learning.pillotproject.eu

Overview

What is it? “Archipelago of Resources” is a metaphorical journey where learners explore “islands” (themed spots) to share personal or cultural stories inspired by objects. It’s designed to build language skills, empathy, and social inclusion through storytelling. Museum or cultural objects are used as a motive for conversation on universal, important tasks like family, worldview, and cultural topics.

Step-by-step description

Introduction: Begin by explaining the metaphor of the activity: learners are like “castaways” searching for islands of meaning in their lives. Introduce the structure of the activity, emphasizing that they will work in groups, visit different “islands,” interact with objects, and share personal stories connected to those objects. To set a comfortable tone and provide a clear example, model the process by sharing your own short story related to an object you’ve chosen. This helps learners understand the expectations and encourages them to open up.
Preparation of the Space: Before the activity begins, prepare the space by spreading out blankets or pieces of cloth in different parts of the room or exhibition area. On each blanket, place selected props or references to nearby objects. Each blanket should also feature an inscription or slogan that serves as a prompt for discussion, such as “What strengthened me the most, even though I didn’t expect it” or “To this person, I owe a lot because…“. These prompts are designed to inspire personal reflection and storytelling.
Island Discovery: Divide the participants into small groups of 3-4 people. Each group will embark on a journey to discover the “islands” you’ve created. As they arrive at each island, they should sit together and focus on the prompt written on the blanket. The group then selects an object from those provided on the blanket. Each participant takes a turn to describe the object they’ve chosen and shares a personal story or reflection connected to that object and the island’s prompt. The objects serve as tangible inspiration, helping learners articulate their thoughts and experiences.
Creative Extension: After visiting all the islands, give each group time for a creative extension. They can choose to write a short caption, create a drawing, or even film a brief video clip that captures the essence of their reflections from each island. This step encourages learners to synthesize their experiences and express themselves in a creative format, reinforcing their connection to the stories they’ve shared.
Plenary and Reflection: To conclude the activity, bring all the groups back together for a plenary session. Invite each group to share highlights from their island reflections - whether it’s a particularly meaningful story, a new insight, or a powerful emotion that emerged. As the facilitator, take this opportunity to summarize the emerging themes and key vocabulary that surfaced during the activity. This not only reinforces learning but also creates a sense of closure and shared experience among the participants.

Practical insights

What worked well:

Start with your own story to model vulnerability and encourage participation.
Use storytelling cubes or drama elements to spark creativity.
Allow learners to pass if uncomfortable sharing.

Common challenges and solutions:

Shyness/reluctance to share: Use icebreakers or pair learners with supportive peers or volunteers.
Time management: Set a timer for each island to keep the activity on track.
Language barriers: Use simple language, provide vocabulary banks or sentence starters on prompt cards.

Field reflections

For lower levels (A1–A2), you can simplify the task by focusing on universal themes like family or interests. For example in the Museum of Warsaw, learners were divided into smaller groups and they prepared a collage about those themes. They were supported by the Polish teenage volunteers, who helped them to find words and describe the activity. At the end they presented their works trying to speak Polish and helping each other to find the words. Finally, they presented their works speaking Polish and English. After the session learners were provided with a vocabulary list to reinforce learning.

For upper levels (B1–C1), deepen engagement by linking the activity to specific themes or competences. Divide learners into small groups and have them return to the exhibition/space to find their ‘theme island,’ matching it to a key competence. Provide each group with photographs of artwork or objects from the exhibition. At B1 level, start with a warm-up task: learners identify the objects in the photographs. At B2 and C1 levels, introduce lexical bingo or vocabulary exercises related to the objects. Learners then complete worksheets, beginning with lexical exercises to prepare for independent reading. After reading a text, they answer questions that connect the themes to their personal experiences and cultural backgrounds. Encourage discussion and reflection on these connections.

Adaptation tips

Thematic focus: Tailor prompts to specific themes (e.g., migration, family, dreams).

Digital adaptation:

Use museum catalogues for digital objects.
Create virtual islands on Genial.ly/Padlet with prompts and object images.
Conduct reflections via Zoom breakout rooms or digital whiteboards.

Extensions:

Exhibition: Have learners curate a mini-exhibit of their objects and stories.
Multimedia: Record audio stories or create a digital storybook.

Archipelago of Resources

Themes:

Objectives

Settings

Materials

Physical

Digital