TASKs for democracy

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Activity 11 Show me your ID DESCRIPTION Original activity contributed by Csilla Hős Focus: this activity helps participants discover themselves and each other by making them think about their multiple identities. This can introduce a session that aims to clarify what the concepts “culture” and “identity” mean, to raise awareness of the complexity of each individual’s identity, and to reflect upon the role teachers can play in educating young people for a more peaceful future. The activity will also promote team building in a group that has already been together for a while and where members trust each other enough to talk about facets of their own identity. 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 A_SELF_1 Readiness to examine one’s behaviour, language use and body language S_EPIST_1 Aptitude to cope with complex issues and avoid one-dimensional answers 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 K_SELF_1 Self-knowledge and introspection Type of activity: Team-building/energiser/core/main activity PROCEDURE Introduction Spread at least as many postcards on a desk or on the floor as there are group members. Inform participants that they will design their own identity cards in this activity. Step 1 (individual and group work – 20 minutes) 1. Project a slide showing your self-made “ID card” including various aspects of your identity (see below for an example). Participants can ask you two questions related to any of the items on the “ID card”. This demonstrates the interaction that will take place between pairs of participants during the activity. 2. Ask participants to select a picture postcard from those displayed and then sit down individually and prepare their own ID card. 3. Participants mingle and trade information based on their ID cards and ask for explanations of two of the “entries” on their partners’ ID cards. Encourage them to talk to more than one person while mingling. 4. When back in plenary, announce that there is time for reflection and encourage participants to think about the activity. Step 2 (debriefing – 15 minutes) Hold a debriefing session based on some of the following questions. What is the most interesting fact you have found out about somebody? Page 73
How easy/difficult was it for you to create your ID card? Why? Can you think of a time when your ID card would have been different? Was there anything you left out from your ID card because you felt it would be difficult to talk about? Has anybody identified himself or herself as “an educator”? Why? Why not? How do you feel about this activity? Would you be able to use it with your students? How would you adapt it? What would you hope to achieve with it? Step 3 (evaluation – 5 minutes) Participants write down three insights that they gained during this exchange. PLANNING Preparation Have enough picture postcards or colourful paper cards for each participant in the group. Tables need to be arranged so that both individual work and whole class mingling can be easily managed. Resources and equipment Postcards and felt-tip pens. You may want to project your ID or stick a large printout on the board. Tips and potential difficulties 1. The ID cards can be prepared on simple sheets of paper. Pictures and colours can add to a creative and individual profile. 2. It is important to stress that participants can decide for themselves to what extent they want to open up and what they are ready to reveal about themselves. You can also stress that the reflection triggered by the activities is as important and useful as what is actually being said, so no one should feel pressured. TASK SHEET Sample ID card I am a/an … woman mother teacher of English educator Hungarian citizen of the former Yugoslavia Christian daughter friend aunt lover of nature and the sea collector of pebbles … TASKs for democracy Page 74
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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
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 and 70: Tips and potential difficulties 1.
Page 71 and 72: PLANNING Preparation Have enough co
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
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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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