TASKs for democracy

LEARNING AND TRAINING ACTIVITIES
Ildikó Lázár and Pascale Mompoint-Gaillard
Introduction
Pascale Mompoint-Gaillard
Fifty-four activities are presented in the following pages. They range in duration from 20 minutes to 180 minutes
and are grouped according to their estimated length. Ice-breakers and energisers are at the beginning and
session evaluation activities are at the end of each section. By “evaluation” we mean activities that focus on
learning and teaching outcomes, providing information for improvement and further planning. They engage
learners and facilitators (teachers, trainers) in an interactive process that informs each party on how well the
planned activities relate to the expected learning outcomes, and how well the learners understood the goal
of the learning sequence. Evaluation provides information that is learner-centred, course based, often anonymous,
and not graded. An evaluation activity may be used by teachers and facilitators to make changes in the
learning environment and teaching procedure, and is often shared with learners to help them improve their
learning habits. By “assessment” we mean activities that measure and reflect the level of understanding and
mastery of competences regarding the content of the session. It is not necessarily learner-centred, is based
on external criteria such as rubrics or grids, is not anonymous and is usually graded.
All the activities are described following the same template.
Part 1: Description
Time
The approximate timing of the activity will depend on the number of participants and the depth of the debriefing
you wish to engage in. In general the proposed timing for the activities is for groups of 16 participants.
Title
Short titles indicate the topic and focus of the activity.
Author(s)
Although Ildikó Lázár and Pascale Mompoint-Gaillard have quite extensively edited the activities in this book,
the authors of the original training units that the activities were selected from are credited here. The training
units were developed within the Pestalozzi Programme trainer-training modules described in the introduction
to this book.
Focus
This is a short description that tells the reader briefly what the activity is about. This will help teachers, trainers
and educators to choose the activities they wish to use.
Target group
This information points users of the book towards the specific groups of participants the activity is geared
to in terms of the age of the learners and the context (classroom, in- or pre-service). All the activities
can also be implemented in non-formal education contexts and many can be adapted to classroom use
with learners.
Expected learning outcomes
This field relates each activity to the TASKs for democracy presented in the preceding chapter. The coding for
each learning outcome is as follows:
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