The 21st century requires from your students’ skills for lifelong learning and self-guidance. Our vision is that everyone leaves the school with competences that allow them individual realization opportunities, successful living and active participation in the development of society. Prepared for the new world of work. In the projects, students get responsibility, experience participation, independence and practical relevance. They improve their social and action skills and train the 4 C’s: creativity, communication, collaboration and critical thinking – the so-called 21st century skills.
Nothing shapes more sustainable than your own experiences – you just have to get the chance to collect them. Anyone who wants to participate in the life of a community must have the opportunity to learn this from an early age. Participation has a leverage effect on the lives of the students. Small impulses, big effects: Values are consolidated, talents crystallize and switches are made.
Teachers receive here project templates and tools free of charge, a personal contact who accompanies, advises, motivates and helps them professionally during the project. Every project gets a project page and thus becomes a role model. To show the project to parents or other teachers, there is also a cool printout of the project story available and an ungraded project certificate to show.
We help to get into action, to further develop movements in one’s own school and to get colleagues on board. We accompany the process in a coaching way so that an evolving enabling climate unfolds. This means that we listen in personal contact, we reflect, connect thoughts, network, create space, are support. Together we find solutions, create added value, help to see the glass “half full”, to value, ask questions, give impulses, share experiences from other schools, think together – and take time to find solutions. The aim is to promote the project culture in the school and thus the development of the school from within.
Teachers experience that they can trust their students and themselves. They gain experience in communicating competences, promoting them in a sustainable manner with students and “getting their school on the way”.
Students develop initiative, take responsibility, learn to act, democratic
core values & appreciation.
In the first stage, students learn that they can and should be able to make a difference and that in order to do that, they may use help from others. The project templates are support, give freedom and promote initiative. So you have to develop your own ideas, have a passion for planning and have a say. Especially a place like school that differentiates, categorizes and judges the adolescents builds bridges to the “real world”. Students learn how to value each other’s values and to respect values (what you have created yourself, you will not break).
Students experience the practical applicability of what they have learned, their own actions in coordination with others and self-efficacy.
In the second stage, students can trust themselves and show themselfes from a hitherto unknown side, discovering strengths and outgrowing them. With the opportunity to learn action-oriented in “real” projects, they can test themselves as a team in preparation for life after school. Supporting each other strengthens the sense of community. Shy individual students often get an impressive and often first experience, sometimes even taking the center stage. Here is a niche that creates self-confidence, combined with the feeling of being needed, successful, and part of a community.
Application as a positive adaptation performance in everyday life (resilience), prerequisite for social participation and lifelong learning.
In the third stage, students can discover how the same cognitive and emotional processes in real life help and integrate learned strategies into their daily lives (eg what steps are needed from idea to implementation, who does what, what strengths does the individual contribute? ). And it creates sustainability because students have their daily results in mind (such as a refurbished classroom or an implemented idea), for example the emotional handling of a self-designed space, in which the students like to be in. Those who feel better, learn better, social problems and vandalism decrease. The ungreaded project certificates – which are part of our project templates – reinforce this once again.
By combining with subject-specific teaching contents, lessons can be made lively, lifelike and particularly motivating. The democratic selection for the beautification of a classroom can be combined, for example, with “argumentation and debate” in English, calculation with mathematics and economics, the selection of colors with environmental aspects and the subjects of chemistry, biology, ethics or art.
Blueprint Copying means using proven success recipes instead of reinventing the “wheel”. This is the most effective way to pass on knowledge. Far more effective than “diffusion of ideas”, in which one knows little more than the basic idea and has to invent the details himself. Our detailed instructions, procedures and templates enable a successful implementation, are low-threshold and give room for your own creativity. So you can trust yourself more and it comes out more.
Capability approach. This empowerment approach combines one’s own pursuit of self-development and self-realization with a desire for change. Opportunities to act independently motivate participants to take the next step and thereby help gradually deepen their own experiences, provide values and recognition and lead to valuable relationships enhanced by additional offers of support.
School development is a common theme: to make the school a place where students can develop their potential and be prepared for a productive and creative life. The clever selection of practical projects can be a connecting element for the school community and have a positive influence on school development. Practical projects promote supportive teacher-student relationships, good relationships between students and a positive school climate. Especially when the school leadership succeeds in winning teachers for a common mission and aligning them with strategic goals and results.
" We can be the first generation to succeed in eradicating poverty,
just as we might be the last one to have the chance to save our planet."
Ban Ki-Moon, UN Secretary-General from 2007 to 2016
Schools have a major role in the development of society. In practical projects, students can acquire skills for a successful life and for developing the society later. The core of our work is the effective promotion of non-formal, informal learning (experiential learning) and the providing of an easy available offer to schools. Das macht Schule supports the UNESCO World Action Program Education for Sustainable Development and the implementation of Goal 4.7 of the Global Goals for Sustainable Development of the UN. Germany has signed this as one of 193 signatory states in September 2015. The National Action Plan “Education for Sustainable Development” as a German contribution to the UNESCO World Action Program gives schools a key role in the development of society and calls for participation to be meaningfully taken into account as a design and co-design tool at school.
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Wenn Kinder und Jugendliche fürs Leben lernen sollen, müssen wir das Leben in die Schule holen. Wir helfen Lehrkräften mit Praxisprojekten Teilhabe durch Erfahrungslernen zu fördern.
Schon ein kleiner regelmäßiger Beitrag hat große Wirkung. Deine Förderung trägt dazu bei, dass wir weiterhin helfen können – werbefrei und kostenlos.