TASKs for democracy

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TASK SHEET 1 Peer evaluation Name of the person who is being evaluated: _________________________________________________ Name of the person who is doing the evaluation:_____________________________________________ Product:______________________________________ Date:__________________ You should let the learner know that you are evaluating her/him with a score on a scale of 1 to 10, with 10 being high and 1 being low. The number you give indicates what s/he deserves, <strong>for</strong> work in the group <strong>for</strong> this project. Proactive and engaged with the task: 1 2 3 4 5 6 7 8 9 10 Teamwork and behaviour: 1 2 3 4 5 6 7 8 9 10 Productivity (focused on getting the task done): 1 2 3 4 5 6 7 8 9 10 End product: 1 2 3 4 5 6 7 8 9 10 Calculate: Calculate: Proactive and engaged with the task: _________ 0.25 = Teamwork and behaviour: _________ 0.25 = Productivity: _________ 0.25 = End product: _________ 0.25 = Grade: Results: Comments: ..................................................................................................................................................................................................................... ..................................................................................................................................................................................................................... ..................................................................................................................................................................................................................... ..................................................................................................................................................................................................................... ..................................................................................................................................................................................................................... ..................................................................................................................................................................................................................... Activity 30 – Deconstructing stereotypes Page 165
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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
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Activity 20 Little experiments for
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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 and 162: Another text/video/audio should pre
Page 163 and 164: 8. Do you have many identities on t
Page 165: Step 3 (conceptualisation - whole g
Page 169 and 170: Step 2 (sharing - group work - 20 m
Page 171 and 172: Parental and community involvement
Page 173 and 174: Ensure that no train of thought is
Page 175 and 176: 6. What type of information is miss
Page 177 and 178: Step 2 (whole group/ group work - 3
Page 179 and 180: TASK SHEET 2 Communication process
Page 181 and 182: than on what we and others need and
Page 183 and 184: Muddled messages Effective communic
Page 185 and 186: Step 2 (debriefing in pairs - 10 mi
Page 187 and 188: Smart board Supportive school head
Page 189 and 190: 2. Approximately six players play.
Page 191 and 192: Resources and equipment Large room
Page 193 and 194: 3. Introduce the following statemen
Page 196: Activities 37-41 150 minutes Page
Page 199 and 200: 2. Show the film a second time with
Page 202 and 203: Activity 38 Dealing with difficult
Page 204 and 205: Resources and equipment Task sheet
Page 206 and 207: 2. Thinking about fighting with kno
Page 208: Times when you discovered you had b
Page 211 and 212: 3. Ask the groups to present their
Page 213 and 214: TASK SHEET 3 Table of criteria and
Page 215 and 216: Step 4 (debriefing - 20 minutes) 1.
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TASK SHEET 2 School community - A s
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5. Use a conceptual and supra-indiv
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TASK SHEET 7 Example of an action p
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Step 2 (reflection on objectives -
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TASK SHEET 2 Approaches to teaching
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Instructions for trainers 1. Show t
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Instructions for teachers/participa
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Activity 42 How far can we rely on
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Further reading Pingel F. (2000), T
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Step 1 (show and tell - 10 minutes
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Is it easy for you to talk about it
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Activity 44 Students on the Interne
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Texts on human rights linked to med
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TASK SHEET 2 Questionnaire on Web 2
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TASK SHEET 3 Task sheet for WebQues
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Ηe is publishing a new song which
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Step 3 (individual and group work -
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to comments from others. The struct
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Activity 46 Displacement and digita
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Tips and potential difficulties 1.
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Activity 47 Modelling a democratic
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Step 4 (debriefing / plenary - 20 m
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Activity 48 A fresco for tolerance
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. React to the document which sharp
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‘Some people are responsible for
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2. Ask participants to discuss thei
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TASK SHEET 1 Date: 15 Septembre 194
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Should all the foreign students be
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4. Use the following questions to m
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Resource D text Roma minority Resou
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‘‘In those states in which ethn
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Activity 51 The rainbow tree DESCRI
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Activity 52 Letters to the next gen
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Activity 53 Montage and mirror DESC
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Activity 54 The patchwork of our le
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Re-Learn Activities for recognising
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Tips for trainers This is a set of
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Area Strengths What happened? When?
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4. Now write or draw any experience
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Procedure 1. What is important to m
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Spider web - deconstruction - re-co
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ACTIVITY 1 “AN ART EXHIBIT… A D
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Knowledge 1. I ask questions to
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ACTIVITY 1 “DOCUMENTING LEARNING
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Unit 5 What has changed? Originally
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Debriefing/reflecting How did you
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Appendix Unit 5 - What has changed?
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ACTIVITY 1 “MY IDENTITIES” - 45
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Further reading and resources All l
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Ildikó Lázár - Hungary Teacher t
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S_EPIST_3 S_SELF_1 S_SELF_2 S_SELF_
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Time 60 minutes Title of activity F
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Time 120 minutes Title of activity
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Time 180 minutes Title of activity
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TASKs for democracy

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