Being active in the local area (Code SCL3WA5W1)

IO4. Social and Civic

Work Area 5

Workshop 1: Being active in the local area

1. General Information

Name of the key competence:
Social and Civic

Name of the workshop:

Being active in the local area

Main learning outcomes:

5.1.2 Formulate learning and/or orientation objective

5.1.3 Know where to search for learning and/or orientation opportunities

5.2.1 Understanding of own assets and development needs and how these relate to social and civic competence

Work area{s):

WA 5: Progression opportunities

WA5.2: Identifying own capacity

Duration:

4 hours

AC entry level

3

Class room activity

Outward bound activity

E-learning activity

Min. training materials:

Online connection

Beamer and PC

White board

Paper/pencils, post its etc

Extra rooms

Others:

Pc’s in class room to heck out info on internet

Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required

Others:

Participants are required to ask 5 persons (not all being direct family) they know to tell to them what they are good at, and enjoy doing.

Annexes

2. Didactical Methodology

Part of workshop

Innovative didactical methodology used:

What it means:

1st part

2nd part

3rd part

1. Spaced learning

Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students

2. Cross Over learning

Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives

3. Learning through argumentation

Argumentation as means to attend to contrasting ideas, which can deepen their learning.  Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations

4. Incidental learning

Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher

5. Context based learning

By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning

6. Computational thinking

Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).

7. Learning by doing

A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn

8. Embodied Learning

Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process

9. Adaptive Teaching

Using data of learner’s previous and current learning to create a personalized path through educational content.

Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study

10. Analytics of Emotions

Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner

3. Type of training activities used

Type of activity
Part of workshop

1st part

2nd part

3rd part

1. Q-A session

2. Case studies

3. Small group discussions

4. Active summaries

5. Demonstrations

6. Real world learning / real life scenario

7. Apprenticeship

8. Story board teaching

9. Out of class activity

10. Problem-based learning activity / problem solving

11. Collaborative preparation

12. Discussion questions / group discussion

13. Group activity

14. Story telling

15. Mind mapping

16. Brainstorming

17. Instructional video

18. Role playing

19. Self-assessment

20. (Mentor) work shadowing

21. Instruction

22. Event organisation

23. Online training

24. Learning game

25. Reflection

26. Coaching

4. Organization of the workshop

Duration 1 hour and 20 minutes

 

Learning outcomes:

5.1.2 Formulate learning and/or orientation objective

5.1.3 Know where to search for learning and/or orientation opportunities

 

Exploring own experiences

Process:

  • Learning facilitator explains the main objective of the workshop
  • Learning facilitator forms small groups of 3 to 4 participants each
  • Within these groups participants present the outcomes of their 5 short interviews: a listing of what they are regarded to be good at and enjoy doing.
  • List are discussed and elaborated: do they all agree, what should be taken of and why, what should be added?
  • Participants are then asked to mention one area they are good at which they want to develop and explore further
  • In case a participant is not able to make selection, the learning facilitator explores the barriers and asks for their main interest and willingness to explore that as an option

Time: 45 minutes

 

  • Learning facilitator writes on white board the option each participant has chosen
  • Learning facilitator goes through the list one by one and, in case it is not clear, asks participants to describe in what kind of activity this could be exercised / could be put into practice
  • Result: a list of activities and of ways how to use them

Time: 30 minutes

10 minutes break

 

Annexes: 

Annexe 1 (optional)

 

Video and other useful links: 

Duration: 1 hour and 20 minutes

 

Learning outcomes:

5.1.2 Formulate learning and/or orientation objective

5.1.3: Know where to search for learning and/or orientation opportunities

 

Options in the local area

Process:

  • Learning facilitator groups the activities which are closely related to each other, thus constructing new small groups of participants interested in the same area
  • These new groups now sit together
  • Learning facilitator invites each group to brainstorm on where and how the mentioned activities take place
  • Learning facilitator collects the input of all the groups in a plenary session
  • Input of participants is most likely oriented on job type of activities, therefore learning facilitator elaborates on options which can be experimented with on a voluntary basis

Time: 45 minutes

 

  • Learning facilitator asks participants if they know where these activities take place in the local area
  • Learning facilitator points out that most voluntary activities (in NL) are coordinated by neighbourhood centres
  • Learning facilitator asks participants to check out on internet where they can find information on doing voluntary work in the neighbourhood
  • Learning facilitator describes task at hand for each group: go to the location which offers voluntary work in the area you are interested in, ask what the options are for you to get engaged in this? Reflect and answer also: A. What are the requirements you need to take care of in case you want to get engaged in this? B. What do you think you can learn additionally from this experience (how is this of help in your integration process?)
  • Learning facilitator concludes and asks if the task is understood

Time 35 minutes

 

Annexes:

 

Video and other useful links: 

Duration: 1 hour and 20 minutes

 

Learning outcomes:

5.1.2 Formulate learning and/or orientation objective

5.1.3 Know where to search for learning and/or orientation opportunities

5.2.1: Understanding of own assets and development needs and how these relate to social and civic competence

 

Collecting experiences

Process:

  • Learning facilitator either uses the remaining time so participants can prepare themselves on the visit of the location.

Or

Learning facilitator plans for discussing feedback of their visit in a separate session

 

  • Learning facilitator guides the feedback session by addressing step by step the following questions:
  • Is it possible to get engaged in the selected activity
  • What are the requirements the participant needs to meet (time available, child care, transport, language, dress code….?)
  • How can they cope with those requirements? Suggestions of other participants in this?
  • How does the experience contribute to your integration process? Elaborate by collecting also ideas and suggestions of the other participants

Annexes:

 

Video: