IO4. Social and Civic
Work Area 4
Workshop 4: What is citizenship?
Name of the key competence:
Social and Civic
Name of the workshop:
What is citizenship?
Main learning outcomes:
4.2.1 Demonstrate an understanding of the concept of active citizenship
4.2.2 Provide examples that demonstrate active citizenship
4.2.5 Demonstrate an understanding of how active citizenship can contribute in divers societies
Work area{s):
WA4: Civic Competence
WA4.1: Active citizenship
Duration:
4 hours
AC entry level
4
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:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
Selection of local former newly arrived woman as guest speaker: a person who is successfully integrated in host society, explaining what this integration means
Annexes
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
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
Duration: 1 hour and 15 minutes
Learning outcomes:
4.2.1 Demonstrate an understanding of the concept of active citizenship
4.2.2: Provide examples that demonstrate active citizenship
Process:
Introduction of the concept Citizenship
- Learning facilitator explains objective of today’s workshop
- Learning facilitator shows Intro-video on Citizenship
- Learning facilitator forms small groups of 3 – 4 participants
- In each small group participants discuss what the main subjects are the video informs them about;
- Items are written on separate Post-Its
Time 30 minutes
- Learning facilitator collects the Post-Its
- Learning facilitator groups the Post-Its in interactive way with the participants
- Learning facilitator summaries findings by describing the main areas of active citizenship: active as individual in a career path and use your talents, active in democratic society, able to express the democratic rights and meet the obligations;
- Learning facilitator invites participants to talk about the differences between host and home country: is there difference for men and for women?
Time 30 minutes
15 minutes break
Annexes:
Video and other useful links:
https://www.youtube.com/watch?v=_NFKJtDwZqI
NL video re Citizenship
Duration: 1 hour and 30 minutes
Learning outcome 4.1.1: Demonstrate an understanding of the concept of active citizenship
Learning outcome 4.1.2: Provide examples that demonstrate active citizenship
Active citizens: the story of …..
Process:
- Learning facilitator introduces guest
- Guest tells (her) own story of becoming an active citizen: through integration process setting steps toward having a career of her own and income; guest illustrates story with referral to barriers which needed to be crossed (career perspective, image, stereotyping, training of skills and competences, child care, partner etc.);
- Guest illustrates what was new for her;
- Questions and answers: Participants have the opportunity to ask questions
Time: 30 minutes
- Learning facilitator thanks guest
- Learning facilitator forms small groups
- Participants discuss what they consider to be different between host and home country re rights of the individuals
- Feedback from the small groups is collected
- Learning facilitator summarises findings by referring to main rights of the individual in the host country: freedom to choose education, a career, a religion, a partner
Time 40 minutes
10 minutes break
Annexes:
Video and other useful links:
Duration: 1 hour
Learning outcomes:
4.1.4 Demonstrate an understanding of how active citizenship can contribute in divers societies
4.1.2 Provide examples that demonstrate active citizenship
Intro on obligation of a citizen in a democratic society
Process:
- Learning facilitator challenges group to investigate whether there are situations in which people can claim rights and freedom without having to do something in return
- Learning facilitator explains that “Doing something in return” is what is meant by “obligation”
- Learning facilitator asks group to come up with the obligations related to:
- Right to vote
- Right to choose an own career
- Right on education
- Freedom of speech
- Learning facilitator asks participants what kind of skills and competences are needed to exercise these rights (ref to integration programs)
- Learning facilitator closes by summarising the main rights and obligations once more (annexe 2)
Annexes:
Annex 1; annex 2
Video and other useful links: