World café

Bringing pupils together in conversation is an important goal in pedagogical work.  One method we tried out in our project is that of the World Café. It goes back to the American management consultants Juanita Brown and David Isaacs.

The method

Depending on the number of previously selected questions, tables are set up and equipped with a writable tablecloth or a large poster. A sufficient number of pens should be available.

Each table is occupied by a "host", who introduces the working method, explains the procedure and pays attention to the observance of the rules of conduct, so that an open and friendly atmosphere can develop. The hosts should announce themselves voluntarily for this task and remain at their respective table during the entire execution.

Each sheet of a table group is provided with a question - these differ from table group to table group. The questions should arouse interest and be open. A simple clear question is important and it should have an inviting character to get the discussion started.

Each new group is briefly introduced to the topic by the table hosts and receives a summary of the most important core ideas and findings from the previous round(s). The hosts also make sure that important thoughts and ideas are recorded on the posters in writing or in small sketches.

After a pre-set time, the groups change. In each case a new mixture should develop, which should not exceed approx. five to six persons per table. This group size enables a manageable communication structure.

A discussion round lasts about 10 to 15 minutes, then the groups are changed. The World Café ends with a short reflection phase.

Conclusion

In our opinion, the method has proved very effective in bringing our mixed national student group into conversation with each other. The students discussed with each other, noted down their insights and thoughts and prioritized them according to the host's instructions. The method involves little organisational effort, but requires well selected questions and a sufficient number of voluntary hosts. If necessary, the results can be presented to the plenum at the end of the round, for example if different solution variants were discussed at the tables, between which decisions are to be made at the end.

Kahoot!

The learning platform Kahoot!, developed in Norway in 2013, is a new platform for learning. (https://kahoot.com/) offers a motivating learning opportunity for pupils through its playful access to learning content.

For the creation a moderator (usually the teacher) has to register and design the Kahoot! The players each receive a pin with which they can register to play against each other. Both clear names and freely chosen names can be used. The respective games can be saved publicly in a cloud as well as privately.

Each question has two to four possible answers, which are highlighted in colour. More than one field can be correct. Within a certain (freely selectable) time, the students must touch the appropriate fields on their terminal device. The faster they find the correct fields, the more points they can score (maximum 1000 points per question). Between each question the intermediate score with the five leading players is displayed.

Conclusion

In particular, the competitive character and the use of mobile phones have met with a positive response from students. However, the multiple-choice character of the tasks has limitations for more complex questions or creative learning approaches. As part of our project, the students developed various Kahoot! games themselves. Since the focus was on development and use, the games are not public for copyright reasons.

Peer Teaching / Learning by Teaching

Students teach students - we have tried out this concept in various places as part of the project. Examples are the city tour to memorial places in Babenhausen prepared and carried out by pupils or the workshops on Flamenco and Gardetanz, which were conceived and implemented by pupils - from the objective, the division of the participants, the warming up, the direct instruction and the design of the exercise phases to the final presentation by the students taking part.

Basically, this is peer teaching, a method in which peers impart knowledge or train practically. In the example given, this was done by dancers from various guards' dance clubs, who jointly designed the project and were able to pass on their knowledge to the other participants.

Peer teaching, for example, is playing an increasing role in topics where young people are reluctant to be addressed by adults - for example, young medical students are involved in drug prevention or sex education for young people who, due to their greater age-related proximity, are able to find significantly better access to pupils for sensitive topics.

The project is thus also moving in the direction of learning through teaching, which Jean-Pol Martin developed into an overall pedagogical concept. The method can be used in all subjects, school types and age groups. The necessary penetration and pre-structuring of the learning contents for the student teachers deepens and strengthens the knowledge for the pupil teachers. At the same time further competences are trained - from the ability to plan to the ability to analyse. For this reason, we have strongly involved students in the planning and implementation of the activities during the project.