Questionnaire
Results
A three-week competition for the logo and the moto that took place before the first mobility.
LOGO - MOTO WORKSHOP
Introduction
The whole workshop lasted 3 weeks.
On the first
week, we discussed about what logos and motos are and the reason that we
use them.
Students had the opportunity to see logos and
motos of companies, groups etc. and decide which one is better designed. Doing
that, they were able to define some criteria that make a logo or a moto a
successful one.
They were given some instructions with several
links to study and then, they were asked to draw or to create (within a week) a
logo and write a moto that would participate in the competition.
On the second
week, there was a brief meeting to see the drafts and check if anyone
needed some help or extra advices. We also discussed about our own extra
criteria.
On the third
week, the students presented their logos and motos and then they elected
the best one. A price was given to the
winners.
Competition - Template
TITLE
|
LOGO – MOTO COMPETITION
|
Target Group
|
20-24 students.
Ages: 15-18
|
Duration
|
3 weeks
1 day (1-hour) per week
|
Expected learning outcomes
Other outcomes:
The main outcome is the logo and
the moto which will represent the Greek team in the Logo – Moto Competition
|
Cognitive. The
students should:
·
Understand
what the basic principles of making a
logo and a moto are.
·
Learn
how to use computer programs to create a logo.
·
Improve
their English.
·
Improve
their skills in using ICT.
Social. The
students are expected to improve their skills in:
·
Teamwork.
·
Expressing
ideas.
·
Argumentation.
·
Time
management.
|
Methodologies
|
Team work/individual work
Discovery learning
Experiential learning
Cooperative learning
Learning through social negotiation
|
Tools/ Materials/ Resources
|
Tools: PCs, video projector, google drive, blackboard,
colour pencils.
Materials: paper sheets, notebooks, pens, documents
Resources: from the internet (mentioned in the text)
|
Step by step description of the
activity/ procedure
|
Week 1:
1. There is an introduction to what a logo
and a moto is, though examples of well-known companies, etc, found in the
internet
2. Discussion in the classroom. The students
had to answer these questions: “What are the characteristics that a logo should have in order to serve
its purpose?”
“What are the characteristics that a moto
should have in order to serve its purpose?”
The answers will be written on the
blackboard.
3. the students decide whether they will work
in teams or individually. They form their teams.
4. The students are given instructions to
study and some links to understand better what a logo and a moto are and find
programs for creating logo.
Week 2:
1. Students present their drafts to the other
students.
2. Discussion about the final criteria for the
competition. The criteria are written on the blackboard and given (later on)
to the students via google drive.
Week 3:
Competition and prize awards
|
Assessment & Evaluation
|
Students evaluate each logo and moto according to
the criteria, using a scale of 1-5.
|
The Given Instructions
Logo –Moto Competition
What a logo is:
A logo must be designed to be aesthetically and
functionally complete. This means that if it is i.e. a company’s logo, it
should help the company promote its sails and get the first position in the
market. It should mirror the quality of the product it provides.
To
create the “wright” logo, you have to think even for the typographical elements
you are going to use, such as the font, its size, shape and color etc. Of
course, the main problem the designer of the logo must think about is the
correct selection of the print designs, because the logo is the mirror of the
concept of the company, it defines it and makes it recognizable. It is like the
company’s signature.
In
other words, the logo has to be functional. It has to represent the company,
the organization, the concept, or the union of people in a very simple way, but
recognizable way.
The advantages of a well-designed and successful logo are:
1.
It
“says” what the target is
2.
Its
design is not arbitrary.
3.
It
is a graphic synthesis resulting from a multi-faceted research.
4.
It
must capture the most representative features of the company, the public to
which it is addressed as well as to the message it wishes to convey to
customers or to the community.
The Competition
Creating a logo and a
moto related to the name, the content and the aims of the project.
The project’s name is: SIS (SOCIAL INNOVATOR STUDENT)
Who is considered as a social innovator:
He
who has an entrepreneurial way of thinking, who develops new strategies,
concepts and ideas that respond to a variety of social needs (such as working
conditions, education, health and social progress) to strengthen the society. ( from Wikipedia)
A
prerequisite is the social purpose.
The aim of the project is:
·
To
help students become actively responsible in global-world issues by providing
them with the necessary knowledge, skills and attitudes.
·
Raising
students' awareness of the concept of active citizenship and social
responsibility.
·
To
support students' business skills to be able to produce innovative and
productive ideas.
Logo Criteria:
·
Simplicity
·
Creativity
·
Authenticity
·
Project
logo should include the project name
·
The
design of the logo must be in the format of *.jpg, *.gif or *.png.
(we
can also add our own criteria or limitations, such as the dimension).
Until when:
At
first, each country will choose (among the proposals - group or individual - to
be submitted by students) the logo and moto to be represented in the final
competition.
On
January 27th, the logo and moto will be selected by all partner schools, among
those that have been selected by each country.
Participation:
Participants
may work individually or in groups of 2-3.
The
words “logo”, “moto”, or the phrase “logo and moto” (depending on what is sent)
must be written on the title.
In
the main body of the mail, there must be the names and surnames of the students
Each
student or group may participate with more than one logos and motos.
The prize:
The
prize is determined by the pedagogical team and is kept as a surprise!
Supporting material:
3.
The
concept of the “social innovator” includes the concept “active citizen”. To see
the qualities of an active citizen, click here or here.
Your own proposals:
Each
student can send his proposal about the criteria by sending an e-mail to the
e-mail address mentioned before. The title of the mail shall be “proposal”.
The Final Criteria/Instructions
After a brief meeting to see the drafts and
check if anyone needed some help or extra advices, we discussed about our
students’ suggestions on extra criteria for the logo and moto competition.
The following are the final instructions/criteria,
after the discussion:
·
Simplicity
·
Creativity
·
Authenticity
·
Project
logo should include the project name
·
The
design of the logo must be in the format of *.jpg, *.gif or *.png.
·
The
analysis must be 500 dpi.
·
It
has to be a square at maximum 10cm x 10cm, or any other shape, provided that
any dimension is smaller or equal to 10cm.
·
It
is not necessary to be created on a PC. It can be a drawing by hand. In this
case there is no dimensional limitation and it will be scanned with 500 dpi
analysis. If any student have difficulties in scanning, he/she may bring it to
school, where the pedagogical team will show him/her how to do it.
·
Every
logo must be sent to the e-mail address: erasmus5ogel@gmail.com and must be with a brief text of five (at maximum) lines, explaining
the way of thinking.
·
The
conditions mentioned in the first instruction document should be met.
·
The
deadline for sending is January 25, 2017, because on 26-1-17 we will make the
final selection on the logo that will represent our team in the final contest
with the other countries that will take place on the next day.
The winner Logo
The pdf file
A four-week workshop on leadership that took place before the first mobility.
LEADERSHIP WORKSHOP
Introduction
The whole workshop lasted 4 weeks.
On the first
week, we presented a PowerPoint about leadership and we had a discussion in
the classroom. The purpose was to explain what the words “leadership” and
“leader” mean.
After the presentation, for homework, students
had to choose from the following and write something upon the subject they had
chosen:
1. Think of an incident that took place in the past, where you and your
friends were in a difficult situation. Describe the incident, describe the
person who had the role of the leader of your team, tell us what he did and
identify the basic skills/characteristics he/she had and the reason you chose
him/her as the leader.
2. Which skills do you
think you should cultivate or develop in order to make others consider you as
their leader?
On the second
week, the students presented their homework and all together had a
discussion on them.
On the third
week, we had an experiential workshop on leadership, where students had to
identify the leaders’ skills they and their classmates have.
After the lesson, homework was given to them:
A) After today’s workshop, which skill/characteristic
do you think you should cultivate in order to acquire more leadership skills?
B) Which one of the leadership skills do you think you
already have? How can you use it in your everyday life?
On the fourth
week, the students presented their work to the others and there was a
discussion.
THE GENERAL TEMPLATE
TITLE OF THE SCENARIO
|
LEADERSHIP
|
Target Group
|
20-24 students.
Ages: 15-18
|
Duration
|
4 weeks
1 day (1-2hours) per week
|
Expected learning outcomes
|
Cognitive. The
students should:
·
Identify
the basic skills that a leader has.
·
Understand
the reasons that a team chooses a leader.
·
Find
ways to cultivate their own leader skills.
·
Find
which skills they should try to develop in order to become leaders.
·
Improve
their English.
·
Improve
their skills in using ICT.
Social. The
students are expected to improve their skills in:
·
Teamwork.
·
Expressing
ideas.
·
Argumentation.
·
Time
management.
·
Leadership.
|
Methodologies
|
Team work/individual work
Discovery learning
Experiential learning
Cooperative learning
Learning through social negotiation
|
Tools/ Materials/ Resources
|
Tools: PCs, video projector, google drive, blackboard.
Materials: answer sheets, notebooks, pens, documents, self-assessment sheet.
Resources: from the internet.
|
Step by step description of the
activity/ procedure
|
Week 1:
1. A PowerPoint Presentation about leadership, in order to explain what
the words “leadership” and “leader” mean. The main aim is that the students
think about and realize: a) How a good leader must behave, b) What qualities
he should have and c) What he must do in order to keep his team united and
successful.
2. Discussion in the classroom. The students
had to think of an incident where the leader of the team had to act and find
his qualities.
3.
Homework (should be written in English): Choose
one following subjects: a. Think of
an incident that took place in the past, where you and your friends were in a
difficult situation. Describe the incident, describe the person who had the
role of the leader of your team, tell us what he did and identify the basic
skills/characteristics he/she had and the reason you chose him/her as the
leader.
b. Which skills do you think you
should cultivate or develop in order to make others consider you as their
leader?
Week 2:
Students present their homework to the other
students.
After each presentation there is a 5 minutes’
discussion with the class. The teacher coordinates the dialogue.
The basic conclusions are written on the blackboard.
Week 3:
Small workshop on leadership, following the next
steps:
1. Students divide into teams.
2. Each team chooses a scenario.
3. Each member of the team describes his/her
proposal to solve the problem posed in the scenario.
4. Team negotiation about the agreement or
disagreement on the members’ proposals.
5. Each member gives 3 reasons for which he/she
could be chosen as the leader of the team.
6. The team decides who the leader is, according to
the individual plans and proposals.
7. A member of each team presents to the whole class
the scenario they had and the reasons/factors they chose their leader.
8. At the end of the lesson, students are given
their homework (it should be written in English):
A) After today’s workshop, which
skill/characteristic do you think you should cultivate in order to acquire
more leadership skills?
B) Which one of the leadership skills do you think
you already have? How can you use it in your everyday life?
Week 4:
Students present their homework to the other students.
The teacher coordinates the dialogue about the
general conclusion that follows.
The final conclusions of the whole workshop are written
on the blackboard.
|
Assessment & Evaluation
|
Sheets of self-assessment
Spontaneous
assessment by the students.
|
1st week
The PowerPoint
The main aims of the PowerPoint presentation
were the following:
The meaning of the word leadership had to be
comprehended by the students.
What does “being a good leader” mean?
The students should realize:
·
How
a good leader must behave.
·
What
qualities he should have.
·
What
he must do in order to keep his team united and successful.
The students had to think of an incident where
the leader of the team had to act and find his qualities. Here are the answers
given.
ü The leader realized his weakness to
bring a particular task to an end. It didn’t mean that he became weak. On the
contrary, he gave thechance to someone else to do what he himself wasn’t able
to do.
ü He was a good listener, listening to
what the members of his team say.
ü He created an atmosphere of
truthfulness and interaction.
ü He knew what exactly the team wanted
to achieve.
ü He was a model for the members of
the team. He didn’t hesitate to offer his help whenever it is needed.
ü He esteemed and thanked the team for
their input, praised them for their effectiveness. The team was motivated and
looked up to him.
ü He had the ability to learn; if he
believed that there was nothing more to learn, he would limit his chance of
development and adjustment to change.
ü He was patient, open minded and
adaptable. He supported new ideas and benefited from technology.
ü He analyzed the information he had
before making a decision.
After the presentation, there was a discussion
upon the subject and the students were given some links about leadership. They
were asked to study the information in the links and some articles that were
uploaded in the Greek team’ s google drive and then write something about one
of the subjects mentioned in the introduction:
2nd week
Students’ 1st
Homework
1.
Think of an incident that took place
in the past, where you and your friends were in a difficult situation. Describe
the incident, describe the person who had the role of the leader of your team,
tell us what he did and identify the basic skills/characteristics he/she had
and the reason you chose him/her as the leader.
2.
Which skills do you think you should
cultivate or develop in order to make others consider you as their leader?
3rd week
On the
third week, all the students were in the classroom for an experiential workshop
and had to work in teams of four to identify the leaders’ skills and get
self-defined.
Template of the Lesson
Leadership Scenario Template
Title
|
Achieving leadership
|
Target group
|
Ages 15-17
|
Duration
|
45 or 90 minutes
|
Needed skills
|
Information and communication
Communication sκills
technologies
|
Expected learning outcomes
|
The trainers will learn to recognize leadership on a person
|
Methgodology
|
Team work
|
Environment /place
|
Computer laboratory
|
tools
|
Pc and papers sheets
|
Describing activity
|
The trainees will de dιvided in 5
groups, each group will face a supposed crucial situation and will
choose a student who will manage to response to the situation efficiently,
Each group will be given a sheet of paper including the steps of the
procedure of discovering the suitable person to solve the problem.
E.g.
step 1.
Name three reasons why you deserve to be chosen as a Leader
Step 2 take action to organize your group
Step 3 suggest ideas to solve the problem
|
feedback
|
The students will discuss the procedure of recognizing
the leader person and the conclusions of the making advantage of
it
|
Lesson Plan 1
Number of students: 20-24
Equipment: blackboard, projector, laptop (not
necessary)
Tools: worksheets, pens, answer sheets
Organizing class: groups of 4
Time: 45 minutes
Lesson plan:
Procedure
|
duration
|
|
2 min
|
The scenarios are projected on the
wall.
|
2 min
|
|
5 min.
|
|
5 min
|
|
15 min
|
|
2 min
|
|
2 min
|
|
5 min
|
|
2 min
|
|
5 min
|
|
The lesson takes into account the Van Hiele levels and
Vygotsky’s theory about Social Negotiation. It also gives a great importance to
self- reflection procedures.
The Scenarios
1st
Scenario
Suppose you
are in charge of the personnel in a company. An employee causes several
problems being delinquent and latecomer. What would you do to bring him back to
order?
The members
of the team are asked to discuss the views of each one of them. In this way the
member who will be the leader in facing the situation, will be distinguished.
2nd
Scenario
A group of travelling
companions is castaways in a desert island. What would you do in order to
organize your staying there, your survival or your probable rescue?
The members
of the team are asked to discuss the views of each one of them. In this way the
member who will be the leader in facing the situation, will be distinguished.
3rd
Scenario
It has been
found that several of your classmates face serious financial problems. They
lack basic commodities. What would you
do in order to find solution to the problem?
The members
of the team are asked to discuss the views of each one of them. In this way the
member who will be the leader in facing the situation, will be distinguished.
4th
Scenario
You decided
to suggest the residents of your neighborhood that you should reduce the
disposal of household waste. What will you propose?
The members
of the team are asked to discuss the views of each one of them. In this way the
member who will be the leader in facing the situation, will be distinguished.
5th
Scenario
You are the coach of the
school team. Some talented students behave in an arrogant and selfish way. As a
result, the team seems to be undisciplined and unable to achieve the desired
goals. Which would be your initiative in order to amend the situation?
6th
Scenario
The members of the team are asked to discuss the views of each one of them.
In this way the member who will be the leader in facing the situation, will be
distinguished.
7th
Scenario
You are (with 3 of your friends) for the first time in
a foreign city. Its citizens speak a language that you don’t speak and only a
few of them speak English. You only have 3 days to visit the whole city which
is of a great historical and cultural interest.
8th
Scenario
You are (with 3 of your friends) in Thessaloniki and
you are left with only 100 Euros, which is not enough for someone to stay in a
hotel or buy tickets to travel back to Ilion. You have to take care not only of
yourselves, but of the others as well.
9th
Scenario
Some violent incidents are going on and you are (with
3 of your friends) in a train wagon. The train has stopped underground between
the train stations “Victoria” and “Attiki”. You have to take care not only of
yourselves, but of the others as well.
10th
Scenario
You belong in a four members’ team and you decide to
do something to help handicapped people in your neighborhood.
11th
Scenario
Your scientific team decides to study a physical
phenomenon and discover the laws of maths and physics that describe it.
12th
Scenario
The whole country is without electricity for the third
day, due to intense solar processes. You know that it is impossible to fix the
problem within at least 5 days. The whole neighborhood counts on you and your 3
friends to help them solve basic problems, such as food, heat and hot water.
13th
Scenario
You leave in a rather isolated village, living mostly
by livestock. He whole area was on fire and there is no place where the animals
can graze and even the water pumps do not work. The village, which consists
mostly of seniors, is based on you and your friends (4 people) for its
survival.
14th
Scenario
You live in Athens and you know that a rather isolated
village, living mostly by livestock. He whole area was on fire and there is no
place where the animals can graze and even the water pumps do not work. The
village, which consists mostly of seniors, is based on you and your friends (4
people) for its survival.
From the above, we
finally chose the template and the first five scenarios.
The first five
scenarios are for the first template and the next are for the lesson plan,
which goes with the following worksheet.
4th week
Students’ 2nd
Homework
A) After
today’s workshop, which skill/characteristic do you think you should cultivate
in order to acquire more leadership skills?
B) Which one of
the leadership skills do you think you already have? How can you use it in your
everyday life?
Social Innovator Students
(Leadership)
Self-Assessment Sheet
Please, take some time to rate the following:
(The number 1 means “not at all” and the number 5 means “very much”)
Statements
|
1
|
2
|
3
|
4
|
5
|
1. I found the Leadership Workshop interesting.
|
|||||
2. After the workshop, I can
identify the basic skills a leader has.
|
|||||
3.
After the workshop, I can understand the reasons that a team chooses a
leader.
|
|||||
4.
I have found ways to cultivate/develop my own characteristics as a leader.
|
|||||
5.
I have found what skills I should try to develop more, in order to become a
leader.
|
|||||
6. It helped me improve my using Computer Technology skills.
|
|||||
7. It helped me improve my English language skills.
|
|||||
8. It helped me improve my communication skills.
|
|||||
9. It helped me improve my argumentation skills.
|
|||||
10. It helped me improve my time-management skills.
|
|||||
11. It helped me improve my expressing-ideas skills.
|
|||||
12. It helped me improve my leadership skills.
|
|||||
13. I learned how to work as a member of a team.
|
|||||
14. I learned to respect other peoples’ ideas or suggestions.
|
|||||
15. I helped my team.
|
|||||
16. My team helped me.
|
|||||
17. Leadership skills are important for an active citizen.
|
What are the most important skills (on your opinion) that a leader
should have?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What skills
of a leader do you think you already have?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What
skills of a leader do you think you should develop more?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thank you for your time!!! J
The PDF File with student's Outputs
