Implementation of ”Yes, you can!” (SoI-GR-570)
Author: Eleni Tsangari
Introduction
I have implemented the scenario, Yes, you can! in my English class with students aged 13 to 14 who attend the 2nd class of High School. I have used some of the images based on people with disabilities and sports from the initial scenario, Yes, you can!, by Ozgu Ozturk but I have used some more to emphasize on the difficulties and challenges disabled people face in various fields of everyday life(shops, schools). Above all my purpose was to sensitize my students and set the question: What about the life of disabled students while shopping or in the school context? Diversity, Inclusion and special needs are among the key words for this scenario.
Scenario Content
The scenario is related to diversity and human rights issues. Firstly, I tried to integrate all four Cs through the activities prepared. (Critical thinking, Creativity, Collaboration, Communication) and I emphasised on blended learning offering activities implemented in the classroom but also virtually. For this reason students have spent some time in the school computer lab to get acquainted with the webtools but also AI tools.
In total it took three hours to prepare the activities needed for each session of this scenario. I implemented the scenario in 4 sessions that lasted 45 minutes each. I have used material from Europeana and I have tried to encourage my students to navigate through the Europeana platform to promote the digital cultural heritage of Europe.
Class Implementation
SESSION 1 : IN THE SCHOOL COMPUTER LAB
The first session involves some blending learning. Firstly, I showed students 4 images taken from the Europeana site on a padlet wall and then I asked them to try to guess the topic of the lesson.
SESSION 2 -IN THE SCHOOL COMPUTER LAB
To start with, I’ve given students a table with words to refer to people with disabilities. Then, I asked them to form groups and I assigned them roles (the linguist, the secretary, the computer expert etc.) Furthermore, I have given them this link and asked them to choose 2-3 images and use words to describe the images and the people in them. Which words can hurt the feelings of the people involved? “The tongue has no bones but can break a heart.” What does this saying mean?
SESSION 3 IN THE CLASSROOM
I have shown the students a video created with Lumen 5(AI). The video is based on the text I taught later in the classroom and its aim was to pre teach the vocabulary needed for the next task. Then the students read the text and in groups did the activities. The first one is a reading comprehension activity about people with disabilities having access to shopping malls. Through discussion we ended up in groups discussing how disabled people can access all the school facilities. Each group had to find solutions regarding school facilities, books, teachers, other stuff.
SESSION 4 IN THE SCHOOL COMPUTER LAB)
I showed students an image of Louis Braille and I informed them about his life and contribution to the improvement of the life of blind people through a video. Then I asked them to write down some questions they would like to ask him if they had the chance to meet him. Finally, I have given them access to Character AI and allowed them to interview other important figures about the place of disabled people in their era.
In the end they had to present their findings in class.
My experience
Using resources from Europeana was really helpful for me. The material is organized into subtopics and it’s really easy to find the sources you need for your lesson plans.
Students found the material used deeply linked to their identity as European citizens and this gave them inner motivation to find material in Europeana themselves.
Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? Link to the learning scenario implemented: Yes, you can!
Do you want to discover more stories of implementation? Click here.
CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Finnish Heritage Agency.