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This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.

Training House-Tree-Dog and Sculptures ( held at ESOB, Oliveira do Bairro, Portugal in June2012) is a project CoSSoL outcome on Module 6: Interpersonal, Social and Civic Competences.It has been developed by Donka Georgieva and Ivailo Stamatov (from Language School FredericJoliot-Curie, Varna) using:

the source A practical guide to working in and with teams by Manfred Gellerd, Claus Nowak;good practices from our former Comenius projects.

Active learning methods used, acknowledged students and teachers level of competence and

experience. The training is a suitable recourse in the context of intercultural communication and aninspiration for further project work related to intercultural learning.

Training preparation and design: Donka Georgieva, Ivailo Stamatov , students from Language School

Frederic Joliot-Curie, Varna and CoSSoL Team | 2010/2012

Booklet producer: Donka Georgieva - Language School Frederic Joliot-Curie, Varna

ESOB - Oliveira do Bairro, Portugal, June 2012

Training: Interpersonal, SocialTraining: Interpersonal, SocialTraining: Interpersonal, Social

and Civic Competences (Key 6)and Civic Competences (Key 6)and Civic Competences (Key 6)

Project: Concepts for a Successful

Self-organized Learning

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Were there situations where tension arose?;

How was your cooperative behavior? And your partners? ;

How did non-verbal communication work?

This exercise trained self and public image, and highlighted cooperative behavior.Link to video material: http://www.youtube.com/watch?v=ZvLa6Q_E3IY

The exercise SCULPTURESaims at the groups internal cooperation process to be depicted and

contemplated in a figurative manner.Time: 2 hours. Materials: clay, colored board, scissors, clue and others.Instructions: The big group should split into sub-groups. With the help of clay, paper, glue and othermaterials sub-groups should produce sculptures that s ymbolize their cooperation process.

If necessary, each group member could also be represented by using a particular color of ca rdboard.All artworks should be displayed in an exhibition"

Each team member should devise a name for the sculptures that they did not help to create.These names should be written on cards and placed next to the relevant sculpture. Each sub-team shouldsubsequently agree on a name for its own sculpture. These names should be presented to the plenary.

Link to video material: http://www.youtube.com/watch?v=jRYdwXTM7q0

The structure of the training was designed to enable the participants to express themselves by talking,constructing and producing materials.

The training HOUSE-TREE-DOG and SCULPTURES (part of the Comenius project Concepts for aSuccessful Self-organized Learning) was held during the final meeting in Portugal, June 2012.Participants of the conference were people with different roles: teachers, students and local authorityrepresentatives.

The goals of the planned activities in the framework of personal, interpersonal and interculturalcompetences (key 6) were:

to explore and develop the ability of individuals to communicate constructively in different

environments; to express and understand different viewpoints.to show personal and cultural relativity of interpretations and evaluations; ways in which groupscommunicate - team work, intercultural communication within groups.

The exercise HOUSE-TREE-DOG went through two steps:

Step1: Grouped into pairs two students sit opposite each other at a table with a sheet of paper and a penlying between them.

Their task is to both take the pen in their hands and draw a picture depicting the subject House, tree anddog without saying a word to each other throughout the entire process. Afterwards they should sign the

picture together using a pseudonym and give the picture a grade still without having said a word.

Step2: Evaluation: The pairs first discuss their experience, afterwards the plenary debate the issues:

How easy/difficult was it to draw the picture together?;Whose picture did it become? Who is it oriented towards?

Fourth

Language

SchoolFrederic

Joliot-Curi

e,-Varna,

Bulgaria