TASKs for democracy

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Ηe is publishing a new song which he wrote on What is Myspace? www.myspace.com/kois87 He plays online with others. The game is called AA. What is AA? http://en.wikipedia.org/wiki/America’s_Army www.youtube.com/americasarmy www.youtube.com/americasarmy#p/c/A86462FEB869D7E9/0/EG95LxW6RaE He is going to upload some videos he took with his camera on What is YouTube? http://en.wikipedia.org/wiki/YouTube He has to finish a project and he is going to search online <strong>for</strong> in<strong>for</strong>mation on a historical figure. That’s why he is visiting What is Wikipedia? http://en.wikipedia.org/wiki/Wikipedia Maria Jonassen Profile: She is 16 and her computer is never disconnected from the Internet. She loves music and fashion. She is going to check up on her friends on What is Twitter? http://en.wikipedia.org/wiki/Twitter www.youtube.com/watch?v=ddO9idmax0o&feature=fvw She is going to chat with her best friend on Yahoo Messenger. What is Yahoo Messenger? http://en.wikipedia.org/wiki/Yahoo!_Messenger She wants to make some changes in her appearance and she is going to upload a photo of herself on TAAZ. What is TAAZ? http://static.taaz.com/taaz-18feb-1144/ www.squidoo.com/taaz She will download a fashion show that she wants to watch using What is YouTube: http://en.wikipedia.org/wiki/YouTube www.youtube.com/watch?v=d2PbdIzAVKs Activity 44 – Students on the Internet Page 249
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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
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2. Discuss how the players behaved.
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Activity 36 Fostering understanding
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PLANNING Preparation Take the time
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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
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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 220 and 221: TASK SHEET 6 Questionnaire - Partic
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: He has to visit for a video confere
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
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Page 275 and 276: TASK SHEET 1 Date: 15 Septembre 194
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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
Page 290 and 291: Activity 53 Montage and mirror DESC
Page 292 and 293: Activity 54 The patchwork of our le
Page 294: Re-Learn Activities for recognising
Page 297 and 298: Tips for trainers This is a set of
Page 299 and 300: 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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