We Speak Different Languages but Our Hearts Are the Same (LS-DI-730)
Background
In the learning scenario “We speak different languages, but our hearts are the same,” students were able to reflect and express their feelings about conflicts around the world and immigration in a psychologically safe environment. Each year we read more and more about people worldwide who decide to leave their homes and move to another place. We have seen different sparks of feelings and phenomena in the reception countries and communities with this migration. Therefore, it’s crucial to raise the topic and discuss it with the students to promote a more inclusive and open-minded mindset towards immigrants. Immigration has been having a significant impact on societies now and before. When individuals understand the positive sides of inclusion and diversity, they can also value their own differences and see them as empowering tools.
Learning Doesn’t Happen in a Vacuum
Learners and teacher interaction creates an environment where both engage one another to reflect, share opinions, listen, and assess their own development. Europeana resources combined with diverse learning activities expand individuals’ knowledge about immigrants who have influenced modern life and cultures. While at the same time exploring and learning new things, students are given the freedom to use their imagination and creativity to show their mastery of the assigned tasks. This learning scenario offers students the possibility to combine pen and paperwork with digital tools and it gives an excellent opportunity to expand their personal zone of proximal development with the support of their peers.
Firstly, learners were guided to express their feelings about wars and conflicts in a psychologically safe environment by providing emojis to choose from. After this the teacher introduced a collaborative tool called the “Chat clock,” the main aim was to have four short discussions with four different peers. The topics varied from emotional discussion to the immigration and understanding phenomena called refugees. That exercise was followed by reading news and practicing vocabulary related to it.
Later, students were presented with the hands-on activity by creating the “Task cube,” which supported students to reflect and explore used Europeana materials and develop self-regulation skills while working on the tasks.
After investigating the Europeana materials, students were divided into pairs and asked to do the task given by the “Task cube” and present it to everyone else, leading to the final brainstorm session about refugees and immigration.
Conclusion
It was seemingly important to the students to express their feelings and ask about the ongoing conflict. Students were delighted to read verified information and discuss it with the teacher. Transition to the phenomena of immigration was also successful and meaningful to the students because they noticed that they have a lot in common with the immigrants. Self-assessment practice and the possibility of affecting their own learning process were also considered motivational tools to keep going even during the drops in motivation or lack of self-regulation.
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CC BY-SA 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Sörmlands museum .