PART 3: Involvement of the Community 

Title

QR code implementation in education process

Country

Lithuania

Promoter

A private initiative

Context of implementation

X large city ☐small city ☐village

Goals of the activity

The goal is to include various children/young people to participate as an individual or in groups, helps with building teamwork; using young people's curiosity in the learning process; using simple tools available to every child/person in a new, unusual way.

Description

Overview. The use of QR codes for educational activities needs to be planned ahead of time in two separate aspects: first - the information that is going to be coded and second – the environment in which the generated codes are going to be hidden. It is important to use the information that is relevant to the current subject and usually when the order of discovering information is not very important.

Steps

1. First the information which will be coded needs to be structured into short sentences and written out. Pictures, links, or even sounds can also be used in QR codes.

2. Using an online tool (QR code converter) the information can easily be made into QR codes (or uploaded and direct website turned into a code).

3. The codes can be downloaded and printed on a sheet of paper. It is important to use dark printer ink so that the camera on a smart device could easily pick it up. 

4. QR codes can be cut out and hidden in any environment chosen by the educator. It is important to keep in mind that it is helpful to organize such activity in an environment that helps to understand the subject better.

5. Participants to the activity will need a QR code reading application on a smart device to scan the codes. It is recommended to make a task sheet where participants could mark down what they’ve found.

With the information gathered participants should be involved in an activity which uses the information to build stronger understanding of the subject. For example, putting found information in order, or using it to create art pieces, or using it as inspiration etc.

Implementation choices

a. Target groups:  8-9 years old children, but this method is very flexible for different ages and also different subjects. Almost anything can be turned into QR code scavenger hunt.

b. Duration: 45 – 90 minutes, depending on complexity of the task.

c. Number of sessions/activities: One session.

d. Teaching methodology: This method works best when participants work in teams as it is easy to divide the responsibilities among teammates and every student is involved in the process. This method is rather simple but for most participants exciting. Everyone gets involved and through the same process obtains very similar knowledge, feels included and awarded during the lesson multiple times. The versatility of this method can be used in almost any subject.

e. Type of assessment and tools used to identify the benefits: the assessment is carried out when participants present their findings which they collaboratively summaries.

Artistic mean

This method can be used to analyse works of art or music

Can be used to show important parts that should be included in the art created

x Painting                   A x   B x

x Theatre play            A ☐   B x

x Music                      A x   B ☐

x Sculpture                 A x   B x

x Creative Writing (storytelling, poetry, etc.)      A ☐    B x

x Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: __________________

Materials

Internet connection, paper, printer, scissors, tape, smart devices with video cameras.

Who runs the activity

A person / parents

Benefits and results

The benefits of this best practice for the target groups

Curiosity based learning; 

Using modern and active teaching methods to engage every participants; 

Feeling of accomplishment;

Community/social impact 

Building teamwork between children groups and other participants.

Challenge to inclusion addressed

Behavioural challenge.

By participating in this activity, participants will strengthen their creativity and cooperation skills. The activity stimulates all participants to “think outside the box” and to find a subject to be transformed into a QR code. This activity can help to overcome problems of exclusion connected with social and behavioral reasons. Indeed, it helps participants to be engaged in the subject taught and to mutually respect each other in order to create a final common work.

21st Century skills addressed

Scanning QR codes and obtaining different pieces of information is important in learning skills, especially problem solving, communication and collaboration as the method itself often poses itself as a puzzle. It takes quite a few skills to put it together.

UDL as   Guiding principle

Use of multiple means of expressions

Website/E-mail /Other contact info:

e-mail: ignas.stansilavicius@gruso.lt

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

 How did you feel during the process of creation of a QR code?

Did you face any challenge in working with other children?

How did your group work as a team?

Do you think you improve your communication skills with others by participating in this activity?

Did you enjoy the activity?

Title

Social inclusion of vulnerable children through art in the Lithuanian-Belarusian border regions (“Pažeidžiamų vaikų socialinė įtrauktis per meną Lietuvos ir Baltarusijos pasienio regionuose”)

Country

Lithuania and Belarus

Promoter

A private initiative

Context of implementation

☐ large city X small city ☐village

Goals of the activity

To help people with fewer opportunities to engage in artistic activities and to collaborate with other students in developing emotional cognition, self-expression, self-awareness, self-control, respect and self-confidence.

To promote interpersonal interaction, tolerance, empathy of group members, to help form a positive attitude towards the environment, communication partner, to be able to control behavior.

To develop group cooperation skills, tolerance, to promote responsibility for the group, participation in the life of the school community.

To encourage students’ creativity and motivation to actively and creatively implement their artistic ideas.

Description

Content of the artistic activities carried out

The activity is organised as creativity – aesthetic ritual, maintaining the fixed structural part of the beginning and end framing the activity (ensuring the need of security) and the middle part the changing content, but constant, predictable structure (ensuring the need for new discoveries). An integral part of activities other than greetings and farewells is reflection and/or self-assessment. Children reflect on two levels: 1. about their emotional state (how they feel); 2. About how you managed to participate and complete the tasks (what you learned)

Main Steps

The logic of the program: "I", "me and you, we are both", "me and you, we are together". Regularly, the topics are arranged according to the sequence of tasks “I” - student-centered tasks; “You and Me” - tasks that develop interpersonal relationships; "We" - Collective creative tasks. Implemented in 3 stages:

1. Topics of self-knowledge, student-centered tasks

2. Topics of communication with another, tasks developing interpersonal relationships

3. Group communication / collaboration topics, Collective creative tasks

Theories on which the practice was based on

The curriculum is based on the principles of inclusive education and specific methodological provisions. Based on music and art therapy principles.

Implementation choices

a. Target groups –children at school age from 4 to 18 years old

b. Duration – 60-120 minutes, depending on the age of the children

c. Number of sessions/activities – 1 activity in a weak – one year

d. Teaching methodology – author methodology

e. Type of assessment and tools used to identify the benefits

Artistic mean

Analysis of famous artistic expressions

artmaking activity

X Painting A X B X

☐ Theatre play A ☐ B ☐

X Music A ☐ B X

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

Materials

The recommended learning environment and learning tools for the program are: whiteboard, easels, mobile tables and chairs, audio listening equipment, musical instruments, and various art tools and materials.

Who runs the activity

Teachers who have taken special course

Benefits and results

a. The benefits of this best practice for the target groups

Children can get to know each other better by participating in art classes. Participants are developing their socioemotional and creativity skills.

b. Community/social impact

In order to ensure social integration, Lithuanian and Belarusian art school teachers and social service specialists will acquire new competencies to work with the target group and help it participate in the same learning process as other children.

Challenge to inclusion addressed

Social challenge.

 How it addressed that challenge

The practice provided a safe space for common work between students with various interests and status. It is an excellent example of how the setting should be organized in order for the involved participants to create bonds and to bring out the best out of all participating children – giving them the possibility to pick their tasks, to work alone or in cooperation with someone, establishing rules of acceptance and friendship.

21st Century skills addressed

The art-making activities included in these ateliers develop innovation and creativity. Considering that activities also facilitated the development of communication, self-awareness, social, cognitive and creativity skills, which are among the most important skills, we believe that they also address living and career skills.

UDL as   Guiding principle

During the activity, different means of expression and engagement were used.

Website/E-mail /Other contact info:

www.varena.lt

http://schuchin.grodno-region.by/ru/

https://varena.lt/naujienos/varenos-j-ciurlionytes-menu-mokyklos-ir-moksleiviu-kurybos-centro-pastato-rekonstrukcijos-darbai-arteja-pabaiga/

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

How did you feel during the activity?

Did you like the topic addressed during the activity? Why?

Did you feel heard and involved during the activity?

Do you think that improvements to the activity are needed? If yes, which ones?