Schüler und Schülerinnen im internationalen Kontakt

Auswahl des Themas:

Das IDP läuft parallel zum eigentlichen Unterricht (s.u.)

Vorgaben Bildungsplan Baden-Württemberg:

Knüpfen neuer Verbindungen, Erweiterung des sozialen Erfahrungsfeldes, Erfahrung persönlicher Verantwortung durch Teamarbeit und Selbstorganisation (Pädagogische Leitgedanken)

Einordnung in den Unterrichtszusammenhang:

je nach Thematik in die entsprechenden LPE 12 und 13

Zielsetzung der Arbeit mit dem Internet:

Erlernen neuer Kommunikationstechniken und -technologien; Erfahrung pluraler Lebensformen und sozialer Beziehungen durch Kommunikation mit Schüler/ -innen verschiedener Nationalitäten (USA, GB, Brasilien, Schweden, Deutschland); Erleben, kritische Reflexion und Mitgestalten der Veränderung der Welt durch neue Technologien und Medien, der Internationalisierung der Lebensverhältnisse; Übernahme sozialer Mitverantwortung für das Gestalten der ökonomischen, gesellschaftlichen, politischen und kulturellen Verhältnisse durch das Publizieren von E-Mails; Reflexion und Relativierung eigener Ansprüche durch die direkte interaktive Begegnung mit anderen Internet-Partnern gegenüber den Ansprüchen der Mitmenschen und den Anforderungen der Gesellschaft. Soziales Lernen durch selbstständige Arbeit in kleinen Lerngruppen vor dem Computer und im Netz mit Erwachsenen unterschiedlicher Herkunft. Trainieren von Erkundungskompetenz (Schlüsselqualifikation) - Materialbeschaffung. Integration von Wissensvermittlung und Persönlichkeitsbildung.

Kurzbeschreibung:

The teacher advisors in a pod will negotiate a topic from current world problems. Each team will develop a position paper on the topic. The position papers will be E-Mailed to each team in the pod. Each team will write a response to each position paper listing the points they agree with and those they disagree with. The teams responses will include the reasons for their disagreement. Each team�s response will be E-Mailed to all teams. Each team will develop a list of points they want to see in the final position paper of the pod. These points will be listed and numbered in order of importance with 1 being the most important. By the end of 18 weeks the pod will develop a paper on which they can all agree. Each team will review the pod�s position paper and their priority list to evaluate their efforts.

Im Rahmen einer Anfrage nach internationalen Diskussionspartnern (St. Olaf-Liste) erhielt der LK Gemeinschaftskunde folgende E-Mail:

Greetings from The School of Global School of Education in Livonia, Michigan USA, Currently, we are trying to start an international discussion project using Internet E-Mail. This project is directed by one of our staff members, Mr. Blunt. We would like to invite some of your students and teachers to be a part of this effort.

The project is outlined below. Please, respond if you would be interested.. Proposal for Intercultural Political Discussions Submitted by Skip Blunt School of Global Education Stevenson High School33500 Six mile Road Livonia, Michigan 48152USAE-mail at the school � jswift@livonia.k12.mi.us (Be sure to start your letter with my name)E-mail at my home � bluntl@server.wcreasa.k12.mi.usI)

Time frame: Each session is about 17 weeks long. Next session will be January through June 1st

II)

Objectives:

1. Encourage students to deal with international problems.

2. Encourage students to think in terms of solutions instead of positions

3. Encourage students to understand the view points of other cultures.

4. Encourage students to work in teams toward a common goal.

III) Design of the exercise.

A) Teams

1. Each participating school develops teams of four students. (A school can have

more than one team.)

2. Each team consists students about 15 � 18 years old.

3. Team members are citizens of the country in which the team resides.

4. Each team has a teacher advisor.

5. A school can have more than one team as long as they are in different pods.

B) Discussion Pods

1. Four teams per discussion pod.

2. No two teams from the same country.

3. One discussion topic per pod.

4. Pods change membership every session.

C) Teacher advisors role

1. The advisors of each pod are responsible for jointly choosing the initial topic of

discussion for the pod.

2. Discussions between advisors through out the exercise are encouraged.

D) Discussion technique

1. The teacher advisors in a pod will negotiate a topic from current world problems.

3. Each team will develop a position paper on the topic.

4. The position papers will be E-Mailed to each team in the pod.

5. Each team will write a response to each position paper listing the points they agree with and those they disagree with. The teams responses will include the reasons for their disagreement.

6. Each team�s response will be E-Mailed to all teams.

7. Each team will develop a list of points they want to see in the final position paper of the pod. These points will be listed and numbered in order of importance with 1 being the most important.

8. By the end of 18 weeks the pod will develop a paper on which they can all agree.

Each team will review the pod�s position paper and their priority list to evaluate their efforts.

IV) Product A single document which is agreeable to all participants of a single discussion pod.

Kontakt: Matthias.Nortmeyer@mannheim.de