TASKs for democracy

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Activity 10 Exploring a cartoon DESCRIPTION Original activity contributed by Hugo Verkest Focus: this activity helps participants discover different meanings and perspectives related to culture, identity, tolerance and other basic concepts by exploring the group’s interpretations of a cartoon. Target group: pre-/in-service teachers of age groups 10-14/14-18/adult learners Expected learning outcomes: A_EPIST_3 Inclination to see things from different perspectives S_EPIST_1 Aptitude to cope with complex issues and avoid one-dimensional answers S_SELF_1 Capacity to face the challenge of doubt and uncertainty K_DIV_1 Understanding of the main concepts related to diversity (e.g. culture, identity, equality, empathy, prejudice, stereotypes, discrimination, racism, citizenship, global interdependence, sustainability) K_DIV_2 Understanding of the changing nature of identities and cultures Type of activity: Core/main activity PROCEDURE Step 1 (group work – 10 minutes) 1. Display the cartoon and ask micro-groups or pairs of students to “read” it and make up discussion questions based upon the cartoon or arising from its main themes. 2. Then ask each group to write their best questions on the board. 3. As they do so, note the similarities and differences in the questions from different groups. Step 2 (individual and pair work – 15 minutes) 1. Participants answer the questions on the task sheet individually. 2. When they are finished, they can discuss their answers with a partner. Step 3 (debriefing – 15 minutes) 1. Ask the participants to form new groups (or help them form new groups with colour cards) and discuss the questions they find most interesting from among their own questions on the board and the ones on the task sheet. 2. Ask the micro-groups to report to the whole class. Hold a debriefing session based on the groups’ choice of questions. Step 4 (evaluation – 5 minutes) Participants write down three insights that they gained during this exchange. Page 69
PLANNING Preparation Have enough copies of the cartoon for each participant/group. Tables need to be arranged so that both group work and a whole class discussion can be easily managed. Resources and equipment Task sheet. You may want to project the cartoon or stick a large printout on the board. Tips and potential difficulties 1. The use of cartoons and the process of completing the questionnaire can generate a lively discussion. It is amazing how well participants voluntarily express themselves about cartoons; the range of reactions and feelings that they trigger in our students and teachers is stimulating. The advantage of graphic materials is that they are so readily available to the teacher, and so immediately motivational to most students. 2. Be aware that a cartoon is just a “snapshot” and that in discussing it we have to place it in context. TASK SHEET 1 © Ruth Verkest 2008 TASKs for democracy Page 70
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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
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 and 66: PLANNING Preparation Optional: the
Page 67 and 68: Step 4 (debriefing - 10 minutes) Di
Page 69: Tips and potential difficulties 1.
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/
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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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