oblomov project validation meeting ending school ... · oblomov became a part of their every day...
TRANSCRIPT
OBLOMOV PROJECT
Validation Meeting ending school
implementation phase - Activity 14
Simon Potokar Alenka Matko Juvančič
Brin Matko Juvančič Gregor Matko
Basic information on the implemetation
of the project
Number of schools: 3
Primary schools: Smlednik, Valentin Vodnik & Kašelj
Number of classes: 11
Number of children involved: 202 + 42 (experminetal
groups)
Number of hours: 20h/class
Number of teachers involved: 11
Story used: Peter Pan
Preperation for project implementation
Going into every single detail of the Peter Pan story
Preparing presentation for teachers
Deviding the story of Peter Pan on episodes
Attampting every episode from start to finish, to see which things work
Finding + &- in every single episode
Finding better exercises for episodes
Again, attampting every single episode with new exercises
Building new episodes based on the new exercises
Getting the final material (story, exercises, etc.) to the teachers
Presenting the project to the teachers
(example of the our presentation) We introdueced our selves (just a few words)
Every teacher introdouces him self (name, subject of teaching & expectetions of the projocet)
A quick few words about project – important objectives
Start in silence:
Impro.exerc. 1 – imatiting Brin
Impro.exerc. 2 - walking the space
Impro.exerc. 3 – waking the space and handshakes
Presenting the main goal of the project
Exercises:
Eye contact
Game of names
Frames game
Improvisation
Sitting down and going through the whole project
First episode
Questions
Teachers reactions after project
presentation
Positively impressed
Full of energy
Eager to start
Full of positive expectations of what this program can bring
Some of the teachers were a bit scared, because they did not know what to
expect..
Eager to find ways, how to put the program in the other subjects, such as
mathematics, slovenian language, etc.
Funny story (Nina)*
School implementation
Project took part in 3 different schools
In each school we worked with 3 different calsses
Each class consisted 20 - 30 children
We implemented Oblomov project in:
Slovenian language class
English class
Physical education class
Mathematic calss
Sessions with classes were either 45min or 90 min long
45min – one episode
90min – two episodes
We led the first 3h, so the teacher could get more confident and teachers led the
remaining 17h, with our help
School implementation By implementing the Oblomov methodology in various subject, we wanted to
achieve/see, whether the design of the project is also feasible in less optimal condtitions
At the same time, we were also interested in whether teachers of other subjects can preform the required tasks, according to project
It turned out that with litlle imagination and improvisation, the project can be carried out in the aforementioned circumstances
We called hours led by the teacher of other than P.E subjects – „ACTIVE REST DURNIG CLASSES“
Teacher love the idea, that such ACTIVE REST hours would be permenantly implemented in the next school year
They found out that kids performance was much higher after ACTIVE REST hours
Also, we came to positive response in Primary scool Smlednik, where we were offer to run an optinal subject in next school year, where we would work with Oblomov Methodology with other kids
Thats why i can confidently say that implamentation phase was MORE THAN SUCCESSFULL
Kids response after the first hour The first hour assembely contained only games that we recieved and learned in
Milano
Games used:
Clap game
Walking game
Walking game + handshakes
Game of names
Frame game
Improvization (short stories)
8 out of 9 classes were more than impressed
They first learned about new games in which they showed immense enjoyment
It was interesting to see that the games that required the most improvisation were the most fun
They were all excited for next hour, because they found out they will go on an advanture of searching for Peter Pan
Funny Story*
Teachers response after the first hour
They didn‘t expect that kids can cooperate to such an extent
They also didn‘t expect such a positive response from the children
They were surprised how well the children can interact with each other in the
presented way
They also saw that classes/subject can take place in different way, and not
just clasically at the table
They were a bit scared about how they would led it, but at the same time
they were more than motivated to do so
Only problem that they saw was, how to get the equipment that was required
to perform all episodes
Structure of work with regard to the
group
Most important thing when it comes to work with kids - „you never know
what you get“
Every segment of the hour had maneuvering space
We adjusted expectations
We decided to work with two additional groups – outside the target group
The experimental groups were 1st calss (5-6 yeras old) & 8 class (13-14 years)
That gave us a better inside into the system and perception of work at certain
age
Structure of work with regard to the
group
In the implementation of the project with 6th graders we stuck to open
scenario as much as possible
With 1st graders we worked on different principle:
We presented the course of the story within the episode - at the begining
Re-explanation came when we set the polygon
Polygon represented the space of episode
Key to succes was to get the children interested in the story at the begining!!
From that point on, there were no major issues – kids were focused on story
Structure of work with regard to the
group
In the group of 8th graders, we took tottaly diferent approach
We distanced them from episodes & worked only on group games but we
based them on HIIT protocol
E.g. Drama improvisation with HIIT protocol
Children reached:
New level of interconnectedness
Broke obsticales to each other
Allowed oneanother to help eachother
Connected themselves in different groups
Connected with teacher
Motivation for work/cooperation The motivation for work was different from group to group
The implementation dependet on the perforamnce of the first hour
Pupils worked to a great extent on the principle of the dynamics
With new games and tasks we kept them motivated
There was a difference between in the performance in the introductery games and episodes
Dynamics of games make it easier to maintain motivation
When it comes to episodes – teacher playes a crucial role to maintain motivation with his/her energy
The problem with motivation was evident from group to group
In the groups that are more connected, it was much easier to reach a fine measurment of fun and enjoyment
In less connected groups they had more problems with getting into the roles and having fun
Problems with Oblomov methodology
It doesn‘t allow adjustment to other school subjects
That means that is difficult for school to dedicate 20h to Oblomov
methodology into coriculum
The introduction of the story seemed silly and unrelated to children on higher
growth level
That‘s why we think, this kind of stories are more appropriate for younger
kids
Example:
The experimental group (5-6 years old) was the easiest to get them into the story
and hit the goal of the project
Through implementation it was obvious that kids have more problems with
cooperation and not so much with movement
That‘s why there was bigger interest in group games rather than episodes
Positive points of Oblomov
implementation More than positive in many points
Pupils recieved different, dynamic lessons, superb mood, new insight of
mutual cooperation
Methodology was a great tool for:
Cohesion
Building self-esteem
Motivation
Interest in movement
We had an awsome 20h of happines, fun and quality work with every single
class
Children realized that the way to quality and active time spent is not difficult
They created great athmosphere and mutual coorperation
They achieved high level of acceptance and trust through episodes and games
Improvements regarding Oblomov
methodology
Methodology should be more flexiable for the school curiculum
For selected subjects
Creative treatment of a new learning material
E.g. Story about Antigone (Slovenian language, History, etc.)
School can‘t afford 20h in curriculum
Use methodology for Active rest during every day school time
Greater oppurtunity to use mthodology as for different type of P.E
We need more constructive stories which are more apropriate for their age
Stories with powerfull message, general knowledge, evergreen stories, etc.
Teacher‘s review According to proposal (script of Peter Pan) we prepared activities, which were
mostly different from those proposed
We adjusted performance according to:
Weather
Group
Avaliable space
Kids were more motivated and active from episode to episode
Oblomov became a part of their every day activity – with good influence on the group
Story gave a greater sense to exercise itself and motivated them even more
We repeated story only once – and move on to the next one
We used games of faliure, but later removed them, cause they dind‘t left the right message
Survey was too extensive for kids this age
In the future teachers would be more than happy to use methodology especially for „BUILDNIG A CLASS COMMUNITY“
Quick impression from kids:
„How did you feel about Oblomov?“ „i have learned how to have fun with people i don‘t know“ - EMA
„i think i have lost some weight and signed into improvisation classes, because i found out i have a gift for it. Great“ - PRIMOŽ
„because we had so much fun, i don‘t think i will ever forget it. From time to time, i was a bit tired and sweaty, but its all good“ - LUKA
„i have learned that nothing that looks good at the first sight, it is really good for me“ - ANA
„i have learned that playing video games is really waste of time, and i have nothing from it“ - DAVID
„i have learned that is worth to make an effort for a group“ - ŠPELA
„i have really had a great time with school mates and got to know them even better“ - MIHA
„i enjoyed the Oblomov program, but sometimes, i was a bit bored, because finding Peter Pan took too much time - ANJA
Thought to take home
“No man has the right to be an amateur in
the matter of physical training. It is a shame
for a man to grow old without seeing the
beauty and strength of which his body is
capable.”
Socrates