IO4. Social and Civic
Work Area 5
Workshop 3: Local orientation
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
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 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: