COMENIUS 2.1 Project - LEARNING BY SHARING

REPORT
2002 – 2003

VILANS SKOLA - HENRIKSDALS FÖRSKOLA
FLYKTINGMOTTAGNINEN – STENSÖ SKOLA

Brita Nyman
Kristina Karlson
Sonja Rask-Lindqvist
Maud Bonnerud

THEORETICAL ASPECTS

LEARNING BY SHARING

It is fundamental to the development of a child that he/she has a positive picture of him/herself, in other words, that the child feels appreciated, believes in himself and his own capacity, and that he perceives the world as being a friendly good place. The people in a child’s surroundings, parents, teachers and other adults who are close to him, are decisive to the child’s emotional development. If we can support that development together, children’s health and quality of life will be improved and the possibility to co-operate with other people will increase.

To co-operate with others you have to have a steady basis to start from. You have to have a good self-picture and self-confidence.

To co-operate means to work together in a democratic way, in equal circumstances, which means to give and take, stand up for your own opinions, be able to compromise without “loosing yourself” – requires certain consciousness, certain self-knowledge.
To be aware of the own identity.
It requires education for tolerance, against racism, preventing violence and to welcome diversity.
To be able to really use co-operative learning and get good results, we have to look at the theoretical aspects concerning

In this way we have the beginning of a really winning method to use in all European class rooms.

TRAINING OF TEACHERS during the term (spring 2003)

The CONTENT

In every seminar the activities were experience-oriented to give the teachers practise in leading co-operative learning groups.

The activities were also designed to give the teachers a feeling of how it is to perform in co-operative learning groups.The seminars included many different training activities concerning co-operative learning.

TRAINING OF TEACHERS during the term (spring 2003)

The CONTENT

Many different training activities concerning themes as identity, feelings and co-operation.
The activities have been experience-oriented, which is favourable because the teachers can themselves feel how it is to perform in the activities. They have been accomplished in a creative way.

About identity
One way to learn to co-operate in a good way under equal circumstances, which means to give and take, stand up for your own opinion, be able to compromise without “loosing yourself” – requires certain consciousness, certain self-knowledge and certain knowledge about “who I am”. To be aware of the own identity.

About feelings
Another content have been to get more conscious about which feelings you have and more evidently, identify and verbalise them and try to see connections between feeling, thoughts and acting.

About co-operation
With these themes as a base you can start working with co-operation in heterogeneous groups. The training for the teachers have been to create activities which means you can feel that you have produced something together with other people and formed a whole and you can use the same activities with the students.

About refugees
We also think it is important to get aware of, increase the inner understanding and capacity of empathy about how the situation can be for people who have to leave their own country and flee into another country. The teachers have been working with activities concerning these items also.

Attendance

Vilans skola Henriksdals förskola

Flyktingmottagningen Stensö skola

ACTION PLAN
NEXT SCHOOL-YEAR

DEVELOPMENT

August

September – December

January – April