INTERNATIONAL NETWORK OF PRODUCTIVE SCHOOLS

1. Study letter: Whatis my Present Relationship to my Profession?

• My present opinion of myself
• What is my present attitude to my profession
• Collage: "How did I get here, where do I want to go?"
  

  Aim: Reflections on one's attitude to one's own profession as a basis for the development of the educationalist's new role

2. Study letter: DevelopmentConditions for Young People in the "Risk Society"

• Youth at risk in the "risk society"
• Relations to the family and to the peer groups
• School career and entry into professional life
• Endangered world - endangered youth
• Reactions of young people to the various risks
  

Aim: Clarification of young people's living conditions in today's world as well as the social and psychological effects of these conditions intended to provide a basis for an educational concept oriented towards their needs

3. Study letter: Reflectionson Traditional School Learning

• My own personal school experiences
• The social function of school
• An educational critique of school
  

Aim: Theoretical discussion about traditional school learning for the purpose of developing Productive Learning as an alternative

4. Study letter: Whatis Productive Learning?

• The basic concept of Productive Learning
• Productive Learning in vocational orientation and training
  

Aim: Understanding the theoretical basis of Productive Learning and inspiration for creating one's own understanding

5. Study letter: ToWhom is Productive Learning Addressed?

• Productive Learning's target group: to whom is Productive Learning addressed?
• The educational and developmental situation of the participants
  

Aim: Defining the target group of one's own project and clarifying the educational backgrounds of the participants

6. Study letter: Evaluationof Productive Learning

• On the necessity of evaluating Productive Learning projects
• Who evaluates?
• What is evaluated?
• How is the evaluation to be carried out?
  

Aim: Finding a basis for the evaluation of the project work

7. Study letter: Admissionand Orientation in Productive Learning Projects

• The admission of the participants
• The orientation phase in Productive Learning projects
  

Aim: Development of a methodology for the setting up of a Productive Learning project

8. Study letter: Openingup of Activity Situations for Productive Learning: ProductiveSituations

• "Productive Situation": From activity to education
• Participatory involvement in the activity situation
• Personal, social, cultural, academic and professional significance of the activity situation
• On the methodical formation of Productive Situations
  

Aim: Development of methodical competence for supporting the participants in the formation of their own educational process on the basis of their activity experiences

9. Study letter: EducationalCounselling and Individual Counselling in the Context of ProductiveLearning

• Educational counselling in the context of Productive Learning
• Carl Roger's person-oriented dialogue approach as a guideline for individual counselling in Productive Learning
  

Aim: Providing competence for counselling the participants on a one to one basis using Carl Roger's person-oriented counselling method

10. Study letter: GroupWork in Productive Learning

• The significance of group work for Productive Learning
• Ruth C. Cohn's Theme-centred Interaction approach (TCI) as the methodical basis of Productive Learning group work
  

Aim: Providing the necessary competence for theme-centred group work with the participants on the basis of Ruth Cohn's methods

11. Study letter: The"Learnshop" or "Lernworkshop" - a ProductiveLearning Workshop

• The "learnshop" or "lernworkshop" - a Productive Learning workshop
• Necessity of a new school learning place
• Methodical opportunities provided by the learnshop
• The role of the educationalist at the learning site
• Equipping the learning site "learnshop"
• Constructing a learnshop as an educational project
  

Aim: Methodical stimulation for the creating and using a place of self-learning within the context of Productive Learning

12. Study letter: ProductiveLearning through International Exchange

• International exchange as a component of Productive Learning
• Learning content and aims of the exchange component
• Game exercises and working forms
• Structure of the exchange
• Preparatory phase
• 1. and 2. phase of the encounter
• Language animation during the encounter
• Reflection phase
• Intercultural conflicts in the group
• The binational team
  

Aim: Planning methodically the realisation of an exchange of participants between Productive Learning projects