TASKs for democracy

Recommendations

Info

Activity 8 The walnut game DESCRIPTION Original activity contributed by Carmen Becker Focus: this activity is adapted from various sources (e.g. Neuro-Linguistic Programming, co-operative learning). It is intended to help participants learn the names of the members of a group quickly, get to know them and “warm up”. Target group: pre-/in-service teachers of age groups 3-5/6-10/10-14/14-18/adult learners Expected learning outcomes: A_COOP_2: Willingness to work together with others and become actively involved A_SELF_4: Readiness to learn from challenges Type of activity: Ice-breaking PROCEDURE Step 1 (sharing names – whole group – 10 minutes) Have the participants stand in a circle. One participant starts by giving his/her name, adding a positive adjective that makes it easy to remember. The group has to repeat the name and adjective (e.g. magnificent Mike, lucid Lucy, etc.) Take turns. After a round is completed test how many names have been learned by participants. Step 2 (inviting each other – whole group – 10 minutes) 1. Make the circle a bit larger to create a gap between two of the participants. 2. The one left to the gap has to choose a new neighbour by saying, “To my right the space is free. I wish came to me.” 3. The person called has to step into the gap. The participant who now has an empty space on his/her right is the next to wish for a new neighbour. Step 3 (co-operating – whole group – 10 minutes) 1. Stand with the group in a circle again. Each member holds a walnut in his/her right hand, with hands extended parallel in front of his/her body. 2. Each of the participants moves the walnut to his/her left hand and drops it into it. Then he/she moves his/her left hand towards the neighbour on the right. His/her right hand moves towards the neighbour on the left and is extended to receive a new nut. His/her left hand drops the walnut into the extended hand of the neighbour on the right. 3. The trainer’s walnut is marked. 4. The challenge for the group is to pass this marked walnut round the circle without getting stuck once. If they get stuck or make mistakes, they should start again. The game is over when the trainer gets his/her walnut back. Page 65
Step 4 (debriefing – 10 minutes) Discuss briefly if participants found this activity to be: fun useful usable adaptable The facilitator can make a parallel with the topic of inclusion: what can we do in our everyday practice as teachers to facilitate inclusion of all members of a group? How can we ensure good participation and equal access? PLANNING Preparation Make space for the group to form a circle. Resources and equipment One walnut per participant (or any other item that can be passed round) Tips and potential difficulties 1. You can eat the walnuts at coffee break! 2. You will have to concentrate to remember as many names as you can. Demonstrate through your behaviour that you pay attention to others, and use people’s names as often as you can during the whole activity and throughout the training sessions that follow. TASKs for democracy Page 66
Page 1 and 2:
TASKs for democracy 60 activities t
Page 3 and 4:
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 and 56: PLANNING Preparation Make room for
Page 57 and 58: PLANNING Preparation The room could
Page 60 and 61: Activity 6 Pieces of a puzzle DESCR
Page 62: Activities 7-11 30-45 minutes Page
Page 65: PLANNING Preparation Optional: the
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
Page 108 and 109: Activity 18 The learning suitcase D
Page 110 and 111: Activity 19 What is education for d
Page 112 and 113: Activity 20 Little experiments for
Page 114 and 115: Step 4 (debriefing - 10 minutes) 1.
Page 116:
Activities 21-26 90 minutes Page 1
Page 119 and 120:
Were you aware of the difficulties/
Page 121 and 122:
Example of a filled-in task sheet K
Page 124 and 125:
Activity 22 In a storm at sea DESCR
Page 126 and 127:
Activity 23 Tell me your story DESC
Page 128 and 129:
Resources and equipment Pictures of
Page 130 and 131:
Sample text and explanation Telling
Page 132 and 133:
Activity 24 What are humans’ basi
Page 134 and 135:
Resources and equipment Copies of J
Page 136 and 137:
TASK SHEET 1B Pour faire le portrai
Page 138:
Task Complete some of the following
Page 141 and 142:
3. Ask participants to form micro-g
Page 143 and 144:
Maria: You’re joking. My mum said
Page 145 and 146:
3. Show the first post in the blog,
Page 147 and 148:
TASK SHEET 1 Now we’re talking -
Page 150:
Activities 27-36 120 minutes Page
Page 153 and 154:
2. Participants discuss how they al
Page 155 and 156:
TASK SHEET 3 Before drawing your dr
Page 157 and 158:
Step 2 (acting - 30 minutes) 1. Wit
Page 159 and 160:
Further reading Maley A. and Duff A
Page 161 and 162:
Another text/video/audio should pre
Page 163 and 164:
8. Do you have many identities on t
Page 165 and 166:
Step 3 (conceptualisation - whole g
Page 168 and 169:
Activity 31 Choosing what I can do:
Page 170 and 171:
Tips and potential difficulties If
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
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 240:
4. Is one allowed to touch the obje
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:
Page 272 and 273:
Activity 49 Education for preventio
Page 274 and 275:
How much do you need to know about
Page 276 and 277:
TASK SHEET 2 Cards Murder and exter
Page 278 and 279:
Activity 50 Living together in dive
Page 280 and 281:
What will be the challenges for you
Page 282 and 283:
Basic principles on the rights of m
Page 284:
Activities 51-54 Session evaluation
Page 287 and 288:
Step 1 (survey - 10 minutes) 1. The
Page 289 and 290:
Step 1 (pair work - 15 minutes) 1.
Page 291 and 292:
3. Alternatively, you may want to g
Page 293 and 294:
Option 2 1. Divide the group into m
Page 296 and 297:
Unit 1 Building empathy Originally
Page 298 and 299:
Name Level of empathy (1-7) What is
Page 300 and 301:
SELF Description Response Hot butto
Page 302 and 303:
Unit 2 My backpack for learning, a
Page 304 and 305:
Picture 1 Why did I choose this par
Page 306 and 307:
Unit 3 Negotiating co-operation Ori
Page 308 and 309:
Debriefing/reflecting The groups
Page 310 and 311:
Unit 4 Stimulated recall Originally
Page 312:
Procedures 1. Displaying the audio/
Page 315 and 316:
Tips for trainers This is an acti
Page 317 and 318:
2. The remaining group members (in
Page 320 and 321:
Unit 6 My pluri-cultural self Origi
Page 322:
My identities Unit 6 - My pluri-cul
Page 326 and 327:
About the authors Series editor Cou
Page 328 and 329:
Appendix LIST OF TASKS A_DIV_1 A_DI
Page 330 and 331:
Time 15-20 minutes Time 30-45 minut
Page 332 and 333:
Time 90 minutes Title of activity F
Page 334 and 335:
Time 150 minutes Time 180 minutes T
Page 336 and 337:
Time Session evaluation activities
show all

TASKs for democracy

Create successful ePaper yourself

Delete template?

Save as template?