TASKs for democracy

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TASK SHEET 6 Questionnaire – Participants’ evaluation of the session We would be very pleased if you could fill in this questionnaire. Thank you for your co-operation. A – Items Poor Fair Good Very Good Fulfilment of aims Relevance of content Methodology of activities Documentation delivered Length of the activities Opportunities to participate and discuss in-group work Interaction between participants and facilitators Contribution to improve EDC/HRE work with students B – Overall evaluation of the workshop C – Aspects I liked more D – Aspects I liked less E – Contribution of the workshop to self-reflection of teacher’s role in the promotion of EDC/HRE F – Contribution of the workshop to educational change Comments/Suggestions Activity 40 – Participatory communities: looking at the horizon Page 219
TASK SHEET 7 Example of an action plan template Action Description Peer feedback What will I do? Why do I choose this action? What for? What are the challenges? What are my assets? With whom will I do it? Step 1: preparation Step 2: specific expected outcomes Step 3: When? Where? With what resources? Step 4: Methods of outcome evaluation and impact TASKs for democracy Page 220
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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.
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Activities 21-26 90 minutes Page 1
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Were you aware of the difficulties/
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Example of a filled-in task sheet K
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Activity 22 In a storm at sea DESCR
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Activity 23 Tell me your story DESC
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Resources and equipment Pictures of
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Sample text and explanation Telling
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Activity 24 What are humans’ basi
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Resources and equipment Copies of J
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TASK SHEET 1B Pour faire le portrai
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Task Complete some of the following
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3. Ask participants to form micro-g
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Maria: You’re joking. My mum said
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3. Show the first post in the blog,
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TASK SHEET 1 Now we’re talking -
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Activities 27-36 120 minutes Page
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2. Participants discuss how they al
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TASK SHEET 3 Before drawing your dr
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Step 2 (acting - 30 minutes) 1. Wit
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Further reading Maley A. and Duff A
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Another text/video/audio should pre
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8. Do you have many identities on t
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Step 3 (conceptualisation - whole g
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Activity 31 Choosing what I can do:
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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
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Page 203 and 204: 7. Each member in turn does three t
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Page 207 and 208: 8. Thinking about encounters with p
Page 210 and 211: Activity 39 Imagining possible outc
Page 212 and 213: When the plan is announced, some lo
Page 214 and 215: Activity 40 Participatory communiti
Page 216 and 217: TASK SHEET 1 Images of different ge
Page 218 and 219: TASK SHEET 3 Mapping barriers/const
Page 222 and 223: Activity 41 Teaching difficult issu
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Page 226 and 227: 2. Show images and discuss the stor
Page 228 and 229: 2. Organise the first set of cards
Page 230: Activities 42-50 180 minutes Page
Page 233 and 234: Step 3 (group work - 50 minutes) 1.
Page 236 and 237: Activity 43 A shoebox full of memor
Page 238 and 239: Step 5 (trainer’s evaluation of t
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Page 243 and 244: Step 2 (individual and group work -
Page 245 and 246: 1. How long have you been using the
Page 247 and 248: 24. Do you use fake information abo
Page 249 and 250: He has to visit for a video confere
Page 252 and 253: Activity 45 Media literacy and huma
Page 254 and 255: Write down something you learned ab
Page 256: TASK SHEET 2 theory practice Defini
Page 259 and 260: Step 3 (group work and plenary - 60
Page 261 and 262: TASK SHEET 2 Documents On Internall
Page 263 and 264: 4. Have participants write their gr
Page 265 and 266: Resources and equipment The “squa
Page 267 and 268: Step 2 (Silent debate - group work
Page 269 and 270: 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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