENT AS A PART OF TEACHING

Bloom´s Taxonomy in practice?

Teaching Plan

Start 13.30

Part I.

Beginning: Idea is to do a project work for the group and for the whole class. Kamal will talk

about group work and pre-activity; importance of preparing pupils to this kind of work.

After his short speech, we will divide the pupils into groups as Gerda has planned. 5 minutes.

Dividing into groups happens through little paper notes that the teacher gives out to the

students. In the notes there are animal names and family status, for example: Polar bears,

Tigers, Blue Whale, Gorillas (daddy, mommy, teacher, baby, sister etc.). 10 minutes.

The groups:

Gorilla: Jonna

Blue Whales: Kamal

Tigers: Anu & Gerda

Polar Bear: Margarita

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Part II.

After making the groups each group will work independently. Time for this 70 minutes.

Part III.

Groups will gather together for the final task. We will meet up in the conference room 15.00/

3pm. and every group will show what they have done. Most of time is reserved for the music

task. Time for this class 35 minutes.

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Different Stations

Kamal Elqasem; Pre-Task

The base for Inclusion starts from the top. First as teacher and administration should accept

the diversity in classes and school and should work together to help the students to integrate

into the school. There should be admitted and accepted budget for activities; teachers and

administration should set a real plan about the official school policy. Students ( immigrants )

percent should not be more 25 % ( in my opinion ) because that will give time to the teachers

to discover there problems  and help them to mingle in the group works even with language 

problems. Teachers should work on bullying or racism and help the students to accept the

differences  and to know their abilities and that  by small activities.

Pre-Task:

 1-      Each student speak about himself/ herself /represent his country

2-      Know each other culture by coming with national dress/food /game

3-      Mix it up help the immigrants make friends with the local

4-      Ask the immigrants to take part of the school activities and the social ones

5-      Work with parent and ask them to come every while and then to attend classes and be with all the students

6-      Encourage the students to work in groups and to teach each other ..

All these exercises or take place as

1-As early as possible

2- as flexible as possible

3- as close as possible

4- as short as possible

 And to many experts opinion – parents from both sides play an active and important role in

the development and implementation of their kids integration and inclusion in any activity. All

these things should be preparation for the main task that we will do or steps that help us as

teachers  act in proper way to achieve our goals.

Here I would like to start a description of the pre- activity:

We will estimate the number of students is 25; 5 immigrants and 2 local. We will spread them

in groups of 5 (immigrant in each group). The  activity will be done indoors at school on a

Saturday. We will work with one class only ( our target group ). The main purpose of this 16

activity is that the students get use to work with each other and get used to this kind of

activities (Knowledge that we are assuming the pupils have: know how to read the maps and

move from one station to another and here we will make sure about the students safety and

security). The mission here is also similar to the big task. First I would like the groups sit each

alone and work on one main task:

What are the main problems at school or what you would like to change at school?

That will make the immigrants are so much immersed in the problem and feel they are a part of

the society they live in. We will take 5 rooms in the school and each one of us has a room for a

certain activity. This is a small draw for the big task

Kamal Elqasem: activity 1.

kids have to write down the instructions and directions ,,,,all what we will give them a paper

with drawing to show the track and they have to write down the name of streets and whether

they turned left or right .....also they have to discover is that area a good place for living

(why .why not ) ,,,is there any animals living there ....what are the sources of pollution the kids

notice during their trip and what the most important thing that attracted their attention.

the pedagogical and the didactical base :

- cooperative learning ..learning by doing

-using verbal communication among each others

-use writing to write down instruction ...and that to check their spelling

-get to know the new city ..sight seeing

-more concerned and focused about environmental issues

Jonna Toivoniemi: activity 2.

Informative, alive, comic strip

Teacher will give instructions to the group. In our task we wanted to emphasize sustainable

development, so that is the subject in the comic strip. The group will go outside and make a

comic strip from their subject. It can be in a form of a warning, or a suggestion for solution;

they can decide the perspective.

The tools that you need to do this task: a camera, or a phone/mp3-player camera, pen and

paper.17

How to make the comic strip: Through drama work. The group will create a still photo,

modeling themselves and using the landscape of Fredericia.

After the pictures are taken, they will go inside to computer and create the comic strip with

image processing programs (such as photo shop). In this task we have limited time, so they

will just create the comic strip with the help of the teacher. They have to add text to their

comic strip.

Modification of the task: If you have more time, you can give the pupils more freedom with the

image processing and continue this task in arts lessons. They can alter the contrast or the use of

colors and use text in different ways (for example what genre they want to “use”? What is the

purpose of the images; propaganda or education? etc.). You can send the ready artwork to

pupils by e-mail. Or you can print the ready artwork (in good quality) and put it on your

classroom or school walls. It is up to the teachers imagination and creativity!

Didactic views:

•Different learners: bodily-kinesthetic intelligence. This is something you actually create

through your body. You have to use your body. Spatial intelligence: You have to think about

the “big picture” when doing the still pictures, and planning the comic strip. How are you

going to use the space and environment in your pictures? Linguistic intelligence: sensitivity

to spoken and written language. Writing the quote bubbles, or other “noises”, such as

POW! or just using signs like !!!, #%#. Creating sounds through language is challenging.

• Going towards abstract concept. Through the given subjects we can give direction to the

work and challenge the pupils in different ways. You can decide if you want abstract

subjects or very concrete subjects; how familiar drama work is for the kids? Or creative and

independent work in general? For further use: The subject can also base into a children´s

books/ literary genres etc. Personally I think you can teach and take the teaching further

and deeper with this kind of methods, with almost any given school subject.

•Putting theory into practice. Pupils have to think about the theory and practices about

sustainable development. You have to put your knowledge into practice.

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•Group working skills: everyone will have to participate. Modification: you can give different

roles too, if it makes teaching this method easier. For example: one is photographer, one is

the director, one is the storyteller/writer, one is lead actor/actress etc.

•Constructivism as a main philosophy behind this task. Emphasis is on independent learning

and giving freedom to the pupils.

Anu Grönroos & Gerda Ubornaite, Activity 3.

“Fredericia RAP”

- the inclusive way to learn protection of the environment and co-operation among the pupils

At the beginning the group will get the information that they are supposed to make their own

rap song from Fredericia`s environmental hazard.

Getting to know what kind of problems there are in Fredericia, the group has to go outside for

a walk and try to find it out. They are kind of eco-activist who are exploring the surroundings.

After a survey (about 15-20 minutes), they will return into the school and start to write the

lyrics. If there is doubt that somebody doesn`t know the rap genre, it is possible to listen

some to get the rhythm and ideas.

The lyrics can be very simple and short with many repeats and it should tell about

environmental problems and conservation of the nature in Fredericia. The teacher can help

giving keywords like “pollution” , “recycling”, “littering”, “rubbish” etc. The pupils invents

also rhythmical movements which match the rap style and use their bodies as an instruments

(the body percussion). If it is too difficult to sing/talk and do the motions at the same time,

the group can divide to singers and players.

At the end of the lesson, when the whole class will gather together, the music-group will teach

their rap to the rest of the pupils.

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The main idea of this kind of lesson is to create inclusion among the pupils by making

together music, lyrics and performance. There is also intention to increase the conciousness

of environmental problems of their own surroundings and neighborhood. If pupil has for

example difficulties to learn new language, this offers a different way to learn words apply to

protection of the environment. There might be also pupils who are not willing to speak or

sing, but they are good at expressing themselves by moving and using their body instruments.

The language which is used at their song is very simple, and the sentences are like slogans and

easy to learn.

Didactic views:

•Different learners: Linguistic intelligence. Music group had to write their own lyrics. Musical

intelligence. Skill in performance, and understanding pitches, tones and rhythms. Bodily-

Kinesthetic intelligence. In their performance they used their body through movement and

dance. Interpersonal intelligence. Ability to work together in a group and then teaching their

product to others.

•Bloom´s Taxonomy: You can modify this task to help different learners by changing the

difficulty level. Age group difference; younger pupils might need more help. When the

students are supposed to teach others, it takes the task into the synthesis level.

Margarita Rozīte, Activity 4.

The activity is about language learning. First is miming then going to speaking and finally

writing activity. At first students are brought outside to observe the nature and discuss what

animals there are and what are they doing in the winter. Then students mime different animals

and speak out using adverbs they have just learned in previous lessons. After these activities

students go inside where they brainstorm and think off various animals that are endangered

because of different reasons. Students discuss those and if it is needed find out the reasons

and other things that affect this problem and off course solutions to it as well – how it is

possible to prevent this extinction. Then students have to make tanka. The tanka poems are

written down on separate sheet of A4 paper using different colors of writing tools (pens,

pencil, etc.) when this all is finished students prepare for the final activity which is

presentation.

The teacher in this lesson is more like a guide and supervisor. He/she gives the instructions

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or an explanation if it is needed and all the work is done by the students. The aim is that

students learn adverbs , find out about nature problems (animals) and think of possible

solutions by doing and speaking and writing. Students revise adverbs by acting out

activities. This precise activity is done by using animals as a topic. As for the other speaking

part discussion is introduced. By this students exchange their knowledge and experience on

the topic and if there some gaps teacher provides students with necessary tools, like computer

with internet connection, encyclopedias or just make a visit to the library. In he writing task

students learn how to write a Japanese poem – tanka. The poem is written in different colors

to emphasise the adjective, and the poems are written about animals that each group

represents (polar bear; blue whale, tiger and gorilla).

Comment: in real class instead of tanka could be changed to haika if it is needed depending on

the level.

Aim: to learn and repeat English grammar (adverbs and word division into syllables); to

develop creative thinking and writing;

Didactical views:

After this activity students will be able to show better understanding of adverbs and devising

words into syllables. Students will be able to share and discuss their knowledge and

experience about endangered animal species in the world, the causes and possible solutions.

As well as gaining new knowledge of different poetry writing style.

Comment: in real class instead of tanka could be changed to haika if it is needed depending on

the level.

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Reflections About Nord Plus Inclusion project

Our journey started in Riga, when we where put into groups. We were given the subject of

Tales from Places: Urban settings as s promotor for inclusion. This was the subject that we

were given, after that it was all about our creativity. Our group decided that as a target group

we would choose immigrants. For activities we chose station work in order to show that

through different subjects and activities inclusion could be achieved. It was hard to pick the

subject and the target group and be unanimous, but we made the decision in a democratic

way.

We made a timetable for our work in Riga that was the structure for our work in between the

meetings (see the attachment). Obviously the timetable changed many times, and in the same

time the activities were changing and forming, hence developing. Our feelings about the work

between the meetings are quite similar. It was hard to stick to the schedule. We felt that

specially in the beginning it was challenging. We felt that it was very challenging to work in

this multicultural group, because of the distance and hardships in communication; How to

communicate despite the distance? It was challenge to use english language in

communication, because it´s not our mother language. Despite the problems and challenges

somehow we managed to form a teaching plan. In Denmark it was great to see each other and

put all the things from Riga and from the distance learning together and formulate our

project.

Feelings after the presentation:

We were the first group to perform and it is always a challenge, but we felt together that it is

good for our group to be the first ones. The group members were relaxed and open and ready

for any discussion about our presentation. We all felt that our lessons went well. Our teaching

was on a solid base. We felt that we got good, constructive criticism.

Our group members felt that we learned most from Mielestone-project and through the

group working process. We got a lot of great material for future to use in our own

professional life as teachers and consultants.

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Attachments

Work Plan For Weeks 42-47

Here is the work plan we made in Riga for weeks 42-47.

Communication via : e-mail, facebook, phone, and skype.

Week 42:

Reading – getting the information we need.

-> working out the theoretical base.

-> all the information the group needs.

Week 43-44:

Making the lesson plans

-> Putting up the details.

-> Map of the location/deadline week 44( Friday end of the week).

Week 45- 46:

Materials for the tasks, what we need to bring with us and what can we get from Denmark .

-> making the portfolio

-> didactical views.

Week 47:

Making the final touches to our lesson/ project

Activity Instructions to Students

Instructions to Activity 2. Alive comic strip

Gorilla-group

Task:

To make “alive” comic strip.

Tools:

camera & computer

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Your task is to make informative comic strip about nature and sustainable development. The

subject is not very specific, because you have the freedom to decide what you want to make of

it. But if you need any assistance, your assistant teacher can help you with some subjects.

Alive comic strip means that you will have to act out the subjects or objects of your comic. You

are “alive statues” in your still photos (drama work). You will make your comic strip from the

pictures you have taken with your group members.

Because of artistic freedom, you can have one picture in your comic strip without any people

in it.

After you have taken the pictures you will come back inside and go to you “technical

advisor”/teacher and she will instruct you how to make the comic strip with the computer.

Another mandatory thing about your comic strip is that there should be some written text. It

can be a quote bubble, or a story line, or a slogan, you decide.

Plan your work well, be creative, and think outside the box :)

Instructions to activity 3. Fredericia RAP

Tiger-group

Your task : Write a rap song. Your theme is environmental problems here in Fredericia and

surrounding.

At the beginning: You are going for a walk and looking around the nature to get ideas and

thoughts for the lyrics. You will have about 15-20 minutes, then you will return back to the

hostel.

"

At the hostel you will write the lyrics, figure out how you can use your body as an instrument

(body percussion), and make some movements that fits in the rhythm. There will be a rap-beat

at the backround to help you.

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You have also to think how your group is going to teach your rap to rest of the class. After 50

min we are going to be all together again and there will be presentations and performances.

Ask help from teachers whenever you need!

Tools:

papers and pens

data-cd: “Turpa auki”- Beat number 1 or 5 (group can choose)

By : Anu and Gerda

Instructions to Activity 4. Language Task

Polar bear-group

The lesson in details:

• Students go outside, observe the nature and talk about this what changes there are

and what is happening right now (more concentrating on the animals).

• Students act out different nouns that teacher has prepared previously for

them.

• Students say the verbs and nouns in a certain manner, practicing the understanding

and knowledge of adverbs. The adverbs that students have to use by saying the

verb or noun students draw like lots from a bag that teacher has previously prepared.

• Students discuss the animals that were given as group titles – where they are from

(country, continent, sea etc.), the environment they live in and why are they

endangered. What are other global or non global problems connected with the

endangered animals.

• Teacher introduces tanka poetry – what is it, where it came from and how to write it

and gives an example of tanka.

• Students write 4 tanka poems emphasizing adverbs with a different color. The

titles of tankas are names of the animals that are at the bridge of extinction.

• Students choose which tanka they will read for the presentation and train to read it

with the proper adverb.

• Presentation

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Fredericia map

Activity 1. /Blue Whale-group

26

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