Recycling for Making Toys and Beautifying the Environment – Aisha Bin Tami

My name is Aisha Bin Tami, and I teach fifth grade at Martyr Lakhdar Bouamra School in Boumdfa District 1, Ain Defla Province, Algeria. I designed and facilitated a learning journey about recycling, and I am delighted to share it with you. This journey engaged the learner in an Active Deep Learner eXperience, an impactful positive eXperience. Throughout it, students got engaged in daily activities that involved hands-on recycling projects tailored to their abilities. By participating in these activities, students not only develop their talents but also explored a world that encourages them to think creatively and generate ideas that can be implemented in their future lives.

Main Learning Outcomes:

By the end of the journey, the learners were able to:

Attitude Outcomes

  • Experience a sense of happiness and accomplishment in recycling and being able to create their own toys and useful items
  • Value the importance of avoiding wastefulness 

Knowledge Outcomes

  • Understand the properties of different materials

Skills Outcomes: 

  • Sort waste by material and segregate them properly 
  • Use appropriate measurements for packaging

Parallel Learning Outcomes:

Attitude Outcomes: 

  • Cultivate humility and self-reliance 
  • Promote cooperation and self-confidence  
  • Foster respect and appreciation for the value of manual work in general

Knowledge Outcomes

  • State different measuring units
  • Name different geometric shapes

Skills Outcomes: 

  • Draw geometric shapes
  • Develop skills like cutting and assembling parts in appropriate ways
  • Enhance their manual dexterity and craftsmanship

Throughout the journey, the learners’ autonomy was fostered, and the children were empowered to choose their projects and share their achievements with their peers. After completing their projects, they were given the opportunity to show and discuss their accomplishments, fostering a sense of celebration among the students. A photo was taken of every child with the completed project, and the photos were shared with others in order to enhance a sense of pride and recognition. The photos were later collected and compiled into a video that was shared with the department on the department’s group.

Throughout the journey, the teacher evaluated the learners’ work and assessed their acquisition of knowledge and skills, such as measurement and accuracy in drawing shapes, by observing the child’s work and listening to their explanation. Additionally, the teacher determined their acquisition of values, such as avoiding wastefulness and respecting cleanliness workers, as well as their admiration for their profession.

The activity had the advantage of granting learners the freedom to choose their projects and fostering their innovation and personalization. The teacher created an environment where students could openly share and discuss their accomplishments with their peers. While some students opted for similar projects, like crafting a cup from a plastic bottle, each student showed their individual creativity by incorporating their own distinct ideas, whether through additions, removals, or modifications of some elements.

Some of the Children’s Creative ideas

  • Huda’s Idea: Huda used a ribbon of white flowers to decorate her project.
  • Buthaina’s Idea: Buthaina dyed her project in red and green colors and adorned it with colorful ribbons.
  • Anfal’s Idea: Anfal chose to decorate her project with a smiley face, adding a cheerful touch to it.
  • Mariam’s Idea: Mariam decorated her project with vibrant flowers and tied it with a silk ribbon, forming a beautiful flower shape.
  • Alaa’s Idea: Alaa added her personal touch by imprinting her fingerprint on the project in the shape of the first letter of her name.

Implementing the Domains and Principles of FIRST-ADLX Framework

Throughout the journey, all five domains were implemented, but it was the second domain that was the clearest. The three principles of “Interacting within Positive Group Dynamics” were applied as follows: 

Social Event: 

The successful application of the social event principle during the learning journey involved several key elements. Before the journey began, I divided the learners into groups and sent pictures to each group to introduce them to the topic and capture their attention regarding what can be achieved through waste recycling. In class, in addition to the text they listened to about recycling, a group of projects that can be accomplished through recycling, such as recycling household waste, was presented to inspire and trigger their creative ideas. A competition was held to select the projects in an enthusiastic atmosphere. After preparing the supplies, we started implementing the projects in an atmosphere of joy and fun.

Positive Spirit:

The principle of positive spirit was successfully implemented during the learning journey as well, and every learner was approached with a positive attitude.  Learners were provided with consistently positive feedback, regardless of the choices they took or the changes they made. We did not discourage or blame learners when they changed their minds and opted for new ideas, recognizing that they were not wasting time or effort. Instead, we encouraged them and expressed admiration for their new ideas. We also allowed them to complete their work at home and provided positive feedback when they shared their work in the group. 

Motivation and Attention:

Various approaches were employed to implement the principle of “Motivation and Attention”. We maintained motivation and captured the learners’ attention by showing them pictures of beautiful toys made from recycled household waste and inspiring them to believe in their ability to achieve similar results.

Furthermore, we motivated the learners by capturing motivating pictures of those who completed their tasks, which were shared in the department’s group. We also displayed their achievements in an exhibition. The positive feedback from the teacher and expressions of admiration from peers served as further motivation for other colleagues to participate in the experience. Overall, the application of the positive spirit principle nurtured an atmosphere of encouragement, motivation, and creativity throughout the learning journey.

Fostering Engagement and Creativity

“Interacting within Positive Group Dynamics” fostered engagement and creativity. The learners got actively engaged in the learning journey, contributing their own creative ideas and leaving their unique mark on each achievement. Recognizing the individual differences among the learners and the learner’s status, we encouraged collaborative work and joint achievements to foster support, self-confidence, and interaction among peers. In order to achieve these learning outcomes,  several stages were implemented.

Firstly, during the study of the programmed spoken text, the learners were made aware of the importance of recycling. They were also shown pictures of recycled waste products, which sparked their interest and admiration, leading to a desire to create similar items.

The learners displayed a high level of psychological readiness for achievement, expressing their eagerness to create such products and to inquire about the required materials. They even showed their creativity and innovation by considering alternative materials and making unique choices.

Next, the achievement stage commenced once the necessary materials were ready. The learners got engaged in interactive, cooperative, and enjoyable activities either inside or outside the classroom, depending on their preferences and the nature of the specific achievement.

Finally, the evaluation stage began, where the completed products were presented. Positive opinions were expressed by all, accompanied by constructive feedback and encouragement for further improvement. This positive constructive feedback motivated the learners to continue their creative endeavors.

Throughout this process, learners were actively supported and guided to ensure their engagement and success in the journey. Implementing FIRST’s second domain, Interacting within Positive Group Dynamics, nurtured their creativity, collaborative skills, and self-confidence while promoting a positive and enjoyable learning environment whether through the process or on the presentation day.

 

Presentation Day

On the product presentation day, each innovative student enthusiastically showcased their recycling achievement to their classmates and teacher, highlighting how they recycled waste into something useful. Learners were provided with diversified opportunities for interactive engagement, with classmates posing constructive questions and initiating meaningful discussions. These exchanges fostered a sense of curiosity and knowledge sharing among peers.

The feedback received was overwhelmingly positive, as both classmates and the teacher expressed admiration for the accomplished projects. Inspired by the showcased achievements, students openly shared their aspirations to embark on similar creative endeavors, further fueling their motivation. The teacher commended the students for their efforts and encouraged them to continue exploring their creative potential.

Throughout the journey, the learners engaged in various activities, such as crafting pen holders, designing cups, and exploring different play ideas. While some projects shared similar concepts, the learners showcased their individuality through small yet impactful creative touches. By incorporating unique elements or making modifications, they ensured that each creation stood out, nurturing diversity, observation skills, and expansive thinking. During their presentations, learners elaborated on the materials used and the processes undertaken, showcasing a deep understanding of their projects. This sharing also allowed for valuable comparisons and discussions among peers, fostering a sense of satisfaction and facilitating the identification of similarities, differences, and personal impressions.

Conclusion

This journey served as an Active Deep Learner eXperience, a holistic learning journey, demonstrating the learners’ skills and creativity by applying their acquired knowledge to create practical and effective real-life projects. Practical examples and models were provided, connecting learning with reality. Learners were empowered to create games, ornaments to decorate the environment, and practical tools like pen holders, instilling a sense of purpose, connecting learning to reality, and orienting learners to develop a sense of discovery while enhancing their unique talents and skills.

The learners experienced an Active Deep Learner eXperience, where they were supported by their teacher, who facilitated their progress, addressed challenges, and nurtured their strengths. The focus remained on “Transforming Learning into Performance”, and learners were provided with various chances to apply knowledge in real-life contexts, empowered to create practical, innovative solutions, and encouraged to continue their discovery and innovation.

The impact of this experience on the learners was profound, as they were able to apply their newfound knowledge and skills in their daily lives. This transformative journey bridged the gap between theory and practice, leaving a lasting imprint on their understanding and application of concepts. 

Learners gained greater control over their skills, adapting them to meet specific needs and requirements. Furthermore, they developed a deeper understanding of their cognitive needs and were able to apply important values, which will continue to shape their lives based on the benefits and significance they had experienced firsthand.

 

Written By:

Ms. Aisha Ahmed Bin Tami
Teacher Trainer in Primary Education – Algeria

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