Tasks for Democracy – 60 Activities to Learn and Assess Transversal

TASKs for democracyfor d 60 activities to learn and assess transversal attitudes, skills and knowledge Pestalozzi Series No. 4 TASKs for democracy 60 activities to learn and assess transversal attitudes, skills and knowledge Series editor Josef Huber Edited by Pascale Mompoint-Gaillard and Ildikó Lázár Contributors Ferenc Arató, Josef Huber, Ildikó Lázár and Pascale Mompoint-Gaillard The Pestalozzi Programme The Council of Europe training programme for education professionals DG II Democracy Pestalozzi Series No. 4 Council of Europe The opinions expressed in this work are the responsibility of the authors and do not necessarily reflect the official policy of the Council of Europe. All rights reserved. No part of this publication may be translated, reproduced or transmitted, in any form or by any means, electronic (CD-Rom, Internet, etc.) or mechanical, including photocopying, recording or any information storage or retrieval system, without prior permission in writing from the Directorate of Communications (F-67075 Strasbourg Cedex or [email protected]). Cover design: Documents and Publications Production Department (SPDP), Council of Europe Layout: Jouve, Paris Council of Europe Publishing F-67075 Strasbourg Cedex http://book.coe.int ISBN 978-92-871-8001-8 © Council of Europe, October 2015 Printed at the Council of Europe TASKs for democracy – 60 activities to learn and assess transversal attitudes, skills and knowledge1 is a handbook for practitioners in formal and non-formal educational settings developed within the Pestalozzi Programme Community of Practice of the Council of Europe. The handbook focuses on competences for democracy in all areas of education for educational professionals. The following 60 activities form an integral part of the original publication. They are the collection of learning and “re-learning” activities which will help practitioners to promote the development of these components in their day-to-day educational practice. The introductory chapters are currently under review It is expected that a revised version of TASKS will be published later in 2016. Some of the activities include references to the introductory chapters. Readers should disregard these. 1 The original publication TASKs for democracy – 60 activities to learn and assess transversal attitudes, skills and knowledge, Series editor Josef Huber, edited by Pascale Mompoint-Gaillard and Ildikó Lázár, with contributions from Ferenc Arató LEARNING AND TRAINING ACTIVITIES Ildikó Lázár and Pascale Mompoint-Gaillard Introduction Pascale Mompoint-Gaillard Fifty-four activities are presented in the following pages. They range in duration from 20 minutes to 180 minutes and are grouped according to their estimated length. Ice-breakers and energisers are at the beginning and session evaluation activities are at the end of each section. By “evaluation” we mean activities that focus on learning and teaching outcomes, providing information for improvement and further planning. They engage learners and facilitators (teachers, trainers) in an interactive process that informs each party on how well the planned activities relate to the expected learning outcomes, and how well the learners understood the goal of the learning sequence. Evaluation provides information that is learner-centred, course based, often anonymous, and not graded. An evaluation activity may be used by teachers and facilitators to make changes in the learning environment and teaching procedure, and is often shared with learners to help them improve their learning habits. By “assessment” we mean activities that measure and reflect the level of understanding and mastery of competences regarding the content of the session. It is not necessarily learner-centred, is based on external criteria such as rubrics or grids, is not anonymous and is usually graded. All the activities are described following the same template. Part 1: Description Time The approximate timing of the activity will depend on the number of participants and the depth of the debriefing you wish to engage in. In general the proposed timing for the activities is for groups of 16 participants. Title Short titles indicate the topic and focus of the activity. Author(s) Although Ildikó Lázár and Pascale Mompoint-Gaillard have quite extensively edited the activities in this book, the authors of the original training units that the activities were selected from are credited here. The training units were developed within the Pestalozzi Programme trainer-training modules described in the introduction to this book. Focus This is a short description that tells the reader briefly what the activity is about. This will help teachers, trainers and educators to choose the activities they wish to use. Target group This information points users of the book towards the specific groups of participants the activity is geared to in terms of the age of the learners and the context (classroom, in- or pre-service). All the activities can also be implemented in non-formal education contexts and many can be adapted to classroom use with learners. Expected learning outcomes This field relates each activity to the TASKs for democracy presented in the preceding chapter. The coding for each learning outcome is as follows: TASKs for democracy ► Page 42 CODING First letter Thematic code Number A = Attitudes DIV = Diversity and empathy Number of the component in the tool S = Skills COOP = Co-operation and participation K = Knowledge and HR = human rights and equity understanding EPIST = Knowledge construction and epistemology SELF = Self and interaction For example, A_DIV_3 means that the activity develops the third component of attitudes for diversity and empathy, “Willingness to acknowledge other people’s feelings”. Type of activity Here we propose the main use for the activity, that is ice-breaking, main activity, disbanding, evaluation, etc. By “main activity” we suggest that this activity can be the “main course” for a lesson or training session. By “evaluation” we mean activities that focus on learning and teaching outcomes (as explained above). Part 2: Procedure This is where each and every stage of an activity is described in detail. Each step is timed separately and has been given a subtitle that explains what type of interaction is called for. The aim of the detailed description of the procedure is to provide sufficient information to users to understand fully how the given activity plays out. Of course, readers will adapt the activities to their own context, to the needs of their learners and the overall aim of the lesson or training session they are in charge of. Part 3: Planning This section presents the resources, materials and conditions needed to prepare for the activity, as well as tips to help overcome anticipated difficulties. Users should read this section carefully to make sure they are in a position to successfully conduct the activity with their learners. Part 4: Further reading Where applicable this section presents the sources on which the activity is based and some suggestions for further reading if the topic or method seems particularly interesting to the user. Each activity presented in this book is referenced according to the components of competences for democracy that it aims to develop in learners. Two components are not referenced specifically because they apply to all activities: ► S_COOP_1: Ability to learn in a variety of ways from participation in groups; ► A_HR_2: Readiness to adopt the values of human rights and democratic citizenship as the founda- tions of living and acting. ON THE IMPORTANCE OF DEBRIEFING: A SAMPLE ACTIVITY DESCRIBED IN DETAIL Pascale Mompoint-Gaillard In many of the activities of the Pestalozzi resources, the “gold” lies in the debriefing. For example, a 15-minute game on values could easily lead to one and a half hours of reflection. It is this debriefing discussion that will truly help learners: ► identify and understand the concepts that the game centres on; ► raise awareness of their personal feelings about and attitudes towards specific issues; Part Two – Toolbox ► Page 43 ► recognise elements of their own behaviour in the situation simulated by the game; ► compare their own behaviour with that of others; ► observe and infer the impact their actions can have on the group. This section6 provides a concrete example of how a planned learning activity can develop intercultural competence and TASKs for democracy. The activity is described for a group of 20 participants (trainees, teachers or students). It can be used as an introductory activity to give learners the opportunity to start reflecting on issues of intercultural communication. The boxes within the description contain information about the teaching and learning process for facilitators of learning. Pestalozzi Programme training resource: the neighbourhood yard Aim The aim of the activity is to raise learners’ awareness of the psychosocial dynamics of inclusion/exclusion, co-operation/competition and discrimination/prejudice. It may be exploited to develop learners’ reflection on their own attitudes, beliefs and values, and to help them gain new skills and develop their knowledge of important concepts related to intercultural competence such as identity, discrimination, otherness, empathy, diversity, co-operation and interdependence. Resources ► a large uncluttered space, stickers of four colours Time ► activity 15 minutes; debriefing 30 minutes Procedure 1. In this activity, learners are asked to form a circle. The

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