IO4. Social and Civic
Work Area 5
Workshop 1: Being active in the local area
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
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 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: