Key Competence Modules

Key competence modules

Methodological skills Digital literacy Methods of data generation Presentation skills

Social and civic skills Working in teams and dealing with diversity and conflicts Discussion: opinion-making, participating and moderating How to participate in democracy and civil society

Learning-to-learn skills Work organisation Time management Self-evaluation Modules for key competences The three VOICE Key Modules are designed to promote students’ key competences. Each of these modules consists of three worksheets for your students with an accompanying teachers’ part providing teaching advice, practical exercises for your classroom and useful resources for further information.

You will find the following worksheets for printing and copying on the entailed DVD and on the VOICE homepage www.voice-comenius.org > school materials:

. Methodological skills o Digital literacy o Methods of data generation o Presentation skills

. Social and civic skills o Working in teams and dealing with diversity and conflict o Discussion: opinion-making, participating and moderating o How to participate in democracy and civil society

. Learning-to-learn skills o Work organisation o Time management o Self-evaluation

Each of the worksheets consists of a students’ part to be distributed to your students, and a teacher’s part providing tips for implementation, background information on the specific skill, further exercises and advice on teaching approaches.

How you can flexibly use the worksheets in your classroom There is a broad range of options on how to make use of the worksheets depending on how much time and efforts you consider appropriate for the development of students’ competences.

You can… … distribute copies of the worksheets for students together with some guiding questions related to the text and let students read it at home. Start a plenary discussion about the findings of the students on the topic next lesson.

…carry out one or more classroom activities described in the worksheet part for teachers.

…select one topic-related aspect of the worksheets which you guess is particularly relevant for your students. Please read the teaching advice and reflect on which task could be appropriate to enhance students’ competences in this context.

You will also find hints to other worksheets that might be useful.

If you think you do not know much about the topic browse the links listed for more information provided with the worksheets.

How you can adapt the worksheets according to your classroom situation The worksheets are designed for an easy classroom-use. However, you may wish to add an exercise you have in mind, or you may add questions or description to the worksheets in order to make them even more beneficial to your students and your lessons. The worksheets on the VOICE homepage are in PDF and WORD version. You are invited to download from the VOICE homepage a modifiable WORD version of the worksheets and add exercises, questions or descriptions as you wish.

2 Digital Literacy Teacher’s Guide Modern technologies like computers, the internet or mobile phones are central elements in the everyday life of children and young people. Young people grow up with new social environments and they easily access at a mouse-click a virtual space that has a remarkable influence on their social relationships and the ways of communicating. Digital literacy does not only mean teachers can add s more tools to the literacy toolbox of learners, but, in addition, can also explore new strategies for teaching and learning.

As to which skills young people should acquire in order to be able to manage themselves in democratic societies? Some key points related to digital literacy and Education for Democratic Citizenship in schools:  Literacy and critical/analytical skills of learners: Many young people believe most of what they look up online. Active citizenship in the light of digital literacy in the school context basically means promoting the critical and analytical skills of learners.  Safety: It has become important to consider issues of child protection. Anonymous, instant and far reaching communication capabilities of the Internet have brought new dimensions to child protection issues such as Cyber bullying, group-related and/or racist attacks or even suicide and sexual exploitation. Other topics related to internet safety: Data protection, privacy and laws on intellectual property.  Learning strategies: Enhance your own professional skills as a teacher and explore the tools of the Internet and Web 2.0 for teaching. There is a large variety of options for educators.

Further tips for your classroom Some suggestions how you and your class could use Internet and Web 2.0 (resources indicated in English language): . Make use of expert online communities when dealing with a particular subject. . Generate a WebQuest, e.g. via 1.2.3. TU WebQuest (http://questgarden.com/author/overview.php (EN) (20.07.2012) or the free Internet tool aula21.net (http://www.aula21.net/ (EN) (20.07.2012) in various languages . Use a Wiki to collaboratively present the results of class work (free Wikis for teachers: www.wikispaces.com/content/for/teachers (EN) (20.07.2012) . Collect links by means of Social Bookmarking . Documentation of research in a Weblog (Weblogs for teachers: http://edublogs.org (EN) (20.07.2012) . Make videos/audios available for your students (platforms for photos, videos etc.)

Two practical exercises for your classroom

Name of activity “Sources and quoting” Time 1 – 2 hours Aims . To raise awareness about the importance of quoting . To practice quoting Age groups 14 - 16 Preparation and PC/Internet, (at least 4 computers) or using PCs at student´s home material needed Method data generation and applying quoting techniques Instruction 1. Class is divided into different groups. Each group works on one topic (migration, democracy, Europe, Human Rights) and prepares a text by means of „copy & paste“ from different Websites (at least 3). Text should be 1 page, approx. 5 paragraphs. No sources are indicated, but the respective links are collected (either on a paper, a learning platform or by means of Social Bookmarking). Time: 15 minutes (alternatively, one group member prepares the text at home).

2. After 15 minutes the text is electronically forwarded to the members of one of the other groups. The latter (group 2) completes each paragraph with the respective Internet sources by applying appropriate quoting techniques. At the end of the activity, group 2 receives the list of all links which have been used by group 1 and compares group results. Step 2 can also be done as homework. 3. Feedback with 3 main questions on the thoughts and opinions of students: What do you think, why is it important to quote properly? What should you particularly consider when you are quoting? What could be the consequences when information about sources is not provided? Source (adapted): Erst denken, dann klicken (Think before you click). Web 2.0 – Das Mitmach- Internet sicher und verantwortungsvoll nutzen. ÖIAT, 2008 (Austria), http://www.saferinternet.at/english/ (EN) (20.07.2012

Cyber bullying / Cyber mobbing Mobile phone and internet use have become common for youth, so has the misuse of this technology. There is evidence that Cyber bulling/Cyber mobbing is increasingly widespread in schools nowadays and that it has become a feature of many young people´s lives. Cyber bullying is the use of ICT, particularly mobile phones and the internet, deliberately to upset someone else. It may consist of threats, harassment, embarrassment, humiliation, defamation or impersonation. Cyber bullying may take the form of general insults, or prejudice-based bullying, for example homophobic, sexist, racist or other forms of discrimination (quote from the website of Childnet International, Download for school staff: http://old.digizen.org/downloads/cyberbullying_teachers.pdf (EN) (20.07.2012).

Name of activity “Let´s fight together!” A film about cyber bullying. Awarded short-film by www.digizen.org (EN) (20.07.2012), Childnet International, 2007/UK, English language (very easy to understand, thus to be used by age group 14 to 16 in different languages). A version with German subtitles is available on the Website (http://old.digizen.org/cyberbullying/film_de.aspx (EN) (20.07.2012). The website of the film includes a teacher´s guide and lesson plans (http://old.digizen.org/cyberbullying (EN) (20.07.2012). Time 3 phases (phase 1: 50 min. up to 1 hour, phase 2 and 3 together: 50 min. up to 1 hour) Aims To find solutions for a situation of Cyber mobbing. Different options for action are explored by a role-play. Age groups 14 - 16 Preparation and material Link to the film needed http://old.digizen.org/cyberbullying/fullfilm.aspx (EN) (20.07.2012) (length: 7 min., 5 min. presentation of characters) Method film, role-play Instruction Phase 1: students watch the film. Afterwards different roles are distributed among students (Joe, mother of Joe, Kim, Rob, teacher, director). The other students support their colleagues as if they were coaches for the students in their different roles (six groups with three to four coaches). 2 or 3 students could be observing the role-play and making notes about the options which are acted out in the role play. The actors consult with their coaches and reflect collaboratively how the respective person could act in his/her role. Phase 2: a fictional situation for the role-play: all role-players come together for a clearing the air conversation to seek a way out of the situation of Cyber mobbing. - The role-play starts (duration: 10 minutes approx.). Phase 3: sharing results and feedback: how did the actors feel in their roles, how do the students evaluate the solution that has been found in the role-play (on a scale between 1 - 10). Discussion on results and further ideas for alternative solutions. Source of the activity: Erst denken, dann klicken (Think before you click). Aktiv gegen Cyber- Mobbing. Vorbeugen – Erkennen – Handeln, ÖIAT, 2009 (Austria), http://www.saferinternet.at/ (EN) (20.07.2012) (slightly modified)

 If you want to do more on Internet safety related to Human Rights you may implement the Problem-based learning module on Human Rights you can find on the DVD and the project’s homepage www.voice-comenius.org > school materials

4 Useful educational resources  Insafe unites national Awareness Centres in 27 countries in the EU, Norway, Iceland and Russia (co-funded by the Safer Internet Programme) to raise Internet safety awareness at the national level. Resources in different languages are available on the Website: www.saferinternet.org/web/guest/centre-european-map (EN) (20.07.2012)  Empowering Students to be Effective, Autonomous & Safe Users of New Media. A Resource for CSPE (Civil, social and political education): http://www.thinkb4uclick.ie/pdf/TB4UC_FULL_VERSION.pdf (EN) (20.07.2012)  http://www.webwise.ie/ (EN) (20.07.2012): comprehensive website of the Irish awareness centre of the European initiative INSAFE containing information for kids and adults: Interactive information for kids and youth (SURFwise, CHATwise, SHAREwise, GAMEwise) about different aspects of the use of Internet) available. http://www.webwise.ie/article.aspx?id=8664 (EN) (20.07.2012) Worksheet for Students Digital Literacy

What is digital literacy? Digital skills is not only the technical capacity to access media, or to manage, create and share knowledge. They also include the following: . being aware of the opportunities and potential risks of Internet and social networking via electronic media (Web 2.0) . being able to access, critically analyse and process online information

Whether you are researching a homework paper or having fun in chat rooms or in Instant Messenger – each one of the skills mentioned is important to participate actively in civil society.

1. Engagement in safe and constructive social networking

Already uploaded your latest funny party photos on Facebook or YouTube to show them to your friends? You will probably be more or less familiar with the broad range of opportunities of digital social networking (Web 2.0). But what about the potential risks of Web 2.0?

Benefits Some opportunities and tools of Web 2.0 . It is the cheapest way to stay in touch with . Share platforms for photos and videos friends (e.g. YouTube, Flickr) . You can easily search, collect and process . Create Weblogs/Blogs information (e.g. via www.wordpress.org (EN) (20.07.2012) . You can interact with subject specialists . Communicate in Online Communities . They allow people with similar interests to (like MySpace, digital communities for students, share information and to collaborate despite Facebook etc.) and geographical separation (language learning Chat rooms or Instant Messenger opportunities!) (e.g. ICQ, MSN) Potential risks . Edit Wikis: collaboratively edited free online . Internet safety (virus, spams, Internet rip encyclopaedia (free Wiki spaces: off) www.wikispaces.com/content/wiki (EN) . Cyber bulling/Cyber mobbing: bullying (20.07.2012). which is carried out through an Internet Most commonly used encyclopaedia: service such as email, chat room, instant Wikipedia. messaging or mobile phones. . Apply Social Bookmarking: a personal list of . It is impossible to really know who you are interesting Web sites. You can tag and save communicating with (this may result in bookmarks online and share them with other unpleasant or exploitative face-to-face people, (e.g. via www.delicious.com/help/learn contact in real life). (EN) (20.07.2012) . Exposure to harmful or illegal material. . Quality level of content could be potentially low and/or one-sided in blogs or Wikis.

Which Web 2.0-type are you – A, B or C? Do you use Web 2.0 primarily for passively seeking entertainment or information (A), for communication purposes (B) or as active producer of web content (C)?

Personal data protection – tips and hints . Give personal data only when required and only if proportional to the goal set (no personal data like phone number, address, school). Use settings for “privacy” (make your dates available only for people whom you trust). 6 . In case of doubt, it is legitimate to ask: „Why“, „Who is managing this information?“, „What are my rights of access?“ . Always use complex passwords. Use several e-mail addresses and several usernames so as not to expose your personal data and those of your close relations. . Think carefully about the content you put online. Do not put content online (text, photos) which could have negative consequences for you or for others. . When paying online, always make sure that URL addresses begin with https (secure Internet channel for banking and commercial transactions). Keep in mind: The Internet does not forget anything! Personal data leave documented marks and could tentatively even be used against you (e.g. by employers) and without your authorization (via profiling, marketing).

Web tips for you Cyber bullying can assume many faces –  Under surveillance (cartoon for youth dealing with exclusion, outing, harassment, damage Internet safety, by League of Human Rights, reputation etc. What steps would you advise France): to the following targets of cyber bullying? www.edri.org/comic-book/en/Under-surveillance- Discuss with your classmates. comic-book.html (EN) (20.07.2012) (source: http://csriu.org (EN) (20.07.2012))  Through the Wild Web Woods: A game by the Council of Europe which aims to get people to 1) Greg was changing in the locker room. know and respect children´s rights. Available in 25 Matt took a picture of him with his cell languages! phone camera. Within seconds, the picture www.wildwebwoods.org/popup_langSelection.php# was flying around phones at school. (EN) (20.07.2012)  Glossary of Internet terms (English): 2) Millie tries hard to fit in with a group of girls at school. She recently got on the www.scoilnet.ie/pdf_webwise/10_glossary.pdf (EN) “outs” with a leader in this group. Now Millie (20.07.2012) has been blocked from the friendship links  Center for Safe and Responsible Internet (USA, of all the girls. Oregon). Student guide to Cyberbullying, Download: http://csriu.org/cyberbully/docs/cbstudentguide.pdf (EN) (20.07.2012)

Try out: Which tracks do you or people you know leave in the Internet? Browse names by means of different searching engines (Yahoo, Google, AltaVista). What are the results? Are the results the same when browsing with different search engines?

2. Access, critically analyse and process online information

What is your way of searching, collecting and processing information in the World Wide Web, if you do some work for school? „If there is text on a screen, returned through the first ten Google hits, then it must be correct and relevant“. Do you agree or disagree with this quote? Are you more tending towards the „copy-paste-style” or do you thoroughly verify sources? Google, Blogs and Wikis are easily accessible and helpful tools to approach a subject, but on the other hand they demand capacities to sift, discard and judge information: what is trash, what is relevant, what is polemic, what is popular, what is quality and reflects diverse views to construct an argument, which ones are reliable sources?

Did you know? More than a million people a day visit the Wikipedia site. It has approx. 3,687,299 articles (source: Wikipedia, July 2011). Wiki is a word which means „quick“ in the language of Hawaii.

Check the quality of information before quoting, processing and forwarding it! ● Author: Who wrote the article and was the author an expert on the topic (you could use: www.whois.net)? Which institution and which interests are behind the internet source (e.g. commercial interests, political positions and ideologies)? ● Content: Which genre and which category of text is the document (journalism, academic paper, blog, polemic)? Where does the information come from and what evidence is used? What is the purpose of the site? When was the site created, updated, or last worked on? Are there citations in the piece? Links to other websites? What is not being discussed? Who is the audience for this information? ● Purpose: Is the information useful for my specific purpose?

Compare information If you search information, check at least 3 different Websites and compare the content you find on them. This is important, because anyone can create and publish information on the net. You can save a page by clicking on the Favourites menu on the top toolbar and adding the page to the favourites. Quotation rules You may use quotes from other authors (e.g. for your presentation), but you should refer to the sources. Add all available data, so that the reader can find the original.  Name of author and/or institution  Year of publication  Title and number of pages  Type of source (internet source or book) Quotation from Internet: Indicate the complete Internet address (URL) and data of last online entry (in brackets). Theses quotation rules also apply for photos, films, audio contributions, games etc. – whether you work on something for school or create your contributions for blogs, Wikis and Internet platforms. Laws on intellectual property Do you want to publish data from other authors (e.g. music, photos, films, texts) for your blog or the school newspaper? Ask the author for his/her permission to do so, otherwise the author could file for damages in the worst case. The Charter of Fundamental Rights of the European Union protects privacy and personal data. www.europarl.europa.eu/charter/pdf/text_en.pdf (EN) (20.07.2012)

8 Methods of data generation Teacher’s Guide Thanks to the internet, it’s not hard work to find information for any topic. So, today´s most important competences are developing strategic approaches to research information as well as critical attitudes and learning to evaluate the quality of information in the light of the global information flood. Balancing between important and insignificant or between reliable and manipulated information is a skill that has to be developed in schools.

Information sources are not limited to the World Wide Web – there are so many other means of accessing information. You and your students could invite an expert for a specific topic (of your local community or an activist working in a non-profit-organisation), prepare an opinion survey or carry out field studies. On a non-participatory basis students may observe a specific social space or – when it is participatory – collect life stories or engage in oral history. Choose the method which is appropriate for your goals and for your resources in view of time-management and the maturity of students for thematic approaches.

Preparing an interview If you intend to let your students carry out interviews, the following steps might give your students valuable hints for preparing it.

Instruction for students: 1) Prepare your goals ahead: 3) Find a good location: Avoid busy and loud What questions are relevant for your research cafes! If there is a place that has some relevance activities? What do you want to get out of the to the story or your subject you will have much interview (re-enactment of an event, personal greater success. People often feel more opinion on the issue or general background comfortable and open when they are in familiar information)? surroundings. 2) Decide about your interview procedure: 4) Work on your flow: The flow of questions Try to structure your questions in a logical way, needs to seem natural and conversational. Find a write them down and bring them with you. Think good balance between a conversation and getting of a short introduction about yourself at the your job done. Think about transitions and what beginning of the interview. Do you prefer taking you will ask next, smile and nod. Don’t be afraid notes or would you like to take a tape recorder to revisit a question. with you? A second person as a note taker can Sometimes people need time to warm up or will be useful sometimes, because he/she helps to respond better if your question is worded check your quotes and information. differently. Especially when you are dealing with sensitive subjects, you need to show empathy. Keep exercising in advance!

Research in the World Wide Web Challenges for teachers ►Students plagiarize by cutting and pasting information from websites and books. ►Students are overwhelmed by complexity of information and cannot distinguish between an appropriate and inappropriate resource. ►Students do not search for information beyond the first few sites on Google or in books.

Further information and tips related to this topic  see worksheet 1 “Digital Literacy” in the key competences kit Systemise complex topics Mind Map

A mind map is… … a method for making notes on a topic, prior to writing. It is a structured strategy, which shows the relationship of ideas. Having an organised display of information before starting the writing process may help students with the structure of their research project. They start with a topic at the centre and then generate a net of ideas from that, developing and relating these ideas by making associations.

Process: choosing a topic  making unstructured notes regarding the topic (individual, afterwards in groups)  supplementation and feedback (in front of the whole class)  transfer into a clear format End result: should be an organised display of information, showing the central topic and a number of subtopics and further points that stem from it. The mind map’s visual design enables students to see the relationship between ideas and facts and encourages them to group certain elements together. Two practical exercises for your classroom

Name of activity “Preparing an expert interview” Time 2 hours for the preparation of the interview, discussion (role play) and organisational issues. 1 hour for the realisation of the interview. 30 min. reflection of the interview. Aims Students learn how to prepare an expert interview in terms of goals of the interview and structuring the questions. Students learn about the situation of unaccompanied refugee minors (problems and challenges). Age groups 14 – 17 Preparation and Paper and pencils for taking notes. material needed Method Preparation and organisation of an expert interview. Exercise the interview situation (performing a role play). Carrying out an expert interview. Reflection of the interview. Instruction Instructions for students:

1. Prepare an expert interview with a person who works with asylum seekers (NGO or a governmental office). Go together in pairs and reflect which questions you would ask your interview partner.

Suggestions for guiding orientation of the interview: Ask for a description of the term “unaccompanied refugee minors”. Try to find out: what is the minors’ political status, their personal situation. Ask for basic information and for individual stories in your country. Summarize your contact person’s basic information. Select the four most serious problems and challenges they face in your country.

Some important points to consider for the preparation: a) Prepare your goals ahead: What questions are relevant for your research activities? What do you want to get out of the interview (re-enactment of an event, personal opinion on the issue or general background information)? b) Decide about your interview procedure: Try to structure your questions in a logical way and write them down. Think of a short introduction about yourself at the beginning of the interview. A second person, either as a second interviewer or as a note taker, may be useful.

Instructions for teachers how to proceed:

2. Students discuss and compare their results in the classroom. In order to work on the flow of questions you could suggest a role play (students carry out a fictional interview with an “expert for asylum seekers”, one asylum seeker, two interviewers).

3. Students organise the interview and invite someone who works with asylum seekers (optionally you could do it). Alternatively, your class may visit the working place of this person. Discuss with students: Which organisations could you address?

4. Appoint two volunteers who will carry out the interview. They should decide if both will take the interviewer part or if one of them will be the note taker. For the second part of the interview, there should be enough time reserved for other students to participate and to pose questions which have not been asked yet (approx. 20 minutes). Some hints: . Remind the interviewers not to forget to bring the notes that they prepared in advance to the interview. 10 . We suggest that the interview takes place in the middle of the class so that everyone is able to follow the conversation (put three chairs into the centre of the classroom).

5. Two students carry out the interview while the other students observe (they may take notes). In the second half of the time available they get involved.

6. Subsequent lesson: reflection of students . What have we learned about unaccompanied refugee minors? . How do the interviewers evaluate the interview (procedure, results), what did the observers notice? What was surprising or outstanding?

Name of activity “Information research” Time 1 lesson for the sample “Berlin Wall” (+ homework) 2 hours for the sample “It happened some days/weeks ago …” Aims Sample 1: To exercise strategic approaches for information research.

Sample 2: To differentiate between perception and interpretation of visual information. To practice the use of a mind-map. To practice information research. In- depth understanding of a politically relevant event by undertaking a change of perspectives and seeing its implications through the glasses of someone else. Age groups 14 – 16 Preparation and Sample 1: PC (at home) and access to other sources (e.g. via libraries) material needed Sample 2: Newspapers, Flip-chart paper and markers Method Sample 1: Research activities (PC and other information sources) Sample 2: Perception and interpretation of a photo. Creating a mind-map. Writing a short story or report (by putting oneself into the position of another person). Instruction Sample 1: Topic “Berlin Wall built between East and West Germany”

Instructions for students: Research information (libraries, Internet, optionally other information pools like data sources of museums and archives) about the construction of the Berlin Wall and find answers for the following questions (two A4 pages, hand-written): 1. Who was involved? (political institutions, people, countries, corporations etc.) 2. What was the final outcome? (Who won or lost? What did they win or lose?) 3. When did this all occur? (time period, date) 4. Where did this take place? (continent, city, neighbourhood etc.) 5. How did this happen? (by violence, by accident etc.) 6. Why did this happen? (political responsibility etc.) 7. Your sources: ______(at least 3 sources)

This task could be done as homework.

Sample 2: “It happened some days/weeks ago …”

Instructions for teachers: a) Cut out photos from newspapers (4 to 5 photos showing the same topic or, alternatively, different topics) dealing with significant recent political incidents and developments, either on national level, on EU level or abroad. The photos may reveal a situation that is kind of ambiguous and in any case, they should show one or more human beings involved.

b) Divide class into 4 or 5 small groups (each group gets one photo). Let students discuss in groups what they see on the photo and secondly, what they assume being the political context of the photo. Ask students: What do you see? What do you assume: what happened, when, why? What have you heard or read about this topic, what do you know? Create a common mind-map with your working group!

c) Students individually research the incident and its political background and consequences (Who? What? When? Why? How did this happen? Where?). They write a short story or report from the perspective of one of the persons on the photo (homework).

d) Next lesson: some students read what they have written. Ask students about the results of their research and if there is anything which is still unclear. Add information, if appropriate (e.g. chronology of events).

Instructions for students: 1. Discuss in small groups: What do you see on the photo? What do you assume: What happened, when, why? What have you heard or read about this topic, what do you know? 2. Create a mind-map with your working group on the topic. Make a mind-map gallery of all working groups. 3. Individual homework: a) Research the political background of the photo: Who is involved? What happened? When and where? Why? How did this happen? b) Write a short story or a report. Choose the perspective of one person that is on the photo. Imagine you are this person who is reporting what happened: What did you feel when this incident happened? What did you think? How did you react? How did this incident influence your life? What happened before and afterwards?

Educational resources

 Council of Europe. How all Teachers Can Support Citizenship and Human Rights Education: A Framework for the Development of Competences. Council of Europe, 2009 (edited by Sarah Keating-Chetwynd) http://book.coe.int/EN/ficheouvrage.php? PAGEID=36&lang=EN&produit_aliasid=2391 (EN) (20.07.2012)

12 Worksheet for students Methods of data generation

You feel confused when faced with the huge mass of information? You have no idea, where to find appropriate information sources? Use the following strategies! © rubysoho, www.fotolia.de

Basic steps for effective research 1. Review on the 2. Create an 3. Generate 4. Gather 5. Analysis and topic overview questions detailed conclusion The best way to Find out about Before starting informatio Is your main generate basic relationship further n question knowledge and to s between research: Ask experts, read answered? understand different Try to formulate specialist Could you scientific terms aspects of one main literature, find new related to your your topic question discover results? Did topic! and and some interesting you Searching through systematize detailed places via discover Lexica or them. questions field work. contradictor Wikipedia can A Mind Map that are Choose y help to find assists in essential different information essential discovering and types of compared information and basic interesting research to key words on a elements of for your methods in literature? specific topic. your project. order to Try to put research They have have a your project. to be broad research answered picture of output into by the end. your clear research words! topic.

Don’t miss the following possibilities for data generation: Library: Internet: Extensive information can be found in books. Key Huge information reservoir! Weblogs, words assist in finding relevant titles or authors. newsgroups, websites or searching engines as Pro: In many cases information in books is well as specialized texts, books, films and prepared systematically and suitable. References pictures can serve as information sources. can be found. Pro: Easy access and immense information Con: Sometimes books are already on loan and variety. the waiting time is long. Con: Sometimes confusing searching process, websites can be changed or deleted consistently. Information pools: Interviews: Data bases, museums and archives include Searching for background knowledge, memories, various information sources: newspapers, individual perceptions, personal impressions, leaflets, scientific papers, collections of detailed information and different perspectives? documents and pictures. Statistic institutes may Experts as well as ordinary people often provide enrich research projects with tables and data. interesting information which has never been Pro: Adequate sources for detailed information. heard before. A conversation gives the research Con: Sometimes expensive! project a personal touch. Absolutely essential: Create a questionnaire before conducting the interview! Pro: Experts are likely to give access to updated knowledge and know about further information sources. Con: Reaching prominent or appropriate persons can be difficult. Field work: Opinion survey: Away from your computer, off to real life! Whether 1. Establish the goals of the project: What to the parliament, to a protest activity, to an do you want to learn? election campaign or directly to a recruitment agency for unemployed people: Through the 2. Determine your sample: Who is the observation of activities, symbols and person you will interview? behaviour you will get unique insight views and information related to your topic. Take care: 3. Choose your interviewing methodology: Observations always have a subjective character, personal interview, telephone, mail, e-mail etc. but explain the relevance to individuals and the 4. Create your questionnaire: What will you meaning of political and social actions. ask? Pro: Enriching and lively information. Con: Time-consuming. 5. Pre-test the questionnaire, test if it is practical! 6. Conduct interviews, enter and summarize data. 7. Analyse your data: Produce the final report! Pro: reflects multiple opinions Con: comprehensive analysis

Observation and interview activities Information research is something you can learn by reading books, newspapers and searching on the internet, but also by practising it out of your classroom. Let’s find exciting places for training!

Non-participatory observation ► Observe political and social demonstrations ► Observe social spaces!

Go to a political or social event (e.g. 1st of May Is there a neighbourhood in your town with high festivity, national holidays) and observe its proportion of immigrants? Go to this participants: Where do they meet? Which groups neighbourhood and describe the buildings, the are present? What are the main messages? How neighbourhood’s public spaces as well as the do participants behave and communicate? Can people’s activities there. Are you able to identify you identify symbols and traditions? Make notes borders towards other neighbourhoods or as detailed as possible; afterwards try to borders between different generations or systematize your observations in your writing. between migrants and non-migrants in the neighbourhood itself? Can you identify interactions between different groups? Analyse the neighbourhood’s snap-shots and describe the similarities and differences compared to your own neighbourhood.

Participatory observation

14 ► Collect personal stories!

You could for example visit a home for elderly people (ask for permission of director first) and ask residents for their life stories, their everyday habits, their perspectives and their knowledge about history. What do they mention; what do they miss out? Watch their conversations. Investigate about fear, luck, activities and meanings in their lives.

Structured interview

Oral history: Think of a far-reaching political or social happening in the lives of your grandparents. Explore this topic with the aid of books, newspapers and the internet and try to prepare a questionnaire including specific questions: What seems to be the most important issue regarding this political or social happening? What does your grandpa or your grandma mention about his/her memories and feelings? What information do you need in order to understand this political or social happening properly? Then ask them in a face-to- face interview.

Expert interview: Prepare your goals ahead (what do you want to know?) Structure your questions and your tasks in the group respectively (asking questions, noting down answers, recording etc.). How do you end the interview?

Unstructured interview

Read an up-to-date newspaper and select a topic that affects people in your country. Then ask anyone for his/her knowledge and opinion concerning the topic. Let him/her talk as long as possible! Don’t ask concrete questions, but try to keep the conversation on-going.

What are advantages / disadvantages comparing the two interview methods (structured and unstructured)?

Field work diary: Whether you are a “field observer” or do an expert interview: write down your impressions right afterwards in a very detailed manner. Describe also your personal feelings and take enough time for writing. This helps, when you start to systematize your research output. HELP – HELP – HELP – HELP – HELP – HELP – HELP – HELP – HELP – HELP – HELP – HELP

I can’t find enough I find too much information: I can’t relocate information information: any more:

• Extend your key words, • Search more precisely; select • Make copies and make search for synonyms, foreign the most serious and most detailed notes about the author words and related terms. adequate sources. and the source. • Search for references, link lists • Change your reading • Systematize your documents and bibliographies in your methods: Don’t read the whole alphabetically or thematically. sources. book, discover the right chapter. • Print or download your internet • Ask friends, teachers, parents, • Don’t expend your time for sources and mark them clearly. experts. information sources, when you • Extend your questions by already have sources related to asking for different aspects on the same topic. your research topic. Presentation skills Teacher’s Guide Oral presentations of students are an important part of many school and college curricula. They do not only illustrate information or provide opportunities and stimulation for learning and reflection of students – they are also a way of enhancing their public speaking abilities. In the context of problem-based learning (PBL) presentations of individual research and groups are a central part of the learning process. They illustrate the learning issues and the main group findings to the underlying questions. The following guidance for teachers will take a closer look at group presentations in view of PBL and provide some suggestions.

Organizing group presentations (who will do what, when/how long, by which means?) Learners of PBL face the challenge of moving from being a group to being a team. So, organisation of the groups is very relevant. A second key point: communicate clearly your expectations as a teacher regarding the presentations (content etc.). Keep transparent if and how you will assess the presentation ( further information on assessment options is contained in the Teacher Training Module Possibilities of student´s assessment in competence-oriented learning settings). Team work: Whether there are stable groups or groups which have been split up according to the Jigsaw model –we suggest that each student contributes to the group presentation. Let groups discuss how the tasks will be distributed (e.g. by assigning the guiding questions listed below). Finally, each group notes the responsibilities of the group members and the preparation steps necessary. Duration: We propose that each group presentation lasts 15 – 20 minutes (approx. 10 minutes discussion, questions and comments afterwards). Devices: A common way of organizing the group presentations of students is that they are supported by means of different devices (PPP, Overhead, poster/collage, wall exhibition or poster). Each group could choose a different type of media, this would bring more diversity to the presentations (alternatively, each group selects two different means of visual support, e.g. poster and Overhead). We suggest not using more than 2 visual resources per group to avoid disproportionate variation in the presentation which could distract the attention of the listeners.

Potential key questions and issues for the presentation of the findings related to thematic modules . Introduction: Explain the problem and the driving questions. . How did you as a group approach solving it? What did you need to know to find answers to the leading questions? . What did you learn/discover in the course of your research? Which were the challenges? What was easy to do or find out? . Summarize the main findings of your research and the answers to the leading questions. . How do you (individually and as a group) evaluate the results of your research?

Give feedback and discuss feedback rules with students General feedback rules relate to being descriptive, as concrete as possible, subjective (communicate your own impressions and observations, not from other people) and constructive (pointing out perspectives for further development in terms of language, methods etc.). It is important to include positive aspects, not only negative ones (even when you pick up elements which should be improved).

Practical exercises for your classroom

Name of activity “Just a minute” Time 40 - 50 minutes Aims Training of oral skills (speaking freely), develop self-confidence to express own opinion. Age groups 14 - 18 Preparation and Statements (one per participant), a hat and a watch. material needed Method Speaking freely on one topic for one minute Instruction The activity derives from: COMPASS. A Manual on Human Rights Education with Young People. (Council of Europe, 2002). In this exercise students have to be quick and inventive to talk for one minute on the relationship between sports and human rights. Alternatively, you could modify the exercise and choose one of the topics of the PBL modules (Democracy, Europe, Human Rights, Migration), possibly before starting the PBL process. Subsequently, a discussion in classroom may be useful: What do you have to consider, if you want to present your arguments convincingly to others? Link to the activity (Download of pdf in English): http://www.eycb.coe.int/compass/en/pdf/2_22.pdf (EN) (20.07.2012) COMPASS manual in other languages: http://eycb.coe.int/compass/other.html (EN) (20.07.2012)

Further suggestions for classroom activities

. Practice using graphs (30 min., colour pencils and paper in A4 are needed). Students illustrate information by means of hand-made graphs. Give some examples (population statistics, economic development of your country etc.). Sample: “In the European Union, 27 % of young men aged between 16 and 29 (against 19 % of young women) took part in recreational groups. 16 % of young men (against 20 % of young women) took part in church or other religious organisations. Less than 4 % of young Europeans participated in the activities of political parties or trade unions.“ (Data of 2006, data-source: Eurostat, http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Youth_in_Europe#Education (EN) (20.07.2012), Youth in Europe, 2009)

. Create a Mind-Map: a common method that allows to structure thoughts and can be useful when preparing a presentation. It helps to recall the most important terms and interrelations of a topic. Individual task or group tasks for students (20 – 30 min.): Create mind-maps to the topics of Democracy, Europe, Human Rights, Migration (select one or two). Finally, put them on the wall and compare the results.  Further explanations on mind-maps can be found on Worksheet on Methods of data generation (For Teachers).

Educational resources  COMPASS. A Manual on Human Rights Education with Young People (Council of Europe, 2002): available in different languages (e.g. German, Slovenian, Turkish language) and basically addressing Human Rights. It is a competence-oriented tool that includes activities with a broad scope of different forms of presentations. www.eycb.coe.int/compass/ (EN) (20.07.2012)  Creating a class power point presentation (by Lorrie Jackson): The International Society for Technology in Education (ISTE) has developed a set of National Educational Technology Standards for Teachers. www.educationworld.com/a_tech/techtorial/techtorial047.pdf (EN) (20.07.2012)

Worksheet for students Presentation skills

Do you feel nervous when you give a presentation in school? Doing oral presentations can be learned. We will illustrate how you can manage them and apply different techniques for your class presentations. The main points are: . Presenting the information about a topic in simple, well-structured and visual/graphic ways . How can you capture the attention of your peers/teacher? . Which means of visual support could you make use of in school? © www.fotolia.com

Ask yourself: If I had only one minute, what would I absolutely have to say to get my message across?

Before you start preparing the presentation, clarify some important questions: Why? What exactly Who will do which How will the When (how long What is the aim of is/should be the part of the presentation be will the your content of your presentation (if done, which are presentation be or presentation? presentation, what you perform the appropriate each contribution do you think your presentation as a means (media in case of a group audience already group work)? and visual aids, presentation? knows and what hand-outs)? should your audience learn?

Basic steps for effective planning and preparing of the presentation Structuring the content: Think how you could reasonably structure your information (introduction, main body, conclusion, questions & answers). A mind-map may help you to gather different pieces of information about a topic. Time your presentation. Key points: Emphasize the key points and take-home messages. Prepare what you want to say, think about three to six headings that are important for your topic. On each piece of paper, write a few key words about each heading. Use visuals: Visuals may have a long lasting effect in memory of your audience, but only if they are applied selectively. Practice: Maybe you feel more comfortable if you practice the presentation and perform in front of a nice live audience (family, friends etc.). Hand-outs: Hand-outs for your audience, listing the main points and sources you have used, will help that listeners keep the important points of your presentation in mind.

Finally on stage with your oral presentation Introduction Introduce the topic, the aims of your presentation and how you are going to illustrate the topic (the structure of your presentation). You can also use a relevant quotation or show a photo or object for starting your introduction. Main body Try to speak freely apart from reading your notes for references (e.g. on cards or on a script), You can keep the audience engaged if you use creative methods like enacting a theme of a project (you can request some of your classmates to act out one part) or creating a quiz (a puzzle). Conclusion . Summarize the most important key points and/or show one final picture. . Say what was new for you and what you have learned. . Encourage your audience to ask questions.

And last, but not least: not only what you say is relevant to hold the interest of your audience, but also how you express it. Believe in what you say. Speak slowly and clearly, add pauses and keep eye contact with the audience. Try it out, nobody is perfect! Have a look at a funny presentation with a lot of Don’t´s on YouTube (Funny Presentation Training – how many errors can you find? produced by the presentation company Booher Consultants) Path: www.youtube.com > Insert Funny Presentation Training and you get there. Group work and presentation of results If you do a group presentation it may be favourable to assign different sub-topics or roles among the members of your group. One role in your group could be the one of a facilitator, being responsible for the introduction and the summary/conclusion, while the others work out different content-related aspects of the topic. A coordinator of the presentation, who takes care that the different contributions match and are not contradictory or duplicating, could be an asset for your group presentation.

Visual aids and resources Good visuals will help your audience to understand what you are trying to tell them. A combination of words and pictures, different colours, symbols, statistics and graphs (like pie charts, bar graphs, tables etc.) will make your presentation more vivid for your audience. Try out one or more types of diagrams. Whatever equipment you might want to use – there are some rules of thumb: . The content of the slide, poster or written information on the chalk-/whiteboard should be legible. . The content should be relevant to what you are discussing and be free of distracting figures. Use the same key words in your visuals that you are using in your talk.

Power Point Presentation (PPP) Overhead projector and creation of transparencies PRO: It allows integrating different media formats during your presentation (photos, pictures, video, PRO: Overhead transparencies are easily to audio, texts) and it can be read by more than 20 produce. They are good if you have fewer than 5 people. The slides can easily be processed, and – 7 of them to show. You can cover and uncover duplicated. Explaining the subject matter slide-by- something on the picture during the presentation slide and showing pieces of information one after (overlay-technique) by removing elements from another on the same slide may help in presenting different transparencies lying upon each other. If the subject. you do group work, it is easy to share tasks in CON: You will need a PC and a projector in your group. You can show or explain something classroom as well as a white wall. PPP are more in between showing the transparencies. speaker-oriented than dialogue-oriented (your CON: Sometimes the overhead projector is rather listeners will probably be more passive). noisy (switch off, if you do not show transparencies). Besides: Mind your own position to avoid being part of the projection. Use only a scare amount of text!

Important to keep in mind when you create a Power Point Presentation . Use a horizontal format and legible fonts like Arial with font size minimum 18 pt. . 5 x 5 rule: maximum 5 lines per slide, maximum 5 words in one line, maximum 5 to 7 lines to illustrate the most important issues. . Less is more – use a low number of slides. Slides aren´t the presentation. . Where possible, use pictures or charts instead of words or columns of figures.

Poster or collage

PRO: Sticking/gluing the hand-written or typed texts, pictures, photos, graphs – creating a collage/poster is a common presentation method for school. It is easy to produce and while explaining the project, the collage helps you to outline your ideas. Keep the title short and interesting, visible from a distance. CON: The abundance of material could avoid clearness. Your material may look battered after a while. If you present the Format for a collage with additional collage in front of your class, maybe not everybody will be able “ extras” in its corners (statistics to read everything. Take care how you present and use the etc.) © Elisabeth Turek poster/collage while you are speaking.

Using creative means for a class or school presentation Imagine you display the findings of your research or group work in some kind of creative work and show it to a larger audience (school community or community council) – would you rather prepare an exhibition (photos, drawings, comics) or show a video-clip, a theatre play or a performance? Radio features, songs or holding a reading are further options. Discuss with your classmates and your teacher what you would need to put your ideas in practice! What counts is the is the way of thinking in which you look at “reality “ with a fresh eye, exploring new possibilities while using your imagination rather than familiar and established approaches. PRO: You can develop your ideas and creative potential. CON: Creative work is time-consuming. Working in teams and dealing with diversity and conflict Teacher’s Guide The students’ worksheet provides training for students in order to work successfully in groups. Working in teams is essential for students, not only to work collaboratively in the classroom, but also later at the university or in the professional life and first and foremost in the political system and the society.

Aims of this worksheet Students should learn to deal with diversity and conflicts regarding attitudes, opinions and habits when working together. They should be aware of the fact that group work can only be successful and fun when people respect different points of view and find compromises in order to get solutions.

How to do it? Tips for the teacher Depending on the previous knowledge of the students, students can read the worksheet on their own or the teacher discusses it together with the students. The tasks given at the end should be answered in a class or a group discussion. The following practical exercise is also a good starting point before students get into teams and start the group work in order to raise awareness of fair team work among them. It is up to the teacher whether s/he divides the groups for this exercise or the students get in teams of their choice. The exercise can be extended for older students or students that are already familiar with group working. The extension may demonstrate advantages and disadvantages of group voting and constitution building processes as they are also a key element of democracies. So students learn and strengthen not only their social skills but also civic skills at the same time.

Practical exercise for your classroom

Name of activity “Constitution for team work” Timing 30 - 40 minutes Aims Students give themselves rules how to work together fruitfully Requirements paper, writing utensils, blackboard Method Fishbowl-discussion Instruction The teacher announces that before team work starts, the class will give themselves a “constitution for team work” that has to be discussed now. Then, the students form teams of 3-4 persons. In a short brainstorming session of 5-10 minutes, every team writes 5 paragraphs to the question “What is essential for good team work? What should be avoided?” on a sheet. Next, each group decides a group speaker for the fishbowl-discussion and chooses the two issues that are most important for the group to be included in the constitution.

Meanwhile, the teacher will have put chairs for the group speakers in a circle. One chair should be empty so that other students from the audience are able to join the discussion. The group speakers will now discuss for 10-15 minutes which five paragraphs should be written in the constitution. The teacher will moderate the discussion and write the chosen phrases on a flip chart paper. This paper can be hung up in the classroom after the discussion.

Whether the group speaker can agree on a constitution or not, the discussion has to end after 10-15 minutes. Then the students get back to their regular seats and the teacher asks the group speaker about their experience, whether they are satisfied with the results or not. Then the teacher asks the audience about their impression of the discussion and their opinion of the results.

Extension (15 -25 min): The whole class votes about all the paragraphs that have been discussed in the fishbowl discussion. After that the class compares the results of the direct decision and the indirect decision made by the group speakers and discusses the advantages and disadvantages of direct decision making (as it is a key element of direct democracy) and representative decision making (as it is a key element of representative democracies). Worksheet for students Working in teams and dealing with diversity and conflict This worksheet provides you with useful advice how to work together in teams. Working together in teams means that you are co-operating with different people who have different attitudes – yet this diversity can add a lot to your work! Together you cannot just find new ideas on how to deal with given tasks, you can even do more tasks at the same time, moreover everybody can specialize using his/her strengths – and not least, it is more fun to work together than alone!

Some important things to keep in mind before you start your group work . Discussions within your group should be made in a task-oriented way - just about the tasks and about nothing else! . Everybody should finish speaking; listeners must not interrupt the person speaking. . Opinions may differ. Be aware that others in your team may not agree with your opinion or suggestion: don’t take it personally. . The group work has to be shared in equal parts; nobody should work substantially more/less than the other group members. © Aryanaslam Let’s do it! 1. Get in a team. In the following, your team will appoint roles and tasks for each group member. 2. Think about the following questions and write down the answers on a piece of paper: These are the rules of the team work!

. What will be the results of the team working? . To whom do we present the working results of the group work (other students, experts etc.)? . What do we need to achieve the working results and its presentation (material as computer, wallpaper etc.)? . Do we need support of other people (like teacher, interview partner etc.)? . How much time do we have for the group work? . How do we divide tasks to achieve the expected results?

3. Every team member has the right to say, which task he/she likes to deal with. If two or more team members are volunteering for the same task or if nobody wants a task, you can allot or discuss again the division of tasks. When you ended up with a division, write it down on your paper. 4. Now let´s start the work on your assigned task! 5. Before you have to present your working results, discuss them once again (e.g. whether you have encountered any obstacles etc.) 6. Bring together the working results that your group will present. 7. Present your working results.

Useful hints if your group work isn’t doing well:

If group members start arguing… o For the rest of the group: Do not enter the dispute as an ally of the two arguing. Instead interrupt the arguing and point out that the group needs to work together, so everybody needs to fulfil his /her task and discussions should only be about the topic of team work. The whole team should have a look on the “rules of the team work”, you have written down at the beginning of the team work: Then each of the arguing couple should explain his/her point of view in a neutral way and suggest, what he/she wants to do differently and also propose a solution. No injuries/personal attacks! The others listen. Now, discuss together a solution everybody can accept and that fits in with the “rules of the team work”. o For arguing group members: If you are arguing: Try to understand the other’s point of view. Don’t get personal, no injuries/personal attacks! Don’t speak at the same time as others! Stop arguing and - together with the others – have a look once again at the “rules of the team work”, you have written down at the beginning of the team work. Is there already a clue that solves your misunderstanding? Then explain your point of view in a neutral way and suggest a possible solution. Try to find a joint solution everybody can accept.

Read the worksheet and think of your own experience:  What are the biggest difficulties during group work?  How can you avoid them? Discussion: Opinion–making, participating and moderating Teacher’s Guide This worksheet deals with opinion-making, participating in and moderating discussions. As such skills are vital in the social and political life it is worth spending time to learning about them. This module is also very suitable for interdisciplinary education; tasks can easily be covered in two subjects (for example a language subject in combination with HRE/EDC etc.).

Aims of this Worksheet The aim of this worksheet is to successfully run a podium discussion in class. Students get the worksheet which provides key points for every discussion but it is essential that the teacher combines this worksheet with a concrete topic for the debate, a controversial topic suitable for all students.

How to do it? Tips for the teacher The following phases are linked to the content of the students’ worksheet.  Phase 1 is reading the box “Criteria for information research” and completing the task on the students’ worksheet by creating their own checklist. Being able to critically analyse media is an essential precondition for opinion-making and also serves as a basis for participation in discussions and for acting as an active citizen.  Phase 2, the research for information about the topic of the discussion, can be adapted along students’ needs: Older students can fulfil this task independently as homework and present briefly their research process in the following lesson and check out if the chosen information matches the checklist and the box “criteria for information research”. For younger students, the teacher can prepare controversial pieces of information from media, the Internet etc. and distribute them in the classroom so they have to check out, if the information fits with the checklist and the box.  Phase 3, the opinion-making, contains the creation of a list of pro and contra arguments. For younger students, the teacher can collect all the pro and contra arguments on the blackboard. It is very important that students develop (if needed with the support of the teacher) their own opinion. The teacher should also make a survey of whose opinion is more pro and whose opinion is more against.  Phase 4, the preparation of the discussion: Students read the relevant part 3 on the worksheet, with the optional practical exercise “Discussion strategies” (see below) following.  Phase 5, the discussion starts: For younger students the adopting of the role of the moderator might be too demanding, so the teacher should take on this role him/herself. Not every pupil is a participant in the discussion; there should be 4-6 volunteers to participate in the discussion, in favour and against the topic, sitting in front of the classroom (as a sort of podium) and who are debating for 10-15 minutes. If there are no volunteers, the participants are all students but students shall speak up freely, nobody should be forced to participate.  Phase 6, after the discussion, the students have the possibility to comment voluntarily on the discussion (Which arguments have been missing? Which points have been discussed?). It is important that the teacher highlights that discussions are controversial and participants should not force their own opinion upon others. In addition he/she should emphasize that for discussions in working groups, which need to develop an agreement, compromises have to be developed that are acceptable for all.

Alternative for older students – A role-play: The whole discussion process can be realized as a role play, as a simulation of a “TV debate of experts”. A real current political debate is chosen by the teacher and also a provocative guiding question is given. S/he chooses 2 students as moderators and divides the class into equal groups according to the stakeholders involved in the debate (Politicians from several parties, lobbyists related to the topic, a citizen, a scientist, a journalist etc.). Just one pupil for each stakeholder group will take part as a participant in the TV-debate (the group has to choose one). Every group prepares statements for their participant (it will depend on the knowledge of the students, whether the exercises of Phase 1-2 are still needed). Meanwhile, the two moderators read the hints on the worksheet and jointly prepare some controversial questions. Then, the discussion takes place on a podium for 20-30 minutes. After the debate, the audience, the participants and the moderators exchange their experiences.

Name of activity “Discussion strategies” Timing 45 minutes Aims to detect communication strategies in a discussion Requirements The teacher has to choose a suitable TV-discussion with several participants (10-15 minutes from a media library or on the internet for example on youtube.com) and show it to the class (on TV or in the internet) during the lesson. Method Monitoring, team work Instruction According to the participants in the discussion (including the moderator), groups of students should be set up. Every group observes one different participant subject to the following questions: How is he/she taking part in the discussion:  How long are his/her phrases, does he/she speak long or short time, does he/she refer to other participants?  Is he/she interrupting other participants or attacking other participants personally?  How are her/his gestures?  Does he/she try to convince other participants?

The students should take notes about the behaviour of the chosen participant. After the video analysis every group presents the analysis of the participant to the class orally. After that the teacher stimulates a group reflection on which behaviour of the participants the students find suitable. Worksheet for students Discussion: opinion-making, participating and moderating This worksheet deals with discussion techniques. Whether you’re talking with friends or if you are working in a team, knowing about how to present your arguments convincingly and eloquently is always a plus!

How to get prepared as a discussion participant: Find your own opinion about the topic of the discussion: look for appropriate information about the topic (media, books, ask an expert etc.) along the criteria set out in the box. Criteria of search for information  What is the source of the information (newspaper, internet, books etc.)?  When was it first published? Is it up-to-date information or old?  Which type is it? (Article, comment, radio spot, report etc.)  Who is the author? Is he/she known for a certain opinion? What is his/her profession? Is he/she an expert for this topic?  Who is the owner of the media? What interests she/he might have related to the topic?  Is the information given objective? Are different sources of information quoted and pro and contra arguments presented?  Is the information given subjective? Are only pro or contra arguments enlisted?  For which reason, do you think, has the author given the information?

Then make a list of pro and contra arguments about the topic (Are you in favour or against it and why?) Find reasons for your opinion and write them down. Then, try to find contra-arguments for your opinion and write them down as well.

How to get prepared as a moderator:  As those participating in the discussions, you have to research for information and get background knowledge on the topic.  Think about questions for your discussions regarding the topic. (For this purpose, you can also use the hints “good phrases for moderation” in the box below) Note them on moderation cards.  Think about the time frame: How much time do you have for the discussion? How much time should every participant have in the beginning to present his/her opinion?  Talk to the participants 15 minutes before the discussion starts: Inform them about the time frame for their first statement and also about the questions that you have prepared. Draw their attention to the rules of the discussion.

Let’s do it! Start the discussion and keep the following guidelines in mind:

Discussion participant:  There is always only one person speaking at the same time.  Don’t interrupt others whilst speaking.  Stick to the topic of the discussion – no other topics, no insults (personal attacks)!  If you are speaking, don’t speak for too long. (Keep it short and precise.)  Listen carefully to the arguments of the other participants in the discussion. If necessary, take notes.  Try to refer to the arguments of other participants.  Follow the instructions of the moderator.

Moderator:  Always ensure that all participants have an equal time for speaking  If participants speak at the same time, interrupt  Listen carefully to the participants, take notes (if necessary)  If a participant speaks about something completely different, interrupt and tell him/her to stick to the topic

Good phrases for moderation:  What do you think about…?  For which reason are you in favour of/against…?  What do you think about the argument of [another participant]?  That was not the question. Please stick to the question (if a participant speaks about something completely different)  XY has the say (if the participants speak at the same time)

 Think about the process of information research: Where can you find information? Create a checklist, which characteristics sources of information should have in order to get objective information! (Tip: Ask your teacher for the Worksheet Methods of data generation) How to participate in democracy and civil society Teacher’s Guide The importance of active citizenship, especially in terms of active participation for a lively democracy needs to be highlighted in times of increasing abstention rates and disenchantment with politics. Participation in school, on the local and regional level might be the most obvious possibilities for the involvement of students.

Aims of this worksheet The worksheet aims at making clear the possibilities for participation, students should find their own examples according to their environment and should also recognize that participation rights are changeable according to different political circumstances.

Due to the different experiences and possibilities for young people regarding participation in Europe, the extended activity will enable peer-to-peer learning in the form of e-participation via the free accessible multimedia wiki-platform www.polipedia.at (Austria) or www.polipedia.eu. Using this online textbook about civic education topics on the Internet, young people can actively create content. PoliPedia helps them to acquire and reinforce their skills through action and participation, to act independently as part of a team and to increase their skills in handling the new media. Content on this wiki-platform can be written in any language, useful instructions about the usage of PoliPedia.at are available in German and in English. There is a forum “Participation in Europe” that is suitable for the following extended activity.

Name of activity “Participation in Europe” Timing 1-2 hours Aims Strengthening of e-participation, knowledge and intercultural exchange about the topic participation Requirements Internet, PC Method team work, peer-to-peer-learning via Social Web using the example of www.polipedia.at or www.polipedia.eu Instruction The teacher assigns the task to form groups of 3-4 persons. Each group gets one of the following work orders: a) Voting age: Which are the active and passive voting rights in your country? Who has the right to vote, who not? Do you have personal experiences with elections? Have there been reforms of the electoral law? In Austria, 16-year-olds have the active voting right, the passive voting right starts at the age of 18 years (Exception: The minimum age for the presidency is 35 years). What do you think about this? Give reasons for your opinion.

b) Participation in school: How can you participate in school? Give examples. Are there class and school representatives in your country? Which ones? Give a brief overview for the other users. Are there school parliaments? Is students’ participation fixed in the national law? Do you have personal experiences with participation in school? In your opinion, do students need more rights to participate in school? Give reasons for your opinion.

c) Participation in your community: Think about your community. Are there possibilities for young people to participate in projects that the local government is running? Which ones? Give a brief overview for the other users. Have young people a say in community policy? In your opinion: Should young people take part in decision-making on the local level? Give reasons for your opinion.

d) Participation in your country: Think about the country you are living in: Are there possibilities for young people to participate? Which ones? Give a brief overview for the other users. Does the government run for initiatives that foster young people’s possibilities to participate? In your opinion: Should young people take part in decision-making on the national level? Give reasons for your opinion.

e) Your participation experiences: Have you ever participated in a demonstration, a signature list or in an election (at school, at work, in the political system)? Did you ever write a letter to the editor of a newspaper? Did you ever take part in the activities of a NGO? If yes: Why did you participate? If no: Why not? Give reasons for your answers.

Afterwards, the groups go in the computer room and register on the wiki-platform www.polipedia.at / www.polipedia.eu. After the registration, they are already logged in and can write in the forum “Participation in Europe” an entry related to the task given. If there are already other entries, there is also the possibility to comment on other entries in order to start a discussion. Worksheet for students How to participate in democracy and civil society This worksheet gives you some useful information about how to get active and involved in society. As you will discover there are different ways to do so.

Some important things to keep in mind before you start your group work Keep in mind these two different forms of participation: . Possibilities of participation can be fixed by law, such as the right to vote, the right to demonstrate etc. But: There are different preconditions to participate in every country mainly concerning the voting age and citizenship. . Informal ways to get engaged actively that are not fixed in laws are for example in NGO’s, e-participation on the Internet etc. © Alexander Hauk Let’s do it! Areas where you can actively get involved: In school On the national level At work In the EU In your neighbourhood On the web

Can you think of other fields?

Here are some tips how to participate at the European level:  Through the European Youth Parliament (EYP): Youth from all over Europe jointly adopt a resolution that is handed to the European Parliament, the European commission and the European Council!  Through the “Youth in Action”-program of the European Commission  When you reached the age of 18 you can submit a petition to the European Parliament that deals with issues of European Union interest or responsibility (citizen rights, environmental matters etc.)  When you reached the age of 18 you have the right to o vote for members of the European parliament o take part or organize a European citizens’ initiative o take part in a European Citizens’ Consultation o address the European Ombudsman who investigates complaints about maladministration in the institutions and bodies of the European Union o participate in an Europe Citizens’ Initiative about matters that are the responsibility of the EU

In Austria, the voting age was lowered in 2007, so 16-year-olds are able to vote actively in every Austrian election and also for members of the European Parliament. The passive voting age starts at 18 years (exception: The passive voting age for the federal presidency is 35 years). http://www.cafebabel.co.uk/article/29168/vox-pop-austria-right-vote-16-opinions.html (EN) (20.07.2012)

Check out further information on the web:  European Youth Council: http://www.eypej.org/ (EN) (20.07.2012)  “Youth in Action”: http://ec.europa.eu/youth/index_en.htm (EN) (20.07.2012)  European Citizens’ Consultation: http://ecc.european-citizens-consultations.eu/ (EN) (23.07.2012)  EU-Ombudsmann: http://www.ombudsman.europa.eu/start.faces (EN) (23.07.2012)  European Parliament: http://www.europarl.europa.eu/ (23.07.2012)  Some opinions in regards of lowering the Voting Age in Austria: http://www.cafebabel.co.uk/article/29168/vox-pop-austria-right-vote-16-opinions.html (EN) (23.07.2012)

On this worksheet “Possible areas of participation” are enlisted:  Find concrete examples of participation within these areas.  Think about situations in different countries and also about historical developments of participation rights and discuss (in class or in a working group): Who defines the participation rights? Can these rights be extended or decreased? Give examples (for example think about the development of the voting right etc.) Work organisation Teacher’s Guide Work organisation is a skill that helps students work better and achieve more in all aspects of life. Work organisation helps learners to be more motivated and to be in a position where every step or action can be visible.

Aims of the worksheet Make students aware of the importance of organising their work and learning. The worksheet provides useful tips and methods for work organisation for students to use.

Name of activity “Writing a to-do list” Timing 30 minutes Aims Help students to organise their tasks Requirements Paper, pencils, board markers... etc. Instruction The teacher acts as a guide/ facilitator through the process giving feedback and assistance. The teacher gives 5 or 6 tasks to be completed within 10 days. Then the students are tasked with writing a SMART to-do. These tasks are listed here, but teachers are also welcome to invent their own tasks; . Finding a good grammar book . Getting the MP3 player repaired . Writing an article about their hometown for touristic attraction . Learning to use one function of Excel effectively . Choosing a western film to watch with friends . Buying a green T-shirt for the summer Worksheet for Students Work Organisation

You have a lot to do? You don’t know where to start? Good organisation of your work will help you to keep an overview about your tasks and complete them in time.

The advantages of good Work Organisation • It helps you to be able to be more focused on what you want to achieve. • You become more productive and thus more motivated. • You will be able to work more economically and achieve your goals more efficiently. • It helps you to reduce stress. • If you're disorganised there are always a lot of barriers preventing you from reaching your goals.

Set your goals! For successful organisation of your work is it important to set the goals you wish (or have) to achieve in a certain period of time:  What are your goals for your next school year? Passing a good exam in maths?  What are your goals for the next week? To finalise a seminar paper?  What do you want to accomplish today? Writing down your goals provides you with guidance and direction for your learning process. Moreover, goals make your work measurable for yourself.

Use the ‘SMART Goal technique’ to prove your goals are set out productively! S…pecific You should formulate your goal very concretely in terms of what exactly you would like to accomplish. Goals like ‘read faster’ or ‘get better in maths’ are far too vague and unspecific. More specific goals are ‘I want to read a specific number of pages in an hour.’ or ‘I want to have an A in the next maths exam.’ M…easurable How will you see when you reach your goal? Make your progress measurable! When you can measure your progress it is easier to stay on track and be more motivated because you can see that you are really making progress. Determine e.g. a date by which you want to accomplish a task – or several dates by which you want to accomplish certain steps of your task. A…chievable Your aims should be achievable in terms of resources you have (time, equipment, knowledge, etc.). You have to figure out ways to make your goals come true. R…ealistic Realistic in this term means that a goal is a task which you are both willing and able to do. A high goal can be realistic. You must decide for yourself what goal you can and want to reach. T…imed Your aims should be timed, which means here that you should break down your big task into smaller short-term objectives (what has to be done first? what is the second step?), medium-term objectives and long-term objectives.

Let’s do it!

Writing a SMART to-do-list will help you to keep an overview about your tasks.

1. Write down all your tasks you have to do. Use the SMART goal technique to identify the tasks in order to achieve your goals. 2. Now, categorize the tasks into the following groups: a. Group A = tasks which are very important b. Group B = tasks which are important c. Group C = tasks which are routine jobs or nuts and bolts 3. Use most of your time for tasks in group A, and least of your time for tasks in group C. Time Management Teacher’s Guide The important point is that time management is not necessarily about getting lots of stuff done, because much more important is making sure that you are working on the right things, the things that truly need to be done.

Aims of the worksheet The worksheet gives students an overview of several time management methods.

Name of activity “Planning your week” Timing 25 minutes Aims Students create an example of effective time planning with the help of peers and teachers Preparation and material Papers and pencils needed Instruction The teacher asks the students to make a week-plan

It is important to state:  students should write down their class schedules and all their school hours including labs etc.  students should note the times of going to bed and waking up  they should allocate times for meals (breakfast, lunch, dinner)  they should list leisure time activities  they should allocate free time on Friday and Saturday nights  they should allocate break times such as naps, coffee/tea break times the rest of the week is suitable for study but it should be kept in mind that long blocks of time for study are unrealistic and the blocks should be 1-2 hours. At the end of the ‘work day’ students should take a long 2- 3 hour break. Example: after school (around 3 p.m.) go to the cinema, meet some friends, watch some TV, relax at home etc. But then at around 5 or 6 p.m. jump into their urgent and important studies. Worksheet for students Time management

You didn’t have enough time for your tasks? You didn’t have enough free time? This worksheet helps you to improve your time management skills. Time management is a priority- based organisation of our time to help us waste less time on doing the things we have to do so we have more time to do the things we want to do.

Time management of learning processes The important point is that time management in terms of learning is not necessarily about getting lots of stuff done, because much more important than that is making sure that you are working on the right things, the things that truly need to be done.

Advantages of good time management . It reduces stress. . It brings peace of mind and sense of achievement. . It helps you use your energy more effectively. . It helps to be more successful in your work and lessons. . It helps to have more free time with family and friends.

Know how you use your time! Observe yourself! The best basis for improving your own time management is to get a clearer picture of your current time management habits! Track your time! Get a notebook/diary and observe yourself for one week: write down briefly what you are doing every 15 minutes of your ‘work time’. This process is a bit of effort but it will be worth it! After one week you will have a clear understanding of where and how you are spending your time. And now you can see where you are wasting your time.

Overcoming Procrastination! Many people think when they have a task to do: “I can do this later!” Procrastination is a big problem which leads to a loss of time and motivation. If you are also the kind of person who finds it difficult to start a task then here are some tips for you to overcome procrastination: 1. Don’t worry! Don’t think about your tasks as unmanageable. Never think about a task as a whole, but break down big tasks into small parts and then start with the first step. 2. Don’t engage in self-downing. If you doubt your skills and abilities you won’t succeed. Be confident that you can achieve what you wish to achieve! Believe in yourself! 3. Reward yourself after you have accomplished your task(s). This can be a new CD, treating yourself to your favourite ice-cream, or spending your next free afternoon at the swimming pool. 4. Find a “procrastination buddy”. Join up with someone with the same tasks and hold each other mutually accountable. Set a common deadline and the one who accomplishes the task later has to invite the faster one for an ice-cream.

Let’s do it! The best way to organize your tasks is to put them in an order of priority. To do this you can use the Eisenhower Method. 1. Collect all the tasks you have to do. 2. Evaluate all tasks using the criteria important/less important and urgent/less urgent and insert them into the following matrix:

urgent less urgent important - … - … - … - … - … - …

less important - … - … - … - … - … - …

3. Accomplish the tasks which are urgent and important immediately. 4. Then accomplish the tasks which are important but less urgent. 5. Accomplish the tasks which are urgent but less important. 6. Finally, the tasks which are less important and less urgent can be done later, after you completed your important and urgent tasks. Self-evaluation Teacher’s Guide In order to become lifelong learners, students should learn the importance of evaluating their own learning progress and process. By judging the quality of their own learning, students gain a sense of responsibility for their work. Students will begin to recognize their personal strengths and weaknesses; they will develop ideas of how to improve their own learning performance and how to set realistic goals they can attain. Self-evaluation can be done by using self-evaluation forms, journals, writing revisions of their work, asking questions and through discussions with peers and teachers. By doing this, students begin to assess what they know, what they don’t know, what they would like to know, how they learn the most successfully, etc.

. Effective evaluation is an on-going process. It is a way of assessing learning over time rather than determining the desired outcome of learning. . It should be a collaborative activity between teachers and learners themselves. . The evaluation must be authentic.

Aims of this worksheet The worksheet makes students aware of the importance of evaluating their learning process and gives them tips on how to carry out self-evaluation strategies.

Name of activity “Evaluation of a lesson” Timing 15 minutes Aims Develop self-evaluation via journal writing Requirements Papers, pens Instruction The teacher tasks the students with writing a journal as a method of self-evaluation answering these questions;

1 What and how much have you learned in this session? 2 What helps you to learn successfully in this session? 3 What were your problems of learning in this session and what do you think were the cause(s) of the problem(s)? 4 What are your ideas for solving the problem(s) you identified? 5 What will you do in the future?

In the end they collect the answers and have a discussion about whether it worked and how should it be improved. Worksheet for students Self-evaluation

Do you know what and how you learn? Self-evaluation of learning is a key for more success. Evaluating in this case means judging the quality of your own learning strategy and progress for the purpose of learning more efficiently in the future.

Self-evaluation is important because… . it helps you to become aware of your own learning strategies . you will have more control on your work procedure . you raise your sense of responsibility © sassi / pixelio.de . it helps you to set the pace of study . it helps you to assess your work more efficiently

Set your goals in advance! In order to evaluate your learning performance you need to have criteria that you can use to judge your work. Think about what you want to achieve. Maybe you want to… …gain knowledge about… [a specific issue or topic] …be finished by… [time or date]

After working on your goals you can judge whether you reached them in a satisfactory way or if there is still room for improvement. Ask yourself: - Have I gained new knowledge? Have I gained the knowledge I planned to gain? If not, why not? Where did problems occur? - Have I finished my task on time? If not, what were the reasons? What time-wasting did you get involved in?

Here are some tips for effective evaluation of your own learning process: . Be realistic: evaluate yourself objectively . Be specific: give examples on your strengths . Be honest: be honest on your strengths and weaknesses . Be clear: describe exactly what you have in your mind (goals, difficulties, etc.) . Be constructive: Describe your concerns and suggest solutions

Let’s do it!

Evaluate Yourself! Keep A Learning Diary! For evaluating yourself you can keep a learning diary. It is an instrument for evaluating your own learning process. It helps you to learn from your successes, as well as from your mistakes. It makes it more likely you will avoid making the same mistakes again. It gives you an opportunity to plan concisely what you want to do and what you want to change.

Advantages of a learning diary . it allows you to reflect your learning experiences . it helps you become aware and acknowledge what you have learnt/how you have progressed . it helps you identify problems associated with your learning and opportunities for solving these problems

How to do it? . use a writing book to record your thoughts . spend no more than five minutes every day writing your learning diary . review what you have written once a week . review what you have written more generally every month to gain an overview What exactly to write? First write down the date and time of your diary entry then you gather… . activities/situations/experiences that went well or were difficult . unexpected problems or issues . habits that you have noticed in yourself that helped or hindered you in achieving things . how you feel about the way you are doing things . how effective you are e.g. using feedback from others or achieving goals . anything else that feels important to you