TASKs for democracy

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4. Is one allowed to touch the objects? Is one allowed to write comments on the margins of the poster? 5. Will you use an eye-opener or an eye-catcher? In what other ways can you make your exhibition “attractive”? For the exhibition the participants must think over the content of their boxes and posters. 1. Is there a “main” message, a theme that you want to emphasise? 2. Will you include in your presentation a lot of in<strong>for</strong>mation to read and to discover? 3. Will you include some questions <strong>for</strong> reflection? 4. Will you give visitors the possibility to write to you? How will you arrange this? 5. Do you want to refer to other boxes that were presented? Activity 43 – A shoebox full of memories Page 239
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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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Tips and potential difficulties If
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Activity 32 Maps: describing our re
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Resources and equipment Task sheet
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Activity 33 Communication breakdown
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Tips and potential difficulties 1.
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Communication at its best minimises
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Reflections What is behind avoidanc
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Activity 34 Trading values DESCRIPT
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Can we change values? Is there some
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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
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 220 and 221: TASK SHEET 6 Questionnaire - Partic
Page 222 and 223: Activity 41 Teaching difficult issu
Page 224 and 225: argues that we need to focus on the
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
Page 242 and 243: Activity 44 Students on the Interne
Page 244 and 245: Texts on human rights linked to med
Page 246 and 247: TASK SHEET 2 Questionnaire on Web 2
Page 248 and 249: TASK SHEET 3 Task sheet for WebQues
Page 250: Ηe is publishing a new song which
Page 253 and 254: Step 3 (individual and group work -
Page 255 and 256: to comments from others. The struct
Page 258 and 259: Activity 46 Displacement and digita
Page 260 and 261: Tips and potential difficulties 1.
Page 262 and 263: Activity 47 Modelling a democratic
Page 264 and 265: Step 4 (debriefing / plenary - 20 m
Page 266 and 267: Activity 48 A fresco for tolerance
Page 268 and 269: . React to the document which sharp
Page 270: ‘Some people are responsible for
Page 273 and 274: 2. Ask participants to discuss thei
Page 275 and 276: TASK SHEET 1 Date: 15 Septembre 194
Page 277 and 278: Should all the foreign students be
Page 279 and 280: 4. Use the following questions to m
Page 281 and 282: Resource D text Roma minority Resou
Page 283 and 284: ‘‘In those states in which ethn
Page 286 and 287: Activity 51 The rainbow tree DESCRI
Page 288 and 289: 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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Sales agents for publications of th
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