The Reconnect Guide for

Educators and Learners

AN INTEGRATED APPROACH TOWARDS LEARNING

2022
The Reconnect Guide for Educators and Learners
A N I N T E G R AT E D A P P R O A C H T O WA R D S L E A R N I N G

Table of
Contents
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TOOLS WORKSHOPS
TOOL 1 9 WORKSHOP 01 41

Before and After Google

TOOL 2 10
WORKSHOP 02 43
TOOL 3 11 Online Dossiers

TOOL 4 16 WORKSHOP 03 44

Online Safety
TOOL 5 17
WORKSHOP 04 65
TOOL 6 18 What have we learned?

TOOL 7 19 WORKSHOP 05 67

Get to Know each other's

TOOL 8 24 traditional games

TOOL 9 31 WORKSHOP 6 68

Tasks through Trekking

TOOL 10 32
WORKSHOP 07 69
TOOL 11 38 Kayaking

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“If we teach
today’s students
as we taught
yesterday’s, we
rob them of
tomorrow.”
JOHN DEWEY

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Smartboards, Youtube videos, online games and peer to peer learning are few tools which are being used
today in classrooms by educators as an effort to engage students with learning. The project ‘Reconnect’
studied educators and students and asked questions to explore what is effective and why? The results
which emerged from this study which involved 200 educators and 200 students gave us insights which we
will be sharing through this guide. Through this guide we will also be giving practical ideas of what students
need to be more engaged with their learning. This guide will also go beyond what the students need but will
also give insights on how educators can connect with teaching as well.

The most important finding in this research was that technology or online education tools are not the key
for better engagement in the classroom. The findings clearly show that the most important element for
engagement is the relationship between the educator and the students together with the passion of the
teacher for the subject being taught. With this in mind this guide will be integrating the findings of this
research and offer a concept which is attainable in everyday classroom environment, no extra online tools
or expensive resources will be needed. This guide will be building on the eight characteristics developed by
Don Tapscott in his book ‘Grown Up Digital’. Tapscott in his book explains how the mind of the students we
deal with today has neurologically changed due to the use of technology and social media. Tapscott also
explains the reasons behind such changes and how important it is to recognize these changes and adjust
the way we deliver the information in a way which makes sense to the students which we cater for today.
Quoting the father of modern pedagogy:

‘Our relationship with young people demands that we respect them and demands equally that we are aware
of the concrete conditions of their world, the conditions that shape them … Without this, we have no access
to the way they think, so only with great difficulty can we perceive what and how they know’ (Freire, 1996).

This guide will offer steps which educators can take in order to understand the meaning making processes
of the students and how they make meaning out of the information presented to them. This is an attempt to
shift to a more democratic and accessible way of teaching where the educator will be invited to shift from
teacher to a facilitator of learning. This is being said in the light that all the information that as educators we
teach is all available for everyone, therefore the role is to support students in finding the right information
and find the way to learn it for themselves.

Collaboration

The research clearly shows that 36.3% of the students prefer to ask others about information they need to
obtain. Therefore, the element of collaboration in the classroom environment is essential to increase the
engagement of students. If we look at how the private industry is developing in terms of workplace and
types of employment, there is a shift to a more collaborative and teamwork approach. The private industry
recognised that the young generation are asking for more collaboration, and they adjusted to address

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this need in order to attract young employees to work with them. These companies not only adjusted
their internal policies but also changed the structural spaces which these employees work from. They are
offering a more playful environment where socialization and collaboration is encouraged. The same needs
to happen in the classroom environment. The situation which as educators are being presented with is
asking to adjust to the reality of the students to make learning more engaging. This can only be done
by understanding the perspective of the students and offer spaces where it will be more natural for the
students to learn in.

These adjustments can be very simple. Change the format of the classroom to create a space where
collaboration is encouraged. When tackling a new topic as educators we can give tasks to students to talk
amongst themselves and see what information they can find online. As educators, the role will be more of a
facilitation of learning rather than being the source of information. This will also give space to the educators
to teach the students how to navigate online and choose the sources which are relevant and safe for their
research. Its important to keep in mind as educators that shifts needed to be done are mainly offline, online
tools are there to help us to present the information in as many formats that we can.

Customization and Freedom

Based on the findings, it is also evident that the students prefer to have a choice on what and how to
learn. The majority of the students prefer lessons which give them the space to find the information
themselves in their preferred way. They prefer to learn by doing rather than being told what to do or reading
text or manuals. They are kinesthetic, experiential, hands-on learners. They must be engaged, constantly
connected with first-person learning, games, simulations, and role playing (Junco & Mastrodicasa, 2007;
Oblinger & Oblinger, 2005a; Tapscott, 1999).

Speed and Entertainment

Due to the fact that the students are being exposed to digital devices from a very early age they are engaging
all the time with platforms which are very fast and entertaining. All platforms which are popular with the
students all offer a variety of picture, videos, engagement elements like create a shirt video and interaction
functions. All these put together result in a fast pacing, entertaining environment where one can interact
with. Therefore the students are getting used to these stimulating environments where its keeping them
on their toes, excited about what is coming next.

Therefore as educators we are being posed with a big challenge. We are experiencing a situation where we
feel the need to compete with such an environment. Most educators include videos from youtube or other
platforms, online quizzes and other tools to increase the attentiveness and engagement of the students.
Surprisingly enough this was not scored very high by the students. The highest scores were received

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by educators who replicate what is found on these platforms in classroom environments. A mixture of
experiential learning, group and individual work. Another element which was interesting was the students
preferred to be given the objective of the lesson and they are left free to use any methods they like to learn
more about the topic being tackled during the lesson and the educator facilitated the process and ensured
that the sources being used were valid.

Innovation

Tied to the element of freedom, it was also noted from the educators that when the students were given
the space where they can customize how the lesson will be received, a lot of innovation from the students
was taking place. Students were showing the educators new tools which they themselves found useful
when researching about the topic given to them. The students were always coming up with new ways to
showcase their findings using tools which were not known by the student nor the educators beforehand.
Most importantly the educators were understanding the preferred ways of the students to learn and could
adjust future lesson plans accordingly.

Conclusion

In the field of Education, the internet needs to be understood as to be able to use this new environment
as an ally and not to compete with it. Only through constant dialogue can young people be guided and
motivated to attain their goals. Knowing their language will give a deeper understanding of their world. As
Freire states, ‘Our relationship with young people demands that we respect them and demands equally that
we are aware of the concrete conditions of their world, the conditions that shape them … Without this, we
have no access to the way they think, so only with great difficulty can we perceive what and how they know’
(Freire, 1996). The way forward for education is to embrace this new medium, understand it and use it to
the advantage of young people. Educators need to develop activities increasing awareness of the political,
social and commercial factors that define the internet. Media literacy should be a standard curriculum
topic. Instead of restricting access to the internet, we should guide young people to navigate carefully,
with intelligence and a critical mind — and to be alert to bullying, sexual offences and other sensitive topics
when they are online — just as we guide them on how to face these issues offline.

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01
Tools
Tools created by educators for the educators
to be used in the classroom integrating speed,
scrutiny, entertainment, collaboration, freedom,
innovation, customisation and integrity

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TOOL 1:
NAME: Do and Learn

THEME/SUBJECT TACKLED: Making exams fun with sports through customisation

AIM AND OBJECTIVES: Making exams fun with sports

DESCRIPTION OF THE TOOL:

1. Main goal is to finish the exam questions in the midfield on time.

2. Various applications can be used for questions. For example Millionaire 2021
3. Taken questions can be grouped by lessons and kept in folders. This is the offline way of the tool.
4. For students, time and their friends can be a challenge.
5. You can also race as a team.
6. Physical education and sports teachers can apply and develop this tool in their field.
7. Students can choose the topic they want.

SUGGESTED TIME NEEDED: It depends on the selection; between 15 to 45 minutes

RESOURCES NEEDED:

 Sports tools  Sports Ground  Phone/tablet/smart phone.

Note to Educators:

Teachers can apply this tool in their field. They can adjust the difficulty of the
questions according to the skills difficulty.

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TOOL 2:
NAME: Atatürk’s Life

THEME/SUBJECT TACKLED: Innovation

AIM AND OBJECTIVES: Student’s learn about Atatürk’s life

DESCRIPTION OF THE TOOL:

1. The question “What is the first word when Atatürk is said?” is asked to students
2. A word cloud is created by typing the given answer in Tagul
3. Students watch a video about Atatürk’s life
4. They are asked to write a letter to Atatürk
5. Written letters are turned into e-book
6. Atatürk’s favorite song is listened to by students
7. The evaluation activity prepared with kahoot related to the subject covered is applied in the
classroom.

SUGGESTED TIME NEEDED: 2 hours

RESOURCES NEEDED:

 Computer  Printer  Projector

NOTE TO EDUCATORS:

The teacher should be prepared before coming to the class. He/she should
determine the video which is going to be shown. Then, the letters are turned
into e-book, printed and handed out to the students

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TOOL 3:
NAME: The Merchant of Venice

THEME/SUBJECT TACKLED: English Literature (Drama) targeting scrutinisation, collaboration,

entertainment and feedback

AIM AND OBJECTIVES: Learning more about English Literature and the English language
itself.

DESCRIPTION OF THE TOOL:

1. Prior Work Required: Students will have completed ‘The Merchant of Venice’.
2. Ice Breaker (5 mins): Students line up outside. Students walk in one by one introducing themselves
and saying something they love: “My name is _____ and I love ______”
3. Introduction (10 mins): Students will watch a scene from Merchant of Venice (YouTube) on the
Interactive Whiteboard. students will be asked to take note of all the different things required to
set up a scene for a play. Upon completion, students will be asked to work in pairs to consolidate
ideas. Finally, classroom discussion to complete understanding and write down a list of all the
elements required.
4. Introduction Part II (5 mins): Educators will explain the main task to the students. Students will
be required to join up into groups (numbers can vary). Not all students need to take an acting
role. Students will need to work on the following elements: a) Choose which character/role they
need to take b) Prepare the dialogue needed for the scene c) Prepare the actions/movements
required by your character d) Prepare the music required for your scene (YouTube) e) Prepare a
background scene to showcase the setting (Google/Pinterest...) f) Reflect about any costumes
you can bring from home g) Reflect and work on any props required for the scene.
5. Main Activity (40 mins - 20 in 1st lesson, 20 in 2nd lesson): students will work in groups with the
educator walking around offering help where required. 6) Main Activity Part II (15 mins): Teacher
will explain that during their classmate’s act, they are required to take note of the following things:
What do I like? What would I improve? students will perform their scene in front of the rest of the
class.

SUGGESTED TIME NEEDED: 90 minutes

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RESOURCES NEEDED:

 Drama Book for every student (The Merchant  Whiteboard,

of Venice),  Props,
 All-in-one pc,  YouTube link: https://www.youtube.com/
 Interactive whiteboard, watch?v=SBTKq4hvaQI
 Internet connection,

NOTE TO EDUCATORS:

Use hereunder table

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L EA RN ING TO OL 01 SUBJECT: ENGLISH

TIME: 40 minutes AREA: Literature

NUMBER OF
CLASS: Year 8 Track 2 15
STUDENTS:

RESOURCES NEEDED:

Drama Book for every student (The Merchant of Venice), All-in-one pc, Interactive
whiteboard, internet connection, Whiteboard, props, YouTube link: https://www.youtube.com/
watch?v=SBTKq4hvaQI

AIMS/LEARNING INTENTIONS:

Lit 7.7 I can put up a simple production of a dramatic text in a team

ICE BREAKER (5 MINS):

01. 02.
Prior Work Required: Sts will have completed Ice Breaker (5 mins): Sts line up outside. Sts
‘The Merchant of Venice’. walk in one by one introducing themselves
and saying something they love: “My name is
_____ and I love ______”

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L EA RN ING TO OL 01 SUBJECT: ENGLISH

ACT I V I T Y 0 1:
IN TRO D U C E STS TO ELEMENTS REQ UIRED TO PRO D U CE A D RA M ATIC T EX T.
REFERENCE/
DURATION: 10 minutes (NA)
OTHER:

DESCRIPTION:

 Sts will watch a scene from Merchant of Venice (YouTube) on the Interactive Whiteboard. Sts will
be asked to take note of all the different things required to set up a scene for a play: “You are going
to watch a short clip of a scene from ‘The Merchant of Venice. I would like you to take note of all
the different things required to set up a scene from a play.” Upon completion, sts will be asked to
discuss in pairs to consolidate ideas. Finally, classroom discussion to complete understanding and
write down a list of all the elements required to be taken down by all the sts.

ELEMENTS REQUIRED TO PRODUCE A DRAMATIC TEXT:

Roles, Dialogue, acting and movement, music, stage/background, props, costumes.

ACTI V I TY 0 2:
EDUCATOR WI LL EXPL A IN THE M A IN ACTIVITY

REFERENCE/
DURATION: 5 minutes (NA)
OTHER:

DESCRIPTION:

 Educator will explain the main task to the sts. Sts will be required to join up into groups (numbers
can vary). Not all sts need to take an acting role. Sts will need to first select which Act they would
like to produce. Sts will need to work on the following elements: a) Choose which character/role
they need to take b) Prepare the dialogue needed for the scene c) Prepare the actions/movements
required by your character d) Prepare the music required for your scene (YouTube) e) Prepare a
background scene to showcase the setting (Google/Pinterest...) f) Reflect about any costumes you
can bring from home g) Reflect and work on any props required for the scene.
 In total, sts will have 40 mins to prepare (20 in the 1st lesson and 20 in the 2nd lesson). The
production most not be longer than 5 mins.

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L EA RN ING TO OL 01 SUBJECT: ENGLISH

ACTI V I TY 0 3 :
P R EPAR AT I ON O F THE PRO D U CTIO N
40 minutes (20 mins
REFERENCE/
DURATION: 1st lesson, 20 mins 2nd (NA)
OTHER:
lesson)

DESCRIPTION:

Sts will work in groups with the educator walking around offering help where required.

ACTI V I TY 0 4 :
T H E PRO D U CTIO N
REFERENCE/
DURATION: 15 minutes (NA)
OTHER:

DESCRIPTION:

Teacher will explain that during their classmate’s act, they are required to take note of the following
things: What do I like? What would I improve? Sts will perform their scene in front of the rest of the
class.

C O N C LU S I O N AND REF LECTI ON:

REFERENCE/
DURATION: minutes (NA)
OTHER:

Sts will give their feedback to their classmates as a class discussion to conclude.

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TOOL 4:
NAME: The Big and Little

THEME/SUBJECT TACKLED: The littleness and bigness relation of terms in class.

AIM AND OBJECTIVES: The students can relate the terms of bigness and littleness
according to the subjects.

DESCRIPTION OF THE TOOL:

1. Students can be able to drag and drop from the big one to the small one or from the small one to
the big one. In the device there will be a button when you say ‘correct’ the green light will be on,
if ‘false ‘the red light will be on. This work can be done both individually and in groups.
2. If one student does the order wrong another student can make it correct. When the mission is
completed, the information of terms which are ordered will be opened.

SUGGESTED TIME NEEDED: 10 minutes

RESOURCES NEEDED:

 LearningApps.org (web2)

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TOOL 5:
NAME: Self-correction training

THEME/SUBJECT TACKLED: Train with exam papers

AIM AND OBJECTIVES: Our aim is that our student can check their exam papers, see their
mistakes and comment as a suggestion for the other student.

DESCRIPTION OF THE TOOL:

1. The teacher will ask the students which are the topics that they would like to revise more before
they have their exams. The teacher will then select those examination papers and help the
students with and difficulties they might have while filling it

SUGGESTED TIME NEEDED: 90 minutes

RESOURCES NEEDED:

 Past exam papers

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TOOL 6:
NAME: Trigonometry made easy

THEME/SUBJECT TACKLED: Trigonometry (Geometry)

AIM AND OBJECTIVES: To learn more about trigonometry in a more fun way. To make
students realize historical development of trigonometry

DESCRIPTION OF THE TOOL:

Warm up: watching movie or animation related to trigonometry which makes them curious. (https://
youtu.be/YLr9boe5aNI)

Controlling information related to trigonometry (Right triangle, pythagoras theorem) https://

www.google.com.tr/search?q=pisagor+theorem&client=safari&hl=tr-tr&prmd=ivmxn&sxsrf=
STEP

AOaemvJXPfOuKr9BSsAN6WQpv7Vd2YXthg:1637248544354&source=lnms&tbm=isch&sa=
01

X&ved=2ahUKEwiC8JOPmqL0AhVT8LsIHRQLDUIQ_AUoAXoECAIQAQ&biw=375&bih=553&d
pr=2#imgrc=u73F-2ll0mLEQM)

Teaching the basic functions of trigonometry. (https://www.canlidershane.net/dik-ucgende-

STEP
02

trigonometrik-oranlar-42432?id=42432)

To get information from the internet which civilizations used these basic functions first and
STEP

what areas they used them. (http://trigonometrited.blogspot.com/2011/04/trigonometri.

03

html?m=1)

To introduce the technological tools in which trigonometry used (https://www.google.com.tr/

amp/s/www.nkfu.com/trigonometrinin-kullanim-alanlari/) In conclusion; to make students
STEP
04

prepare a presentation about any technological tool or area which trigonometry is / has been
used.

SUGGESTED TIME NEEDED: 120 Minutes

RESOURCES NEEDED:

 Google  Youtube

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TOOL 7
NAME: Feelings and Emotions

THEME/SUBJECT TACKLED: Emotional Literacy - Identifying Feelings & Emotions

AIM AND OBJECTIVES: Students will identify and explore different feelings and emotions.

Students will discuss and share about their own feelings and
emotions.

DESCRIPTION OF THE TOOL:

INTRODUCTION (MEMORY GAME)

Activity 01 : Guess the Feelings Activity 03 : Exploring Own Emotions

Activity 02 : Emotional Scenario Activity 04 : Volcano Making

CONCLUSION:

Reflections For more in-depth descriptions about lesson structure refer to the attached lesson plan.

SUGGESTED TIME NEEDED: 60 minutes

RESOURCES NEEDED:

 Empty plastic bottles  Baking soda  Empty containers

(one per student) (one per student)

 Food colouring  White vinegar  Wifi - Youtube

 Computer  Prepared feelings  Online Memory game

worksheet

 Laminated flashcard (Written emotions & emoji)

NOTE TO EDUCATORS:

You may follow the heruender worksheet

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L EA RN ING TO OL 02 TEAM MALTA #RECONNECT ERASMUS +

DATE: 18/11/2021 AREA: Emotional Literacy

Feelings &
TIME: 40 minutes AREA:
Emotions

NUMBER OF
CLASS: Year 7 6
STUDENTS:

RESOURCES NEEDED:

 Empty plastic  Empty containers  Food colouring  Computer

bottles (one per (one per student)  White vinegar  Prepared
student)  Baking soda feelings
 Laminated
 Wifi - Youtube flashcard (Written worksheet
 Online Memory emotion & emoji)
game

AIMS/LEARNING INTENTIONS:

 Students will identify and explore different feelings and emotions.

 Students will discuss and share about their own feelings and emotions.

I N TROD UCTI ON:

MEMO RY GA ME
REFERENCE/
DURATION: 4 minutes (NA)
OTHER:

Students will match different laminated emojis

facing downwards with the respective assigned
text. This will lead to the introduction of different Hungry Scared
emotions.

The task can be provided both as a hard copy

(game) and online using a virtual interface:
Emotions Memory Game - Match The Memory Happy Ill

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L EA RN ING TO OL 02 TEAM MALTA #RECONNECT ERASMUS +

ACT I V I T Y 0 1:
GUESS THE FEEL IN G S

REFERENCE/
DURATION: 8 minutes (NA)
OTHER:

DESCRIPTION:

 Students will visualize an online video then they

will be asked to identify different feelings and Video – Inside Out: Inside Out: Guessing the
emotions. feelings. - YouTube

 Activity may also uptake the possibility of the

students finding their own video and sharing this
with the rest of the class.

ACTI V I TY 0 2:
EMOTIO N A L SCEN A RIO

REFERENCE/
DURATION: 8 minutes (NA)
OTHER:

DESCRIPTION:

Students will give their own interpretation of the

feelings and emotions of others.

Students will fill in the provided worksheet according

to their perceptions, and finally share their thoughts
with the rest of the group. This will help students
realise that:

b. People might interpret feelings differently.

c. People might have diverse emotional responses to
the same scenario.

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L EA RN ING TO OL 02 TEAM MALTA #RECONNECT ERASMUS +

ACTI V I TY 0 3 :
EX P LORIN G OW N EMOTIO N S

REFERENCE/
DURATION: 8 minutes (NA)
OTHER:

DESCRIPTION:

 Students will listen to selected music and will be

asked to express the way that particular music
makes them feel.
 Students will be asked to describe the feeling/ Explorings Emotions in Music - YouTube
emotions the music elicits in them and should
they wish will be given the space to share this with
the rest of the group.
 Questioning technique: How does this music piece
makes you feel?

ACTI V I TY 0 4 :
VOLCA N O MA KIN G

REFERENCE/
DURATION: 15 minutes (NA)
OTHER:

DESCRIPTION:

 Students will be guided to build their own volcano

model using provided items (empty water bottle,
white vinegar, an empty container, food colouring,
bicarbonate of soda).
 Students will be led through a serious of contexts
read out to them by the teacher.
E.g. Losing a loved one.
E.g. Winning a race.
 They are to imagine that they are the water bottle
which is constantly being topped up with different
emotions (positive & negative). The generated
feeling can also be expressed through the use of
different food colouring.

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L EA RN ING TO OL 02 TEAM MALTA #RECONNECT ERASMUS +

C O N C LU S I O N AND REF LECTI ON:

REFERENCE/
DURATION: 4 minutes (NA)
OTHER:

DESCRIPTION:

 Think about a personal experience that triggered

you to act like the volcano?
 Sharing of experiences (should they wish).

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TOOL 8:
NAME: Create and Learn

THEME/SUBJECT TACKLED: Simple Present Tense-Daily Life

AIM AND OBJECTIVES: To teach students main grammar rules and pronunciation.

DESCRIPTION OF THE TOOL:

THE 1ST STEP Teachers will give examples about simple tense -daily life (or any other grammar
rules) in class.

THE 2ND STEP The students take notes of grammar rules.

THE 3RD STEP The teacher will open a padlet account from the www.padlet.com

THE 4TH STEP Each student will write their own sentences and record their voices about the
topic on padlet.

THE 5TH STEP The teacher will evaluate the students and give feedback according to the
mistakes. The students will also give feedback. Then their friends. Here is an
example. Just click on the following link.

SUGGESTED TIME NEEDED: 120 minutes

RESOURCES NEEDED:

 Books-recorded voices-smartboards

NOTE TO EDUCATORS:

The teachers can use this platform while teaching languages. They can also
see if the pronunciation of the languages is correct.

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L EA RN ING TO OL 03 SUBJECT: LITERACY

TIME: 40 minutes AREA: The Verbs

NUMBER OF
CLASS: Year 7 CCP 15
STUDENTS:

RESOURCES NEEDED:

 Classroom board &  Highlighters  WIFI – YouTube  Pencil/Pen

Marker  Sticky Notes  Computer & (per student)
Projection/Screen

AIMS/LEARNING INTENTIONS:

 Students will explore the meaning of different action words.

 Students will be able to identify different action words (verbs) in a spoken and/or written sentence.

I N TROD UCTI ON:

‘SIM O N SAYS’
REFERENCE/
DURATION: 5 minutes (NA)
OTHER:

DESCRIPTION:

 The educator will introduce the concept of action

words through an ice-breaker game, known as
‘Simon Says’.
 Students will be encouraged to perform the
instructed action word/s, example: jump, roll, clap,
sit, kneel, bend, punch, kick, swim, fly etc.
 Students who would not like to perform the actual
verbs would be given the option to act as a judge
as well as come up with the actual instructive
action words themselves for the rest of the class
to follow.

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L EA RN ING TO OL 03 SUBJECT: LITERACY

ACT I V I T Y 0 1:
QUEST IO N IN G & EL ICITIN G
REFERENCE/
DURATION: 5 minutes (NA)
OTHER:

DESCRIPTION:

 Students will be asked different probing stand brush

questions which seek to determine the current
understanding of the students in relation to verbs.
Relevant answers to be listed by students on the slide
classroom board.
 QUESTIONING TECHNIQUES: jump bake
E.g. What comes to mind when you hear the term Action
words?
E.g. Can you give different examples of action words/verbs?

ACTI V I TY 0 2:
AC T IN G SO N G LYRICS
REFERENCE/
DURATION: 10 minutes (NA)
OTHER:

DESCRIPTION:

 Students will first be asked to listen to a selected  Superman Song (English) – Black Lace:
song/music piece ideally with lyrics available too. Black Lace - Superman - YouTube
 The same song/music piece will be re-played. This  Das Fliegerlied (German): Fliegerlied mit
time students will be encouraged to act-out or Songtext lyrics YouTube - YouTube
demonstrate the action words (verbs) mentioned
 Kieku Kelli (Maltese) – Mary Anne
in the song.
Zammit: Kieku Kelli ... - YouTube
 For those students who do not want to act out
 I Verbi Canterini (Italian) - La vacanza
the action words, there will be an assortment
dei verbi - YouTube
of pictures showing the verbs used in the song
which they have to put in order while listening to
the song.

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L EA RN ING TO OL 03 SUBJECT: LITERACY

ACTI V I TY 0 3 :
H I GHL IG HTIN G VERB S
REFERENCE/
DURATION: 10 minutes (NA)
OTHER:

DESCRIPTION:

 Students will be provided by two different

handouts, both on action words and asked to
choose one. One includes a number of sentences
and students have to highlight the action words in
each sentence. The same activity will be uploaded  Verbs (Team MLT) Learning Tool
as a soft copy using the class computer and Resource - Literacy.docx
interactive board and students can choose to
 Verbs 2 (Team MLT) Learning Tool
highlight the action word found in each sentence
Resource - Literacy.docx
by taking turns on the interactive board. The hard
copy will be marked and kept for future reference
(studying) by the students themselves.
 The other handout will give the students the
possibility to choose the correct verb from a
word bank. A soft copy will also be provided so
the student can use the drag and drop on the
interactive white board.

ACTI V I TY 0 4 :
LEAR NI NG A PPS MATCHIN G GA ME
REFERENCE/
DURATION: 5 minutes (NA)
OTHER:

DESCRIPTION:
 Daily Routine - Action verbs (match pic/
  Students will be engaged in an online matching verb) (learningapps.org)
game using the website Learning Apps.
 Verbs matching game (learningapps.org)
  Students are to match Action words to images
using the class Interactive Board.

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L EA RN ING TO OL 03 SUBJECT: LITERACY

C O N C LU S I O N AND REF LECTI ON:

REFERENCE/
DURATION: 5 minutes (NA)
OTHER:

DESCRIPTION:

 Students will be given x3 Sticky Notes each. On

each, students are to list (write down) one action
word they feel that they know well or feel confident
to explain to the group.
 Sharing of action words in a final group discussion.
 At the end of the lesson, students are to stick
these action words on the inside of the classroom
door. These will be then act as a starting point and
link to the upcoming lesson.

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VERBS 0 1
HIGHLI G HT T H E V E R BS I N T HE SENTENCES.

The boy sings very well. The girl plays with the doll.

Mum cooks dinner. I drive a car.

I eat fish. I see the sun.

He reads a book. I do my bed.

Monkeys jump on trees. I wash my face.

We sleep on a bed. The dog barks.

Well done!

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VERBS 0 2
FIL L I N WI T H T H E P RO P E R VERB.

plays drives cleans drink

eats cooks hangs read

The dog meat.

Mark a car.

John and Mary milk.

Kevin the floor.

Tom football.

Mum dinner.

Grandma the clothes.

I books.

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TOOL 9:
NAME: Let’s Move

THEME/SUBJECT TACKLED: On the move

AIM AND OBJECTIVES: Student will explore and identify action words

DESCRIPTION OF THE TOOL:

Introduction: ‘Simon Says’

1. Questioning & eliciting 3. Highlighting Verbs

2. Acting Song Lyric 4. Learning Apps Matching Game Conclusion:
Reflections

SUGGESTED TIME NEEDED: 60 minutes

RESOURCES NEEDED:

1. Classroom board & Marker 4. Highlighters

2. WIFI – YouTube 5. Sticky Notes
3. Computer & Projection/Screen 6. Pencil/Pen (per student)

NOTE TO EDUCATORS:

This lesson plan can be used for various topics and languages.

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TOOL 10:
NAME: House Vocabulary

THEME/SUBJECT TACKLED: Foreign Languages/German

AIM AND OBJECTIVES: We will learn vocabulary related to rooms in a house.

DESCRIPTION OF THE TOOL:

 Introduction 1: Remote Preparation  Activity 3: The Presentation

 Introduction 2: Teacher’s explanation  Activity 4: Peer Feedback
 Activity 1: Students’ planning  Activity 5: Consolidation of New Vocabulary
 Activity 2: Preparation and Designing of using Online tools
presentation  Conclusion: Reflections

For more details refer to the attachment where a detailed lesson plan is provided.

SUGGESTED TIME NEEDED: 120 minutes

RESOURCES NEEDED:

1. Classroom board & Marker 9. Papers

2. WIFI 10. Charts
3. Computer & Projection/Screen 11. Colours
4. Handouts 12. Pictures of rooms
5. Pictures of different rooms 13. Sticky note
6. Crafts material 14. Glue
7. German – English – German Dictionaries 15. Learning app https://cutt.ly/dTTgXfh
8. Computers/ Laptops/Tablets 16. Kahoot https://cutt.ly/1TTbwuH

NOTE TO EDUCATORS:

These lessons can be used for various languages and the same format can be
used to introduce other topics.

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SUBJECT: FOREIGN
L EA RN ING TO OL 04 LANGUAGES (GERMAN)

3 lessons of 45 mins Vocabulary related

TIME: AREA:
each to the house

NUMBER OF
CLASS: Year 7 08
STUDENTS:

RESOURCES NEEDED:

 Classroom board &  WIFI  Handouts  Crafts material

Marker  Computer &  Pictures of  German
 Computers/ Projection/Screen different rooms – English
Laptops/Tablets  Charts  Pictures of rooms – German
 Papers Dictionaries
 Colours  Sticky note
 Learning app  Glue
 Kahoot https://cutt.  Digitaldialects
https://cutt.ly/ ly/1TTbwuH https:// https://cutt.ly/
dTTgXfh cutt.ly/PTTmTb0 ATTm7cH

AIMS/LEARNING INTENTIONS:

 I will learn vocabulary related to rooms in a house.

I N TROD UCTI ON:

R EMOTE PREPA RATIO N
REFERENCE/
DURATION: minutes (NA)
OTHER:

DESCRIPTION:

REMOTE PREPARATION FOR FIRST LESSON:

 Teacher will ask students to bring with them their

own devices for the next lesson.

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SUBJECT: FOREIGN
L EA RN ING TO OL 04 LANGUAGES (GERMAN)

I N TROD UCTI ON:

T EAC HER’S EXPL A N ATIO N
REFERENCE/
DURATION: 05 minutes (NA)
OTHER:

DESCRIPTION:

 Teacher prepares a number of pictures of

different rooms of a house.
 Teacher explains to the students that they have
to find vocabulary in German related to that
particular room. Example: Things to be found in
a bedroom. Students then would have to present
the new vocabulary to their classmates.
 Students can choose to work alone, in pairs or in
a group.
 Students can use dictionaries available in class,
laptops, tablets or the all in one to find the
required vocabulary.

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SUBJECT: FOREIGN
L EA RN ING TO OL 04 LANGUAGES (GERMAN)

ACT I V I T Y 0 1:
ST UDEN TS’ PL A N N IN G
REFERENCE/
DURATION: 10 minutes (NA)
OTHER:

DESCRIPTION:

 Students choose whether to work alone, in pairs

or in a group.
 They choose the picture from the pictures
provided.
 They plan out on how to present to their
classmates the new vocabulary.
 They can choose to use a PowerPoint, a Prezi, a
model crafted by themselves, a short video clip,
a collage, a chart, etc. they are free to choose
whatever they deem most appropriate for them.

ACTI V I TY 0 2:
P R EPARATIO N & D ESIG N IN G
REFERENCE/
DURATION: 25 minutes (NA)
OTHER:

DESCRIPTION:

 Students work on the presentation using the

provided tools and material

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SUBJECT: FOREIGN
L EA RN ING TO OL 04 LANGUAGES (GERMAN)

ACTI V I TY 0 3 :
LESSON 2 & 3 | THE PRESEN TATIO N
5 minutes each REFERENCE/
DURATION: (NA)
(per presentation) OTHER:

DESCRIPTION:

 Students will present their presentation to their

classmates.
 The other students are given a handout showing
different rooms in a house:
 Was steht im Zimmer.docx
 During the presentation they are to label the
vocabulary presented by their peers

ACTI V I TY 0 4 :
P EER FEED BACK
REFERENCE/
DURATION: 15 minutes (NA)
OTHER:

DESCRIPTION:

 After each presentation students will give

feedback by saying what they would have added
to a particular room.
 They use dictionaries, computer, laptop, tablets,
etc to find words that they would have added.
 In plenum they share any added vocabulary.

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SUBJECT: FOREIGN
L EA RN ING TO OL 04 LANGUAGES (GERMAN)

ACT I V I T Y 0 5:
CO N SO L IDATIO N
REFERENCE/
DURATION: 15 minutes (NA)
OTHER:

DESCRIPTION:

 Students will use to computers or their own

devices to engage in an online game featuring
different vocabulary related to rooms in class.  https://cutt.ly/dTTgXfh
 They can choose from one of the following  https://cutt.ly/1TTbwuH
games.  https://cutt.ly/PTTmTb0
 https://cutt.ly/ATTm7cH
1. Learning app https://cutt.ly/dTTgXfh
2. Kahoot https://cutt.ly/1TTbwuH
3. Kahoot https://cutt.ly/PTTmTb0
4. Digitaldialects https://cutt.ly/ATTm7cH

C O N C LU S I O N AND REF LECTI ON:

REFERENCE/
DURATION: 3 minutes (NA)
OTHER:

DESCRIPTION:

 Students will jot down on sticky papers three or

das sofa
fours words that they have learnt on the day.
 On going out they stick the paper to the door or to
a board.

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TOOL 11:
NAME: Sportlevo

THEME/SUBJECT TACKLED: Physical Education: Levels across body movement planes

AIM AND OBJECTIVES:  Students will identify and explore different levels (high-medium-
low) across all body movement planes (vertical, transverse,
sagittal, rotational) whilst performing a variety of sports as well
as a range of fundamental motor skills.
 Students will create their own dance routine highlighting the
concept of levels.
 Students will observe, analyse and share respectfully their
thoughts about the creations of others through a guided
reflection and the use of technological tools.

DESCRIPTION OF THE TOOL:

INTRODUCTION: ACTIVITY 2:

Warm Up - tapping into different levels a) Group Dance Routine a) Creating a dance routine
Individual exercises b) Partner exercise c) Group including different locomotor, non-locomotor
exercises tapping into different levels. skills performed at different. b) Performing and
filming dance routines c) Uploading video clips
ACTIVITY 1: online d) Providing Peer Assessment

Levels through a Sport Circuit a) Bowling b) ACTIVITY 3:

Football-tennis (3 vs. 3) c) Handball Overhead
aiming game d)Basketball possession game (3 Conclusions & Reflections Refer to the attached
vs. 3) file for more in depth details about each step.

SUGGESTED TIME NEEDED: 40 minutes

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RESOURCES NEEDED:

1. Ideally indoor soft flooring (school gym) 7. x6 Handballs (Handball station)

2. Whistle (x1 for teacher) 8. markers (Handball station)
3. Bowling pins/cones/empty plastic bottles 9. Goalpost (Handball station)
with some water (Bowling station) 10. x3 hoops and ropes to tie (Handball station)
4. x6 spherical balls (Bowling station) 11. x1 Basketball (Basketball station)
5. x1 Football (Football-tennis station) 12. x1 mobile phone (teacher’s)
6. x1 Pre-set up net/bench/low beam 13. Access to a smartphone/tablet/laptop/
balance/rope (Football-tennis station) computer at home with Ms. Teams installed.

NOTE TO EDUCATORS:

These lessons can be used for various languages and the same format can be
used to introduce other topics.

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02
Workshops for
Learners:
Internet Literacy | Internet Safety | Soft-Skills

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WORKSHOP 01:
BEFORE AND AFTER GOOGLE
AIM

The aim of this workshop is for the participants to learn more about life before the internet. Keep in
mind that this workshop is done for young people who do not remember life before the internet.

TARGET GROUP: Young People 13-17 Years.

TIME: 120 Minutes

DESCRIPTION PART 01:

 In the first part of the workshop, the participants will be having pictures from different stages of
human civilization. The young people have to put these pictures in a timeline one after another
depending on how they think these took place in human life.
 This will help the participants to realize how advancements and new technology is taking place at
a faster rate in the recent years of human history.

DESCRIPTION PART 02:

We will divide the group into groups of five. Each group will be having a teacher with them. They have
to make a play on how they think that the world was before Google.

 How did the people communicate between themselves?

 How did the people spend their free time?
 How they worked or type of jobs?
 Any games they might have had
 How did they share knowledge with each other?
 How was the research made?

They will then have to act it out in front of others and maybe speak about some realities that they
learnt about from the world before Google. They will also make a short presentation on how they
answered the questions.

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SUGGESTED TIME NEEDED: 2 hours

MATERIALS NEEDED:

 Some props that the participants can use Pictures with different stages from human
during their acting. history.

 Pictures with different stages from human history.

HUNTERS AND GATHERERS INDUSTRIAL REVOLUTION: 1760’s- This was

1.8 Million Years ago, the homo erectus and then brough thanks to the invention of electricity and
the homo Sapiens this brought a big change in society. Explain how
before families lived in communities everyone
together and everyone did various jobs. Now
people started moving to cities, living alone etc.

FIRE: Around 1.5 Million Years Ago TELEPHONE: 1876

FARMERS: 12,000 Years Ago RADIO COMMUNICATION: 1890’s

DISCOVERY OF BRONZE: 3500 BC Television: Started in 1927

PYRAMIDS: 4K years ago around 2500 BC FIRST MOBILE: 1973. It was a motorolla. A
company that is not popular any more.

BOW: 650BC INTERNET: 1983. Speak about the different

types of internet, dial up, going online after 6pm
to be cheap. Cable internet.

SOCIAL MEDIA: 1997 six degrees.com, then BLOCK CHAIN: 2008/2009

myspace, Hi 5 and so on; changed from
chatting to sharing pics to just photos etc.

FIRST SMARTPHONES: 2008 and it was META VERSE

an HTC. Before mobile was just phoning,
messaging and maybe a game or two. Smart
phones do much more.

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WORKSHOP 02:
ONLINE DOSSIERS
AIM

The aim of this workshop is for the participants to learn more about the information that there is about
them online

TARGET GROUP: Young People 13-17 Years. TIME: 90 Minutes

DESCRIPTION PART 01:

 The participants of the group will be divided and paired with another person. Each person will be
having a person to research about. What they have to do is that each person has to make an online
search about the person that they have the name of.
 They can only do online research. They will then have to present this person to the whole group.
 After this is done, each person that is presented has to say if this presentation done on them is real
and if they feel that they were well represented.
 In the second part the educator will be showing a video on an experiment that took place.
 Link to video: https://www.youtube.com/watch?v=F7pYHN9iC9I&t=3s

DEBRIEFING:

In the second part, the youth worker/educator will be focusing more on how one should present
himself/herself online. Each participant will be asked to make a Twitter account and they will set it
up together step by step with the youth worker/educator so that they see how it should be done
professionally.

The youth worker/educator will also speak about the fact that what we do today online may affect us
in future and that once something is uploaded online you cannot take it down as there will always be
a copy of it online.

MATERIALS NEEDED:

 Papers and pens to write on  Tablets

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WORKSHOP 03:
ONLINE SAFETY
AIM

The aim of this workshop is to show the participants the importance of staying safe online and how
to stay safe online.

TARGET GROUP: Young People 13-17 Years. Time: 120 Minutes

DESCRIPTION:

The group will be divided into different small groups. Each small group will be having a case study to
look at. Each case study talks about different real life scenarios that took place online in real life where
people’s life was put in danger.

After the participants read the case studies in their group, they will have the time to discuss a number
of questions in the group. The questions that they will ask are the following.

1. What do you understand about internet safety? (You will present this)
2. Do you feel safe online?
3. Did you ever face a situation that put your presence online in jeopardy?
4. List some things that you can do to make your presence online safer. (You will present this)
5. What is cyberbullying for you? (You will present this).
6. List down some common places where cyberbullying takes place (You will present this)
7. List some ways to stop cyberbullying. (You will present this)

After the discussion, they then have to present the case summary to the group and also present the
answers of the questions they answered.

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MATERIALS NEEDED:

 Case studies
 Flip charts
 Markers

DEBRIEFING: HOW TO KEEP YOURSELF SAFE ONLINE?

The youth worker/educator can close by telling the young people how to stay safe online. Some tips
are:

 Use strong passwords

 Treat your password like a toothbrush
 Look for encryption
 Install programmes like antivirus, firewall etc
 Avoid phishing scams
 Be careful when connecting to public wifi
 Protect your wifi with password
 Enable cookies only when needed
 Protect bank details
 Be careful from where to do online shopping
 Never give out password or other confidential details to unknown people

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CASE STUDY 01

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CASE STUDY 02

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CASE STUDY 03

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CASE STUDY 04

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WORKSHOP 04:
WHAT HAVE WE LEARNED?
AIM

The aim of this workshop is for the participants to go over the learning material that they have covered
during the training programme with regards to the internet and all the things that come with it including
safety and how we present ourselves online.

TARGET GROUP: Young People 13-17 Years. Time: 90 Minutes

DESCRIPTION:

The youth worker/educator will prepare various questions. These questions will be inserted into
different cups and they will be set up on a table. There will be an equal amount of cups with an equal
amount of questions on both sides of the table.

The youth worker/educator will divide the whole group in half with each team having the same number
of participants.

The teams will have to put their ping pong ball in the cups of teh etam opposite. If they manage to
insert the ball in the cup they have to answer the question in the cup. If they answer correctly they get
one point. The team with the most points after a selected time will be the winner.

QUESTIONS THAT CAN BE ASKED:

 What is cyberbullying?
 How can you prevent cyberbullying?
 Give 3 positive aspects of the internet?
 Give 3 negative aspects of the internet
 To whom can you report cyberbullying?
 Mention 2 measures that you can take to stay safe online?
 How can you find help if you experience cyberbullying?
 Why should you be careful of what to upload online?

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 Mention 3 social media platforms Mention 3 ways of communication before Google

 What is a digital Nomad?
 What are the advantages of being a digital nomad?
 What is encryption?
 What makes a strong password?
 Explain the similarities between a toothbrush and a password
 Name 3 Turkish food presented in the Turkish night
 Present 3 foods presented in the Maltese night
 What is similar between the Maltese and Turkish flag
 There is one word that is similar between Maltese and Turksih. What is it?
 What is squinching?
 What is the advantage of using hashtags######
 Name 3 dangers that exist online
 What are the dangers of using public wifi?

MATERIALS NEEDED:

 Cups
 Ping Pong Ball
 Table
 Printed questions

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WORKSHOP 05:
GET TO KNOW EACH OTHER'S
TRADITIONAL GAMES
AIM

The aim of this workshop is for the participants to get some time where they will get to know each other
more deeply in a physical world. That is they will have physical interactions to get to know each other,
rather than get to know each other in the online world. They will also get the opportunity to learn some
traditional games from each other’s country and thus this will also be an intercultural opportunity.

TARGET GROUP: Young People 13-17 Years. Time: 120 Minutes

DESCRIPTION:

The youth workers/educators will tell the different participants to prepare games from their own
countries.

The whole team will be divided into groups and they have to play all these games.

MATERIALS NEEDED:

 Depends on the games that will be played.

DEBRIEFING:

 How did they feel playing the games?

 Do they prefer online games or physical ones?
 Do you think that in today;s world, we can have a combination of online and offline games?

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WORKSHOP 6:
TASKS THROUGH TREKKING
AIM

The aim of this workshop is for the participants to go out and enjoy nature through trekking and while
they are trekking, they will be also helping nature, by cleaning up areas from where they would be
walking.

TARGET GROUP: Young People 13-17 Years. Time: 360 Minutes

DESCRIPTION:

The participants will be divided into teams. Each team of participants will be given a bag and a map
and they have to arrive from one point to another on the map in the time given.

The idea is that they will be walking and during the walk they will be having tasks to carry out.

Some of the tasks that they have to carry out are:

 Plogging (that is collecting rubbish trough walking)

 Walking for 15 minutes without talking
 Staying for 15 minutes with someone they don’t really know so that they get to know him/her
better.

MATERIALS NEEDED:

 Maps  Bay where to collect rubbish

DEBRIEFING:

At the end of the experience the young people 4. How did it go with regards to the trekking
will be asked the following questions. session?

1. How do we feel? 5. Did you feel happy doing it?

2. How did the activity go? 6. How are these disconnected activities
helping us feel?
3. Was there any time where you felt that you
would give up?

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WORKSHOP 07:
KAYAKING
AIM

The aim of this workshop is for the participants to go out and enjoy nature through kayaking and
through this activity as well, they will realize the benefits of one to one talking between themselves.

TARGET GROUP: Young People 13-17 Years. Time: 120 Minutes

DESCRIPTION:

 The group will be going to a place where they can make use of kayaks.
 They will be divided in pairs and each pair will be going on a kayak. They will be having a distance
to cover in a specific time frame.
 During the kayaking, the participants will be having a number of topics that they have to discuss.
This will make them speak between themselves while paddling.
 This workshop will ignite the one to one talking between the participants.

MATERIALS NEEDED:

 Kayaks
 Questions or topics to be discussed by the youth

DEBRIEFING:

At the end of the experience the young people will be asked the following questions.

1. How do we feel?
2. How did the activity go?
3. Was there any time where you felt that you would give up?
4. How did it go with regards to the kayaking session?
5. Did you feel happy doing it?
6. How are these disconnected activities helping us feel?

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The Reconnect Guide for

Educators and Learners
AN INTEGRATED APPROACH TOWARDS LEARNING

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