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Slide 2 Carem Final Piloting Report Teacher: Triantafyllou Stefania Slide 3 General information Teachers name: Stefania Triantafyllou Years of teaching experience: two (2) School: PLATON, GANOCHORA, Primary education Age of pupils: ten(10) years old Number of pupils: fifteen (15) Total duration of activities: ninety (90) minutes (2 teaching hours) Period of Implementation: December 2013 Slide 4 CAREM educational objectives addressed: 1. B1:Minimize childrens negative stereotypical behavior towards disabilities, ethnic minorities, immigrants and other vulnerable groups. 2. B3:Promote the inclusion of children with disabilities, ethnic minorities, immigrants and other vulnerable groups. 3. B5:Increase the school and social participation of children who appear to be marginalized. Slide 5 Activity used: Black sheep The students had to: Create the tower of Babel using the materials they were given, speaking each one of the peers another language. Did I change anything? No I did not change anything. Slide 6 Collaborative form of teaching Group 3 Group 2 Group 1 Slide 7 Notes about children's responses to activities Slide 8 Group 1 The first group encountered major difficulties in the cooperation it was requested to make. It took them a lot of time to make their own communication code. The pupils found it really hard to cooperate. They finally made it to cooperate with the help and supervision of the teacher. Slide 9 Group 1 Slide 10 Slide 11 Slide 12 Group 2 This group encountered some difficulties early in the process. However, communication and dialogue made it really easy for them to create their own communication code and they finally made it to cooperate really fast, following the rules. The course of instruction here was flawless. Slide 13 Group 2 Slide 14 Slide 15 Slide 16 Group 3 The 3 rd group worked excellent as well. The whole procedure was really easy for them. The created their own communication code at once (in the first 5 of the process). They managed to overcome the barrier of the common language. Slide 17 Group 3 Slide 18 Slide 19 Slide 20 Slide 21 Suggestions for revisions of the initial material The main problem of the whole teaching process was the ability and the disposal of the peers to cooperate since the communication language had to be different beacause of the activity More exercise was acquired for the roles that the students had to incorporate. The teacher should carefully distinguish the groups. The teacher should be a careful observer and intervene where he notices that the teaching activity derogates. Slide 22 Additional suggestions for working with CAREM activities Careful guidance from the teacher. Should be practicing on how to enable students to create their own communication code. In the evaluation process each group will take some time to come across the difficulties it occurred to them. They could also answer to a questionnaire. Slide 23 PART B SPECIFIC INFORMATION Slide 24 To what extend were the objectives achieved? Generally the objectives were achieved in a desirable level, although there were some difficulties caused of course from the nature of the teaching plan. Slide 25 What I believe the children have learned? They realized the right to diversity of each one amongst us. Slide 26 1. Stereotypes I am positive that the students were troubled from the issues raised in the activity. Stereotypical behavior: each student was a minority on his/ her own and had to built a small society. The feeling that they were vulnerable, made them throw the wall of the stereotypes. Slide 27 2. Inclusion Inclusion was also promoted through the whole procedure. Everyone started as equal, so they all had to participate. For the purpose of the activity each one belonged to a minority. Slide 28 3. Marginalization The activity increased the social participation of children, who appear to be marginalized, in their school environment Reducing marginalization was also very important and was achieved when all the decisions had to be taken unanimously by the students and all students had to participate. That includes the children who appear to be marginalized. Slide 29 Assessment The evaluation process that took place in the end of the teaching plan showed the previews results. The conclusions and the submissions of the students made me realize that they changed their perspective in the issue.