Elena Kladarić

Erasmus+ Job Shaddowing

Podaci o školi primateljici / Receiving school information:

                                                Osnovna škola / Primary school CEIP LOPE DE VEGA

     León, Španjolska / Spain

Razdoblje mobilnosti / Mobility period: 16. – 20.3.2026.

Učiteljica / Teacher: Elena Kladarić

DNEVNIK PRAKSE

INTERNSHIP JOURNAL

Moje ime je Elena Kladarić i učiteljica sam razredne nastave u produženom boravku u OŠ Pantovčak u Zagrebu. Stručnim usavršavanjem pri Sveučilištu u Zagrebu, postala sam i dramska pedagoginja (univ.spec.educ. dramske pedagogije) te dramske aktivnosti u nastavi koristim u svakodnevnom radu s učenicima i kritički promišljam dramskopedagošku praksu koja se upotrebljava u školskom kontekstu.

U školskoj godini 2025./2026. napisala sam i vodim eTwinning projekt „CultuREspect“ koji se tematikom izravno veže na temu poštovanja i kulture škole u školskom kurikulumu. Jedne od partnerica u projektu su i profesorice Astrid Villacorta Skarbeli i Cecilia Carro Conde, koje su ponudile mogućnost dolaska na „job shaddowing“ u njihovu školu u mjestu León u Sjevernoj Španjolskoj.

Osobni interes za mobilnost proizlazi iz želje za povezivanjem naših škola te učenja o istraživačkom pristupu učenju koje se može primijeniti u svim nastavnim predmetima i praktičnim radionicama.

My name is Elena Kladarić and I am a primary school teacher working in an extended day program at Pantovčak Elementary School in Zagreb. Through professional development at the University of Zagreb, I have also qualified as a drama pedagogue (univ. spec. educ. in drama pedagogy). I incorporate drama-based activities into my daily work with students and critically reflect on drama pedagogy practices used in the school context.

In the 2025/2026 school year, I designed and lead the eTwinning project “CultuREspect,” which is directly connected to the themes of respect and school culture within the school curriculum. Project partners include teachers Astrid Villacorta Skarbeli and Cecilia Carro Conde, who have offered the opportunity to participate in job shadowing at their school in León, in northern Spain.

My personal interest in mobility stems from a desire to connect our schools and to learn more about an inquiry-based approach to learning, which can be applied across all subjects and practical workshop.

1.     DAN/DAY (16.3.2026.)

9:30 – 10:00 Dobrodošlica i obilazak škole te upoznavanje s osobljem – Welcome and school tour

Obilazak škole s koordinatoricom programa (Astrid Villacorta Skarbeli) te profesoricom jezika i matematike (Cecilia Carro Conde). Upoznavanje sa školskim objektom i učiteljima te drugim djelatnicima.

Škola se sastoji od prizemlja i dva kata te su učionice raspoređene po uzrastima. U prizemlju se nalaze djeca od 4 mjeseca do 5 godina (jaslice i predškola). Na drugim su katovima učenici do 12. godine (što je ujedno završni razred nakon kojega prelaze u srednju školu). Škola se nalazi u islamskoj četvrti te ju polaze uglavnom djeca manjina i doseljenika (Romi, muslimani, djeca roditelja iz Južne Amerike i Afrike). U svakom razredu nalazi se od 13 do 20 učenika.

Škola je orijentirana na podršku učenika s različitim stupnjem poznavanja španjolskog jezika te na njihovu emocionalnu dobrobit. Dobar primjer istraživačkog učenja pronalazim u učionici za predškolce koji na zidu imaju različite materijale koji ih vode kroz nastavu te potiču njihovu znatiželju.

Introduction to the school building, teachers, and other staff members.

The school consists of a ground floor and two upper floors, with classrooms organized by age groups. On the ground floor, there are children aged 4 months to 5 years (nursery and preschool). On the upper floors, there are students up to the age of 12 (which is also the final grade before they move on to secondary school). The school is located in an Islamic neighborhood and is mainly attended by children from minority and immigrant backgrounds (Roma, Muslim students, and children of parents from South America and Africa). Each class has between 13 and 20 students.

The school is focused on supporting students with varying levels of Spanish language proficiency, as well as their emotional well-being. A good example of inquiry-based learning can be seen in the preschool classroom, where various materials displayed on the walls guide students through lessons and stimulate their curiosity.

10:00 – 11:00 Sat engleskog jezika u 4.b razredu; profesorica Astrid – English in 4th grade (Astrid)

Profesorica kombinira multimedijalne sadržaje kako bi učenike upoznala s kulturalnim temama (Dan sv. Patricka). Kombinacijom videa na engleskom jeziku s pjesmom te kasnijim tekstom, od učenika dobiva koncentraciju na sadržaj (zbog izmjene aktivnosti) te njihovo aktivno sudjelovanje. Sadržaj prilagođava učenicima koji slabo svladavaju engleski jezik pa je primjerice završna aktivnost osmosmjerka u kojoj trebaju pronaći pojmove na engleskom vezane uz temu te opuštajuća aktivnost za učenike koji sve završe – bojanje šešira sv. Patricka.

Istraživačko je učenje u ovom slučaju usmjereno na ponuđene aktivnosti koje se obrađuju s učiteljem, a učenici svojim pitanjima i međusobnom suradnjom dolaze do odgovora.

The teacher combines multimedia content to introduce students to cultural topics (St. Patrick’s Day). By combining videos in English with songs and a follow-up text, she maintains students’ concentration on the content (due to the variety of activities) and encourages their active participation. She adapts the content for students with a lower level of English proficiency; for example, the final activity is a word search in which students find English terms related to the topic, along with a relaxing activity for those who finish early—coloring a St. Patrick’s hat.

In this case, inquiry-based learning is focused on guided activities led by the teacher, while students, through their questions and collaboration, arrive at answers.

11:00 – 11:45 Sat matematike u 5. razredu; profesorica Cecilia – Math class in 5th grade (Cecilia)

Učenici pomoću konkretnih materijala (plastičnih kovanica eura i centi te plastificiranih novčanica) usvajaju konceptualno znanje o dijeljenju decimalnih brojeva. Sam sat počinje problemskim pitanjima o dijeljenju na 2 ili 3 osobe te učenici u parovima manipuliraju danim materijalima kako bi došli do odgovora. Tek nakon toga profesorica na ploči zapisuje račune (prva dva uz objašnjenje kako se dijeli, a duge primjere uz učeničko izlaženje pred ploču i rješavanje). Nakon toga slijedi rješavanje zadataka u udžbeniku.

Osobno, za mene su novost bile plastificirane kovanice i novčanice, koje profesori dobiju od nakladnika. Smatram ih izuzetno korisnim konkretima koji su učenicima od velike koristi u računanju. Pošto u našim školama uglavnom imamo samo printani papirnati novac, učenicima je puno teža manipulacija njima.

Students acquire conceptual understanding of dividing decimal numbers using concrete materials (plastic euro coins and cents, as well as laminated banknotes). The lesson begins with problem-based questions about dividing amounts among 2 or 3 people, and students work in pairs, manipulating the given materials to reach solutions. Only afterwards does the teacher write the calculations on the board (the first two with an explanation of the division process, and longer examples solved by students coming to the board). This is followed by solving exercises in the textbook.

Personally, the laminated coins and banknotes—provided to teachers by publishers—were something new to me. I consider them extremely useful teaching aids that greatly support students in calculations. Since in our schools we mostly use only printed paper money, it is much more difficult for students to manipulate and work with it.

12:15 – 14:00 Posjet Centru za trening učitelja i inovacije – Center for teacher training and innovation

Upoznavanje s osobljem centra i profesoricama koje vode jezične aktivnosti. Centar se nalazi u neposrednom centru Leona te ga je osnovalo županijsko vijeće. U njemu rade profesori i učitelji iz različitih predmeta koji se mogu prijaviti na natječaj i zamijeniti svoje radno mjesto u školi s predavanjem u centru na 4 ili maksimalno 8 godina. U centru podučavaju i usavršavaju učitelje i nastavnike iz različitih područja poput inovativnih jezičnih metoda, poučavanja matematike, robotike i umjetnosti. Također, poučavaju učitelje o programima Erasmus+ mobilnosti i eTwinningu.

Uređene su i dvije „učionice budućnosti“ u kojima su na zidovima napisani naslovi koji učenike potiču na rad u skupinama u svrhu istraživačkog učenja. U jednoj od učionica klupe su poredane u krugove te su mobilne.

Za diseminaciju učiteljima koji su sudjelovali u pojedinim projektima služi i soba u kojoj mogu snimati vođene razgovore (podcaste) o svojim iskustvima. Ovu prostoriju smatram vrlo korisnom jer učitelji tako na sigurna i pouzdan način mogu govoriti o svojim iskustvima te cjelokupno iskustvo nije raspršeno – sve je na jednom mjestu te dostupno svima zainteresiranima.

Introduction to the centre’s staff and the teachers who lead language activities. The centre is located in the very center of León and was established by the regional council. It employs teachers from various subject areas who can apply for a position and temporarily leave their school posts to teach at the centre for a period of 4 to a maximum of 8 years. At the centre, they provide training and professional development for teachers in areas such as innovative language teaching methods, mathematics instruction, robotics, and the arts. They also educate teachers about Erasmus+ mobility programs and eTwinning.

There are also two “classrooms of the future,” where wall displays feature prompts that encourage students to work collaboratively as part of inquiry-based learning. In one of these classrooms, the desks are arranged in circles and are mobile.

For the dissemination of project experiences, there is also a room where teachers who have participated in various projects can record guided conversations (podcasts) about their experiences. I find this space particularly useful, as it allows teachers to share their experiences in a safe and reliable way, while ensuring that all content is centralized and easily accessible to anyone interested.

2.     DAN/DAY (17.3.2026.)

9:00 – 10:00 Radionica zdrave prehrane u 3. razredu – Healty Food Workshop in 3rd grade

Radionicu je održao tim Centra zdravlja Armunie.

Učenici su istražujući etikete na različitim proizvodima (stvarne ili izrađene ambalaže i etikete) razvijali kritičko mišljenje i promišljeno donošenje odluka u vezi kupnje i korištenja namirnica u ljudskoj prehrani. Radionica je bila usmjerena na promišljanje o značenju pojedinih riječi (poput kemijskih spojeva i E-brojeva) te na evaluaciju hranjivosti sastojaka.

Smatram da je uporabom različitih konkretnih materijala te prezentacijom (na kojoj su bolje i uočljivije uvećane etikete) učenicima dan dobar uvid u temu zdrave prehrane. Konkretno, radi njihove veće angažiranosti, uvela bih i rad u skupinama te samostalno istraživanje etikete i donošenje zaključaka.

The workshop was conducted by the team from the Armunia Health Centre.

By examining labels on various products (real or mock packaging and labels), students developed critical thinking and informed decision-making skills related to purchasing and using food in human nutrition. The workshop focused on understanding the meaning of specific terms (such as chemical compounds and E-numbers) and on evaluating the nutritional value of ingredients.

I believe that the use of various concrete materials, along with a presentation (featuring enlarged and more visible labels), provided students with a clear insight into the topic of healthy nutrition. To further increase student engagement, I would also introduce group work, allowing students to independently analyze labels and draw their own conclusions.

10:00 – 11:00 Radionica školskog vrtlarenja u 4.A; ravnateljica i profesorica Prirodnih znanosti Maria Jose – School Gardening Workshop in 4th grade (Maria Jose)

Radionica se održala u školskom laboratoriju koji ima posebnu namjenu, odnosno služi za praktičan rad učenika. Učenici praktičnim radom istražuju metode sijanja (rajčice, cvijeća) i presađivanja ukorijenjene biljke. Profesorica prvo objašnjava postupak, a potom učenika navodi na korake prilikom sadnje/sjetve i pri tome im pomaže (pisanje vrste i datuma na etikete, punjenje teglica zemljom, sjetva, pokrivanje zemljom, zalijevanje). Na kraju ponove o svemu što su učili danas.

Ovakvim, praktičnim pristupom, učenici su angažiraniji jer svatko ima priliku raditi rukama i iskustveno doživjeti čitav proces. Zaključuju na temelju napravljenog i viđenog te su u mogućnosti pratiti cijeli proces uzgoja biljke jer će im biljke kasnije biti dostupne u školskom vrtu, koji također obrađuju. Usto, sijali su biljke koje su direktno vezane uz Španjolsku – rajčicu koju generacijama uzgajaju u školi i cvijeće koje će kasnije upotrebljavati za izradu prirodne kozmetike.

*Zanimljivo je kako ravnatelji u Španjolskoj trebaju u školi na nastaviti biti angažirani 5 sati tjedno. Ravnateljica je također zadužena za brigu o školskom vrtu.

The workshop took place in the school laboratory, which has a specific purpose and is used for students’ practical work. Through hands-on activities, students explore methods of sowing (tomatoes, flowers) and transplanting rooted plants. The teacher first explains the procedure, and then guides students step by step through the planting/sowing process, assisting them along the way (writing the plant type and date on labels, filling pots with soil, sowing, covering with soil, and watering). At the end, they review everything they learned during the lesson.

With this kind of practical approach, students are more engaged, as everyone has the opportunity to work with their hands and experience the entire process firsthand. They draw conclusions based on what they have done and observed, and they are able to follow the full plant growth process, as the plants will later be available to them in the school garden, which they also help maintain. Additionally, they planted crops directly connected to Spain—tomatoes that have been grown at the school for generations, and flowers that will later be used to make natural cosmetics.

It is interesting that school principals in Spain are required to remain engaged in teaching activities for 5 hours per week. The principal is also responsible for maintaining the school garden.

11:00 – 11:45 Radionica izrade prirodne kozmetike u 5.A; profesorica Veronika – Natural Cosmetic Workshop in 5th grade (Veronika)

Praktičnim radom na mjerenju, doziranju te pravljenju prirodne kozmetike učenici su upoznati u školskom laboratoriju. Koristili su neven koji je uzgajan u školskom vrtu.

Interdisciplinarni pristup koji je kombinirao znanja iz prirodoslovlja, matematike (mjerenja), održivosti i zdravlja integriran je u radionici u kojoj su učenici ponovno, vođeni profesoricom, istraživali mogućnosti uporabe prirodnih proizvoda koje su sami uzgojili. Svakako, kasnijim pravljenjem balzama koji su premješteni u plastične posudice, svaki će učenik naknadno dobiti produkt sata. Ovim načinom rada, potaknuti su na promišljanje o važnosti korištenja prirodne kozmetike ta načina na koji je mogu pripremiti sami.

U našoj školi također postoji vrt, ali samo za (dekorativno) cvijeće te nema voća i/ili povrća. Iako za to trenutno nemamo mogućnosti, tj. dovoljno obradivog prostora, moguće je s učenicima provesti radionicu sijanja/sadnje pojedine vrste te im omogućiti praćenje rasta biljke. Nakon što biljka naraste dovoljno za presađivanje, mogu je ponijeti doma.

Students were introduced to the process of making natural cosmetics through hands-on work involving measuring, dosing, and preparation in the school laboratory. They used calendula that had been grown in the school garden.

An interdisciplinary approach—combining knowledge from science, mathematics (measurement), sustainability, and health—was integrated into the workshop. Guided by the teacher, students explored the possibilities of using natural products they had grown themselves. By later making balms, which were transferred into small plastic containers, each student will receive the final product of the lesson. This approach encourages students to reflect on the importance of using natural cosmetics and on how they can prepare them independently.

Our school also has a garden, but it is used only for (decorative) flowers and does not include fruits and/or vegetables. Although we currently lack the space and resources for that, it is still possible to organize planting workshops with students, allowing them to monitor plant growth. Once the plants are ready for transplanting, students can take them home.

12:15 – 14:00 eTwinning prezentacija učiteljice Elene Kladarić: Welcome to Croatia

S obzirom da kroz školsku godinu 2025./2026. vodim eTwinning projekt „CultuREspect“, a ova škola je jedna od partnerica u projektu (točnije 5. a razred koji je direktno uključen), u razredu sam održala predavanje o Hrvatskoj kulturnoj i prirodnoj baštini. Učenici su kroz čitav proces bili vođeni pitanjima te pomoću multimedijalnih sadržaja učili o položaju Hrvatske u Europi, smještaju glavnog grada te izgledu zastave. Kroz interakciju s učenicima na španjolskom i engleskom jeziku, o hrvatskoj zastavi i grbu su učili kroz dramsku igru „šah“, a o znamenitoj osobi iz STEM područja, Nikoli Tesli, kroz dramsku igru „prenesi električnu energiju/impuls“. Integriranje dramskih aktivnosti omogućilo mi je podučavanje kulturalnih sadržaja koji su u središte procesa učenja stavili učenike. Takvim asocijativnim tehnikama omogućeno im je bolje, jasnije i zanimljivije usvajanje  prezentiranog sadržaja.

Smatram da je za istraživačko učenje od ključne važnosti učenike potaknuti na dublje promišljanje svijeta koji ih okružuje kako bi im se potaknula znatiželja za saznavanjem više o nekoj temi. Učenici ove škole uglavnom dolaze iz ugroženijih socio-ekonomskih situacija pa im je interakcija i poticajno okruženje za učenje sigurno pomoglo u boljem interkulturalnom razumijevanju.

As part of the 2025/2026 school year, during which I am leading the eTwinning project “CultuREspect,” and since this school is one of the project partners (specifically Class 5a, which is directly involved), I delivered a lesson on Croatian cultural and natural heritage. Throughout the process, students were guided by questions and, with the help of multimedia content, learned about Croatia’s location in Europe, the position of its capital city, and the appearance of its flag. Through interaction in Spanish and English, students learned about the Croatian flag and coat of arms through the drama activity “chess,” and about a notable STEM figure, Nikola Tesla, through the drama activity “transmit electrical energy/impulse.” Integrating drama-based activities enabled me to teach cultural content in a way that placed students at the center of the learning process. These associative techniques allowed for clearer, more engaging, and more memorable learning of the presented material.

I believe that, for inquiry-based learning, it is essential to encourage students to think more deeply about the world around them in order to spark their curiosity and interest in learning more about a topic. Since many students at this school come from disadvantaged socio-economic backgrounds, this kind of interaction and supportive learning environment certainly contributed to better intercultural understanding.

3. DAN/DAY (18.3.2026.)

9:00 – 10:00 Engleski jezik u 5. razredu; Astrid – English in 5th grade (Astrid)

Profesorica u višem razredu provodi temu Dana svetog Patricka integrirajući u nastavu digitalnu tehnologiju. Učenici su trebali istražiti podatke i odgovoriti na tražena pitanja na engleskom jeziku. Osim što su istraživali na stranicama koje je profesorica predložila, samostalno su koristili i pomoć UI-ja. Iako su mnogu učenici tražili dodatan prijevod na španjolski, ipak su aktivno čitali i koristili podatke na engleskom jeziku.

Korištenje laptopa bilo je djelomično učinkovito jer zbog tehničkih poteškoća i internetske veze te općenito slabije digitalne pismenosti, nisu svi učenici mogli odgovoriti na sva pitanja do kraja sata. Ujedno, učili su se slanju e-pošte, tj. svojih odgovora na profesoričin e-mail.

Digitalna tehnologija sigurno može biti korisna u istraživačkom učenju jer učenicima omogućuje brži prstup informacijama, ali ne smijemo zaboraviti na spomenute prepreke te općenitu sporost u korištenju. Svakako, za povremeno učenje je dobrodošla.

The teacher in the upper grade conducts a lesson on St. Patrick’s Day by integrating digital technology into teaching. Students were required to research information and answer the assigned questions in English. In addition to using websites suggested by the teacher, they also independently used AI tools for assistance. Although many students sought additional translations into Spanish, they still actively read and used information in English.

The use of laptops was partially effective, as due to technical difficulties and internet connectivity issues, as well as generally lower levels of digital literacy, not all students were able to complete all tasks by the end of the lesson. At the same time, they were also learning how to send emails, i.e., how to submit their answers to the teacher via email.

10:00 – 11:00 Engleski jezik u 3. razredu; Miriam

Sat ponavljanja i uvježbavanja nastavnog gradiva započinje dovršavanjem crteža sv. Patricka te kasnijim ponavljanjem pjesmice na engleskom (preko YouTube-a) koja u sebi sadrži ritam koji se izvodi pokretima. Kasnije učenici ponavljanju nastavni sadržaj prethodne nastavne jedinice (čitanje s razumijevanjem, članovi obitelji).

Iako su ritam i pokret jako bitni u usvajanju nastavnog sadržaja (i njegovom ponavljanju), cijeli sat nije koncipiran logički i smisleno pa nemam osjećaj da učenici uče s lakoćom. Vrlo im se malo prostora ostavljeno za pitanja te se u vrlo maloj mjeri komuniciralo na engleskom jeziku.

The revision and practice lesson begins with completing a drawing of St. Patrick, followed by reviewing a song in English (via YouTube) that includes a rhythm performed with accompanying movements. Students then revise content from the previous lesson unit (reading comprehension and family members).

Although rhythm and movement are very important in acquiring and reinforcing learning content, the lesson as a whole was not structured in a logical and coherent way, which gives the impression that students are not learning with ease. Very little space was left for questions, and there was minimal communication in English throughout the lesson.

11:00 – 11:45 Engleski jezik u 1. razredu; Carla  - English in 1st grade (Carla)

Učenici ponavljaju i uvježbavaju nastavne sadržaje prethodne cjeline (sportovi; dijelovi škole; brojevi) kroz interaktivnu igru na ploči primjerene početnom stupnju učenja engleskog. U okvir za igru križić-kružić profesorica lijepi „flash“-kartice sa zadanim pojmovima. Razred dijeli na dvije skupine (prema mjestu sjedenja) te proziva jednog po jednog učenika pred ploču. Učenik odabire karticu te prikazano na sličici treba izgovoriti na engleskom jeziku. Ako uspije, za svoj tim može u odabrano polje upisati znak (x ili o).

Učenje putem igre uvijek je dobar put ka istraživanju pojmova koji se trebaju naučiti, međutim, u razredu je puno učenika te se mnogi od njih dosađuju dok samo nekolicina uspijeva sudjelovati u nastavnom procesu. Učinkovitije bi bilo da svako dijete dobilo papir na kojemu je moglo ucrtati polje za igru te, uz učenike na ploči, samostalno zapisivati pojmove u polja.

Students revise and practise content from the previous unit (sports, parts of the school, numbers) through an interactive board game appropriate for beginner-level English learners. The teacher places flashcards with target vocabulary into a tic-tac-toe grid on the board. The class is divided into two groups (based on seating arrangement), and students are called one by one to the board. Each student selects a card and must say the word shown in the picture in English. If successful, they are allowed to place their team’s symbol (X or O) in the chosen field.

Learning through play is always a good approach to exploring and practising new vocabulary; however, because the class is large, many students become bored while only a few actively participate in the lesson. A more effective approach would be for each student to receive a sheet with a drawn game grid so that, alongside the students at the board, they could independently write the vocabulary into the fields.

12:15 – 14:00 Colpbol; profesori TZK Ruben i Elias

Na početku su profesori održali uvodno predavanje o samom sportu, njegovim korijenima, načinu igre te njegovoj dobrobiti za školu. Dva razreda učenika aktivno su sudjelovala u objašnjavanju pravila sporta, naglašavanju suradnje i strategije koju sport zahtijeva.

Inovativan inkluzivni sport Colpbol nastao je u Valenciji i zahvaljujući profesorima u školi proširen na Leon i okolicu te se u samoj školi održavaju Colpbol lige. Sport svoje korijene vuče u nogometu, ali se smije igrati samo gornjim dijelom tijela te se igra u mješovitim timovima različitog spola i uzrasta. U timu je obično šest igrača te jedan golman (koji jedini može igrati svim dijelovima tijela). Lopta se ne smije nabijati šakom te se ne smije udariti više od jednom.

Nakon prezentacije, zajedno s učenicima smo zaigrali igru i uvjerili se u  to da u učenicima potiče sportski, timski duh i općenito razvija ne samo vještine povezane s motoričkim sposobnostima, već i gradi bolje socijalne odnose. U prilog tome ide i činjenica da je sport toliko popularan da su ga učenici igrali pod svakim velikim odmorom, na više igrališta.

At the beginning, the teachers delivered an introductory presentation about the sport itself, its origins, rules of play, and its benefits for the school community. Two classes of students actively participated in explaining the rules, emphasizing the cooperation and strategic thinking that the sport requires.

The innovative inclusive sport Colpbol originated in Valencia and, thanks to teachers at the school, has been introduced to León and its surrounding area. The school itself organizes Colpbol leagues. The sport is rooted in football, but it can only be played using the upper part of the body and is played in mixed teams of different genders and ages. A team usually consists of six players and one goalkeeper (who is the only player allowed to use all parts of the body). The ball must not be hit with a fist, and it cannot be struck more than once consecutively.

After the presentation, we played the game with the students and observed that it encourages sporting spirit, teamwork, and overall development—not only of motor skills but also of social relationships. This is further supported by the fact that the sport became so popular that students played it during every long break across multiple playgrounds.

4.     DAN/DAY (19.3.2026.)

10:00 – 11:00 Obrazovanje djece s teškoćama u razvoju (predškolska skupina) – Special needs class 

Posebnim pristupom i s više educiranog osoblja (četiri odgajateljice) pristupa se odgoju i obrazovanju nižih uzrasta djece s poteškoćama u razvoju, od kojih prevladava autizam. Na satu se provelo čitanje priče „Polina“ (slikovnica) uz koju su djeca tijelom i pokretom te glazbom (jedna od odgojiteljica je svirala na klavijaturama) istraživala i usvajala značenje pojedinih riječi te konteksta čitane slikovnice. Nakon toga su imali prikladnu radionicu izrade glavnog lika iz priče – uz unaprijed pripremljeni materijal i vodstvo.

Djeca s teškoćama u razvoju u školi nemaju asistente već se izdvajaju na pojedine sate na kojima sudjeluje više odgajateljica te se nastava odvija u školskoj knjižnici. Koriste se multisenzorne metode poučavanja kako bi ih što više angažirali na sudjelovanje. Ozračje je bilo vrlo smirujuće i poticajno, poglavito jer su djeca pred kraj sata imala slobodno vrijeme i oblačila se u različite kostime koji se nalaze u posebnom ormaru u knjižnici.

With a specialized approach and a larger number of trained staff members (four educators), attention is given to the upbringing and education of younger children with developmental difficulties, most of whom are on the autism spectrum. During the lesson, the picture book “Polina” was read aloud, while the children explored and learned the meanings of individual words and the context of the story through body movement, music, and physical expression (one of the educators played the keyboard). Afterwards, they participated in a suitable workshop where they created the main character from the story using pre-prepared materials and guided support.

Children with developmental difficulties at the school do not have teaching assistants; instead, they are separated for certain lessons in which several educators participate, and the classes take place in the school library. Multisensory teaching methods are used in order to engage them as much as possible in the activities. The atmosphere was very calming and stimulating, especially because toward the end of the lesson the children had free time and dressed up in various costumes kept in a special wardrobe in the library.

11:00 – 11:45 Engleski jezik u 2. razredu; Carla – English class in 2nd class

Na satu učenici otkrivaju nove pojmove vezane uz nadolazeći blagdan Uskrsa. Pomoću flash-kartica te jednom igrom (s muholovkama) učenici usvajaju pojmove na razini prepoznavanja (okrenuti su ploči te kada profesorica izgovori pojam na engleskom, okretom trebaju što brže udariti na zadani pojam). Na kraju sata na listićima trebaju označiti brojeve koje im pročita na engleskom.

Iako profesorica koristi neke igre kako bi učenike potaknula na usvajanje pojmova, istraživačko učenje je vrlo malo zastupljeno – djecu ne potiče na pitanja ili duže rečenice na engleskom jeziku. Igre bi bile uspješnije da je cijeli razred mogao sudjelovati podjednako. Smatram da svaka igra treba biti na višoj razini kako bi se kod djece stvorili viši asocijativni pojmovi.

During the lesson, the students discover new vocabulary related to the upcoming Easter holiday. Using flashcards and a game involving fly swatters, the students learn the terms at the level of recognition (they face the board, and when the teacher says a word in English, they must quickly turn around and hit the correct term). At the end of the lesson, they are required to mark on worksheets the numbers that the teacher reads aloud in English.

Although the teacher uses some games to encourage students to learn new vocabulary, inquiry-based learning is very minimally represented — the children are not encouraged to ask questions or use longer sentences in English. The games would have been more successful if the entire class had been able to participate equally. I believe that each game should be designed at a higher level in order to help children develop more advanced associative thinking.

 12:15 – 13:00 Cajon Flamenco - tradicionalni španjolski instrument – Cajon falmenco – playing

Okupljeni u školskom dvorištu s dvadesetak instrumenata, na radionici koju vodi otac učenika, sudjeluju mnogi razredi koji su došli vani na radionicu sa svojim učiteljicama.

U uvodu voditelj (inače profesionalni glazbenik) govori o nastanku instumenta. Poznati španjolski glazbenik Paco de Lucia modificirao je instrument koji je donio iz Perua. Instrument je velika kutija (46*30 cm) koja se svira rukama, dok se na njemu sjedi. Nakon kratkog uvoda, objašnjava kako se svira (položaj ruke) te načina na koji se čuje različit zvuk ovisno o tome gdje se svira. Slijedi sviranje različitih ritmova i njihovo ponavljanje. Nakon nekoliko klasičnih ritmova, voditelj pokazuje i neke flamenco-ritmove. Flamenco je inače nematerijalna kulturna baština Španjolske pod zaštitom UNESCO-a.

Istraživačke mogućnosti na samom instrumentu su, uz dobro pripremljenog voditelja, bile izuzetno zabavne, edukativne i interaktivne. Igrom na ispadanje kada netko pogriješi u ponavljanju ritma, omogućio je dolazak na instrument većini zainteresirane djece. Osim što razvija motoriku te ritam i osjećaj za instrument, ovakva je radionica unijela puno zajedništva među djecom i osobljem.

Gathered in the school courtyard with around twenty instruments, many classes attended the workshop led by the father of one of the students, accompanied by their teachers.

In the introduction, the workshop leader (a professional musician) spoke about the origin of the instrument. The well-known Spanish musician Paco de Lucía modified the instrument he had brought from Peru. The instrument is a large box (46 × 30 cm) played with the hands while sitting on it. After a short introduction, he explained how to play it (hand position) and how different sounds are produced depending on where it is struck. This was followed by playing and repeating different rhythms. After several basic rhythms, the leader also demonstrated some flamenco rhythms. Flamenco itself is an intangible cultural heritage of Spain protected by UNESCO.

The exploratory possibilities of the instrument, together with the well-prepared workshop leader, made the activity extremely fun, educational, and interactive. Through an elimination-style game, where participants dropped out if they made a mistake while repeating the rhythm, he enabled most of the interested children to have a chance to play the instrument. In addition to developing motor skills, rhythm, and a sense for music, this workshop fostered a strong sense of togetherness among both the children and the staff.

13:00 – 14:00 Dramska skupina; 5. razred – Drama class

Nakon čitanja priče (o djeci koja su lutala šumom i izgubila se te prespavala u lugarevoj kolibi), djeca su podijeljena u skupine i trebala su dramski uprizoriti nastavak priče.

Odmah po podjeli, učenici odlaze do ormara u kojemu se drže različiti kostimi te se oblače, bez prethodnog dogovora o tome tko su ili kako planiraju završiti priču. Iz toga razloga, uprizorivanje ostaje na pojedincima koji umiju improvizirati dok se drugi učenici uglavnom ne snalaze. Kostimi su oduzeli puno vremena te nije bilo dovoljno pripreme za samu scensku igru.

Dramski sat nije imao uvodni dio (poput razgibavanja tijela i glasa ili koje druge igre koja objedinjuje sve, uključujući motivaciju za rad). Kostimi unaprijed definiraju karaktere te je većina učenika obukla unaprijed kostime poput Spider-mana ili kauboja koji se, osim ako nisu nelogične, u priči uglavnom ni ne mogu upotrijebiti.

Premda je improvizacija jedna od najupotrebljavanijih metoda u dramskopedagoškom radu, ona također od neiskusnih izvođača zahtijeva vrijeme za pripremu. Jako je snažno oruđe u učenju socijalnih odnosa, rješavanju konflikata i sl. te se vrlo efikasno može primijeniti u istraživačkom učenju.

S ovoga sata sigurno nosim potrebu da u svojoj učionici djeci osiguram pojedine elemente kostima ili rekvizita (poput kapa, šalova, perika), koji nikako ne smiju predodređivati ulogu već biti samo naznaka pojedine uloge.

After listening to a story (about children who wandered through the forest, got lost, and spent the night in a forester’s cabin), the students were divided into groups and asked to dramatize a continuation of the story. Immediately after being divided into groups, the students went to a wardrobe containing various costumes and dressed up without first discussing who they would portray or how they planned to continue the story. For this reason, the performance relied mainly on individuals who were able to improvise well, while the other students generally struggled to participate effectively. The costumes took up a great deal of time, leaving insufficient preparation for the dramatic performance itself.

The drama lesson did not include an introductory part (such as body and voice warm-up exercises or another group activity that would unite everyone and provide motivation for the work). The costumes predetermined the characters, and most students chose outfits such as Spider-Man or cowboys, which generally could not logically be incorporated into the story.

Although improvisation is one of the most commonly used methods in drama pedagogy, it also requires preparation time, especially for inexperienced performers. It is a very powerful tool for learning social relationships, resolving conflicts, and similar skills, and it can be applied very effectively in inquiry-based learning.

From this lesson, I will certainly take away the idea of providing children in my own classroom with certain costume elements or props (such as hats, scarves, or wigs) that should never predetermine a role, but rather serve only as a suggestion or indication of a character.

5. DAN (20.4.2026.)

9:00 – 10:00 Radionica poezije u 4. razredu – Poetry workshop

Učiteljica učenicima pušta različite proljetne zvukove koje prvo trebaju prepoznati i izreći, a potom prikazati pokretom. Nakon motivacije, ponavljaju obilježja pjesme i način na koji se stihovi mogu rimovati, a potom učenici pišu svoje kratke pjesme o proljeću te neki pred kraj sata čitaju.

Motivacijom na početku sata postiže se ozračje koje pogoduje daljnjem radu i stvaranju te je dobrodošao pokret nešto što učenike navodi na pamćenje osnovnih pojmova vezanih uz proljeće te njihovo kasnije aktivno uključivanje u stvaranje pjesme.

The teacher plays various spring sounds for the students, which they must first recognize and name, and then express through movement. After the introductory motivation activity, they review the characteristics of poetry and the ways in which verses can rhyme. The students then write their own short poems about spring, and some of them read their poems aloud toward the end of the lesson.

The motivational activity at the beginning of the lesson creates an atmosphere that encourages further work and creativity, while the inclusion of movement is a valuable element that helps students remember the basic concepts related to spring and supports their later active involvement in writing poetry.

10:00 – 11:00 Radionica 3D printanja

Predstavljen nam je način rada 3D printera koji se nalaze u zbornici te u knjižnici. Unaprijed definiranim programima, učitelji i učenici mogu printati predmete koje aktivno koriste u nastavi. Primjerice, često se printaju plastične posudice u koje se stavlja balzam koji izrađuju na praktičnim radionicama u laboratoriju. Također, printaju i predmete poput zanimljivih igračaka koje prodaju na sajmovima. Koriste ih i za printanje predmeta koji se mogu koristiti kao pokazni primjeri na nastavi (kao što su pojedini organi).

Učenici su na ovaj način upoznati s novim tehnologijama te mogu istraživati njihovu široku primjenu koja im može pomoći u boljem svladavanju nastavnog sadržaja, ali i kao alat za praktičan rad.

We were introduced to the way 3D printers are used in the staff room and the library. Using pre-designed programs, teachers and students can print objects that are actively used in teaching. For example, they often print small plastic containers used for storing lip balm that students make during practical workshops in the laboratory. They also print items such as interesting toys that are sold at fairs. In addition, the printers are used to create objects that can serve as demonstration models in lessons, such as individual organs.

In this way, students become familiar with new technologies and are able to explore their wide range of applications, which can help them better master educational content as well as serve as a tool for practical work.

11:00 – 11:45 Završni susret učitelja i zaključci - Final meeting with teachers and conclusions

Na zajedničkom susretu s učiteljima i ravnateljicom škole, dodijeljeni su certifikati o sudjelovanju na Job Shaddowingu te su razmijenjena iskustva i dojmovi o praćenju nastave, sudjelovanju u radionicama i drugim oblicima usavršavanja.

Istaknula sam kako osobno u nastavi upotrebljavam puno više pokreta jer sam primijetila da ponekad u ovoj školi djeca sjede jako dugo (neki sati traju 60 minuta) bez pomicanja. Također, razina znanja engleskog je na ispodprosječnoj razini te bi se trebala njegovati s više govorenja i slušanja engleskog jezika. Iz razloga što se pojmovi usvajaju na najnižoj razini (prepoznavanja), vrlo malo mjesta se ostavlja za istraživačko učenje učenika. Knjige se jako malo ili nimalo ne koriste što je još jedan od otežavajućih faktora za usvajanje pomoću različitog sadržaja.

Dobre strane ove škole su praktičnost koja se ogleda na puno sati – praktičan rad djece se vrednuje u široj lokalnoj zajednici jer svoje proizvode (od povrća iz školskog vrta preko kozmetike i sapuna te predmeta izrađenih 3D printerom) mogu prigodno i prodati. Na taj način djeca usvajaju potpuni poduzetnički način razmišljanja.

Odnosi među djecom su također na zavidnoj razini. Svi se međusobno rado druže i pomažu, a u prilog tome ide i vrlo popularan sport Colpbol. Iako učitelji ističu uglavnom loše ekonomske i materijalne uvjete u kojima djeca odrastaju, škola im daje potrebnu strukturu te ih potiče na dublje promišljanje i doživljavanje svijeta oko sebe. Iz toga su razloga učiteljice spremne s nekom djecom otići na Erasmus+ mobilnost, ako im se odobri projekt za iduću školsku godinu.

Vrlo ćemo rado nastaviti suradnju s njihovom školom bilo preko eTwinninga bilo preko fizičke mobilnosti jer su trud i rad nastavnika u takvim, otežanim okolnostima, znatni i vrijedni pažnje.

During a joint meeting with the teachers and the school principal, certificates of participation in the Job Shadowing programme were awarded, and experiences and impressions regarding lesson observations, participation in workshops, and other forms of professional development were exchanged.

I pointed out that, in my own teaching practice, I use much more movement because I noticed that in this school children sometimes sit for very long periods (some lessons last 60 minutes) without moving. In addition, the level of English proficiency is below average and should be improved through more speaking and listening activities in English. Since concepts are mostly taught at the lowest cognitive level (recognition), very little space is left for students’ inquiry-based learning. Books are used very little or not at all, which is another factor that makes learning through diverse content more difficult.

The strengths of this school lie in its practical approach, which is reflected in many lessons — students’ practical work is valued within the wider local community because they are able to sell their products on appropriate occasions (ranging from vegetables grown in the school garden to cosmetics, soaps, and items produced with 3D printers). In this way, children develop a comprehensive entrepreneurial mindset.

Relationships among the students are also at a remarkably high level. They gladly socialize with and help one another, and this is further encouraged by the very popular sport Colpbol. Although teachers mainly emphasize the poor economic and material conditions in which many children are growing up, the school provides them with the necessary structure and encourages them to think more deeply and experience the world around them more meaningfully. For this reason, some teachers are willing to take students on an Erasmus+ mobility programme if their project is approved for the next school year.

We would be very pleased to continue cooperating with their school, whether through eTwinning or through physical mobility projects, because the effort and dedication of the teachers in such challenging circumstances are significant and deserving of recognition.

AKTIVNOSTI PROVEDENE U RAZREDU / ACTIVITIES IMPLEMENTED IN THE CLASSROOM:

Aktivnost 1

Naslov: Sijanje i razvoj sjemena biljaka

Ciljevi:

-        upoznati učenike s procesom sijanja i razvoja biljaka

-        razvijati sposobnost promatranja, bilježenja i donošenja zaključaka na temelju opažanja

-        potaknuti odgovornost i brigu za živu biljku kroz dugoročno praćenje njezina rasta

-        razvijati komunikacijske vještine opisivanjem promjena i predstavljanjem opažanja

-        poticati istraživački pristup učenju kroz praktičan rad

Obrazovni ishodi:

-        prati promjene i bilježi ih u kalendar prirode

-        opaža i opisuje svijet oko sebe služeći se svojim osjetilima i mjerenjima

-        crta opaženo i označava/imenuje dijelove

-        prepoznaje uzročno-posljedične veze u neposrednome okružju

-        postavlja pitanja povezana s opaženim promjenama u prirodi

-        objašnjava uočeno, iskustveno doživljeno ili istraženo

-        donosi jednostavne zaključke

Kurikulum: Priroda i društvo; Hrvatski jezik  (usmeno izražavanje, opisivanje, vođenje bilješki), međupredmetne teme (Učiti kako učiti; Održivi razvoj; Osobni i socijalni razvoj)

Potreban materijal: sjeme rajčice, zemlja za sadnju, male čaše, voda, tablica praćenja rasta biljke

Trajanje: 45 min

Dob učenika: 2. razred (8 godina)

Detaljan opis: Aktivnost započinje razgovorom o iskustvima učenika sa sijanjem i uzgojem biljaka. Učenici iznose svoja iskustva i zajednički zaključuju što je biljkama potrebno za rast. Predstavlja se cilj aktivnosti – sijanje sjemena rajčice i dugoročno praćenje njezina razvoja.

Učenici promatraju vrećicu sa sjemenom te uočavaju informacije koje se na njoj nalaze (vrijeme sjetve, razdoblje klijanja i razvoja biljke). Slijedi demonstracija pravilnog sijanja. Razgovara se o ulozi zemlje, vode, zraka i svjetlosti u rastu biljaka te o važnosti pravilne dubine sadnje i razmaka između sjemenki.

Nakon demonstracije svaki učenik dobiva posudicu sa zemljom i samostalno sije nekoliko sjemenki rajčice. Posijano sjeme prekrivaju zemljom, zalijevaju i označavaju datum sijanja.

Svaki učenik dobiva tablicu za praćenje razvoja biljke u koju će redovito bilježiti promjene, crtati izgled biljke i zapisivati svoja opažanja. Biljke će tijekom narednih tjedana redovito promatrati, zalijevati i uspoređivati njihov razvoj. Kada biljke dovoljno narastu, učenici ih mogu nastaviti uzgajati kod kuće, a u slučaju da nemaju tu mogućnost, presadit će ih u vrt škole.

Evaluacija:

Evaluacija se provodi kroz:

• promatranje učenikova sudjelovanja tijekom praktičnog rada

• provjeru pravilnog izvođenja postupka sijanja

• razgovor i usmeno obrazlaganje opaženih promjena

• pregled dnevnika ili tablice praćenja rasta biljke

• samovrednovanje učenika o tome što su naučili i kako su se brinuli o biljci.

Učenici su tijekom aktivnosti pokazali velik interes i motivaciju za praktičan rad. Redovito su pratili rast svojih biljaka, pažljivo ih njegovali te s velikim zanimanjem bilježili promjene, čime su uspješno ostvareni planirani ishodi učenja.

Activity 1

Title: Sowing and Plant Growth

Objectives:

• to introduce students to the process of sowing seeds and plant growth

• to develop students’ observation, recording, and conclusion-drawing skills based on their observations

• to encourage responsibility and care for a living plant through long-term monitoring of its growth

• to develop communication skills by describing changes and presenting observations

• to foster an inquiry-based approach to learning through hands-on activities

Learning Outcomes:

Students will be able to:

• monitor changes and record them in a nature journal/calendar

• observe and describe the world around them using their senses and simple measurements

• draw what they observe and label/name the parts

• recognize cause-and-effect relationships in their immediate environment

• ask questions related to observed changes in nature

• explain what they have learned, experienced, or investigated

• draw simple conclusions based on their observations

Curriculum:

Science; Croatian Language (oral communication, descriptive writing, note-taking); Cross-curricular Topics (Learning to Learn; Sustainable Development; Personal and Social Development)

Materials Needed:

Tomato seeds, potting soil, small cups, water, plant growth observation chart.

Duration:

45 minutes

Age Group:

Grade 2 (8 years old)

Detailed Description:

The activity begins with a discussion about students’ previous experiences with sowing seeds and growing plants. Students share their experiences and, together, identify what plants need in order to grow. The objective of the lesson is then introduced: sowing tomato seeds and monitoring their growth over an extended period.

Students observe a packet of tomato seeds and identify the information provided on it (sowing period, germination time, and plant development). This is followed by a demonstration of the correct sowing procedure. The class discusses the role of soil, water, air, and sunlight in plant growth, as well as the importance of proper sowing depth and spacing between seeds.

After the demonstration, each student receives a pot filled with soil and independently sows several tomato seeds. The seeds are covered with soil, watered, and labelled with the sowing date.

Each student also receives a plant growth observation chart in which they will regularly record changes, draw the appearance of their plant, and write down their observations. During the following weeks, students continue to observe, water, and compare the development of their plants. Once the plants have grown sufficiently, students may continue caring for them at home or, if that is not possible, transplant them into the school garden.

Evaluation:

Evaluation is carried out through:

• observing students’ participation during the practical activity

• checking the correct implementation of the sowing procedure

• discussion and oral presentation of observed changes

• reviewing students’ journals or plant growth observation charts

• students’ self-assessment of what they have learned and how they cared for their plants

Throughout the activity, students showed great interest and motivation for hands-on learning. They regularly monitored the growth of their plants, cared for them responsibly, and enthusiastically recorded the changes they observed, successfully achieving the planned learning outcomes.

Aktivnost 2

Naslov: (Ne)jednakost u sportu – igranje Colpbola

Ciljevi:

-        upoznati učenike s dječjim pravima u području sporta i igre

-        razvijati empatiju, međusobno poštovanje i prihvaćanje različitosti

-        poticati učenike na promišljanje o jednakim mogućnostima sudjelovanja u sportskim aktivnostima

-        razvijati komunikacijske i suradničke vještine kroz dramske aktivnosti i raspravu

-        upoznati učenike s Colpbolom kao primjerom inkluzivnog sporta u kojem svi mogu ravnopravno sudjelovati

-        razvijati pozitivan odnos prema tjelesnoj aktivnosti i timskom radu

Obrazovni ishodi:

Učenik:

-        se ponaša u skladu s dječjim pravima u svakodnevnim situacijama

-        primjenjuje socijalnu osjetljivost, empatiju i međusobno poštovanje

-        aktivno zastupa jednaka prava svakog djeteta

-        sudjeluje u razgovoru o dječjim pravima i predlaže načine njihove zaštite

-        prepoznaje i uvažava potrebe i osjećaje drugih

-        opisuje važnost redovite tjelesne aktivnosti

Kurikulum: Tjelesna i zdravstvena kultura, Hrvatski jezik (usmeno izražavanje, argumentiranje, sudjelovanje u raspravi), Međupredmetne teme (Osobni i socijalni razvoj; Učiti kako učiti; Zdravlje; Građanski odgoj i obrazovanje)

Potreban materijal: radni listići s tekstovima o sportu, kartice sa situacijama za dramske aktivnosti, post-it papirići, ploča i pribor za pisanje, lopta i rekviziti za igru Colpbola

Trajanje: 90 min

Dob učenika: 2. razred (8 godina)

Detaljan opis: Aktivnost započinje radom u skupinama. Svaka skupina dobiva tekst vezan uz sport te zajednički čita zadani sadržaj i usmeno odgovara na pitanja. Učenici slobodno iznose svoja mišljenja, razmjenjuju iskustva i raspravljaju o važnosti jednakih mogućnosti sudjelovanja u sportskim aktivnostima.

Nakon uvodnog razgovora učenici dobivaju različite životne situacije koje prikazuju izazove povezane sa sportom, prihvaćanjem različitosti i uključivanjem svih učenika u igru. Svaka skupina najprije prikazuje svoju situaciju tehnikom zamrznute slike, a zatim "odmrzava" prizor i razvija kratku dramsku improvizaciju. Ostali učenici promatraju izvedbu te svojim glasovima pomažu likovima izraziti njihove misli i osjećaje.

Nakon prikazivanja svih scena provode se različite dramsko-pedagoške aktivnosti. U aktivnosti Dijagram stavova učenici zauzimaju stav o tvrdnjama poput: "U sportu je najvažnije pobijediti.", "Ako treniraš sport, moraš biti najbolji." ili "U redu je da roditelji očekuju da uvijek budeš prvi." Obrazlažu svoje mišljenje iz perspektive lika kojeg predstavljaju te argumentirano raspravljaju o različitim stavovima.

U aktivnosti Anđeo i vražić jedan učenik predstavlja glavni lik koji treba donijeti odluku o tome hoće li u ekipu uključiti djevojčicu. Dvoje učenika predstavljaju suprotstavljene glasove koji iznose argumente za i protiv, nakon čega glavni lik donosi vlastitu odluku i obrazlaže je.

U aktivnosti Vrući stolac učenik koji je igrao glavni lik odgovara na pitanja ostalih učenika o svojim postupcima, osjećajima i razlozima svojih odluka. Time učenici razvijaju empatiju, kritičko mišljenje i sposobnost sagledavanja situacije iz različitih perspektiva.

U aktivnosti Geste za tuđi govor jedan učenik govori iz perspektive lika koji smatra da u ekipu treba birati samo najbolje igrače, dok drugi učenik pokretima ruku dodatno izražava njegove misli i osjećaje. Aktivnost potiče neverbalnu komunikaciju te bolje razumijevanje emocija i stavova.

Nakon svake aktivnosti učenici zajednički raspravljaju o prikazanim situacijama, uspoređuju različita mišljenja i povezuju ih s dječjim pravima, ravnopravnošću i uključivošću u sportu.

U završnom dijelu prvog sata učenici na post-it papiriće odgovaraju na pitanje „Koji je sport ili igra za sve?“ Razmišljaju o tome u kojim sportovima mogu ravnopravno sudjelovati dječaci i djevojčice, učenici različite dobi te učenici s teškoćama.

Drugi dio aktivnosti odvija se na školskom igralištu gdje se učenici upoznaju s Colpbolom, inkluzivnim sportom koji omogućuje sudjelovanje svih učenika bez obzira na njihove sposobnosti i razlike. Nakon upoznavanja s pravilima igre učenici tijekom nastavnog sata igraju Colpbol, primjenjujući pravila suradnje, međusobnog poštovanja i ravnopravnog sudjelovanja svih članova ekipe.

Evaluacija:

Evaluacija se provodi kroz:

-        promatranje aktivnog sudjelovanja učenika tijekom skupnog rada i dramskih aktivnosti

-        praćenje kvalitete suradnje, komunikacije i međusobnog uvažavanja

-        raspravu i argumentiranje osobnih stavova o jednakosti i dječjim pravima

-        promatranje primjene pravila tijekom igre Colpbola

-        samovrednovanje učenika o tome što su naučili o inkluziji, suradnji i ravnopravnosti u sportu.

Učenici su tijekom aktivnosti pokazali visok stupanj angažiranosti, otvoreno su iznosili svoja mišljenja te su s velikim zanimanjem sudjelovali u dramskim aktivnostima i raspravama. Tijekom igre Colpbola uspješno su primjenjivali načela suradnje, međusobnog poštovanja i uključivanja svih članova ekipe, čime su ostvareni planirani odgojno-obrazovni ishodi.

Activity 2

Title: (In)Equality in Sport – Playing Colpbol

Objectives:

• to introduce students to children's rights in the context of sport and play

• to develop empathy, mutual respect, and acceptance of diversity

• to encourage students to reflect on equal opportunities for participation in sports activities

• to develop communication and collaboration skills through drama activities and discussion

• to introduce students to Colpbol as an example of an inclusive sport in which everyone can participate on equal terms

• to foster a positive attitude towards physical activity and teamwork

Learning Outcomes:

Students will be able to:

• behave in accordance with children's rights in everyday situations

• demonstrate social awareness, empathy, and mutual respect

• actively advocate for equal rights for every child

• participate in discussions about children's rights and suggest ways to protect them

• recognize and respect the needs and feelings of others

• explain the importance of regular physical activity

Curriculum:

Physical and Health Education; Croatian Language (oral communication, argumentation, participation in discussions); Cross-curricular Topics (Personal and Social Development; Learning to Learn; Health; Citizenship Education)

Materials Needed:

Worksheets with texts about sport, situation cards for drama activities, Post-it notes, a whiteboard and writing materials, a ball and Colpbol equipment.

Duration:

90 minutes

Age Group:

Grade 2 (8 years old)

Detailed Description:

The activity begins with group work. Each group receives a text related to sport, reads it together, and answers the accompanying questions orally. Students are encouraged to express their opinions freely, share their experiences, and discuss the importance of equal opportunities for participation in sports activities.

Following the introductory discussion, students receive different real-life situations that illustrate challenges related to sport, accepting diversity, and including all children in games and sports. Each group first presents its assigned situation using the Frozen Picture technique and then "unfreezes" the scene by developing it into a short dramatic improvisation. The remaining students observe the performance and lend their voices to the characters, helping them express their thoughts and feelings.

After all the scenes have been presented, several drama-based learning activities are carried out. In the Opinion Continuum activity, students position themselves in response to statements such as: "Winning is the most important thing in sport.", "If you play a sport, you have to be the best.", or "It is acceptable for parents to expect you to always come first." Students justify their opinions from the perspective of the character they portray and engage in reasoned discussion about different viewpoints.

In the Angel and Devil activity, one student plays the main character who must decide whether to include a girl on the team. Two other students represent opposing inner voices, presenting arguments for and against the decision. After listening to both perspectives, the main character makes a decision and explains the reasoning behind it.

In the Hot Seat activity, the student who portrayed the main character answers questions from classmates about their actions, feelings, and decisions during the improvisation. This activity helps students develop empathy, critical thinking, and the ability to view situations from different perspectives.

In the Gestures for Another's Speech activity, one student speaks from the perspective of a character who believes that only the best players should be selected for the team, while another student stands behind them and uses hand gestures to reinforce the speaker's words and emotions. This activity encourages non-verbal communication and deepens students' understanding of emotions and attitudes.

After each activity, students participate in a class discussion in which they reflect on the situations presented, compare different viewpoints, and connect them with children's rights, equality, and inclusion in sport.

At the end of the first lesson, students respond individually on Post-it notes to the question: "Which sport or game is for everyone?" They reflect on sports and games in which boys and girls, students of different ages, and students with disabilities can all participate equally.

The second part of the activity takes place on the school playground, where students are introduced to Colpbol, an inclusive sport designed to enable all students to participate regardless of their abilities or differences. After learning the rules of the game, students spend the remainder of the lesson playing Colpbol while applying the principles of cooperation, mutual respect, and equal participation for all team members.

Evaluation:

Evaluation is carried out through:

• observing students' active participation during group work and drama activities

• monitoring the quality of collaboration, communication, and mutual respect

• discussion and justification of personal opinions regarding equality and children's rights

• observing the application of the rules during the Colpbol game

• students' self-assessment of what they have learned about inclusion, cooperation, and equality in sport

Throughout the activity, students demonstrated a high level of engagement, openly expressed their opinions, and participated enthusiastically in the drama activities and discussions. During the Colpbol game, they successfully applied the principles of cooperation, mutual respect, and inclusion of all team members, thereby achieving the intended learning outcomes.