learning.pillotproject.eu

Overview

What is it? Learners work in groups to reconstruct a story, event, or procedure presented in random segments (text, images, or objects). They arrange the segments chronologically, then reflect on the process and similar practices in their own cultures.

Step-by-step description

Introduction: Begin with a brief contextual activity, such as a guided tour, discussion, or multimedia presentation on the chosen topic (e.g. historical cooking, folk tales, or traditional health procedures). This provides background and sets the stage for the sequencing task.
Sequencing task: Learners receive segmented materials (text, images, or objects) related to the topic. Their task is to arrange these segments in the correct chronological order, using their knowledge and logical reasoning.
Timeline construction: Groups select key facts or steps from the materials and annotate them on a visual timeline. Examples include: Historical kitchen culture (e.g. table manners in a specific era); A traditional recipe (e.g. steps for making broth stew); A procedural process (e.g., visiting a doctor, disease progression, or hospital admission).
Reflection: Groups compare timelines and discuss how this issue is addressed in their experience or other cultures.

Practical insights

What worked well:

Use a mix of culturally familiar and unfamiliar examples to spark discussion and critical thinking.
Highlight transition words (e.g., first, then, next, finally) to support sequencing and language use.
Encourage learners to justify their choices, fostering deeper engagement and collaboration.
Online adaptability: The activity works well on Zoom with breakout rooms or digital tools like Padlet for virtual timelines.

Common challenges and solutions:

Varying language/text proficiency: Provide materials at different difficulty levels if learners’ abilities are unknown.
Uncertainty in sequencing: Reassure learners that the process of discussion and justification is as valuable as the ”correct” order.

Field reflections

During the implementation sessions in Prague, learners worked with texts and pictures in the target language, focusing on organizing a recipe text by arranging its parts in the correct chronological order. This simple yet versatile activity can also serve as an extension to other tasks, using both modern recipes and historical sources, such as recipes by M. D. Rettigová, a visionary 19th-century female author and cookbook pioneer.

In Luxembourg the groups arranged pictures of old Luxembourgish tramways in chronological order. Also the activity was connected with Cultural comparison in order to introduce the learners to the concepts of „plaisir“ and „bonheur“ as depicted in French films, literature and music. Afterwards, the learners were supposed to share what these concepts look like in their home countries. Learners were reconstructing the lyrics of Il est où le bonheur by Christophe Maé, listening to the song multiple times to correct their sequence.

Connecting the activity with City game: Participants arranged images of Luxembourg’s landmarks in the order they anticipated visiting them during the game, blending exploration with cultural discovery.

Chaotic Order: Chaotic Dialogue

Themes:

Objectives

Settings

Materials

Physical