Module 5 - LOVE YOUR SPIRITUAL SELF
Without the Corona Virus, another Erasmus meeting of our project "Love Life" would take place . Our delegation would have been in the beautiful Lublin in the east of Poland to continue working on the project…
Corona has put a dent in our bill and prevented it, as well as the further meeting of our Erasmus project. In May we would have welcomed our partner schools all in Bad Ems.
We are in further contact with all our partner schools in order to handle our projects professionally and to publish our project results.
Of course, we think of our Italian partner school and hope that the virus will not affect . encourage each other and show solidarity - Basic principles of Erasmus partners !
THIS THE PADLET FOR OUR COMMON CONTRIBUTIONS :
Contributions
PLANNED ACTIVITIES for MODULE 5
Poland
| The type of activities | The name of activity | Details | Online tool used |
| Activities organised at all partner schools and/or during the meeting in Lublin | TREE OF VALUES | Make a tree using real tree branches. Ask students to use coloured cards to write what they believe is or should be of value in their lives. They hang their cards on the tree. Use the results to make a list of values and discuss it with the students. Share this list with other groups of students and expand the list. Put it up somewhere at school for all students to see. b) All partner schools work on a values list and translate the words in all 6 languages. | |
| TIME CAPSULE | Ask students to make a box of values, each one putting in a special box everything that matters to them (actual things/pictures/words written on pieces of paper). Imagine this is a time capsule which will be discovered in the future. It has to sum up students’ most important values.Discuss, reconsider, take out things of less importance, add things that have real value to them. Have a display to sensitize the rest of the school students. | Padlet | |
| FILL SOMEONE’S SHOES Spiritual well-being through forgiveness | Write names of well-known negative characters on little pieces of paper (for example, Darth Vader, stepmother from Cinderella, Valdemort, Cruella de Vil, etc. The children are divided into international groups. Students draw cards with names of villains at random. Afterwards, in groups they write a letter in the name of the character. The students try to find out what led the person to bad deeds and try to explain that. They have to invent the past if it’s not discussed in the story. Every group draws a letter written by another team, reads it and decides if the character should be forgiven | ||
| HAPPY! Spiritual well-being through auto-reflection | Students are asked to record their reflection on happiness, finishing the sentence: What makes me happy is… | Voki | |
| THREE PICTURES Spiritual well-being through altruism | Students are asked to think about something altruistic they did for other people – like helping someone in trouble or giving away something they really cared for to make somebody happy. Every student thinks of this situation in terms of a story with a happy ending and makes three pictures connected to it. The pictures are turned into a presentation. They can be drawing, paintings, collages, photos, etc. The others in groups have to guess and reconstruct what happened and write the actual story. The author comments on the story and informs if the guesses were right. | Prezi | |
| “GRATITUDE WALK” VIDEO Spiritual well-being through gratitude | Ask groups of students to take a “gratitude walk” in their city/area and make a video or take pictures of all things they are grateful for (eg. the pastry shop at the corner, the blossomed trees, their basketball court, a beautiful old house, sunshine/snow, …) Present at school / have a photo exhibition. | Video editing apps | |
| GRATITUDE LETTER TO PARENTS OR GRANDPARENTS Spiritual well-being through gratitude | Have students write a letter to their parents/grandparents/guardians, thanking them for all the things they have done/said to them. It could be small things that they appreciate, like watching a movie together or making their favorite cake for them. Have a student/parent bond meeting at school. | ||
| DON’T TOLERATE INTOLERANCE Spiritual well-being through tolerance | Multiculturalism terms (e.g. stereotypes, racism, discrimination, etc) are defined and clarified. Students give examples of intolerance in media, culture and everyday life. Students prepare an online quiz about prejudices, e.g. “Are you xenophobic?” | Kahoot | |
| A MIXED BAG OF APPLES Spiritual well-being through accepting diversity | Students work together and explore similarities, differences and stereotypes of apples. The children are divided into pairs. Ask each pair to select an apple from the bag. Give the students time to examine their apple. Initiate activity by introducing an apple to the class with a narrative that focuses on its physical characteristics e.g. “It has this bump because it was dropped on the way to the shop.” Ask each pair to introduce their apple in a similar way to the rest of the class. As a class, brainstorm stereotypes about apples (red, shiny, smooth-skin, sweet, fall from trees etc). Identify ways in which all the apples in the class are similar. Record similarities on a chart. Identify differences between all the apples in the class and record these differences. Ask students whether they agree with the statement that ‘all apples are the same’. Discuss. Suggest to the class that the apples are like people, for example, they are different, but in many ways similar. Some differences between people are only skin-deep. | ||
| UNIQUE UNITED Spiritual well-being through tolerance | The problem of stereotypes is discussed. Students prepare questionnaires concerning stereotypes national stereotypes in general or stereotypes of our nationalities only, i.e. what a stereotypical Polish person is like? The surveys are conducted. The results are presented. The conclusions are discussed. List the stereotypes under positive, negative or neutral. What does this tell us about stereotypes? Why are people afraid of diversity? What is, in your opinion, the best way to challenge a stereotype? Are the national stereotypes the only one that exist? Students prepare a humorous catalogue of European national stereotypes and in groups discuss and present examples of people they know personally or from the media who don’t fit the stereotypical frames. | Surveymonkey | |
| KNOWING ME, KNOWING YOU Spiritual well-being through cultural awareness | Partner countries are paired up (3 pairs in total). Students brainstorm for questions they would like to ask their peers from a foreign country they have been paired with. They negotiate and choose 15 most interesting questions they came up with, falling into 3 categories: 1. Your country; 2. Your city/town/village; 3. Your school. The list is sent to the partner country and students make a video with answers to specific questions asked. | Video editing apps available to students | |
| DIVERSITY CONNECTS Spiritual well-being through cultural awareness | Students are asked to identify the foreign cultures which have influenced their own city/town/village most for centuries and choose the most significant ones. Then they trace signs of chosen cultures in their cities in all possible aspects: from material manifestations (buildings, monuments, etc) to verbal ones (first names, language, etc), from the most important values to everyday life (e.g. food). For example most probably my students will focus on Jewish, German and Russian culture (we live in Lublin, Poland). Then students are asked to look for any traces of all partner countries’ cultures: Greek, Croatian, German, Italian, British, Polish in their environment. The teams share the results with foreign partners, discuss, contrast and analyze them together. The final product of this activity might be virtual ‘Guidebooks’ presenting multicultural ‘trails’ in the area (in case of Lublin it would be the Jewish Trail, the Russian Trail and the German Trail), presenting places students recommend visiting if a tourist wants to see traces of particular culture in our city/town/area. | Emaze | |
| BEAUTY IS A STATE OF MIND Spiritual well-being through self-acceptance | Lesson based on the short film Beauty Patch: https://youtu.be/qdHZPtnB--0 The advertisement part is the last seconds so it can be easily omitted. | ||
| Activities organised during the meeting in Lublin, Poland | PHOTO SAFARI Spiritual well-being through contact with nature | A visit to the national park: Roztoczański Park Narodowy (http://roztoczanskipn.pl/pl/), proceeded by a photography workshop at school. The aim of the trip is to realize the influence nature has on our well-being, raise ecological awareness and take pictures capturing the beauty of nature and its healing effect. The photos are presented online and/or an exhibition is organised during the next project meeting. | Photo editing apps available to students. Smilebox for presentation of activity results. |
| WORKSHOP ABOUT MULTICULTURALISM AND TOLERANCE at The "Grodzka Gate – NN Theatre" Centre in Lublin Spiritual well-being through tolerance | The "Grodzka Gate – NN Theatre" Centre is a cultural institution based in Lublin: http://teatrnn.pl/en/ In its activities the Center focuses on issues of cultural heritage. Polish-Jewish past of Lublin is the corner stone of art and educational programmes carried out there. | ||
| WORKSHOP BY A SCHOLAR FROM DEPARTMENT OF PSYCHOLOGY AT LUBLIN UNIVERSITY | Spiritual well-being. How to boost self-esteem and maintain mental health effectively | ||
| ICE-BREAKING AND TRUST-BUILDING WORKSHOP FOCUSING ON GROUP DYNAMICS | By qualified trainers from Klanza international pedagogical association. | ||
| WORKSHOP BY OUR SCHOOL PSYCHOLOGIST | Spiritual well-being |
