This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot beheld responsible for any use which maybe made of the information contained therein. Teacher manual My Best Friend Topic Friendship Age Group 7-9 With the support of the Lifelong Learning Programme of the European Union
Ethos advocates for moral education in pre-primary, primary and secondary schools. www.ethos-education.eu We hope this manual will bring anew dimension to your work and inspire you to use the material as a learning resource for fostering tolerance, understanding and respect for diversity among young people. Materials can be used according to the Creative Contents License Non Commercial Share Alike Author:Ivana Kragić The following educational material was designed within the context of a European project Ethos: Ethical education of for a sustainable and dialogic future. The following 5 topics were chosen together with teachers and parents coming from Bosnia-Herzegovina, Croatia, Slovenia, Spain, Italy, Germany and Austria through focus groups and questionnaires. • Respect • Tolerance • Responsibility • Moral Values • Friendship Each material is accompanied by a suggestion of how it to promote interactive discussion and critical thinking amongst young people about ethical themes. The resource can be used within diverse educational settings. The most appropriate age group and related emotional intelligence are indicated. Each material is accompanied by key learning points as well as several interesting facts or pieces of information which are intended to be used to provoke further discussion. Related issues touched upon by each material are also provided. Wherever possible we have included ab short interactive activity that can be carried outwith students or a series of suggested questions to ask, in order to introduce the topic of each material. Should you wish to explore certain topics or themes further, each material includes ab linkb to other related one. A general list of additional educational resources related to the 5 topics is also provided. The material and accompanying text are designed as standalone educational aids. In this respect, the manual is intended to provide an overall framework from which you can pick and choose the issues most relevant to your activities. The manual can be used within any country or context as it deals with issues, which are cross-border and universal.
Age group: 7-9 Topic: Friendship Time: 20-30 minutes Group: 6-10 children Leading ideas: Thinking about friendship. Types of multiple intelligences involved: Interpersonal intelligence Intrapersonal intelligence Agenda of workshop My best friend” Motivate children to imagine they best friend would be his qualities and character (playful, stubborn, sad. Each child must draw his friend (his can be human, for this character is important) and child must describe this friend verbally. After one child finish describing his or she’s f, …) to the drawing of that child. is describing his or her friend, teacher must ask them with such a person Does that mean that you ar you like and what you don’t like in your friend 2 “My best friend Thinking about friendship. Types of multiple intelligences involved Interpersonal intelligence Verbal/Linguistic intelligence Intrapersonal intelligence Visual/Spatial intelligence “My best friend Motivate children to imagine they best friend - how it would look like, what would be his qualities and character (playful, stubborn, sad, impish, quiet, ....). Each child must draw his friend (his can be human, but does not have to be, for this character is important) and child must describe this friend verbally. After one child finish describing his or she’s friend, other can stick Smiles with emotion drawing of that child. Everybody must do the same. When friend, teacher must ask them Why would he associate with such a person Does that mean that you are such a person or opposite What you like and what you don’t like in your friend Verbal/Linguistic intelligence Visual/Spatial intelligence how it would look like, what impish, quiet, tiring but does not have to be, for this character is important) and child must describe this friend verbally. After Smiles with emotion Everybody must do the same. When a child Why would he associate e such a person or opposite What
When everyone plays ideal friends then put drawings into one pile. Children then draw sketches and take drawings of friends of their colleagues. Then again, each child describes how he likes someone else's friend (and because of this part, the smileys are good to remind them what they think about other people's friends. They must explain what they like and what they don’t like in new friend. They can talk about what would suit him and whatnot, etc. In this way they can get to know each other better, to see similar or differences between them, know for themselves what they actually look in friendship and what kind of people are them, In any case, the discussion can go in many different directions.