D.

Kreter_Comenius Project_Jan 14

Political Sciences
OSZ Lotis /Berufliches Gymnasium
SOL Projects inter-relation of three subjects
Natural Sciences

Economics
D. Kreter_Comenius Project_Jan 14



Topics
1. Water (Grade 11)
2. Time (Grade 11)
3. Food and Sustainability (Grade 12)

All topics are dealt with from the perspective
of each of the 3 subjects.

D. Kreter_Comenius Project_Jan 14


11a
11b
11c 11d
11a
11b
11c
11d
11a
11b
11c
11d
Basegroup
of class 11d
Organisation of Teaching Teams: Jigsaw Puzzle
Economics,- Natural Sciences, - Political Sciences,- Teachers :
3 Expert Groups
Each class has 3 expert teachers s.a.: = 4 basegroups
D. Kreter_Comenius
Project_Jan 14
How do the teams work?
Teachers prepare the topics on teacher training days (1-2 a year).
Expert teams work on material (handouts for students) and assignments.
Sharing of information (experts and non-experts).
Base groups work on assignments that connect the aspects of all
subjects , (so-called presention tasks.)
Expert teams work on competence lists : lists that show students what
knowledge and competence they will gain.
2-3 expert teachers work on an Advance Organiser (AO) a 'learning map'
that introduces the new project and its related aspects in a non-linear
structure.
Preparing a schedule for the course of the projects (so-called 'coloured
schedule')
After the project Feedback, evaluation, corrections/improvements







D. Kreter_Comenius Project_Jan 14
Jigsaw Puzzle: Working in expert- and base groups
Class Homegroup, e.g. 20 students
split up into five base groups
BG 5
BG 4
BG 3
BG 1 BG 2
A A B C
A B B C A B C C
A B B C A A B C
Expert group A
A1
A A A
=
A2
A A A A
B 1
B B B
B 2
B B B B
C 1
CCC
C 2
CCC
D. Kreter_Comenius
Project_Jan 14
Water a global problem Economic,
political/social and ecological aspects


Water- factor of
production
Hydrological circle
Water- a human
right
survival/diseases
AO_Wasser OSZ Lotis_Berufl. Gymnasium
D. Kreter_Comenius Project_Jan 14
Working inTeams (Jigsaw Puzzle)

Water a human right?
Experts on political and social aspects discuss their
task.


D. Kreter_Comenius Project_Jan 14
Experts on ecological aspects work on their assignment to write a
handout (info sheet) for their base groups.
D. Kreter_Comenius Project_Jan 14
The experts have returned to their base groups. They share their
expert knowledge in turns.
D. Kreter_Comenius Project_Jan 14
Sharing of expert knowledge in base groups
Green(A) starts; informs 3-5
mts.
Blue (B) sums up(1-2mts.)
Red(C) takes time


Blue (B) informs 3-5mts.
Red(C) sums up(1-2mts.)
Green(A) takes time


Red(C) informs 3-5mts.
Green(A)sums up(1-2
mts.)
Blue (B) takes time

Experts informtheir base group
Before each newround check unsolved questions first!



A
B
C


















Consolidation of newly gained knowledge

- Working with word cards (keywords of all aspects of
project), e.g. checking the meaning of keywords
individually, in partner work, in a team (network),
laying a structure (clustering in form of a mind map).
- Applying all aspects of project in presentation
tasks, e.g. presenting a role play, power point,
poster, pannel discussion.
D. Kreter_Comenius Project_Jan 14
D. Kreter_Comenius Project_Jan 14
1. Women in Uganda- rainwater harvest
2. National Water Plan in Spain (Ebro Delta)
3. Water privatised or a public good?
The so-called Watertable in Berlin
4. Atatrk Dam in Southeast Anatolia (Turkey)
D. Kreter_Comenius Project_Jan 14
Presentation Task: Spanish National Water Plan (Role Play)
Controversial discussion between hotel managers, environmentalists, politicians and
scientists on the plan to transfer 100 billion litres of water from the Ebro Delta to
agribusiness users and housing development on the Mediterranean coast.
D. Kreter_Comenius Project_Jan 14
Skills/Tools/Methods



- needed in SOL-projects

- practiced in regular lessons/in SOL units

(e.g. in Biology, Political Sciences/History lessons).

Students learn to act and study step by step with
increasing independence and responsibility.
Teachers gradually can change traditional role and
become more an advisor and helper (than
dominant instructor).

D. Kreter_Comenius Project_Jan 14
Self-
Organized
Learning
SOL


becoming an expert
gaining expert knowledge (topic-
related)
expressing information in your
own words
preparing a fact file/info sheet
preparing presentation of expert
knowledge

reading/ -and writing
skills understanding a text
looking up unknown words
taking notes
finding keywords
writing a text

method skills
time management
techniques of memorizing
working with word cards
(e.g.memory, network,
clustering)
preparing a mindmap/laying
a structure



social skills/personal skills
readiness to help each
other
self-reliance
taking responsibility for
own learning process
(e.g. by credit account)
ability to accept
criticism
communication skills
working in teams (expert
group/base group)
informing team members
(expert knowledge)
sharing new information
(see info triangle)
media skills/literacy
researching reliable and appropriate material
applying presentation skills
SkOL_D.
Kreter_OSZ Lotis
organizational frame: group puzzle (jigsaw)
specialist discussion / creating fact file/info sheet
Individual phase reading / working out
advance organizer-presentation / competence lists
individual preparation
sharing information
consolidation: e.g. sorting task/working with wordcards
consolidation: e.g. question round with experts
consolidation: e.g. laying a structure/clustering
further elements of consolidation
facultative: additional lecture of teacher
facultative: presentation of assignments: e.g. role play
facultative: individual exercising
achievement evaluation feedback
plenum
stem
expert
expert
expert
stem
stem
stem
variable
plenum
plenum
plenum /
homework
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stem forming stem (base) groups
SOL teaching framework Sandwich
HorstZeitler