I See Differently, Building a Wall, Teamwork

Organisation piloting the Good Practice

QK ‘’11 Marsi’’, Prizren

Hajrije Shehu

Country

Kosovo

Description of the good practice

These activities are designed to enhance critical thinking by encouraging participants to recognize and appreciate diverse perspectives. They help individuals understand that people may interpret the same situation in various ways based on their backgrounds, experiences, and personal biases.

The aim is to encourage participants to recognize that each individual sees the world through a unique lens, influenced by personal experiences, beliefs, and biases. These exercises enhance empathy, open-mindedness, and critical thinking skills.

Background

As education is changing more and more every year, and students facing challenges in education that require special support is steadily increasing, I found it reasonable to implement these activities, to make students feel involved and motivated to build more effective support.

These activities include several goals, such as:

Participants become more aware of their own initial judgments and assumptions, learning to recognize and challenge them.
By exploring diverse perspectives, participants become more open to creative solutions and alternative approaches, which is valuable in personal and professional decision-making.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. “I See Differently’’ & ‘’Building a Wall’’

Encourage perspective-taking and critical thinking. Create the groups (15 students of the 12th grade were included in this workshop).

My colleagues are trained and certified for this training and they have all the necessary materials to conduct these workshops. I received valuable assistance from them in organizing and facilitating the activities

Ratios between values

The objective of this workshop is to build empathy among students from different backgrounds, as in our school, the teaching is developed in three languages: Albanian (majority of students), Bosnian, and Turkish (minorities).

Students were encouraged to identify the traits and interests they perceive as defining their identity. Additionally, they were prompted to switch groups, simulating the challenges of integrating into a group that may not be welcoming. This exercise aimed to foster empathy by encouraging participants to consider the experiences of others and the importance of inclusivity.

The workshop was designed to raise awareness among young people about the significance of helping and respecting one another, regardless of differences in nationality, religion, or other background factors. Furthermore, it promoted collaborative problem-solving and enhanced communication skills.

Teamwork

Create the groups (6 x 5 students per group) 30 students in total. The objective of this workshop is to enhance participants’ ability to work collaboratively by fostering skills, attitudes, and behaviors that contribute to effective and productive group dynamics. This workshop is implemented in a collaboration with an NGO ‘’THY’’. This training included topics that enhanced and improved verbal and non-verbal communication to ensure clarity and mutual understanding within the team. It also involved:

Collaboration: students to share ideas, resources, and responsibilities effectively.
Resolving Conflicts: Teaching strategies for managing disagreements constructively and maintaining a positive team environment.
Defining Roles and Responsibilities: Helping teams understand individual strengths and contributions to achieve shared goals.
Promoting Problem-Solving: Developing collective problem-solving and decision-making skills to overcome challenges.
Strengthening Team Dynamics: Understanding group behaviors and creating a supportive, inclusive, and motivated team culture.
Goal Alignment: Aligning team members around common objectives and ensuring accountability for achieving outcomes.

The NGO THY has provided grants to students, inviting them to apply as groups with proposals developed after completing the training. These proposals focused on initiatives aimed at improving the school environment or creating resources beneficial for all students. These activities lasted 4 weeks (weekends) until they were declared the winners. Among the six competing groups, three were awarded grants for their ideas. The winning proposals included:

Renovation and Remodeling: Transforming an unused school veranda into a functional and recreational space for students.
Red Line Project: Designing and installing modern seating in front of the school for student use.
Art Studio Enhancement: Equipping the school’s art studio with a variety of paints to enable art students to create murals throughout the school premises.

2. Evaluation of the progress

Use surveys, feedback forms, or a quick verbal round to collect participants’ thoughts on each activity. Ask about:

What they enjoyed
Challenges they encountered

Review whether each activity met its initial goals. Did participants demonstrate improved perspective-taking, communication, and collaboration skills?

Reflect on what worked well and what could be improved. Consider participants’ feedback and, if needed, adjust the activities or methods for future sessions.

Record observations and outcomes for future reference, including participant feedback, successful modifications, and notes on timing or resources.

3. Promote long-term sustainability and continuous improvement in inclusive practices

Document Insights and Challenges: Keep detailed records of successful strategies and any obstacles encountered. Use these notes to refine and adapt your approach over time, ensuring that each practice evolves and improves based on real classroom experiences.

Integrate into Classroom Culture: Make these inclusive practices a consistent part of daily routines, so that respect for diverse needs becomes a natural and expected behavior among students. This helps establish a lasting culture of inclusivity

4. Collaborate and Scale

Share effective strategies with colleagues and explore opportunities to implement these practices in other classes, helping to create a broader environment of inclusion across the school

Target group/s of the practice

Introverted students, students with high energy levels, those with special needs, general education students, socially anxious students, gifted and talented individuals, students at risk, and those from culturally diverse backgrounds all stand to gain.

By addressing the specific needs of these groups, we can foster an environment that is inclusive, respectful, and supportive. This approach helps every student feel understood, valued, and engaged, creating a classroom that truly supports each individual’s learning journey.

Number of students involved

15 students for the workshops: I see Differently & Building a Wall

30 students for the workshop Teamwork

Benefits, impact on the students and learning outcomes

Benefits

Students develop communication and collaboration skills, learning to respect different viewpoints and work together effectively.
Interactive activities keep students more engaged, promoting active participation and a deeper interest in learning.
Positive feedback and inclusive practices help students feel valued and capable, fostering self-confidence and a growth mindset.
By exploring diverse perspectives, students become more empathetic, understanding others’ needs and backgrounds.

Impact

Inclusive activities create a supportive classroom environment, making all students feel they belong.
Students learn respect and self-regulation through structured teamwork and perspective-taking, leading to a more harmonious classroom.
Feeling included and understood boosts students’ emotional health, reducing anxiety and increasing motivation.
Working in diverse groups builds stronger peer connections, breaking down social barriers and fostering friendships.

Learning outcomes

Activities like “I See Differently” and ‘’Building the Wall’’ improve analytical and critical thinking, encouraging students to think from multiple perspectives whereas in activity like ‘’Teamwork’’ students gain practical teamwork experience, learning to contribute meaningfully in group settings.

Engaged, confident students tend to perform better academically, showing improvement in both individual and group tasks. Students become more culturally aware and open-minded, preparing them to navigate diverse environments effectively

Suggestions for future users of this good practice

Keep notes on what works well and any challenges encountered. Regularly assess the effectiveness of each practice by observing student interactions and gathering feedback.
Use these insights to adjust your approach over time, ensuring that each activity remains engaging and impactful.
Share successful strategies with colleagues and discuss what’s worked well or what could be improved. This not only benefits other classrooms but also builds a collaborative learning community among teachers.
Consider organizing a joint activity or event where multiple classes participate, further building a sense of unity and respect school-wide.

By following these tips, future users can ensure that these practices effectively foster an inclusive, supportive, and engaging classroom environment that benefits every student.

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro