TASKs for democracy

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Activity 4 Identity cards DESCRIPTION Original activity contributed by Louise Cutajar-Davies Focus: this activity helps participants get to know each other, helps break down stereotypes and raises awareness of the fact that every individual is the bearer of cultural diversity. Target group: pre-/in-service teachers of age groups 6-10/10-14/14-18/adult learners Expected learning outcomes: A_DIV_1 Acceptance of diversity as a positive value for the environment and the survival of humankind S_DIV_2 Ability to discover facts about other people’s beliefs and practices K_DIV_2 Understanding of the changing nature of identities and cultures Type of activity: Ice-breaking PROCEDURE Introduction Tell participants that they have to write new identity cards for themselves. Step 1 (individual and pair work – 10 minutes) 1. Participants are given the identity cards to fill (see task sheet). 2. When finished, ask them to stand up and form two circles (an inner circle and an outer circle), facing each other. Ask them to share and compare the information they have written on their identity cards with the person they are facing. 3. Participants on the outside move clockwise to the next person and repeat the activity. 4. After a few rounds the participants are asked to go back to their seats. Step 2 (individual and group work – 5 minutes) 1. Ask the participants to reflect individually on how they defined themselves some 5 or 10 years ago and compare this to how they define themselves at present. 2. Share remarks on this activity in micro-groups. Have there been many changes? What can you say about the dynamic nature of culture and identity? How do you feel about the following: “Cultural diversity is as necessary for humankind as biodiversity is for nature.” (UNESCO Universal Declaration on Cultural Diversity, November 2001) Step 3 (debriefing – 10 minutes) 1. A volunteer from each group reports to the whole group on the points discussed about changes in how they define themselves. 2. Ask participants to discuss what they have established through this activity, and any classroom implications. Would they use it in their classroom? What learning outcome would they hope to achieve with their students? Page 55
PLANNING Preparation The room could be arranged café style, that is with four tables, each with four or six chairs. This will facilitate pair and group work. Resources and equipment Copies of blank identity cards for everyone Tips and potential difficulties 1. Time has to be managed carefully so participants only talk to each other for a maximum of 2 minutes in Step 1. 2. Depending on the number of participants, you may be able to let participants go through the full circle with their identity cards so they get to talk to everyone. TASK SHEET Identity Card photo Name: –––––––––––––––––––––––– Most striking physical feature: __________________________________________ Personal qualities: __________________________________________ __________________________________________ Favourite: • Food ________________________________ • Drink ________________________________ • Sport ________________________________ • Time of day ___________________________ • Season_______________________________ • Song_________________________________ • Poem________________________________ • Book_________________________________ • Painting ______________________________ • Film _________________________________ • Colour_______________________________ • Flower_______________________________ • Holiday country_______________________ • Ideal partner__________________________ TASKs for democracy Page 56
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TASKs for democracy 60 activities t
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The opinions expressed in this work
Page 6: Acknowledgements M any people have
Page 9 and 10: EDUCATION The expansion of the digi
Page 12 and 13: Introduction Ildikó Lázár and Pa
Page 14: the co-operative principles and pra
Page 17 and 18: The core components or TASKs are il
Page 19 and 20: mediating in conflict situations. W
Page 21 and 22: periphery. Looking at old maps in w
Page 23 and 24: activities help us to respond to qu
Page 25 and 26: Encouraging constructive interdepen
Page 27 and 28: Equal participation “What if some
Page 29 and 30: Co-operative roles rotate and chang
Page 31 and 32: Table 2: Guiding questions to evalu
Page 34 and 35: Part two Toolbox TASKS FOR DEMOCRAC
Page 36 and 37: Diversity and empathy 2 I am intere
Page 38 and 39: People who develop these skills are
Page 40 and 41: Knowledge and understanding Diversi
Page 42 and 43: Diversity and empathy 2 I find ways
Page 44 and 45: CODING First letter Thematic code N
Page 46 and 47: The formulation of the question is
Page 48: Activities 1-6 15-25 minutes Page
Page 51 and 52: PLANNING Preparation Ideally, the r
Page 53 and 54: PLANNING Resources and equipment A2
Page 55: PLANNING Preparation Make room for
Page 60 and 61: Activity 6 Pieces of a puzzle DESCR
Page 62: Activities 7-11 30-45 minutes Page
Page 65 and 66: PLANNING Preparation Optional: the
Page 67 and 68: Step 4 (debriefing - 10 minutes) Di
Page 69 and 70: Tips and potential difficulties 1.
Page 71 and 72: PLANNING Preparation Have enough co
Page 74 and 75: Activity 11 Show me your ID DESCRIP
Page 76: Activities 12-20 60 minutes Page 7
Page 79 and 80: Step 2 (pair work - 10 minutes) Aft
Page 82 and 83: Activity 13 Negotiating the meaning
Page 84 and 85: 3. The group’s observer: during t
Page 86 and 87: Activity 14 Exploring concepts thro
Page 88 and 89: Não sei quantas almas tenho. Cada
Page 90: Formal and informal skills: .......
Page 93 and 94: Step 4 (debriefing/reflecting - 20
Page 95 and 96: SITUATION 2 Instructions and materi
Page 97 and 98: SITUATION 4 Instructions and materi
Page 99 and 100: Step 4 (debriefing - 10 minutes) Mo
Page 101 and 102: TASK SHEET 3 Friendly school! Pre-r
Page 103 and 104: Step 3 (plenary debriefing - 20 min
Page 105 and 106: 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
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Tips and potential difficulties Thi
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7. Each member in turn does three t
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than most people. To give it a last
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8. Thinking about encounters with p
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Activity 39 Imagining possible outc
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When the plan is announced, some lo
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Activity 40 Participatory communiti
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TASK SHEET 1 Images of different ge
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TASK SHEET 3 Mapping barriers/const
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TASK SHEET 6 Questionnaire - Partic
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Activity 41 Teaching difficult issu
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argues that we need to focus on the
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2. Show images and discuss the stor
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2. Organise the first set of cards
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Activities 42-50 180 minutes Page
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Step 3 (group work - 50 minutes) 1.
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Activity 43 A shoebox full of memor
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Step 5 (trainer’s evaluation of t
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4. Is one allowed to touch the obje
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Step 2 (individual and group work -
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1. How long have you been using the
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24. Do you use fake information abo
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He has to visit for a video confere
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Activity 45 Media literacy and huma
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Write down something you learned ab
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TASK SHEET 2 theory practice Defini
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Step 3 (group work and plenary - 60
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TASK SHEET 2 Documents On Internall
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4. Have participants write their gr
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Resources and equipment The “squa
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Step 2 (Silent debate - group work
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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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TASKs for democracy

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