Hosted by OSOS , contributed by Meie van Laar on 6 February 2018
The project 'The world goes on' teaches students more about the world and shows them the differences and comparisons between countries and with their own country.
Students are going to explore the world in an entrepreneurial way. They choose a country, deepen in their chosen country and related chosen themes such as Healthcare and Education. Students will compare the country outcomes to their own country and this provides more understanding of why situations in other countries can be different. When students' groups have studied their country, they present their work to other students, teachers and people from outside. Afterwards, they are instructed to process all information in a movie. The form of the movie can be chosen based on students' interests, so it can be a documentary, talk show or play. The movies are presented at a film festival which invites all interested parties. Students ensure of the organization of the Film Festival, so they also arrange the drinks and country specific snacks for the public.
During the whole project, external people will support students through workshops about worldwide continents, as well as workshops about making movies and organizing an event. The goal of this project is to develop students' entrepreneurial skills as well as their 21st century skills. This project also gives students the possibility to learn in practice.
Learning objectives
- Interdisciplinary: Connects subjects like geography, social studies, ethics, philosoph, politics and lanuage studies.
- Participation and Citizen Science: Students learn about another country and learn about many countries throught their peers.
- Responsible use of new technologies: Students learn how to bring structure to information and use video and video maker software to accomplish that.
- Promoting inclusion: Presence, participation and learning. Educational and Social Inclusion: support needs. In addition, through methods such as “put yourself in my place”, each participant receives and shares the experience from other points of view.
- Empowerment and Engagement: Teenagers learn about a self-chosen country in a different part of the world, and choose themselves what they want to learn about.
RRI principles
One of the key aspects of OSOS is the inclusion of RRI — Responsible Research and Innovation — principles (more information at RRI-Tools.eu). This is how this Accelerator fits into the RRI model:
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Governance |
Students will be able to explain certain policies in a different country an compare that to their own country. I.e.: students can research legislation of their own country vs. another country and evaluatie the cause of the differences. They try to unravel the social, cultural, economic and environmental issues that make that other countries make differen decisions. |
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Public Engagement |
Students could involve different type of stakeholders, especially people from the countries they are researching, local and foreign organisations, search for actualities on their subjects and try to engage with people from different cultures I.e.: students will be in contact with the public administration to know the current legislation , and with organizations of people from their chosen countries to know their feedback about which places can be improved. |
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Gender equality |
Students could work in gender-balanced teams to present their movie about their chosen country. I.e.: students should consider gender equality when making their video. In the case the show people, they should be encouraged to at least think about the possible gender balance and how they want to reflect that in their videos. |
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Science Education |
Strudents will have to do research on a country by nthemselves: ask questions, search for information, discuss information an report and present information. I.e.: students formulate a major and some minor research questions on the topic they have chosen. |
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Ethics |
This accelerator proposes to achieve more global awareness and insight on how culture, history, economics, politics and environment makes why different countries make different choices. They will learn to see things from someone elses point of view, in this case a whole country. I.e.: students will compare topics in their own country to the same topic in another country and compare that. |
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Open Access |
Students will use online platforms, open and free, to disseminate their findings during the project. They make a video abou teir outcomes.
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ORGANIZATION IN CHARGE:
European School Heads Association
ESHA Herenstraat 35
3512 KB Utrecht, Netherlands
http://www.esha.org/
CONTACT PEOPLE:
Suzanne de Kroon
suzannedekroon@gmail.com
Feel
At the end of the project, students have:
1. More knowledge of other continents and countries
2. More knowledge of the themes that are relevant in the chosen country
3. Learned more about who they are and what they are good at
4. Learned how they can use the learned from point 3 positively during a collaboration with others.
5. Learned how a project can be managed and which tools they can use for it
7. Learned how they come into contact with other people than classmates and teachers.
8. Learned to be more critical of the information they have found, for example, on the web
9. Developed more ICT skills
10. Learned to give a personal touch to the project, for example, through the choice of the film
11. Learned how to organize an event.
12. Learned how they can present their project.
13. Convinced others to choose their movie as the best film of the evening.
Resources needed
- Good relationships with organizations, entrepreneurs, experts and charities. They can contribute to the project in various ways, such as real life projects, workshops and giving feedback.
- Money to organize such a Film Festival. It is, for example, necessary for buying ingredients for the snacks.
Time for teachers:
- 20 hours during the preparation phase
- One to two hours a week during the project and the whole project days.
The get more value:
- make a connection with the school
- Possibility to integrate the project with other subjects
- Possibility to involve students from other years with organizing the project. This is interesting, because they also can learn from the project and they often have interesting inputs, so the project can better connect to the needs of students.
The project gets more value if it is connected to as many people and organizations as possible, but also with other subjects and with the involvement of other years (teachers / students). Students of other/higher classes can organize this project.
Available partnerships
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People who can tell about other countries/continents |
External people will support students through workshops in which continents are presented, as well as workshops about making a film and organizing an event.
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Experts producing a film |
External people will support students through workshops producing making a film. |
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Experts in organizing an event |
External people will support students through workshops about organizing an event. It also can be students from higher education. |
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People from outside the school |
They will be a jury during the students’ presentation and will judge the quality of the found information about the chosen country and themes. |
Imagine
In this phase students choose a specific country and a topic that they want to focus on.
Task #1
Students choose in groups a specific country and a topic they want to focus on, such as health care, education etc. (e.g.: healthcare system in Poland)
Task #2
Students try to find out everything about their topic. They can use all resources they want: internet, information from embasies, interviews, videos, documentaries etc.
Some questions to focus on:
1. How has this country arranged this (legislation, in practice, how are people who execute it trained, etc.)
2. How has my own country arranged this?
3. What are the differences?
Task # 3
The main question during this task is to discuss and explain the differences. Students may take into account history, economics, geographical factors, culture, influence of surrounding countries, language, politics etc.
Based on these factors they will try to explain the differences between te countries.
Task #4
Students agree on the way they are going to present the information in a video. They can make the video on their own conditions, and they cab me something that interests them (a documentary, an interview, a talkshow, a gameshow etc.)
Create
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Optional program project day 1
08.30 - 09.00 Briefing to inform project teachers about the project – An office at school
09.00 - 09.30 Central start with all classes – Auditorium
With the project The World goes on, students get to know more about the world in an enterprising way. Classes start the project with a central opening and they do a quiz with all classes against each other. All continents are divided among all participating classes and the winning classes during the quiz are the first to choose a continent.
09.40 - 10.15 Classroom start- Classrooms
Start of the project in classrooms: presentation of the project goals and time schedules.
10.15 - 10.30 Break
10.30 - 11.20 Workshops about continents by experts – Classrooms
The class will receive a workshop from someone who knows a lot about the won continent of the class (because of his/her roots or because he/she lived abroad for a while. The continent expert talks about his experiences of that specific continent, but also about facts, history and habits of the people
11.20 - 12.10 Each group choose a country and two themes – Classrooms
Students have become inspired by the workshops. They make groups of 4 to 5 students, based on the country they want to investigate or based on different talents of students. Each group make a choice for one country and two themes they want to investigate. The themes are meant to do more in-depth research and to make a comparison with their own country easier.
Different themes can be chosen, but examples are:
12.10 - 12.40 Break
12.40 - 14.20 Students register at the office of the world ambassador
Official registration of the groups at the world ambassador office. All groups must make a final choice as to which country and themes they are investigating. They also indicate what their talents are and what role every student in the group has.
12.40 - 14.20 Collect information about country and theme -
Students collect information about their country and themes by using the internet, library and so on. They can also do an interview with someone who knows a lot about their country. The found information is the basis for the presentation in the afternoon.
Each group presents five minutes and therein the following occurs: 1. The group and roles, 2. Information about the country and themes and 3. the source list used.
14.20 - 15.10 Presentation groups – Classrooms
Each class receives a jury consisting of people from outside. They judge the students’ presentations and give feedback. |
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Optional program project day 2
The second project day students learn how they can produce a film and they are supported by film workshops. Then students make a film where the found information from the first project day comes back. Note: each group can make a film, but if this is too time-consuming, then the class can also make one film together. The final films will be presented at the Film Award Evening and the best films receive an award.
08.30 - 09.00 Briefing to inform project teachers about the project – An office at school
09.00 - 09.15 Central start – Auditorium
This can be done, for example, in a fictional talk show in the center of the Auditorium, where a few students discuss about the countries that they have investigated: what did they learn, what are the comparisons and differences between this country and their own country?
09.15 - 10.15 Film workshops given by an expert on each specific field in the film business – Classrooms
Each group divides itself over the given film workshops and preferably the students follow the workshop they are most interested in.
Examples of workshops: Writer – Writing a movie script Presenter – Presenting a movie as a presenter Cameraman / woman - Filming a movie (with smartphone / tablet) Director – Editing a Film
10.15 - 10.30 Break
10.30 - 12.10 Students start with producing their own film. The films can be designed in different ways – Classrooms
Examples are: 1. Feature film 2. Documentary 3. Role play 4. Music clip 5. Quiz 6. Talk show 7. Video log
12.40 - 14.20 Students start with the production of the final film if they want to make one film per class - Classrooms
14.20 - 16.30 Continue with the production of the films and preparation of the Film Festival
16.30 - 17.00 Preparing Film Award Evening - Auditorium / Theater
Students prepare the film festival themselves, because then they also learn how to organize an event. They prepare the auditorium by, for example, preparing a large screen and changing the set-up. Students also prepare country-specific snacks for the guests and they prepare the presentation of their own film. Students also dress up for the evening.
17.00 - 17.15 Students receive the guests for the Film Award Evening. These can be parents, brothers and sisters, teachers, neighbors, but also other students - Auditorium / Theater
17.15 - 18.00 Opening Film Festival and Dinner - Auditorium / Theater
Each film is supported by a description of the film and a film poster. Students convince the guests to vote on their film during the dinner.
18.00 - 19.00 Premiere films and Awards - Auditorium / Theater After dinner, the best films are shown on a large screen (cinema situation). After watching the films, guests digitally vote for their favorite film, most original film and most impressive film. Then the film awards are handed out to the groups that won a prize. |