Jeu interconnaissance

Jeu interconnaissance

By Nina Tervala, Vaskivuoren lukio

Jeu interconnaissance

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The passive role is safe

As a special needs teacher I attend to remedial English classes. The groups in those classes consist of students who necessarily don’t know each other. The situation makes them shy and uncertain of their skills.

Being active is very important for learning, nevertheless students often choose or end up being passive in classroom. The passive role is safe. When you don’t do anything you won’t be doing any mistakes either. Many students are afraid of making mistakes which in itself is a big mistake because it is through mistakes that we learn.

All you need is the form on one paper

In our launch week in Bordeaux we got to know each other and did many exercises. One in particular made me very happy. In French this exercise is called Jeu interconnaissance. In this game you try to find out who is who by recognizing people from drawings and then asking questions and writing down the answers.

The game is very practical to use because all you need is the form on one paper and a pencil for each participant.The participants are asked to draw a portrait of themselves on the paper. Then the pictures change hands and people try to find the person in the portrait and ask them a question. The questions are ready in the paper and the group goes as many rounds as there are questions. When all the questions have been answered the group goes through the most interesting and funny ones so that everyone is mentioned at least one time.

To look at details, guess and ask

What makes this game fun is the task of finding a person that resembles the drawing somehow. One has to look at details, guess and ask: Are you this person?

When the first actions in a game are drawing and looking at drawings, pictures and people we forget a little that actually the task is speaking, making acquaintances, learning each others’ names and using a foreign language. For those who find speaking to strangers in a foreign language challenging this kind of distraction is perfect.

Being noticed and commented in a kind way makes us happy

Learning is more efficient when feelings are involved.

Actually I’m not convinced we learn anything without having a some kind of a feeling. Being noticed and commented in a kind way makes us happy and it gives us a warm feeling.

Afterwards we find it much easier to interact in the group in our language skills that we have at that moment.

I have launched different versions of this game and translated it into Finnish so it can be used in the beginning of any course.

I am doing it tomorrow in the English class, with new questions and I’m looking forward to seeing and hearing their reactions.

The power of education and community involvement

The power of education and community involvement

By Dr Beena Nayaken, The Universal School Ghatkopar

The power of education and community involvement

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The Millets Festival

We believe in the power of education and community involvement to make positive environmental changes, and what better way to do that than by honouring the humble yet extraordinary millets!

During this festival, our students delved into the environmental significance of millets, learning about their sustainable cultivation practices and resilience to climate change.

the recipe exchange

But that’s not all! They also explored the incredible nutritional benefits of millet, discovering how it contributes to our health and well-being.
One of the event’s highlights was the recipe exchange, where students shared their favourite millet-based dishes, from savoury to sweet, showcasing the versatility and deliciousness of these ancient grains.

And what better way to wrap up the festivity than with a delightful potluck, where everyone brought a dish to share, creating a colourful and flavorful spread celebrating the diversity of millets and our community.

Millet, a sustainable crop

Let’s continue to spread awareness, appreciation, and enjoyment of millets for a healthier planet and a brighter future.

millet festival 1
millet festival 2
millet festival 3
Roots and shoots Nature Club activities

Roots and shoots Nature Club activities

By Dr Beena Nayaken, The Universal School Ghatkopar

Roots and shoots Nature Club activities

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Our Sustanaibility Journey

The Universal School embarks on a captivating journey with the ‘Roots & Shoots’ Nature Club program, a global initiative inspired by the Jane Goodall Institute.

Our eco-warrior scholars, grades 3 to 7, wielded magic in crafting soil seed bombs for a lush forest expedition. Together, we cultivated change, hand in hand with India’s flourishing Roots & Shoots program, forging for a greener tomorrow.

Roots & Shoots program

Special guest Mr. Nilesh Bhanage from PAWSASIA, an NGO enlightened us on compassionate citizenship, emphasizing the impact of small acts.

Engaging activities like poster making and a Leaf Art session to deepen our students’ connection with nature, reinforcing our commitment to environmental stewardship.

Compassion and responsibility

Let’s champion compassion and responsibility for a glorious and sustainable future!

Nature Club sessions 1
Nature Club sessions 2
Nature Club sessions 3
Le parcours est plus important que le discours

Le parcours est plus important que le discours

Par Sophie Dionisi, Lycée Bel Orme

Le parcours est plus important que le discours

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La pédagogie par l’expérience totale

Les transformations environnementales s’accélèrent. Évidence explicite que nous avons pris plein corps et pleine face en ce jeudi 18 novembre sur la crête de dune aux abords immédiats de la plage de La Salie Nord.

Nous voulions observer l’état des lieux de la ligne littorale et la relation dune-plage-baïne-barre sous-marine. Nous voulions expliquer les évolutions et modèles intellectualisés des mouvements littoraux se déroulant sur plusieurs mois, plusieurs années.

Mais de fait, le contexte climatique de ce jour était plus ambitieux que nous. Nous avons éprouvé physiquement les flots de la nature, subi en instantané les flux de puissance d’une atmosphère qui par à-coups de plus en plus fréquents et intenses alerte sur notre précarité, notre vulnérabilité, particulièrement aigues en zones littorales.

La pédagogie par l’expérience totale, le curseur tourné vers le maximum de l’intensité, vaut tous les discours et les modèles qu’ils soient mathématiques ou conceptuels. Les mots n’étaient plus nécessaires, inutiles même, voire de trop.

Je dis souvent qu’en terme de pédagogie de l’environnement, le parcours est plus important que le discours. Don’t act.

l’impossibilité du retour à l’état initial

Avant ce choc des évidences, nous avions traversé les vestiges de la forêt de pins calcinés. Décor lunaire après l’apocalypse des feux de l’été 2022. La résilience suppose le cauchemar préalable. Et la douceur du mot résilience relate mal les ressentis au stade du début d’une démarche qui dans ce cas, comme dans bien d’autres, passe par l’acceptation abrupte de l’impossibilité du retour à l’état initial, de la perte définitive des paysages, de leur biodiversité, des espaces tels qu’ils étaient.

La résilience est l’idée d’une reconstruction lente avec un objectif obligatoirement et matériellement plus réduit. Seule la force de l’esprit peut prétendre qu’il n’y aura pas d’appauvrissement, même au bout du processus, si bout il y a.

Après avoir passé les dunes blanches et grises, la plage est apparue comme un plateau argenté, aplani par les marées et le ressac des vagues. La beauté d’un paysage en mouvement n’est pas toujours associée à la contemplation immobile et confortable. Nous étions immergés dans la beauté piquante de notre côte atlantique. La dune abrupte avait été clairement incisée par les hautes marées précédentes accentuées par la force de la houle. Le sable scintillait sous le soleil tamisé d’une matinée un brin brumeuse. Et le vent du large s’opposait fermement à nos mouvements, nous obligeant à négocier avec son appui pour sauvegarder notre équilibre.

le souffle court et les jambes en feu

Mais ce n’était qu’un avant-gout de ce que nous allions éprouver dans l’après-midi au sommet de la plus haute dune d’Europe, la dune du Pyla. L’ascension initiale de ce mur de sable accélère le rythme cardiaque et asphyxie les ischios et les mollets. Ces quelques dizaines de mètres de hauteur brute ne préfigure en rien le paysage que cache la dune, le tableau des passes du bassin d’Arcachon, sans cesse éclairé par de nouvelles lumières. Mais dans la fatigue des derniers mètres, le souffle court et les jambes en feu, nous avons été assaillis par les bourrasques de sables, soulevées en nuées piquantes, s’infiltrant dans les vêtements, dans la bouche et dans les yeux. Le paysage était en mouvement, intense, signifiant. Le sable montait la dune en trombes régulières et se jetait sur la forêt intérieure déjà meurtrie par les feux de l’été 2022.

Il n’y avait définitivement plus rien à dire. Rien ne pouvait être plus explicite que la dune en mouvement réel. En direct, la démonstration était faite. Une fois que le spectacle nous avait suffisamment éprouvés, notre place n’était plus là. Nous n’avions plus qu’à nous retirer. Et laisser la dune continuer à se métamorphoser légèrement sous l’épreuve de cette tempête Frederico. Nous reviendrons plus tard en voir le résultat final et le restituer en intellectualisations pédagogiques et culturelles. 

Teaching with Climate change: Hope as capacity of  multiple ways of knowing

Teaching with Climate change: Hope as capacity of  multiple ways of knowing

By Andreea Gatman, Act On Learning

Teaching with Climate change: Hope as capacity of multiple ways of knowing

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“A lack of hope is stealing young people’s right to imagine futures” (Paulo Freire, Pedagogy of the Heart) 

“Give young people, space for their voice.” (Abigael Kima African Youth caravan representative, COP28, Dec 2023)

We invited students’ team leaders at Wond’ry Center for Innovation, to future(s) anticipation. As we had one toolkit called “hope cards” we approached what Karen O’Brien, Noble Prize winner for her work in the Intergovernmental Panel on Climate Change (IPCC) called the capacity to build multiple ways of knowing. O’Brien with her quantum social change approach to climate and sustainable development goals, talks about hope as a process that allows insights ( a fresh new perspective, bypassing our habitual patterns of thoughts), and once we practice that we back it up with scientific and critical thinking.

Unesco with the Agenda of Futures Literacy defined future anticipation as “the competency that allows people to better understand the role of the future in what they see and do.” It is also key competence in finding ways to “make space in men’s and women’s minds for peace”.

Hope cards

Peace and hope are directly linked, as both create space to allow our actions to be informed by the future that emerges, instead of habitual thinking, that is why from a quantum perspective O’Brien calls it “you matter more than you think”.

Playing the hope cards, inviting surprising themes (some declared awkward, unfamiliar) in unexpected situations and from very different points of view (perspectives) our habitual patterns of thoughts “easily” can be bypassed (what David Bohm called proprioception, key for thinking and learning to learn skills).

As I hear students bring up the topic of power and dynamics of power relations, I am thinking how in 21st-century transversal competencies instead of talking about power bring the idea of agency: our image of how as humans affect and influence the world, inform how we think and act (relational systems thinking individuals, collectives, systems). 

What students learn with future(s) anticipation practices

icon_star icon When difficult/conflictual situations, we can widen perspectives (not shortcutted by our habitual thinking)  with the practice of “there can be many different perspectives”.

icon_star icon Practices of open questions, inviting future thinking, fresh new ideas, becoming “artful communicators” (Thomas Hubl) building bridges and allowing data to inform our actions instead of only “picking” data that our brain already picked for us to notice( O’Brien, 2021) 

icon_star icon Creating an image of leadership in the classroom, horizontal relations not hierarchical, allowing one (the learner) to achieve clarity, essential in a world of paradoxes, or what in education are called wicked problems. 

icon_star icon Practicing agency, inherent motivation for the learning in 21st-century schooling to actually happen.

icon_star icon Empathy and compassion skill, of suspending own thoughts and theater of emotions(Lonka, 2018) to actually be able to listen to a diverse point of view, and inform actions as well as relational systemic thinking essential for learning to learn.  

What If posters

After the hope cards, we imagined futures together creating What If posters to build a space that allows Future(s) to be sensed, seen…

what if

Resources: 

Hope Cards

ttps://www.sitra.fi/en/topics/weak-signals/#weak-signals-2022 (you can create your own hope cards based on your context of bioregionalism) 

Create alternative futures with “what if…”

– Here is one example from Helsinki  Design Museum material for teachers https://www.designmuseum.fi/wp-content/uploads/2020/04/Task-material-for-teachers_What-if-Alternative-Futures.pdf 

– Here for students https://www.designmuseum.fi/wp-content/uploads/2020/04/Task-A-a-school-day-in-2050_print.pdf