2nd&3rd ws sitinvet booklet by sit invet

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd &3rd WORKSHOPS REPORTS DOCUMENTS QUESTIONNAIRE RESULTS & ANALYSIS

Booklets were prepared by the coordinator country, Turkey, YIMEM

“This project has been realized as part of Leonardo da Vinci Learning Partnership framework and is being supported by European Union Education and Youth Development Programmes Center (National Agency). The content and the outcomes of the project never represent the views of European Union and National Agency and the project owners assume all the responsibility for their projects and the outcomes.”

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd&3rd WORKSHOPS QUESTIONNAIRE RESULTS OF TEACHERS&STUDENTS SLOVAKIA

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

REPORT about SOCIAL INCLUSION TECHNIQUE WORKSHOP COUNTRY PARTNER ORGANISATION WS IMPLEMENTED BY TITLE OF THE WS DATE TIME FRAME VENUE

Slovakia/NGO BIOSPEKTRUM, Rožňava Partners within the SITinVET Project Monika Rákaiová, Milena Lukáčová The Balloons 09.11.2013 2 hours Kenic Room, Berlin, Germany

DESCRIPTION AND PREPARATION OF THE TARGET GROUP The target group is the participants of the partnership. The partnership consists of the following countries – Greece, Germany, Slovakia, Spain and Turkey (YIMEM, TEKVAR) and it is a group of 18 people. Before the workshop, the group was arranged to sit in a circle and all details of duration and process of the workshop were explained to participants. PREPARATION OF THE IMPLEMENTER The workshop “The Balloons” is used as a technique focused on group discussion with following aims:      

to help create a good group atmosphere and reinforce communication skills and group dynamics, to reflect about the mechanisms of exclusion, discrimination and refusal, to lead the group to positive action and encourage follow up activities, to help identify group and individual goals and objectives, to involve students in discussion, to encourage and increase participation.

The technique can be used for youth groups, schools and social clubs, and also can be tried out as icebreaker for the first day of school, team building events, etc… A basic of the technique is solving a problem that bearing students and often they’re ashamed of talking about it. Benefit of the technique is that it’s anonymous. Students write a problem/an issue that they would like to deal with or talk about on a piece of paper which is placed into the balloon. When the balloons are placed in the middle of group circle, students can start to burst them, so nobody has any idea to who belongs a particular problem.

“This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.”

Duration of the workshop depends on the nature of selected problem/issue and a range of discussion. As the implementer of the workshop we recommend that the workshop should be led by a teacher with the skills to lead a discussion or a facilitator. PREPARATION OF THE VENUE The venue is Kenic room in Berlin, Germany where meeting of the project took place. The room was equipped with technological equipment including a projector and was large enough for participants sitting in a circle and with space free of chairs and tables. PREPARATION OF THE WORK OF THE ORGANISING TEAM The participants were asked to sit in the circle and to reflect individually for 5 10 minutes on the kind of problem or issue they would like to talk about or solve. They wrote it on a piece of paper, the number of issue/problem was unlimited, so they could write as many as they wanted. They were asked to roll up a paper and place it into balloon, to blow up the balloons and tie with a string. All balloons were placed in the center of circle and participants started to stamp on the balloons trying them burst. When all balloons were burst, we picked up all papers from the floor and placed them into a bowl. Subsequently, the one paper was selected from the bowl, randomly, red and stickled on board – “We never talked about our (different) expectations”. After that, we chose the brainstorming for starting discussion. Participants were asked to reflect on the problem and all options were written on a board. Here is the list of options:            

stronger visibility, exchange of expertise, perspective has to change, (Civil society)process (society), not a question of tools/methods, question of attitudes towards innovation, more substance, sustainability, methodological approaches, reason for choosing a certain method, clarify difference between techniques and methods, unique approaches.

The discussion was running about an hour and most of the participants were involved in. In the end we sticked on a board others papers with written problems to be read.

We can conclude that we can use discussions to identify and solve particular problems that bother us. We would recommend doing this workshop before some activity for finding out the character of the group. IMPLEMENTATION OF THE WORKSHOP The purpose of the workshop is to involve participants of workshop in active and free discussion, give them the self-confidence to talk about their problem, to create a positive atmosphere in the group, to lead the group to positive action and encourage follow up activities as well as to get know a character of the group. The major advantages of discussion are:    

It teaches interpersonal skills such as understanding and communication. It is student centered through provides an opportunity for students to learn from each other, thus encouraging teamwork. It promotes tolerance and helps students to understand that they are many aspects or opinions to any one topic. It also helps leadership, speaking and listening skills.

Resources needed:      

one or more balloons per person, (unlimited number per person), one or more string (about 50 cm long) per person, one block of sticky labels and pens, a notice board with marker pen, a bowl or a hat, the room should be large enough for people to run around and the central space free of chairs and tables.

Group size: 

10 to 40

Preparation:  

   

arrange to sit the group in a circle, ask the participants to reflect individually for 5 - 10 minutes on the kind of problem or issue they would like to talk about or solve. It is important how facilitator/teacher formulates the question (“Is there anything you want to say?”, “Is there anything that you want to get rid of?”). give each participants sticky labels as much as they need, ask them to write their problem on a piece of paper, hand round the balloons, one balloon is for one paper, ask them to roll up a paper and place it into balloon, to blow up the balloons and tie with a string,



  

 

place all balloons in the middle of a circle and tell the group that they now have the possibility to get rid of the problem. Explain that to rid of the problem they have to stamp on the balloons to rid of it. To add some more fun and competition, there is another way of implementation, when each person can tie a balloon to his ankle and then try to burst each other’s balloons. when all balloons are burst, pick up all papers with written problems from the floor, put them into the bowl and choose the one randomly, read the problem and stick it on a notice board, start the discussion. You should encourage the reserved and shy students by providing them with an opportunity to contribute on discussion with questions like – “What do you think about?”, ”How do you handle with this problem?”. Stick to the topic and discourage private conversation and should conduct discussions to an end as scheduled. Continuously write conclusions and opinions, don’t leave things hanging. Summarize the points discussed.

IMPRESSIONS OF THE IMPLEMENTER The workshop refers to the technique that gives students an opportunity to express their views or opinions orally on certain issues. One person speaks at a time, while others are listening. It doesn't always involve the presentation of new information and concepts. It also involves sharing of ideas and experiences, solving problems and promoting tolerance with understanding. The teacher's/ facilitator’s way of giving instructions should be clearly and effectively communicated in an atmosphere that is conducive for free discussions. Teacher/facilitator should stimulate interests of students by giving positive comments and discourage domination of the discussion by the outspoken members in a group.

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

Reducing marginalization and exclusion of VET students. Enhancing social inclusion of VET students Learning through shared experiences.

x x x

PART B Please answer these questions. 1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? - communication about problem, creative way for solution of problem 2. What was exciting to you and/or your students during the workshop? - peaceful and fun atmosphere, open communication 3. Do you have the impression that students feel included during the workshop? Why/why not? Yes, they did because we had peaceful atmosphere in class during this workshop

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

SITinVET Workshop Questionnaire – For students The Balloons PART A 1. To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade … 1

The workshop was easy to understand.

The workshop was a new experience for me. 2

I had fun during the workshop. 10 I felt part of a group during the workshop. 10 I interacted well with my classmates during the workshop. 1

I learnt new things from other participants of the workshop. 10 My communication with my classmates improved.

2. Please complete the sentence by expressing your personal attitudes based on the SITinVET workshop. For me the workshop was… 1-the lowest grade … 3-the highest grade …

Relaxing

Emotional

Confusing

Inclusive

10 1

Social 10 An open and experimental process 10 Peaceful 4

Energetic

10 New experience 10 Comfortable 10 Inspiring

PART B Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop? - fun, great atmosphere, how easy is to solve some problem

2. What did you find challenging, stimulating, engaging during the workshop? - communication is very important, team work

3. What did you gain personally from this workshop? - new informations about my classmates, new experience, new feeling, peaceful, open mind

â&#x20AC;&#x153;This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.â&#x20AC;?

“Social Inclusion Techniques in Vocational Education andTraining” LDV Partnership Project

SITinVET Workshop Questionnaire for Teachers PART A 1. This workshop is useful for….. Please indicate by numbers 1 - lowest grade … 3 - highest grade … 1 Reducing prejudice of VET students.

Reducingmarginalization and exclusion of VET students. Enhancing socialinclusion ofVET students Learning through sharedexperiences.

x x x

PART B Please answer these questions. 1. What kind of potential do you see in this workshop for inspiring your studentsfortheir further self-development? – teambulding 2. What was exciting to you and/or your students during the workshop? - cooperation, group work, finding a common way for building a tower

3. Do you have the impression that students feel included during the workshop? Why/why not? yes, they did because they cooperated together

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

SITinVET Workshop Questionnaire – For students PART A 1. To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade … 1

The workshop was easy to understand.

The workshop was a new experience for me. 1

I had fun during the workshop. 10 I felt part of a group during the workshop. 10 I interacted well with my classmates during the workshop. 2

I learnt new things from other participants of the workshop. 10 My communication with my classmates improved.

2. Please complete the sentence by expressing your personal attitudes based on the SITinVET workshop.For me the workshop was… 1-the lowest grade … 3-the highest grade …

Relaxing

Emotional

Confusing

Inclusive

10 10

Social 10 An open and experimental process 2

Peaceful 10 Energetic 1

New experience 10

Comfortable 2

Inspiring

PART B Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop? - different atmosphere, cooperation, better communication, part of group

2. What did you find challenging, stimulating, engagingduring the workshop? - my role in a group, nice experience, cooperation

3. What did you gain personally from this workshop? - fun and emotional experience, great team work, nice exprience

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd&3rd WORKSHOPS QUESTIONNAIRE RESULTS OF TEACHERS&STUDENTS GERMANY

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

Results SITinVET Workshop 2 (“The Ballons”, Slovakia) Questionnaire – For students

N=15 PART A 1. To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade … 1

2,53

2,13

2,07

2,06

2,2

2,27

The workshop was easy to understand.

The workshop was a new experience for me.

I had fun during the workshop. I felt part of a group during the workshop. I interacted well with my classmates during the workshop. I learnt new things from other participants of the workshop. My communication with my classmates improved.

2. Please complete the sentence by expressing your personal attitudes based on the SITinVET workshop. For me the workshop was… 1-the lowest grade … 3-the highest grade … 1

Relaxing

2,07

Emotional

1,64

Confusing

1,71

Inclusive

2,21

2,64

2,71

2,46

2,07

2,2

1,9

Social An open and experimental process Peaceful Energetic New experience Comfortable Inspiring

PART B Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop?

2. What did you find challenging, stimulating, engagingduring the workshop?

3. What did you gain personally from this workshop?

TEACHER results

Workshop Balloons

1 Reducing prejudice of VET students.

Reducing marginalization and exclusion of VET students.

Enhancing social inclusion of VET students

Learning through shared experiences.

Workshop Tower

1 Reducing prejudice of VET students.

Reducing marginalization and exclusion of VET students.

Enhancing social inclusion of VET students

Learning through shared experiences.

Results open questions for students/Teacher

Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop? 3 of the students remembered the vivid discussion. 8 of them remembered playing with the balloons. 2 remembered the open-minded talk about the issue. 2 remembered the added energizer games. 2. What did you find challenging, stimulating, engaging during the workshop? Several pupil liked the way of talking about the issue: 4 mentioned the relaxed atmosphere 2 of them the fair-mindedness of the discussion process 2 liked the discussion itself 2 appreciated the way of finding a solution 1 mentioned the way of deeply listening 3 pupil liked playing with the balloons Several pupil mentioned the additional element like energizer, chocolate, moderation, sitting in a circle. 3. What did you gain personally from this workshop? 2 students discovered, that it is possible to motivate people to discuss topics even if they were well known. 1 had the insight, that communication is very important 1 discovered the potential of the class 1 experienced to be open and friendly with each other 1gained the commitment as an outcome of the discussion 1 gained insights about the thoughts of the others 1 felt inspired to reflect hirselfsâ&#x20AC;&#x2122; attitude 1 ascertained a better group atmosphere

â&#x20AC;&#x153;This project has been realized as part of Leonardo da Vinci Learning Partnership framework and is being supported by European Union Education and Youth Development Programmes Center (National Agency). The content and the outcomes of the project never represent the views of European Union and National Agency and the project owners assume all the responsibility for their projects and the outcomes.â&#x20AC;?

TEACHER

1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? For this workshop, I see less potential, because there were no new solution proposals mentioned. 2. What was exciting to you and/or your students during the workshop? Surprising: that the issue which was discussed many times before was good accepted by the group after a first hesitation. 3. Do you have the impression that students feel included during the workshop? Why/why not? Partly: the issue was reflected, but aspects were mainly named and the group was not encouraged.

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

Results SITinVET Workshop 2 (“Building a tower”, Greece) Questionnaire – For students

N=15 PART A 1. To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade … 1

2,5

2,6

1,9

2,2

The workshop was easy to understand.

The workshop was a new experience for me.

2. Please complete the sentence by expressing your personal attitudes based on the SITinVET workshop. For me the workshop was… 1-the lowest grade … 3-the highest grade … 1

Relaxing

2,5

Emotional

1,8

Confusing

Inclusive

2,7

2,5

2,7

2,3

2,6

2,5

1,9

Social An open and experimental process Peaceful Energetic New experience Comfortable Inspiring

PART B Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop? - The Tower (5 students) - The construction of the tower (5 students) - The happiness when the task was successful fulfilled - fun 2. -

What did you find challenging, stimulating, engaging during the workshop? Working together as a team (6 students) Finding solutions Building the tower (2 students) Knowing better the classmates Funny and relaxed atmosphere everything

3. -

What did you gain personally from this workshop? Listen to others and sometimes withdrawing myself Insight: I have nice and friendly classmates Think first about strategies and go into action As an observer I am an outsider, but important Teamwork (3 students) Creativity Fun and experience

TEACHER

1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? I see potential in bringing them together in a new way an improving their teambuilding skills. 2. What was exciting to you and/or your students during the workshop? Surprising: that they were working in a very engaged way. I was very impressed by the stories they told about the towers in the end. 3. Do you have the impression that students feel included during the workshop? Why/why not? Yes, in my opinion they felt included and had fun working together.

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd&3rd WORKSHOPS QUESTIONNAIRE RESULTS OF TEACHERS&STUDENTS TURKEY

Inspiring

Comfortable

New experience

Energetic

Peaceful

An open and experimental process

Social

Inclusive

Confusing

Emotional

Relaxing

My communication with my classmates improved.

I learnt new things from other participants of the workshop

I interacted well with my classmates during the workshop.

I felt part of a group during the workshop.

I had fun during the workshop.

The workshop was a new experience for me.

The workshop was easy to understand. Student1

Student2

Student3

Student4

Student5

Student6

Student7

Student8

Student9

Student10

Student11

Student12

Student13

Student14

Student15

Student16

Student17

Student18

Student19

Student20

What do you personally remember most immediately and vividly about the workshop? Student 1 Student 2

It was inspiring and interesting.

What did you find challenging, stimulating, engaging during the workshop? I'm so bored. -

Student 3

We have written the topics to be discussed in small papers. We have put them into the balloons, have played with them and exploded them after a while.

Student 4 Student 5 Student 6

Blowing up balloons We have written our problems into the ballooons and solved them. We have blown balloons. It was fun and instructive.

Playing with balloons and then blowing thenm up. There was nohing compelling.

Student 7 Student 8 Student 9 Student 10

Everybody has writtten a probem to be discuused into small papers. We have put the papers into balloons in a folded form, Ĺ&#x;nflated the ballooons and throw them to the class. We played a bit with balloons, blew up balloons. Then we have collected the papers scattered to the class and glued them to the board . The issue most cited was discussed in the classroom. We have written our complains to the papers , put them into the ballons, lew them up and pasted them on the board. There was nothing at all compelling -

Questions The workshop was challenging in terms of memory and thinking. But this is the impressive part. Interesting ideas were put forward.

Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17

We wrote our problems into ballons and we blew thme . We have outlined our solutions about the problems.

Student 18

We have put the topics we would like to discuss in ballons and then we have blown the balloons . We talked about the problems of the school . Thinking about the topic we will be discussing

What did you gain personally from this workshop? Nothing

We can do good things in a short time. Personally from the workshop, I learnt how cooperation works. _x000D_ I think this workshop was a good thing and it should be dome at last once in a semester. My interaction with my friends improved.

In a short time we can achieve good things

I would like to have similar activities in our school. We listened to each other. _x000D_ We have exchanged ideas. I got malong well with my friends. I felt myself as part of the group. _x000D_ I had fun and my interaction with my classmates has improved.

I forced my imagination. I offered fun and interesting ideas. -

Teacher1 3 3 3 3

Teacher2 3 3 3 3

Learning through shared experiences.

Enhancing social inclusion of VET students

Reducing marginalization and exclusion of VET studen

Reducing prejudice of VET students.

1. What kind of potential do you see in this workshop for inspiring your students for their further self-development?

Teacher1 Teacher2

It has been beneficial to studentsâ&#x20AC;&#x2122; personal developments in terms of thinking, making analysis and exchange of ideas within a group. Studentsâ&#x20AC;&#x2122; skills to articulate their own ideas within the society have developed.

2. What was exciting to you and/or your students during the workshop?

It has added an entertaining dimension to the activity to blow the balloons first and then to read the papers inside them. Furthermore, students had found an opportunity to touch on real problems. Studentsâ&#x20AC;&#x2122; struggle to expose the problems within their school.

3. Do you have the impression that students feel included during the workshop? Why/why not?

It was an activity both providing to all students an equal opportunity and enabling them to listen to each other. Yes, because all of the students actively participated in the event.

Student1 2 3 3 3 2 2 1 2 1 2 3 3 2 1 2 2 2 2

Student2 2 2 2 2 2 2 2 2 3 3 3 2 2 3 3 3 2 1

Student3 1 3 3 2 3 2 3 2 2 2 2 1 1 3 3 3 1 3

Student4 2 3 2 3 3 2 2 1 1 2 3 3 3 1 3 2 2 3

Student5 2 3 3 2 2 2 2 2 2 1 3 2 2 3 3 3 2 2

Inspiring

Comfortable

New experience

Energetic

Peaceful

An open and experimental process

Social

Inclusive

Confusing

Emotional

Relaxing

My communication with my classmates improved.

I learnt new things from other participants of the workshop.

I interacted well with my classmates during the workshop.

I felt part of a group during the workshop.

I had fun during the workshop.

The workshop was a new experience for me.

The workshop was easy to understand.

Student6

Student7

Student8

Student9

Student10

Student11

Student12

Student13

Student14

Student15

Student16

Student17

Student18

Student19

Student20

What do you personally remember most immediately and vividly about the workshop?

What did you find challenging, stimulating, engaging during the workshop?

What did you gain personally from this workshop?

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

It was beautiful. I do not remember We have formed groups first. We have built towers with newspapers. Each tower had a story. Tower construction, finding a story for the tower We have built a tower. There was a time limit. Then we found a story for the tower. We have buit a tower. It was fun and instructive.

When building the tower, we are not allowed to use scissors . Building the tower , the competition among the towers . There was a time limit. Materials were insufficient. There was nothing compelling.

Student 7 Student 8

We have first formed a group . We have tried to built a tower from the given newspapers._x000D_ Using scissors was not allowed. Each group has built a tower just by using of cellotape and each tower was supposed to have a story . They told us to build a tower and gave us newspapers and cellotapes. We have built our tower having a good time.

Not to use scissors while building the tower from newspapers, combining newspapers and our limited time were challeneging. We had difficulty in finding a story for the tower we have built.

I learned teamwork.

Student 9

We were told to build a tower from newspapers and cellotapes. They took our picture . ( a person who recorded the event could not open the phone's camera for a while )

There was nothing compelling at all.

I have experienced the team work again.

The interesting thing is that it was the first event of its kind in our school. Limited time and the scarcity of material were challenging. The fact that it had a curious content was encouraging. Not being able to use scissors or anything else while building the towers and limited time and insufficient materials

It was a beautiful moment for me, it was creative. Our imagination has improved. The value we have assigned to friendship increased because of teamwork.

Student 12 compared our tower with our friends' towers. Student 13 Building a tower and making up a sttory for it.

Finding a story for the tower we have built was difficult. It was easier and more enjoyale to make the tower itself. Shortage of time, scarcity of materials

I learnt to produce good things with less material. Team work

Student 14 We have built a tower. We then have made up a story for the tower. Student 15 Student 16 We have built a tower. We have produced a figure from newspapers undreamed of before. We have done our best thorugh group study.

While our team initially did not do much,, other teams have produced something. After observing them, our team recovered very quickly and we altogether finished the tower first. Yes, I found it unusual and attractive . We have produced a poduct that will not come to mind easily.

Student 10 We have built towers from newspapers. We have decided ourselves for the shape of the tower from an event we have made up in our mind. Student 11 We have built a tower. We first wrote its story. We had a limied time. We have not used scissors while making the tower.

Nothing

I was part of a group. My imagination flourished. I got experience working as a team.

We have built a tower. We have achieved with newspapers something unthinkable . We have tried to build the best tower we could tas a team. We have

Team work and I realized that one could produce a goood thing through a team and with the abundance of time and konwledge. I learned to do many good things with less material.

The workshop was extremely useful, helpful and impressive . E覺t was eplanatory and informative._x000D_ Student 17 It can be said that we have learned through fun and had fun through fun learning . Student 18 We have implemented our ideas , we have tried to build a tower

It was difficult to build a tower from newspapers without using any other materials.

Inventing something through thinking.

Teacher1 3 3 3 3

Teacher2 3 3 3 3

Learning through shared experiences.

Enhancing social inclusion of VET students

Reducing marginalization and exclusion of VET students.

Reducing prejudice of VET students.

1. What kind of potential do you see in this workshop for inspiring your students for their further self-development?

2. What was exciting to you and/or your students during the workshop?

3. Do you have the impression that students feel included during the workshop? Why/why not?

Teacher1

The activity has increased the students’ ability to make teamwork. It has improved their abilities for planning and exchanging ideas. It is beneficial in terms of students’ mutual respect and listening to each other.

Students’ decision-making about what to do through discussing in a planned manner and to put forward a joint product.

Yes, because it provides all students an opportunity to participate in an activity and to express themselves.

Teacher2

Students’ tendencies towards team work have increased. Their articulation skills have improved. Their understanding of democracy within a group has improved.

Their discussions during planning stage.

Yes, consciousness of collective working came into existence.

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd&3rd WORKSHOPS QUESTIONNAIRE RESULTS OF TEACHERS&STUDENTS GREECE

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project REPORT about SOCIAL INCLUSION TECHNIQUE WORKSHOP COUNTRY PARTNER ORGANISATION WS IMPLEMENTED BY TITLE OF THE WS DATE TIME FRAME VENUE

GREECE ASSOCIATION OF DISABLE PEOPLE OF KAVALA Prof. MARIA ZAPONI BUILDING PAPER TOWERS 8/11/2013 25 MINUTES BERLIN-GERMANY

Please answer all questions taking into account that all beneficiaries want to learn from your practice and experience. DESCRIPTION AND PREPARATION OF THE TARGET GROUP Participants in the workshop are divided into small groups. Each group has one observer. They have twenty five minutes, ten minutes to think and plan and fifteen minutes to create a stable tower. They have also to make up a story for the tower. After the separation of the participants into groups, they have ten minutes time so as to discuss about the steps and the plans that will follow so as to achieve the creation of a stable tower. There are no specific criteria for the separation of participants into small groups. Participants are divided into small groups of 6 people who are randomly chosen.

PREPARATION OF THE IMPLEMENTER The paper tower workshop is a useful and good technique for social inclusion and this is because of the limited time that participants have. All participants have a common goal and they have to cooperate in order to achieve their goal, to build a stable tower using newspaper. The limited time prevents participants from arguing, so they trust the members of their team and additionally have to make suggestions to unknown people because otherwise they will lose time fighting. Under these circumstances it is also revealed how the group reacts to unknown conditions.

PREPARATION OF THE VENUE The necessary material for the implementation of the workshop is newspaper and sticky tape. Nothing else is needed for the preparation of the venue. PREPARATION OF THE WORK OF THE ORGANISING TEAM Steps for the implementation of the workshop -

Divide students into small groups (no more than 6 people)

Each group has one observer

Build a stable tower and create a story for the tower

Tell the whole group the story of the tower

Reflection within small groups and feedback of observer

Reflection of the transfer: what does it mean for the group in real life?

IMPLEMENTATION OF THE WORKSHOP Choosing a stable tower prevents the comparison of the groups and makes all participants winners and not losers. If participants had to make the tallest tower, this would cause argues and frustration to competitive people who want always to win. Thus, they would shout to the rest team for the failure. The materials that will be used for the workshop is newspaper and sticky tape, materials that are unknown to the participants for the construction of a tower fact that might confuse them. IMPRESSIONS OF THE IMPLEMENTER Reflection within small groups and feedback of observer It is necessary to find out what went wrong /right for winners/losers. This way they will learn by their mistakes and use the best practice examples. ADDITIONAL REMARKS The workshop was a happy procedure for all participants, fact that indicate the success of the materialization of the workshop.

“Social Inclusion Techniques in Vocational Education and Training” Ldv Partnership Project

SITinVET Workshop Questionnaire – For students The Balloons PART A 1. To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade …

The workshop was easy to understand.

The workshop was a new experience for me.

Average

4,33

4,58

4,75

4,67

3,67

4,75

I had fun during the workshop.

I felt part of a group during the workshop. I interacted well with my classmates during the workshop.

I learnt new things from other participants of the workshop. My communication with my classmates improved.

2. Please complete the sentence by expressing your personal attitudes based on the SITinVET workshop. For me the workshop was… 1-the lowest grade … 3-the highest grade …

Relaxing

Emotional

Confusing

2,92 4

4,08

4,5

3,58

Social

Peaceful

Average

2,17

Inclusive

An open and experimental process

Energetic

3,42

4,25

3,92

New experience Comfortable Inspiring

PART B Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop? 4 of them how anxious and worried about expressing themselves 7 of them the good collaboration and 1 of them the good environment during the task

2. What did you find challenging, stimulating, engaging during the workshop? 5 students believe that it was a great challenge to talk about the problems 5 of them found their participation significant and 2 of them believe that this task stimulated their interest

3. What did you gain personally from this workshop? 8 students believe that they gained a new experience and 4 of them they believed that they discovered new skills and abilities

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

SITinVET Workshop Questionnaire for Teachers The Balloons PART A 1. This workshop is useful for….. Please indicate by numbers 1 - lowest grade … 3 - highest grade … 1 Reducing prejudice of VET students. Reducing marginalization and exclusion of VET students. Enhancing social inclusion of VET students Learning through shared experiences.

AVERAGE

3 3 3 3

PART B Please answer these questions. 1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? It was something new for them, so I am sure that it will inspire them in future and will help them in their self-development. 2. What was exciting to you and/or your students during the workshop? Everything!!!!! 3. Do you have the impression that students feel included during the workshop? Why/why not? This is exactly the impression from this workshop, because I could felt it all the time and from discussions between students. It was really impressive!!!! “This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.”

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

SITinVET Workshop Questionnaire – For students Building Paper Towers PART A 1. To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade … 1 The workshop was easy to understand.

The workshop was a new experience for me.

I had fun during the workshop.

I felt part of a group during the workshop.

Average

4,83

4,67

4,92

4,25

4,08

4,83

I interacted well with my classmates during the workshop.

I learnt new things from other participants of the workshop. My communication with my classmates improved.

2. Please complete the sentence by expressing your personal attitudes based on the SITinVET workshop. For me the workshop was… 1-the lowest grade … 3-the highest grade …

Relaxing

Emotional

Confusing

Inclusive

Average

2,92

4,25 2,58

4,83

3,67

4,17

Social An open and experimental process Peaceful Energetic New experience Comfortable Inspiring

PART B Please answer these questions. 1. What do you personally remember most immediately and vividly about the workshop? 3 of them how anxious and worried they were so as to avoid the collapse of the tower 5 of them the good collaboration and 4 of them the good environment during the task

2. What did you find challenging, stimulating, engaging during the workshop? 3 students believe that it was a great challenge the fact that they had to create a towel with few materials, 6 of them found their participation significant and 3 of them believe that this task stimulated their interest

3. What did you gain personally from this workshop? 7 students believe that they gained a new experience and 5 of them they believed that they discovered new skills and abilities â&#x20AC;&#x153;This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.â&#x20AC;?

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

SITinVET Workshop Questionnaire for Teachers Building Paper Towers PART A 1. This workshop is useful for….. Please indicate by numbers 1 - lowest grade … 5 - highest grade … 1 Reducing prejudice of VET students. Reducing marginalization and exclusion of VET students. Enhancing social inclusion of VET students Learning through shared experiences.

AVERAGE

3 3

PART B Please answer these questions. 1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? It was something new for them, so I am sure that it will inspire them in future and will help them in their self-development. 2. What was exciting to you and/or your students during the workshop? Everything!!!!! 3. Do you have the impression that students feel included during the workshop? Why/why not? This is exactly the impression from this workshop, because I could felt it all the time and from discussions between students. “This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.”

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd&3rd WORKSHOPS QUESTIONNAIRE ANALYSIS TURKEY, YIMEM

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

EVALUATION REPORT of the 2nd SITinVET INTERNATIONAL WORKSHOP RESULTS for STUDENTS

The 2nd SITinVET workshop called “The Balloons” was held by BIOSPEKTRUM OBCIANSKE ZDRUZENIE, Slovakian partner in the third meeting in Berlin. Germany applied questionnaires to 15 VET students. Greece applied questionnaires to 12 VET students. Slovakia applied questionnaires to 10 VET students. Turkey applied questionnaires to 20 VET students. Spain did not join this workshop. Totally, the questionnaires are applied to 57 VET students in four partner countries, Turkey (TEKVAR), Germany, Greece and Slovakia in their home countries. The results are as below; PART A Each question was evaluated by participants based on a scale of 1 to 3, in which 1 was assessed as poorly rated and 3 is assessed as highly rated.

To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade …

1. The workshop was easy to understand. 2.

9% 24% 67%

67 % (38 students out of 57) of the students stated that the workshop was extremely easy to understand and pointed the highest grade. Approximately 24% of the students (14 students out of 57) stated that the workshop was quite easy to understand and pointed 2 as the grade. About 9% of the students (5 students out of 57) stated that the workshop was easy to understand and pointed 1 as the grade.

2. The workshop was a new experience for me. 1.

14%

53%

33%

53% (30 students out of 57) of the students stated that the workshop was very new experience for them and pointed the highest grade. Approximately 33% of the students (19 students out of 57) stated that the workshop was quite a new experience for them and pointed 2 as the grade. About 14% of the students (8 students out of 57) stated that the workshop was a new experience for them and pointed 1 as the grade. â&#x20AC;&#x153;This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.â&#x20AC;?

3. I had fun during the workshop 1.

41% 55%

55% (31 students out of 57) of the students stated that they had great fun during the workshop and pointed the highest grade. Approximately 41% of the students (23 students out of 57) stated that they had a lot of fun during the workshop and pointed 2 as the grade. About 4% of the students (2 students out of 57) stated that they had slightly fun during the workshop and pointed 1 as the grade.

4. I felt part of a group during the workshop 1.

14%

60%

26%

60% (34 students out of 57) of the students stated that they extremely felt part of a group during the workshop and pointed the highest grade. Approximately 26%

of the students (15

students out of 57 ) stated that they strongly felt part of a group during the workshop and pointed 2 as the grade. About 14% of the students (8 students out of 57) stated that they partly felt part of a group during the workshop and pointed 1 as the grade.

5. I interacted well with my classmates during the workshop 1.

35%

56%

56% (35 students out of 57) of the students stated that they extremely interacted with their classmates during the workshop and pointed the highest grade. Approximately 35% of the students (22 students out of 57) stated that they quite interacted with their classmates during the workshop and pointed 2 as the grade. About 9% of the students (6 students out of 57) stated that they partly interacted well with their classmates during the workshop and pointed 1 as the grade.

6. I learnt new things from other participants of the workshop 1.

32%

28%

40%

32% (20 students out of 57) of the students stated that they learnt lots of new things from other participants of the workshop and pointed the highest grade. Approximately 40% of the students (25 students out of 57) stated that they learnt some new things from other participants of the workshop and pointed 2 as the grade. About 28%

of the students (18

students out of 57) stated that they learnt a few new things from other participants of the workshop and pointed 1 as the grade.

7. My communication with my classmates improved. 1.

10%

33%

57%

57% (36 students out of 57) of the students stated that their communication with their classmates totally improved and pointed the highest grade. Approximately 33% of the students (21 students out of 57) stated that their communication with their classmates improved partly and pointed 2 as the grade. About 10% of the students (6 students out of 57) stated that their communication with their classmates slightly improved and pointed 1 as the grade.

8. For me the workshop was relaxing 1.

21%

36%

43%

21% (12 students out of 57) of the students stated that the workshop was very relaxing and pointed the highest grade. Approximately 43% of the students (24 students out of 57) stated that the workshop was quite relaxing and pointed 2 as the grade. About %36 of the students (20 students out of 57) stated that the workshop was relaxing and pointed 1 as the grade.

9. For me the workshop was emotional 1.

29% 46%

25%

29% (16 students out of 57) of the students stated that the workshop was very emotional and pointed the highest grade. Approximately 25% of the students (14 students out of 57) stated that the workshop was quite emotional and pointed 2 as the grade. About 46% of the students (26 students out of 57) stated that the workshop was not so emotional and pointed 1 as the grade.

10. For me the workshop was confusing 1.

7% 21% 72%

7% (4 students out of 57) of the students stated that the workshop was very confusing and pointed the highest grade. Approximately 21% of the students (12 students out of 57) stated that the workshop was partly confusing and pointed 2 as the grade. About 72% of the students (40 students out of 57) stated that the workshop was not so confusing and pointed 1 as the grade.

11. For me the workshop was inclusive. 1.

12% 27% 61%

61% (34 students out of 57) of the students stated that the workshop was very inclusive and pointed the highest grade. Approximately 27% of the students (15 students out of 57) stated that the workshop was partly inclusive and pointed 2 as the grade. About 12% of the students (7 students out of 57) stated that the workshop was not so inclusive and pointed 1 as the grade.

12. For me the workshop was social 1.

20%

77%

77% (43 students out of 57) of the students stated that the workshop was very social and pointed the highest grade. Approximately 20% of the students (11 students out of 57) stated that the workshop was partly social and pointed 2 as the grade. About 3% of the students (2 students out of 57) stated that the workshop was not so social and pointed 1 as the grade.

13. For me the workshop was an open and experimental process 1.

29% 66%

66% (37 students out of 57) of the students stated that the workshop was very open and experimental process and pointed the highest grade. Approximately 29% of the students (16 students out of 57) stated that the workshop was partly open and experimental process and pointed 2 as the grade. About 5% of the students (3 students out of 57) stated that the workshop was not so an open and experimental process and pointed 1 as the grade.

14. For me the workshop was peaceful. 1.

42%

30%

28%

42% (24 students out of 57) of the students stated that the workshop was very peaceful and pointed the highest grade. Approximately 28% of the students (16 students out of 57) stated that the workshop was partly peaceful and pointed 2 as the grade. About 30% of the students (17 students out of 57) stated that the workshop was not so peaceful and pointed 1 as the grade.

15. For me the workshop was energetic. 1.

21%

27%

52%

27% (15 students out of 57) of the students stated that the workshop was very energetic and pointed the highest grade. Approximately 52% of the students (29 students out of 57) stated that the workshop was partly energetic and pointed 2 as the grade. About 21% of the students (12 students out of 57) stated that the workshop was not so energetic and pointed 1 as the grade.

16. For me the workshop was comfortable. 1.

11% 42%

47%

42% (24 students out of 57) of the students stated that the workshop was very comfortable and pointed the highest grade. Approximately 47% of the students (27 students out of 57) stated that the workshop was partly comfortable and pointed 2 as the grade. About 11% of the students (6 students out of 57) stated that the workshop was not so comfortable and pointed 1 as the grade.

17. For me the workshop was inspiring. 1.

21%

39%

40%

39% (22 students out of 57) of the students stated that the workshop was very inspiring and pointed the highest grade. Approximately 40% of the students (23 students out of 57) stated that the workshop was partly inspiring and pointed 2 as the grade. About 21% of the students (12 students out of 57) stated that the workshop was not so inspiring and pointed 1 as the grade.

PART B Please answer these questions.

1. What do you personally remember most immediately and vividly about the workshop? GERMANY: 3 of the students remembered the vivid discussion. 8 of them remembered playing with the balloons. 2 remembered the open-minded talk about the issue. 2 remembered the added energizer games. GREECE: 4 of them how anxious and worried about expressing themselves 7 of them the good collaboration 1 of them the good environment during the task SLOVAKIA: - fun, great atmosphere, how easy is to solve some problem TURKEY: 20 students joined the workshop. Some of them did not reply all the questions Student 1: It was inspiring and interesting. Student 2: Student 3: We have written the topics to be discussed in small papers. We have put them into the balloons, have played with them and exploded them after a while. Student 4: Blowing up balloons Student 5: We have written our problems into the ballooons and solved them.

Student 6: We have blown balloons. It was fun and instructive. Student 7: Everybody has writtten a probem to be discuused into small papers. We have put the papers into balloons in a folded form, şnflated the ballooons and throw them to the class. We p with balloons, blew up balloons. Then we have collected the papers scattered to the class and glued them to the board . The issue most cited was discussed in the classroom. Student 8:Student 9: We have written our complains to the papers , put them into the ballons, lew them up and pasted them on the board. Student 10: We have put the topics we would like to discuss in ballons and then we have blown the balloons . We talked about the problems of the school . Student 11: We wrote our problems into ballons and we blew thme . We have outlined our solutions about the problems.

2. What did you find challenging, stimulating, engaging during the workshop? GERMANY: Several pupil liked the way of talking about the issue: 4 mentioned the relaxed atmosphere 2 of them the fair-mindedness of the discussion process 2 liked the discussion itself 2 appreciated the way of finding a solution 1 mentioned the way of deeply listening 3 pupil liked playing with the balloon Several pupil mentioned the additional element like energizer, chocolate, moderation, sitting in a circle.

GREECE: 5 students believe that it was a great challenge to talk about the problems 5 of them found their participation significant and 2 of them believe that this task stimulated their interest SLOVAKIA: - communication is very important, team work TURKEY: Student 1: I'm so bored. Student 2: The workshop was challenging in terms of memory and thinking. But this is the impressive part. Interesting ideas were put forward. Student 3: Thinking about the topic we will be discussing Student 4: Playing with balloons and then blowing them up. Student 5: There was nothing compelling. Student 7: There was nothing at all compelling

3. What did you gain personally from this workshop? GERMANY: 2 students discovered, that it is possible to motivate people to discuss topics even if they were well known. 1 had the insight, that communication is very important 1 discovered the potential of the class 1 experienced to be open and friendly with each other 1 gained the commitment as an outcome of the discussion 1 gained insights about the thoughts of the others 1 felt inspired to reflect hirselfs’ attitude 1 ascertained a better group atmosphere GREECE: 8 students believe that they gained a new experience and 4 of them they believed that they discovered new skills and abilities SLOVAKIA: new informations about my classmates, new experience, new feeling, peaceful, open mind TURKEY: Student 1: Nothing. Student 2: We can do good things in a short time. Student 3: Personally from the workshop, I learnt how cooperation works. I think this workshop was a good thing and it should be dome at last once in a semester. Student 4: My interaction with my friends improved. Student 5: In a short time we can achieve good things Student 6: I would like to have similar activities in our school. Student 7: We listened to each other. We have exchanged ideas. I got along well with my friends. I felt myself as part of the group. I had fun and my interaction with my classmates has improved. Student 8: I forced my imagination. I offered fun and interesting ideas.

As a result, the workshop was perceived very positively and got encouraging feedbacks by the participant students in all countries. Overall workshop participants gave very favorable scores to the highly interactive workshop.Also, open-ended responses are generally quite positive.

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

EVALUATION REPORT of the 2nd SITinVET INTERNATIONAL WORKSHOP RESULTS for S

for TEACHERS

The 2nd SITinVET workshop called “The Balloons” was held by BIOSPEKTRUM OBCIANSKE ZDRUZENIE, Slovakian partner in the third meeting in Berlin.

The questionnaires are applied to 9 VET teachers in four partner countries, Turkey (TEKVAR), Germany, Greece and Slovakia in their home countries. Spain did not join this workshop. The results are as below; PART A Each question was evaluated by participants based on a scale of 1 to 3, in which 1 was assessed as poorly rated and 3 is assessed as highly rated.

To what extent do you agree with the following statements? 1-the lowest grade …

3-the highest grade …

1.This workshop is useful for reducing prejudice of VET students

44% 56%

56% (5 teachers out of 9) of the teachers found the workshop extremely useful for reducing prejudice of VET students and pointed the highest grade. None of the teachers found the workshop somewhat useful for reducing prejudice of VET students and pointed 2 as the grade. About 44% of the teachers (4 teacher out of 9) of the teachers found the workshop slightly useful for reducing prejudice of VET students and pointed 1 as the grade.

2.This workshop is useful for reducing for marginalization&exclusion of VET students 1.

0% 22%

78%

78% (7 teachers out of 9) of the teachers found the workshop extremely useful for reducing marginalization&exclusion of VET students and pointed the highest grade. 22 % of the teachers (2 teacher out of 9) of the teachers found the workshop partly useful for reducing for marginalization&exclusion of VET students and pointed 2 as the grade. None of the teachers found the workshop slightly useful for reducing for marginalization&exclusion of VET students.

3. This workshop is useful for enhancing social inclusion of VET students 1.

0% 22%

78%

78% (7 teachers out of 9) of the teachers found the workshop extremely useful for enhancing social inclusion of VET students and pointed the highest grade. 22 % of the teachers (2 teacher out of 9) of the teachers found the workshop partly useful for enhancing social inclusion of VET students and pointed 2 as the grade. None of the teachers found the workshop slightly useful for enhancing social inclusion of VET students.

4. This workshop is useful for learning through shared experiences. 1.

0% 22%

78%

78% (7 teachers out of 9) of the teachers found the workshop extremely useful for learning through shared experiences of VET students and pointed the highest grade. 22 % of the teachers (2 teacher out of 9) of the teachers found the workshop partly useful for learning through shared experiences of VET students and pointed 2 as the grade. None of the teachers found the workshop slightly useful for learning through shared experiences of VET students. â&#x20AC;&#x153;This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.â&#x20AC;?

PART B

1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? SLOVAKIA: - communication about problem, creative way for solution of problem GERMANY: For this workshop, I see less potential, because there were no new solution proposals mentioned. GREECE: It was something new for them, so I am sure that it will inspire them in future and will help them in their self-development. TURKEY:- It has been beneficial to students’ personal developments in terms of thinking, making analysis and exchange of ideas within a group. - Students’ skills to articulate their own ideas within the society have developed. 2. What was exciting to you and/or your students during the workshop? SLOVAKIA: - peaceful and fun atmosphere, open communication GERMANY: Surprising: that the issue which was discussed many times before was good accepted by the group after a first hesitation.

GREECE: Everything ! TURKEY: It has added an entertaining dimension to the activity to blow the balloons first and then to read the papers inside them. Furthermore, students had found an opportunity to touch on real problems. - Students’ struggle to expose the problems within their school.

3. Do you have the impression that students feel included during the workshop? Why/why not? SLOVAKIA: Yes, they did because we had peaceful atmosphere in class during this workshop GERMANY: Partly: the issue was reflected, but aspects were mainly named and the group was not encouraged.

GREECE: This is exactly the impression from this workshop, because I could felt it all the time and from discussions between students. It was really impressive!!!! TURKEY: It was an activity both providing to all students an equal opportunity and enabling them to listen to each other. -Yes, because all of the students actively participated in the event.

As a result, the workshop was perceived very positively by the participant teachers in all countries. Overall workshop participants gave very favorable scores to the highly interactive workshop. In addition to positively assessing the degree to which the workshop achieved its objectives and effectiveness of the entire program, the participants gave encouraging feedbacks to the open ended questions, as well as the group sessions and workshop outputs.

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

EVALUATION REPORT of the 3rd SITinVET INTERNATIONAL WORKSHOP RESULTS for STUDENTS

The 3rd SITinVET workshop called “Building Paper Towers” was held by Silogos parapligikon, tetrapligikon, kinitika anapiron n. kavalas, Association of disabled people in Kavala, Greek partner in the third meeting in Berlin. Germany applied questionnaires to 13 VET students. Greece applied questionnaires to 12 VET students. Slovakia applied questionnaires to 10 VET students. Turkey applied questionnaires to 20 VET students. Spain did not join this workshop. Totally, the questionnaires are applied to 55 VET students in four partner countries, Turkey (TEKVAR), Germany, Greece and Slovakia in their home countries. The results are as below; PART A Each question was evaluated by participants based on a scale of 1 to 3, in which 1 was assessed as poorly rated and 3 is assessed as highly rated.

To what extent do you agree with the following statements? 1-the lowest grade … 3-the highest grade …

1. The workshop was easy to understand. 2.

9% 22% 69%

69% (38 students out of 55) of the students stated that the workshop was extremely easy to understand and pointed the highest grade. Approximately 22% of the students (12 students out of 55) stated that the workshop was quite easy to understand and pointed 2 as the grade. About 9% of the students (5 students out of 55)

stated that the workshop was easy to

understand and pointed 1 as the grade.

2. The workshop was a new experience for me. 1.

10% 27% 63%

63% (37 students out of 55) of the students stated that the workshop was very new experience for them and pointed the highest grade. Approximately 27% of the students (13 students out of 55) stated that the workshop was quite a new experience for them and pointed 2 as the grade. About 10% of the students (5 students out of 55) stated that the workshop was a new experience for them and pointed 1 as the grade. â&#x20AC;&#x153;This project has been funded with the support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which can be made of the information contained therein.â&#x20AC;?

3. I had fun during the workshop 1.

27% 65%

65% (38 students out of 55) of the students stated that they had great fun during the workshop and pointed the highest grade. Approximately 27% of the students (13 students out of 55) stated that they had a lot of fun during the workshop and pointed 2 as the grade. About 8% of the students (4 students out of 55 stated that they had slightly fun during the workshop and pointed 1 as the grade.

4. I felt part of a group during the workshop 1.

11% 28% 61%

61% (33 students out of 55) of the students stated that they extremely felt part of a group during the workshop and pointed the highest grade. Approximately 28%

of the students (16

students out of 55) stated that they strongly felt part of a group during the workshop and pointed 2 as the grade. About 11% of the students (6 students out of 55) stated that they partly felt part of a group during the workshop and pointed 1 as the grade.

5. I interacted well with my classmates during the workshop 1.

8% 23% 69%

69% (39 students out of 55) of the students stated that they extremely interacted with their classmates during the workshop and pointed the highest grade. Approximately 23% of the students (12 students out of 55) stated that they quite interacted with their classmates during the workshop and pointed 2 as the grade. About 8% of the students (4 students out of 55) stated that they partly interacted well with their classmates during the workshop and pointed 1 as the grade.

6. I learnt new things from other participants of the workshop 1.

36%

21%

43%

36% (19 students out of 55) of the students stated that they learnt lots of new things from other participants of the workshop and pointed the highest grade. Approximately 43% of the students (24 students out of 55) stated that they learnt some new things from other participants of the workshop and pointed 2 as the grade. About 21%

of the students (12

students out of 55) stated that they learnt a few new things from other participants of the workshop and pointed 1 as the grade.

7. My communication with my classmates improved. 1.

10% 28% 62%

62% (33 students out of 55) of the students stated that their communication with their classmates totally improved and pointed the highest grade. Approximately 28% of the students (16 students out of 55) stated that their communication with their classmates improved partly and pointed 2 as the grade. About 10% of the students (6 students out of 55) stated that their communication with their classmates slightly improved and pointed 1 as the grade.

8. For me the workshop was relaxing 1.

26%

40%

34%

40% (20 students out of 55) of the students stated that the workshop was very relaxing and pointed the highest grade. Approximately 26% of the students (16 students out of 55) stated that the workshop was quite relaxing and pointed 2 as the grade. About %34 of the students (19 students out of 55) stated that the workshop was relaxing and pointed 1 as the grade.

9. For me the workshop was emotional 1.

30%

40%

30% (17 students out of 55) of the students stated that the workshop was very emotional and pointed the highest grade. Approximately 40% of the students (23 students out of 55) stated that the workshop was quite emotional and pointed 2 as the grade. About 30% of the students (17 students out of 55) stated that the workshop was not so emotional and pointed 1 as the grade.

10. For me the workshop was confusing 1.

7% 22% 71%

7% (3 students out of 55) of the students stated that the workshop was very confusing and pointed the highest grade. Approximately 22% of the students (12 students out of 55) stated that the workshop was partly confusing and pointed 2 as the grade. About 71% of the students (39 students out of 55) stated that the workshop was not so confusing and pointed 1 as the grade.

11. For me the workshop was inclusive. 1.

7% 18%

75%

75% (44 students out of 55) of the students stated that the workshop was very inclusive and pointed the highest grade. Approximately 18% of the students (8 students out of 55) stated that the workshop was partly inclusive and pointed 2 as the grade. About 7% of the students (3 students out of 55) stated that the workshop was not so inclusive and pointed 1 as the grade.

12. For me the workshop was social 1.

11% 17% 72%

72% (39 students out of 55) of the students stated that the workshop was very social and pointed the highest grade. Approximately 17% of the students (9 students out of 55) stated that the workshop was partly social and pointed 2 as the grade. About 11% of the students (6 students out of 55) stated that the workshop was not so social and pointed 1 as the grade.

13. For me the workshop was an open and experimental process 1.

11% 27% 62%

62% (33 students out of 55) of the students stated that the workshop was very open and experimental process and pointed the highest grade. Approximately 27% of the students (14 students out of 55) stated that the workshop was partly open and experimental process and pointed 2 as the grade. About 11% of the students (6 students out of 55) stated that the workshop was not so an open and experimental process and pointed 1 as the grade.

14. For me the workshop was peaceful. 1.

20% 48% 32%

48% (28 students out of 55) of the students stated that the workshop was very peaceful and pointed the highest grade. Approximately 32% of the students (19 students out of 55) stated that the workshop was partly peaceful and pointed 2 as the grade. About 20% of the students (12 students out of 55) stated that the workshop was not so peaceful and pointed 1 as the grade.

15. For me the workshop was energetic. 1.

15% 38%

47%

38% (21 students out of 55) of the students stated that the workshop was very energetic and pointed the highest grade. Approximately 47% of the students (26 students out of 55) stated that the workshop was partly energetic and pointed 2 as the grade. About 15% of the students (8 students out of 55) stated that the workshop was not so energetic and pointed 1 as the grade.

16. For me the workshop was comfortable. 1.

11% 46% 43%

46% (25 students out of 55) of the students stated that the workshop was very comfortable and pointed the highest grade. Approximately 43% of the students (23 students out of 55) stated that the workshop was partly comfortable and pointed 2 as the grade. About 11% of the students (6 students out of 55) stated that the workshop was not so comfortable and pointed 1 as the grade.

17. For me the workshop was inspiring. 1.

40%

27%

33%

40% (23 students out of 55) of the students stated that the workshop was very inspiring and pointed the highest grade. Approximately 33% of the students (19 students out of 55) stated that the workshop was partly inspiring and pointed 2 as the grade. About 27% of the students (16 students out of 55) stated that the workshop was not so inspiring and pointed 1 as the grade.

PART B Please answer these questions.

1. What do you personally remember most immediately and vividly about the workshop? GERMANY: - The Tower (5 students) - The construction of the tower (5 students) - The happiness when the task was successful fulfilled - fun GREECE: 3 of them how anxious and worried they were so as to avoid the collapse of the tower 5 of them the good collaboration 4 of them the good environment during the task SLOVAKIA: - different atmosphere, cooperation, better communication, part of group TURKEY: 20 students joined the workshop. Some of them did not reply all the questions Student 1 It was beautiful. Student 2 I do not remember Student 3 We have formed groups first. We have built towers with newspapers. Each tower had a story. Student 4 Tower construction, finding a story for the tower Student 5 We have built a tower. There was a time limit. Then we found a story for the tower. Student 6 We have buit a tower. It was fun and instructive. We have first formed a group . We have tried to built a tower from the given newspapers. Student 7 Using scissors was not allowed. Each group has built a tower just by using of cellotape and each tower was supposed to have a story . Student 8/9

Student 10

Student 11

They told us to build a tower and gave us newspapers and cellotapes. We have built our tower having a good time. We were told to build a tower from newspapers and cellotapes. They took our picture . ( a person who recorded the event could not open the phone's camera for a while ) We have built towers from newspapers. We have decided ourselves for the shape of the tower from an event we have made up in our mind. We have built a tower. We first wrote its story. We had a limied time. We have not used scissors while making the tower. We have built a tower. We have achieved with newspapers something unthinkable . We have tried to build the best tower.

Student12

We have compared our tower with our friends' towers.

Student13

Building a tower and making up a sttory for it.

Student14 We have built a tower. We then have made up a story for the tower. Student15

We have built a tower. We have produced a figure from newspapers undreamed of before. Student16 We have done our best thorugh group study. The workshop was extremely useful, helpful and impressive . It was explanatory and informative. Student17 It can be said that we have learned through fun and had fun through fun learning . Student18 We have implemented our ideas , we have tried to build a tower

2. What did you find challenging, stimulating, engaging during the workshop? GERMANY: -

Working together as a team (6 students) Finding solutions Building the tower (2 students) Knowing better the classmates Funny and relaxed atmosphere everything

GREECE: 3 students believe that it was a great challenge the fact that they had to create a towel with few materials, 6 of them found their participation significant 3 of them believe that this task stimulated their interest

SLOVAKIA: - my role in a group, nice experience, cooperation

TURKEY: Student 1-2: Student3 : When building the tower, we are not allowed to use scissors . Student4 : Building the tower , the competition among the towers . Student5: There was a time limit. Materials were insufficient. Student6: There was nothing compelling. Student7: Not to use scissors while building the tower from newspapers, combining newspapers and our limited time were challeneging. Student8: We had difficulty in finding a story for the tower we have built. Student9: There was nothing compelling at all. Student10:The interesting thing is that it was the first event of its kind in our school. Limited time and the scarcity of material were challenging. The fact that it had a curious content was encouraging. Student11:Not being able to use scissors or anything else while building the towers and limited time and insufficient materials Student12:Finding a story for the tower we have built was difficult. It was easier and more enjoyale to make the tower itself. Student13: Shortage of time, scarcity of materials Student14:While our team initially did not do much, other teams have produced something. After observing them, our team recovered very quickly and we altogether finished the tower first. Student15: Student16: Yes, I found it unusual and attractive . We have produced a poduct that will not come to mind easily. Student17: Student18: It was difficult to build a tower from newspapers without using any other materials.

3. What did you gain personally from this workshop? GERMANY: - Listen to others and sometimes withdrawing myself - Insight: I have nice and friendly classmates - Think first about strategies and go into action - As an observer I am an outsider, but important - Teamwork (3 students) - Creativity - Fun and experience -

GREECE: 7 students believe that they gained a new experience and 5 of them they believed that they discovered new skills and abilities SLOVAKIA: - fun and emotional experience, great team work, nice exprience TURKEY: Student 1: Nothing. Student 2-3-4:Student 5: I was part of a group. My imagination flourished. Student 6: I got experience working as a team. Student 7: Student 8: I learned teamwork. Student 9: I have experienced the team work again. Student 10: It was a beautiful moment for me, it was creative. Student 11: Our imagination has improved. The value we have assigned to friendship increased because of teamwork. Student 12: I learnt to produce good things with less material. Student 13: Team work Student 14: Team work and I realized that one could produce a goood thing through a team and with the abundance of time and konwledge. Student 15: I learned to do many good things with less material. Student 16:Student 17: Inventing something through thinking. Student 18: As a result, the workshop was perceived very positively and got encouraging feedbacks by the participant students in all countries. Overall workshop participants gave very favorable scores to the highly interactive workshop.Also, open-ended responses are generally quite positive.

“Social Inclusion Techniques in Vocational Education andTraining” Ldv Partnership Project

EVALUATION REPORT of the 3rd SITinVET INTERNATIONAL WORKSHOP RESULTS for for TEACHERS

The 3rd SITinVET workshop called “Building Paper Towers” was held by Silogos parapligikon, tetrapligikon, kinitika anapiron n. kavalas, Association of disabled people in Kavala, Greek partner in the third meeting in Berlin. The questionnaires were applied to 9 VET teachers in four partner countries, Turkey (TEKVAR), Germany, Greece and Slovakia in their home countries. Spain did not join this workshop. The results are as below; PART A Each question was evaluated by participants based on a scale of 1 to 3, in which 1 was assessed as poorly rated and 3 is assessed as highly rated.

To what extent do you agree with the following statements? 1-the lowest grade …

3-the highest grade …

1.This workshop is useful for reducing prejudice of VET students

22%

56%

22%

56% (5 teachers out of 9) of the teachers found the workshop extremely useful for reducing prejudice of VET students and pointed the highest grade. 22% (2 teachers out os 9) of the teachers found the workshop somewhat useful for reducing prejudice of VET students and pointed 2 as the grade. About 22% of the teachers (2 teacher out of 9) of the teachers found the workshop slightly useful for reducing prejudice of VET students and pointed 1 as the grade.

2.This workshop is useful for reducing for marginalization&exclusion of VET students 1.

0% 22%

78%

3. This workshop is useful for enhancing social inclusion of VET students 1.

0% 22%

78%

4. This workshop is useful for learning through shared experiences. 1.

100%

100% (9 teachers out of 9) of the teachers found the workshop extremely useful for learning through shared experiences of VET students and pointed the highest grade.

PART B

1. What kind of potential do you see in this workshop for inspiring your students for their further self-development? SLOVAKIA: – team bulding GERMANY: I see potential in bringing them together in a new way an improving their teambuilding skills. GREECE: It was something new for them, so I am sure that it will inspire them in future and will help them in their self-development. TURKEY:- The activity has increased the students’ ability to make teamwork. It has improved their abilities for planning and exchanging ideas. It is beneficial in terms of students’ mutual respect and listening to each other. - Students’ tendencies towards team work have increased. Their articulation skills have improved. Their understanding of democracy within a group has improved. 2. What was exciting to you and/or your students during the workshop? SLOVAKIA: - cooperation, group work, finding a common way for building a tower GERMANY: Surprising: that they were working in a very engaged way. I was very impressed by the stories they told about the towers in the end GREECE: Everything ! TURKEY: Students’ decision-making about what to do through discussing in a planned manner and to put forward a joint product. - Their discussions during planning stage.

3. Do you have the impression that students feel included during the workshop? Why/why not? SLOVAKIA: yes, they did because they cooperated together GERMANY: Yes, in my opinion they felt included and had fun working together. GREECE: This is exactly the impression from this workshop, because I could felt it all the time and from discussions between students. TURKEY: Yes, because it provides all students an opportunity to participate in an activity and to express themselves. - Yes, consciousness of collective working came into existence.

“Social Inclusion Techniques in Vocational Education and Training” LDV Partnership Project (2012-2014)

SITinVET 2nd &3rd WORKSHOPS REPORTS DOCUMENTS QUESTIONNAIRE RESULTS & ANALYSIS

Booklets were prepared by the coordinator country, Turkey, YIMEM