OBLOMOV PROJECT

Validation Meeting ending school

implementation phase - Activity 14

Simon Potokar Alenka Matko Juvančič

Brin Matko Juvančič Gregor Matko

Basic information on the implemetation

of the project

Number of schools: 3

Primary schools: Smlednik, Valentin Vodnik & Kašelj

Number of classes: 11

Number of children involved: 202 + 42 (experminetal

groups)

Number of hours: 20h/class

Number of teachers involved: 11

Story used: Peter Pan

Preperation for project implementation

Going into every single detail of the Peter Pan story

Preparing presentation for teachers

Deviding the story of Peter Pan on episodes

Attampting every episode from start to finish, to see which things work

Finding + &- in every single episode

Finding better exercises for episodes

Again, attampting every single episode with new exercises

Building new episodes based on the new exercises

Getting the final material (story, exercises, etc.) to the teachers

Presenting the project to the teachers

(example of the our presentation) We introdueced our selves (just a few words)

Every teacher introdouces him self (name, subject of teaching & expectetions of the projocet)

A quick few words about project – important objectives

Start in silence:

Impro.exerc. 1 – imatiting Brin

Impro.exerc. 2 - walking the space

Impro.exerc. 3 – waking the space and handshakes

Presenting the main goal of the project

Exercises:

Eye contact

Game of names

Frames game

Improvisation

Sitting down and going through the whole project

First episode

Questions

Teachers reactions after project

presentation

Positively impressed

Full of energy

Eager to start

Full of positive expectations of what this program can bring

Some of the teachers were a bit scared, because they did not know what to

expect..

Eager to find ways, how to put the program in the other subjects, such as

mathematics, slovenian language, etc.

Funny story (Nina)*

School implementation

Project took part in 3 different schools

In each school we worked with 3 different calsses

Each class consisted 20 - 30 children

We implemented Oblomov project in:

Slovenian language class

English class

Physical education class

Mathematic calss

Sessions with classes were either 45min or 90 min long

45min – one episode

90min – two episodes

We led the first 3h, so the teacher could get more confident and teachers led the

remaining 17h, with our help

School implementation By implementing the Oblomov methodology in various subject, we wanted to

achieve/see, whether the design of the project is also feasible in less optimal condtitions

At the same time, we were also interested in whether teachers of other subjects can preform the required tasks, according to project

It turned out that with litlle imagination and improvisation, the project can be carried out in the aforementioned circumstances

We called hours led by the teacher of other than P.E subjects – „ACTIVE REST DURNIG CLASSES“

Teacher love the idea, that such ACTIVE REST hours would be permenantly implemented in the next school year

They found out that kids performance was much higher after ACTIVE REST hours

Also, we came to positive response in Primary scool Smlednik, where we were offer to run an optinal subject in next school year, where we would work with Oblomov Methodology with other kids

Thats why i can confidently say that implamentation phase was MORE THAN SUCCESSFULL

Kids response after the first hour The first hour assembely contained only games that we recieved and learned in

Milano

Games used:

Clap game

Walking game

Walking game + handshakes

Game of names

Frame game

Improvization (short stories)

8 out of 9 classes were more than impressed

They first learned about new games in which they showed immense enjoyment

It was interesting to see that the games that required the most improvisation were the most fun

They were all excited for next hour, because they found out they will go on an advanture of searching for Peter Pan

Funny Story*

Teachers response after the first hour

They didn‘t expect that kids can cooperate to such an extent

They also didn‘t expect such a positive response from the children

They were surprised how well the children can interact with each other in the

presented way

They also saw that classes/subject can take place in different way, and not

just clasically at the table

They were a bit scared about how they would led it, but at the same time

they were more than motivated to do so

Only problem that they saw was, how to get the equipment that was required

to perform all episodes

Structure of work with regard to the

group

Most important thing when it comes to work with kids - „you never know

what you get“

Every segment of the hour had maneuvering space

We adjusted expectations

We decided to work with two additional groups – outside the target group

The experimental groups were 1st calss (5-6 yeras old) & 8 class (13-14 years)

That gave us a better inside into the system and perception of work at certain

age

Structure of work with regard to the

group

In the implementation of the project with 6th graders we stuck to open

scenario as much as possible

With 1st graders we worked on different principle:

We presented the course of the story within the episode - at the begining

Re-explanation came when we set the polygon

Polygon represented the space of episode

Key to succes was to get the children interested in the story at the begining!!

From that point on, there were no major issues – kids were focused on story

Structure of work with regard to the

group

In the group of 8th graders, we took tottaly diferent approach

We distanced them from episodes & worked only on group games but we

based them on HIIT protocol

E.g. Drama improvisation with HIIT protocol

Children reached:

New level of interconnectedness

Broke obsticales to each other

Allowed oneanother to help eachother

Connected themselves in different groups

Connected with teacher

Motivation for work/cooperation The motivation for work was different from group to group

The implementation dependet on the perforamnce of the first hour

Pupils worked to a great extent on the principle of the dynamics

With new games and tasks we kept them motivated

There was a difference between in the performance in the introductery games and episodes

Dynamics of games make it easier to maintain motivation

When it comes to episodes – teacher playes a crucial role to maintain motivation with his/her energy

The problem with motivation was evident from group to group

In the groups that are more connected, it was much easier to reach a fine measurment of fun and enjoyment

In less connected groups they had more problems with getting into the roles and having fun

Problems with Oblomov methodology

It doesn‘t allow adjustment to other school subjects

That means that is difficult for school to dedicate 20h to Oblomov

methodology into coriculum

The introduction of the story seemed silly and unrelated to children on higher

growth level

That‘s why we think, this kind of stories are more appropriate for younger

kids

Example:

The experimental group (5-6 years old) was the easiest to get them into the story

and hit the goal of the project

Through implementation it was obvious that kids have more problems with

cooperation and not so much with movement

That‘s why there was bigger interest in group games rather than episodes

Positive points of Oblomov

implementation More than positive in many points

Pupils recieved different, dynamic lessons, superb mood, new insight of

mutual cooperation

Methodology was a great tool for:

Cohesion

Building self-esteem

Motivation

Interest in movement

We had an awsome 20h of happines, fun and quality work with every single

class

Children realized that the way to quality and active time spent is not difficult

They created great athmosphere and mutual coorperation

They achieved high level of acceptance and trust through episodes and games

Improvements regarding Oblomov

methodology

Methodology should be more flexiable for the school curiculum

For selected subjects

Creative treatment of a new learning material

E.g. Story about Antigone (Slovenian language, History, etc.)

School can‘t afford 20h in curriculum

Use methodology for Active rest during every day school time

Greater oppurtunity to use mthodology as for different type of P.E

We need more constructive stories which are more apropriate for their age

Stories with powerfull message, general knowledge, evergreen stories, etc.

Teacher‘s review According to proposal (script of Peter Pan) we prepared activities, which were

mostly different from those proposed

We adjusted performance according to:

Weather

Group

Avaliable space

Kids were more motivated and active from episode to episode

Oblomov became a part of their every day activity – with good influence on the group

Story gave a greater sense to exercise itself and motivated them even more

We repeated story only once – and move on to the next one

We used games of faliure, but later removed them, cause they dind‘t left the right message

Survey was too extensive for kids this age

In the future teachers would be more than happy to use methodology especially for „BUILDNIG A CLASS COMMUNITY“

Quick impression from kids:

„How did you feel about Oblomov?“ „i have learned how to have fun with people i don‘t know“ - EMA

„i think i have lost some weight and signed into improvisation classes, because i found out i have a gift for it. Great“ - PRIMOŽ

„because we had so much fun, i don‘t think i will ever forget it. From time to time, i was a bit tired and sweaty, but its all good“ - LUKA

„i have learned that nothing that looks good at the first sight, it is really good for me“ - ANA

„i have learned that playing video games is really waste of time, and i have nothing from it“ - DAVID

„i have learned that is worth to make an effort for a group“ - ŠPELA

„i have really had a great time with school mates and got to know them even better“ - MIHA

„i enjoyed the Oblomov program, but sometimes, i was a bit bored, because finding Peter Pan took too much time - ANJA

Thought to take home

“No man has the right to be an amateur in

the matter of physical training. It is a shame

for a man to grow old without seeing the

beauty and strength of which his body is

capable.”

Socrates