TASKs for democracy

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3. The group’s observer: during the whole activity, one of the group members must fill the observation grid with notes about the diversity within the group, answering the following questions. What contributed to a particular choice? Are there interesting remarks to make about personal backgrounds and experiences? What are the main comments of the group? Are there shared ideas? Was it possible to observe opposing points of view? 4. Time must be carefully managed! FURTHER READING Adapted from PROJECTO CIMA (Compreender e Intervir no Mundo Actual). Relatório Final (polic.), Coordenação de Ana Maria Bettencourt, Lisboa, Fundação Calouste Gulbenkian, 1995. TASK SHEET 1 Choosing images of diversity Activity 13 – Negotiating the meaning of personal choices Page 83
TASK SHEET 2 For group leaders and observers Pay attention to the sequence! 1. (Individual) Each participant must look at the materials and choose something related to the following question: what is the most significant thing for me with regard to our present world? Why is that? What does it mean to me? 2. (Group work) Each participant will present himself/herself to the micro-group through his/her choice, explaining his/her reasons for choosing it. Everybody can ask questions in order to get a better understanding of the group member’s choices. 3. (Whole class) Different teams will gather in order to present and discuss their choices and the observations made. The focus must be on answering the questions below (among others). Help your group prepare for this. How can the different teams (and the class) benefit from their different members? How can we deal with diversity as a potential resource in order to co-operate and work collaboratively? TASK SHEET 3 Observations and comments Each team must elect one person to observe the diversity of the group and processes within it. This person will observe and take notes about the diversity within the group and about what contributed to a particular choice. Group composition: .............................................................................................................................................................................. ....................................................................................................................................................................................................................... Choices: ...................................................................................................................................................................................................... ....................................................................................................................................................................................................................... Reasons/arguments:.............................................................................................................................................................................. ....................................................................................................................................................................................................................... Formal and informal skills: .................................................................................................................................................................. ....................................................................................................................................................................................................................... Different points of view: ...................................................................................................................................................................... ....................................................................................................................................................................................................................... Participants’ attitudes: .......................................................................................................................................................................... ....................................................................................................................................................................................................................... Personal expression/communication skills: .................................................................................................................................. ....................................................................................................................................................................................................................... TASKs for democracy Page 84
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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
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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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 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 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
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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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