The Cottbus group made crêpes and the Donchery group made a strawberry cake with cream. Writing the shopping list and going shopping together promoted group dynam- ics. Everyone was able to contribute in their own way.
interpret any of what is said. Participants have three “in- terpreting jokers” they can use in an emergency at any point throughout the game. At any point in the game partic- ipants can choose to test their con- struction using a table tennis ball. After
The method can also be used for other meals, for instance sharing an evening meal.
the last online session, when final details have been clar- ified, participants show their construction to the other group in a video conference and both constructions are then tested live at the same time. Feedback: The children were very patient when doing this activity. They were not always able to make them- selves understood by the other group and did use some of their jokers, but were very accommodating as far as negotiations during the game were concerned. Each participant was able to contribute in their own way. Activity: Sharing snacks The children are asked beforehand to bring along any sweet and savoury snacks they like eating. A video link is set up. Everyone presents their snack to the camera and explains to the others what it is and why they like eating it. Feedback: Both groups said this was one of their fa- vourite activities. They really enjoyed being able to talk about their favourite snacks with each other. They car- ried on talking off-camera during the break and asked one another lots of questions. They also said they would like to repeat the activity in the next project phase. Lots of cooperative games were played during this phase. After the end of each one, all the participants in both groups were able to evaluate the games together. This meant they were able to find out how the other group had experienced the game and to share their own experience. At the end of the balloon challenge (see de- scription, p. 34), it was surprising to see that both groups had come up with the same idea without having come to an agreement. Once again, they noticed many com- monalities between themselves and the partner group, which created a connection between the young people in the two groups and reinforced the intercultural learn- ing process.
Cooperative game: The Egg Goal: To build an aesthetically pleasing construction that can catch an egg dropped from a height of 2 metres without the egg breaking. The two groups’ constructions should be as similar as possible. Both teams are given the same materials. Each group builds its own construction without being able to see what the other one is doing. To be able to communicate with each other on building the same construction, each group chooses two speakers (who can be swapped out after each round). The speakers talk to the two speakers in the other group via a videoconferencing tool and relay what they have discussed back to their own group. Par- ticipants have three joint online sessions to do this: 1. Type of construction? (Then 10 minutes of group time before the next online session) 2. Aesthetic details of the construction? (Then 10 min- utes of group time before the next online session) 3. Final details that need clarifying? (Then 10 minutes of group time before the next online session) Participants are allowed to use all means of communi- cation available to them (drawings, pantomime, verbal, non-verbal, etc.). The team and/or interpreters do not The aim of the third phase in July 2021 (originally planned as an in-person meeting) was to continue learning more about each other and on a more personal level than during the first two phases. Talking about what they had produced during the suggested activities (via video clips or videoconferencing) kept the children in contact in the same way as during the first two phases. During the vid- eo conferences they were able to talk about how they had experienced the activities they had done during the day. Participants again had another opportunity to ask the other group questions at the end.
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