TASKs for democracy

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Tips and potential difficulties 1. Check the links to the videos and/or bring enough copies of the experts’ texts. 2. Prepare the roundtable discussion so that everybody gets involved and contributes to the discussion (e.g. six people at a roundtable: a “lawyer”, a “psychologist”, a “policewoman” and three or four teachers being themselves. Depending on the number of your participants, repeat the same set-up at the next roundtable). TASK SHEETS Questionnaire on Web 2.0 for students Instruction: Please tick (√ ) where necessary or answer the questions according to your knowledge or experience. Sex: Male Female Age Group: 10-12 13-14 15-16 17-18 1. Where do you most frequently use the Internet? At school At home Other: ________ 2. How long do you use the Internet during the day? Less than 1 hour 1-2 hours 3-4 hours More than ____________ I do not use it every day 3. The purpose(s) you mainly use the Internet for? Research Entertainment Education Communication 4. Do you believe that the Internet helps you to improve your personal life? If, yes, in what way? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 5. Do you use programs on the Internet in order to stay connected with your friends? If yes, which programs? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 6. Do you have a personal profile on the Internet such as a blog or a Facebook or MySpace profile? If yes, explain why. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 7. Do you participate in forums/chats on the Internet? Do you use your name or a nickname in this kind of communication? Explain why. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Activity 29 – Experts’ views on Web 2.0 tools Page 161
8. Do you have many identities on the Internet? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 9. Do you use fake information about yourself when you communicate with others? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 10. Do you watch or download films on the Internet? How many during a month? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 11. Do you listen to or download music/songs on the Internet? How many during a month? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 12. Do you provide any personal information about you and/or your family on the Internet? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 13. Are you a member of any virtual community? If yes, write what your actions there are. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 14. Do you play interactive games with other people on the Internet? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 15. How would you describe your life without the Internet? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Thank you for your time and for completing this questionnaire. TASKs for democracy Page 162
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TASKs for democracy 60 activities t
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The opinions expressed in this work
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Acknowledgements M any people have
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EDUCATION The expansion of the digi
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Introduction Ildikó Lázár and Pa
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the co-operative principles and pra
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The core components or TASKs are il
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mediating in conflict situations. W
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periphery. Looking at old maps in w
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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Table 2: Guiding questions to evalu
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Part two Toolbox TASKS FOR DEMOCRAC
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Diversity and empathy 2 I am intere
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People who develop these skills are
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Knowledge and understanding Diversi
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Diversity and empathy 2 I find ways
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CODING First letter Thematic code N
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The formulation of the question is
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Activities 1-6 15-25 minutes Page
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PLANNING Preparation Ideally, the r
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PLANNING Resources and equipment A2
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PLANNING Preparation Make room for
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PLANNING Preparation The room could
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Activity 6 Pieces of a puzzle DESCR
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Activities 7-11 30-45 minutes Page
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PLANNING Preparation Optional: the
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Step 4 (debriefing - 10 minutes) Di
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Tips and potential difficulties 1.
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PLANNING Preparation Have enough co
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Activity 11 Show me your ID DESCRIP
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Activities 12-20 60 minutes Page 7
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Step 2 (pair work - 10 minutes) Aft
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Activity 13 Negotiating the meaning
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3. The group’s observer: during t
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Activity 14 Exploring concepts thro
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Não sei quantas almas tenho. Cada
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Formal and informal skills: .......
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Step 4 (debriefing/reflecting - 20
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SITUATION 2 Instructions and materi
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SITUATION 4 Instructions and materi
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Step 4 (debriefing - 10 minutes) Mo
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TASK SHEET 3 Friendly school! Pre-r
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Step 3 (plenary debriefing - 20 min
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Principles Yes No Awareness about t
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Activity 18 The learning suitcase D
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Activity 19 What is education for d
Page 112 and 113: Activity 20 Little experiments for
Page 114 and 115: Step 4 (debriefing - 10 minutes) 1.
Page 116: Activities 21-26 90 minutes Page 1
Page 119 and 120: Were you aware of the difficulties/
Page 121 and 122: Example of a filled-in task sheet K
Page 124 and 125: Activity 22 In a storm at sea DESCR
Page 126 and 127: Activity 23 Tell me your story DESC
Page 128 and 129: Resources and equipment Pictures of
Page 130 and 131: Sample text and explanation Telling
Page 132 and 133: Activity 24 What are humans’ basi
Page 134 and 135: Resources and equipment Copies of J
Page 136 and 137: TASK SHEET 1B Pour faire le portrai
Page 138: Task Complete some of the following
Page 141 and 142: 3. Ask participants to form micro-g
Page 143 and 144: Maria: You’re joking. My mum said
Page 145 and 146: 3. Show the first post in the blog,
Page 147 and 148: TASK SHEET 1 Now we’re talking -
Page 150: Activities 27-36 120 minutes Page
Page 153 and 154: 2. Participants discuss how they al
Page 155 and 156: TASK SHEET 3 Before drawing your dr
Page 157 and 158: Step 2 (acting - 30 minutes) 1. Wit
Page 159 and 160: Further reading Maley A. and Duff A
Page 161: Another text/video/audio should pre
Page 165 and 166: Step 3 (conceptualisation - whole g
Page 168 and 169: Activity 31 Choosing what I can do:
Page 170 and 171: Tips and potential difficulties If
Page 172 and 173: Activity 32 Maps: describing our re
Page 174 and 175: Resources and equipment Task sheet
Page 176 and 177: Activity 33 Communication breakdown
Page 178 and 179: Tips and potential difficulties 1.
Page 180 and 181: Communication at its best minimises
Page 182 and 183: Reflections What is behind avoidanc
Page 184 and 185: Activity 34 Trading values DESCRIPT
Page 186 and 187: Can we change values? Is there some
Page 188 and 189: Activity 35 Change the rules! DESCR
Page 190 and 191: 2. Discuss how the players behaved.
Page 192 and 193: Activity 36 Fostering understanding
Page 194: PLANNING Preparation Take the time
Page 198 and 199: Activity 37 How well equipped are y
Page 200: Tips and potential difficulties Thi
Page 203 and 204: 7. Each member in turn does three t
Page 205 and 206: than most people. To give it a last
Page 207 and 208: 8. Thinking about encounters with p
Page 210 and 211: Activity 39 Imagining possible outc
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When the plan is announced, some lo
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Activity 40 Participatory communiti
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TASK SHEET 1 Images of different ge
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TASK SHEET 3 Mapping barriers/const
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TASK SHEET 6 Questionnaire - Partic
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Activity 41 Teaching difficult issu
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argues that we need to focus on the
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2. Show images and discuss the stor
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2. Organise the first set of cards
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Activities 42-50 180 minutes Page
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Step 3 (group work - 50 minutes) 1.
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Activity 43 A shoebox full of memor
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Step 5 (trainer’s evaluation of t
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4. Is one allowed to touch the obje
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Step 2 (individual and group work -
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1. How long have you been using the
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24. Do you use fake information abo
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He has to visit for a video confere
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Activity 45 Media literacy and huma
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Write down something you learned ab
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TASK SHEET 2 theory practice Defini
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Step 3 (group work and plenary - 60
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TASK SHEET 2 Documents On Internall
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4. Have participants write their gr
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Resources and equipment The “squa
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Step 2 (Silent debate - group work
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PLANNING Preparation Activity 1-4:
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Activity 49 Education for preventio
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How much do you need to know about
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TASK SHEET 2 Cards Murder and exter
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Activity 50 Living together in dive
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What will be the challenges for you
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Basic principles on the rights of m
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Activities 51-54 Session evaluation
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Step 1 (survey - 10 minutes) 1. The
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Step 1 (pair work - 15 minutes) 1.
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3. Alternatively, you may want to g
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Option 2 1. Divide the group into m
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Unit 1 Building empathy Originally
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Name Level of empathy (1-7) What is
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SELF Description Response Hot butto
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Unit 2 My backpack for learning, a
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Picture 1 Why did I choose this par
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Unit 3 Negotiating co-operation Ori
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Debriefing/reflecting The groups
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Unit 4 Stimulated recall Originally
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Procedures 1. Displaying the audio/
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Tips for trainers This is an acti
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2. The remaining group members (in
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Unit 6 My pluri-cultural self Origi
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My identities Unit 6 - My pluri-cul
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About the authors Series editor Cou
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Appendix LIST OF TASKS A_DIV_1 A_DI
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Time 15-20 minutes Time 30-45 minut
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Time 90 minutes Title of activity F
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Time 150 minutes Time 180 minutes T
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Time Session evaluation activities
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TASKs for democracy

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