Local orientation (Code SCL3WA5W3)

IO4. Social and Civic

Work Area 5

Workshop 3: Local orientation

1. General Information

Name of the key competence:
Social and civic

Name of the workshop:

Local orientation

Main learning outcomes:

5.3.1 Relate ambition and actual situation

5.3.2 Formulate related general learning targets

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

5.1.1. Understand how the civic competence and AC can create development opportunities

Work area{s):

WA5: Progression opportunities

WA5.3: Self-motivation

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:

Presentation facilities as offered by the host

Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required

Others:

Input of experiential workshop My dream Job is required during the developmental brainstorm sessions of this workshop;
An arrangement with volunteer centre in the neighbourhood for presenting their services to the participants ( ppt/ video /other presentation format?);
travel and meeting plan for all participants to volunteer centre.

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 30 minutes

 

Learning outcomes:

5.3.1 Relate ambition and actual situation
5.3.2: Formulate related general learning targets
5.2.1: Understanding of own assets and development needs and how these relate to civic and social competences
5.1.1: Understand how civic competence and AC can create development opportunities

 

Introduction to volunteer work

Process:

  • Learning facilitator introduces staff member of volunteer centre / volunteers coordination point
  • Staff member shortly introduces him/herself; participants do likewise
  • Staff member explains the main tasks and responsibilities of the centre / point
  • Staff member describes the main areas the centre / point recruits volunteers for
  • Questions and answers: participants have the opportunity to ask questions
  • In case there are hardly any questions learning facilitator asks why volunteers are needed for this kind of work

Time: 45 minutes

 

  • Plenary brainstorm on skills and competences needed to do the work of these volunteers: where are they good at?
  • Additionally: participants debate on what this kind of work requires of volunteers to be able to do (issues like: social, able to make contact, able to have a small conversation, able to understand and respect others, able to plan, able to make an appointment etc)
  • Answers are collected and categorised on white board / flap-over (annexes 1 can be used as a support, presenting headings for different categories of general skills and competences)

Time 35 minutes

Small break: 10 minutes

 

Annexes: 

Annex 1

 

Video and useful links: 

Duration: 1 hour and 30 minutes

 

Learning outcomes:

5.3.1 Relate ambition and actual situation

5.3.2 Formulate related general learning targets

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

5.1.1 Understand how civic competence and AC can create development opportunities

 

Voluntary work and learning opportunities

Process:

  • Learning facilitator forms small groups of 3- 4 persons
  • Each group: participants shortly present to each other dream job or work area in which they are interested in (for input see “My Dream job”)
  • Each member then helps each individual participant to discus and check which of the specific and the general skills and competences of voluntary work have links with their dream job / preferred work area
  • This similar support is given to all members
  • Meanwhile learning facilitator walks around and stimulates the discussion and exchange in the different groups

Time 40 minutes

 

  • Learning facilitator asks each participant to present their dream job and what they see as related skills or competence of voluntary work
  • Each time the learning facilitator checks for differentiation between specific skills and competences versus general skills and competences

Time per presentation app 5- 7 minutes

 

Annexes:

 

Video and useful links: 

Duration: 1 hour

 

Learning outcomes

5.3.1 Relate ambition and actual situation

5.3.2 Formulate related general learning targets

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

5.1.1 Understand how civic competence and AC can create development opportunities

 

Voluntary work as training opportunity

Process:

  • Partly a continuation of the short individual presentations
  • Learning facilitator summarises findings by pointing out some striking parallels, and in case they are not mentioned, sums up a list of general skills and competences that are required anywhere and are also exercised in voluntary work
  • Learning facilitator uses remaining time for discussing how voluntary work can one

help one to achieve the dream job / work in the area of interest

  • Supporting or alternative question: how would you sell the idea of doing voluntary work to others? What arguments would you present?
  • Learning facilitator summarises and links experiences to becoming integrated in the hoist society and what needs to be coped with / developed .

Time 1 hour

 

Annexes:

 

Video: