3.3. Building relationships through shared learning
Assigning responsibilities to all VET students and encouraging blended learning fosters a “we-approach” as it supports and encourages collaboration, shared accountability, ownership, skill development, and mutual support. Students work together, share goals, and pool their skills, promoting teamwork and cooperation. They become accountable to each other, leading to a shared responsibility for the group’s success. Taking on responsibilities empowers students, giving them a sense of ownership and active participation. It also develops many skills that are highly valued in the world of work, such as (self-)leadership, communication, and problem-solving. Be encouraging a we-approach instead of a I-approach, students will learn to support and learn from each other while recognizing that their success is linked to the success of their peers. This approach creates a positive classroom environment and prepares students for collaborative work beyond the classroom.
One effective approach to encourage students to open their minds to a we-approach is to support and provide them opportunities students to share their experiences with each other. This can involve exploring social themes such as addiction, youth care, loneliness, future aspirations, financial matters, and more. When dealing with sensitive topics it is beneficial and recommendable to involve specialists and support organizations related to the topics being discussed as have the know-how on how to deal with emotions and reactions these discussions might result in.
Even if these topics are difficult to raise, they are important factors that affects the students study performance and the baggage they might carry so it is good to address the questions and concerns. It can help make the learning experience relevant and meaningful to their lives and they might find comfort in finding out that others might be facing similar struggles. One way to support students is by setting up buddy systems where they can support and mentor each other. It’s important to note that the buddy system should involve different pairs of students, allowing for varied perspectives and interactions.
By implementing these practices, we can better prepare students for the real world, and they will gain exposure to important social issues and learn how to navigate them. This approach promotes also promotes a sense of responsibility towards their fellow students and helps students develop skills and knowledge that will be useful in their future careers.
WORK LABS - A best practice case from Portugal
The Dropping the Baggage partners were introduced to the Work Labs-methodology during a partner meeting in Aveiro Portugal. The methodology is developed by Escola Professional de Aveiro which is known as a last chance school opportunity for VET students.
The methodology promotes the we-approach and is an integrative learning situation where educators work in teams to design learning products and outcomes that students will perform in classroom settings in working teams.
The aim of this methodology was to “force” students to work in teams, which is from the outset identified as a weakness among young people. Past experience had shown Escola Professional that when young people arrive to school, they aren’t used to working in teams in a collaborative and cooperative way and this was something that Escola Professional wanted to change.
In the Work Lab-methodology there are no individual challenges or work, it is entirely built around teamwork. The challenge is presented to the team who has then a specific amount of time to decide what they are going to do and how they are going to work together as a team.