Ján Smolka Workshop presentation from Cross-Border Seminar 2017 in Belgrade

1. MOTIVATING PUPILS:
GIVING TEENAGERS A
TASTE OF REAL LIFE
TO M Á Š M A C KO & J Á N S M O L K A
G U I D A N C E 4 . 0 : I N N O V AT I V E P R A C T I C E S F O R N E W S K I L L S
E U R O G U I D A N C E C R O S S - B O R D E R S E M I N A R B E L G R A D E 2 0 1 7

2. WHAT IS GOING TO HAPPEN NOW
• INTRODUCTION
– About me
– About you
– Aims of the workshop
• CHAPTER 1:A BIT OFTHEORY
– What is Experiental Learning
• CHAPTER II:THE COURSE
– Design
– Content of course
– Results
• CHAPTER III: PRACTICAL IMPLEMENTATIONS

3. INTRODUCTION

4. A B O U T M E
Ján Smolka
- teacher of P.E. and English at
elementary school for 2 years
- instructor of experiential courses in
Vacation School Lipnice Czech
Republic (member of Outward
Bound)
- mentor in NGO Dive maky
- researcher at Faculty of Physical
Culture of Palacky University
Olomouc in CR
- successful participant ofTeach for
Slovakia programme

5. TEACH FOR SLOVAKIA

6. ABOUT YOU
• Who are you?
• Where are you from?
• What do you do?
• Why are you here?

7. AIM OF THE WORKSHOP
• This years’ Cross-border seminar will focus on new innovative practices in guidance,
especially the ones using ICT, to develop career management skills (CMS), key
competencies and other skills needed in contemporary world of work and living.
Guidance 4.0 relates to the 4.0 code that is used in industry, education (Education 4.0, Industry
4.0) and other fields as a mark of 4th Industrial Revolution. This Industrial Revolution is
reflected in application of Information and Communication technology (ICT) that
aim to bring together digital, physical and biological systems in order to maximize
human well-being. Impact of it is recognized as numerous rapid changes that shift
perspectives and demand to adapt and therefore redefine how we understand education, labor
market, responsibilities and world around us.

8. AIM OF THE WORKSHOP
• To get acquainted with method of
experiental learning (EL)
• To inspire you with the course we did
for our pupils
• To provide you with practical ideas
which you can utilize in your work

9. A BIT OF THEORY
C H A P T E R I

10. DEFINITION OF EXPERIENTAL EDUCATION
Experiential
learning is the
process of learning
through experience,
and is more
specifically defined
as „learning through
reflection on
doing“.
Wikipedia

11. AIM OF EXPERIENTIAL EDUCATIOAN
Overall harmonic development of human being

12. WELL, OVERALL HARMONIC
DEVELOPMENT
...but is this it ?!!?

13. WHAT TO DEVELOP
A B I T O F T H E O RY

14. GARDNER THEORY OF MULTIPLE
INTELLIGENCES
• Howard Gardner initially
formulated a list of eight
intelligences.
• The first two have been
typically valued in schools;
• the next three are usually
associated with the arts
• and the final three are what
Howard Gardner called
'personal intelligences'

15. • Linguistic intelligence involves sensitivity to
spoken and written language, the ability to learn
languages, and the capacity to use language to
accomplish certain goals.This intelligence includes
the ability to effectively use language to express
oneself and language as a means to remember
information like dates and variety details
• Logical-mathematical intelligence capacity
to analyze problems logically, carry out
mathematical operations, and investigate issues
scientifically

16. • Musical intelligence which let to
recognize melody, rhythm and tones
• Bodily-kinesthetic intelligence
potential of using one's whole body or
parts of the body to solve problems. It is
the ability to use mental abilities to
coordinate bodily movements
• Spatial intelligence potential to
reading maps and tables, do the
crosswords, put the puzzles together.

17. • Interpersonal intelligence capacity to understand the
intentions, motivations and desires of other people, so
you can comunicate with them, guide them, rule them,
solve conflicts between them.
• Intrapersonal intelligence capacity to understand
oneself, to appreciate one's feelings, fears and
motivations, also to be able to use such information to
regulate our lives.
• Existential Intelligence ensitivity and capacity to
tackle deep questions about human existence, such as
the meaning of life, why do we die, and how did we get
here.

18. HOW TO DEVELOP
A B I T O F T H E O RY

19. ZONES OF COMFORT
Interpersonal
intelligence
Bodily-kinesthetic
intelligence
Intrapersonal
intelligence
Musical intelligence
Linguistic intelligence
Logical-
mathematical
intelligence
Spatial intelligence

20. ZONES OF COMFORT II
Zone of eustress
(„good“ stress)
Zone of
challenge
Zone of
learning
Zone of distress
(„bad“ stress)
Death

21. MODELS OF LEARNING
• Dewey΄s model
• Lewin ΄s model
• Piaget ΄s model
• Kolb ΄s cycle
• Bannon ΄s model
• Priest ΄s model

22. 1. Experience
(feeling)
2.
Observations
and
conclusions
(reflecting)
3. Making the
concept
(evaluation)
4. Testing
in practice
(doing)
David Kolb’s four-stage
cycle of learning (‘70s)

23. PROCESSBURGER
Real individual experiencing and acting
Model-game situations
Real teamwork and group
processes

24. WHAT HELPS
( W H I L E D E V E L O P I N G )
A B I T O F T H E O RY

25. WHAT IS „FLOW“?
• Flow status = state of supreme expression of
emotional intelligence, which is perfectly
integrated into this activity or learning
• When flow state works, all the skills of the
human capacity are being used (usually different
perception of time, hunger ...)

26. FLOW THEORY

27. • If is the task too easy, we are bored • If is the task too hard for us, the
anxienty is raising inside us

28. FLOW ZONE
•

29. FAST KNOW-HOW TO
EXPERIENTAL
LEARNING
A B I T O F T H E O RY

30. 7 STEPS TO EL
1. Needs
2. Participants
3. Aims
4. Theme
5. Activities
6. Reflection
7. Team

31. TASK

32. NEEDS
I do not know what I really enjoy ....
I do not feel that I can achieve anything by my own efforts.
I only learn because of my parents.
I do not want to go to high school.

33. PARTICIPANTS
Pupils of the ninth year of elementary school (28)
50% of pupils are from a socially disadvantaged environment
Teenagers

34. AIMS
Young people will know better what they are interested in.
Their attitude towards affecting their lives by learning and working on themselves will change positively.
Provide students with a chance to realize their strengths and abilities.
Motivate them to make the most of the ninth-year school year.
Help to plan what and where go after school.

35. TOPIC
Preparing for what it looks like in real life.
Saturday teaching differently.

36. ACTIVITIES
Working on the farm
An unusual English lesson
Icebreaker - molecules
Strategy experience game
Discussion with the priest

37. REFLECTION
Does person need some level of education or skills for this type of work?Which ones?
What do you take from this course?
How can you utilize what you learned in other situations?
What else would you do next time in this activity?

38. TEAM
An instructor of experience pedagogy with rich experience
Medic
A teacher of mathematics
Cook

39. THE COURSE
C H A P T E R I I

40. VIDEO

42. ROOTS OF SITUATION
System roots
• In Slovakia – 9 years of elementary school – 15 years old
• Pupils then need to decide where (high school) to continue or whether to continue
• Socially weak enviroment
• Roma population – mainly poorest regions of eastern Slovakia – afraid of education
Psychological roots
• feeling that pupils can not influence their lives
• an unclear idea of what they are good at
• Underestimation by themselves or their parents

43. (POSSIBLE) SOLUTION
• Pupils will know what they are good at and what interests them
• Their will understand that they can change their life
• Motivate them to make the most of the ninth-year school year
• Help to decide what school or what they do after school
•How?
• Experiental course and regular week meetings afterwards

44. DESIGN OF COURSE
• 2,5 day – working in real companies
• 2,5 day – reflection and teambuilding activities
• 10x meetings during week – aimed at personal development and
continuation of project

45. FIRST DAY
Questionnaire, lottery, working,
reflection
Jobs with Elementary Education

46. SECOND DAY
Working, reflection
Jobs with High school and University education

47. Loosing of job – Public works
THIRD DAY

48. CABIN PART
First half day– finding of route, rules, rota –
preparing food, reflection of work
Second day- Saturday school, Big strategy game,
Discussion by fire, How far you dare to go
Third day- Evaluation, Celebration lunch

50. MATHS CLASS
• Form group of four people
• Divide the roles – father, mother, son, daughter (however all gender possibilities are allowed)
• One of parents has a high school education and job –earns € 665
• Second one has a elementary school education and job – earns € 435
• In families, speak about the family budget and set
• how much of money you want use for family entertainment
• how much money you want to put into savings

51. FAMILY EXPENDITURES
(2014 DATA)
• Accommodation (including energies) 400 eur
• Food 280 eur
• Transport 50 eur
• Clothes 60 eur
• Education 20 eur
• Other (health etc.) 100 eur

53. REGULAR MEETINGS
Growth and fixed mindset - Carol Dweck
Promoting of studying, help with choice of
high school- Peter Dráľ
Learning styles
Strenghts and weaknesses - Jan Mühlfeit
Games: Zoom, Rogerova hra,…

54. RESULTS
T H E C O U R S E

55. QUESTIONNAIRES
Question Points
I know what I enjoy and what I
like
62
I think I can improve with my
own effort.
45
I see my future as interesting
and meaningful.
69
One has just such a life, a
family, and with which IQ is
born and can not do much
about it.
86
I can live my life happily and
successfully.
54
I know what kind of high
school I want to go and why.
68
Question Points
I know what I enjoy and what
I like
37
I think I can improve with my
own effort.
33
I see my future as interesting
and meaningful.
53
One has just such a life, a
family, and with which IQ is
born and can not do much
about it.
79
I can live my life happily and
successfully.
37
I know what kind of high
school I want to go and why.
49
BEFORE AFTER

56. SAID AFTER COURSE
• that I can improve myself
• to cooperate, think about the future
• that when I want to achieve something, I will achieve that and we need to
decide right where and where to go
• I learned to overcome myself and not give up
• what I would like to do in the future
• that if I try, I can do something
• I can not give up my dream, the goal, I have to go for what I want if I want to
be happy

57. • Two Teachers
• Food in the cabin: 110 €
• Material and transport costs for various
activities during the course and during a school
meeting: € 105
• Video creation : 50 €
• Card games for activities (Brain Logic and Story
Cubes): 40 €
FINANCES

58. NEXT STEPS
• Make it a regular course for
ninth-graders
• Spread it to other schools
(Hnutie Go! – CR, adaptation
courses...)
• Work more with parents
• Cooperation with career advisors
and job counsellors
• Your ideas?

59. PRACTICAL
IMPLEMENTATIONS
C H A P T E R I I I

60. YOUR TURN
• Brainstorm how you could utilize EL in your daily
work.
• It can be anything – from sessions with client to
training of teachers
• Pick one situation (if you have more)
• Use 7 steps to this situation and try to be as
concrete as possible.

61. THANK YOU!
T H E E N D