IO4. Social and Civic
Work Area 4
Workshop 1: Building the local community
Name of the key competence:
Social and Civic
Name of the workshop:
Building the local community
Main learning outcomes:
4.2.5 Demonstrate an understanding of how active citizens can contribute in divers societies
4.2.6 Demonstrate an understanding of how active citizens can improve community cohesion and strengthen communities
4.2.7 Demonstrate an understanding of how the skills of migrant women can be unlocked to tackle local problems
Work area{s):
WA4: Civic competence
WA4.2: Active citizenship
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:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
- Arrange for visit to local neighbourhood centre, an introduction regarding their work and the needs they address in the local area;
- Arrange for meeting space at the centre;
- Arrange for instructions to participants on how they can reach the community centre, and where one will meet
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:
4.2.5: Demonstrate an understanding of how active citizens can contribute in divers societies
4.2.6: Demonstrate an understanding of how active citizens can improve community cohesion and strengthen communities
4.2.7: Demonstrate an understanding of how the skills of migrant women can be unlocked to tackle local problems
Role of neighbourhood centres
Process:
- Learning facilitator introduces staff member of neighbourhood centre
- Participants shortly introduce themselves
- Neighbourhood centre staff gives a presentation regarding the activities the centre offers in the local area and of its origins
- Question and answer: participants have the opportunity to ask questions
- Staff member shows participants around, explains how many people are working for the centre and how many volunteers are involved
- Question and answer: participants have the opportunity to ask questions
Time: 1 hour
- Learning facilitator asks participants to describe what they think the role of this centre is.
- Learning facilitator links answers to the principle of solidarity, one of the cornerstones of a democratic society, and what this solidarity stands for.
- Play video for illustration
Time: 20 minutes
Annexes:
Ref number
Video:
Duration: 1 hour and 20 minutes
Learning outcomes:
4.2.5 Demonstrate an understanding of how active citizens can contribute in divers societies
4.2.6: Demonstrate an understanding of how active citizens can improve community cohesion and strengthen communities
4.2.7: Demonstrate an understanding of how the skills of migrant women can be unlocked to tackle local problems
Addressing local needs
Process:
- Learning facilitator shows 2 short video of “Boomtak” neighbourhood centre in the city of “Tilburg”
- Learning facilitator forms small groups
- Learning facilitator asks to brainstorm on how signals of local needs reach the neighbourhood centre; brainstorm on sorts of needs
Time: 35 minutes
- Feedback from the outcomes of the brainstorm is collected
- Learning facilitator groups the information on a white board (grouping remarks about activities as well as how signals of needs are collected
- Learning facilitator asks participants whether similar centres were active in their homeland; similarities, differences?
- Learning facilitator asks participants why such a centre largely depends on volunteers
- Learning facilitator summarises and links result again to the principle of solidarity
Time: 35 minutes
10 minutes break
Annexes:
Video and other useful links:
https://ms-my.facebook.com/indeboomtak.tilburg/videos/431538254316818/
Duration: 1 hour and 20 minutes
Learning outcomes
4.2.5 Demonstrate an understanding of how active citizens can contribute in divers societies
4.2.6 Demonstrate an understanding of how active citizens can improve community cohesion and strengthen communities
4.2.7: Demonstrate an understanding of how the skills of migrant women can be unlocked to tackle local problems
Addressing local needs
Process:
- Learning facilitator shows video
- Learning facilitator explains what “Bring your idea to life” means, and how that relates to the role of a neighbourhood centre
- Learning facilitator forms small groups
- Learning facilitator asks each group to: a. make a list of things the women are good at / have experience in; b. select ideas from this list which could be offered as a service or event which can be of added value for the people in the neighbourhood. All suggestions are written on separate Post-Its
Time: 35 minutes
- Learning facilitator collects the Posts-Its of each group and guides the process of ordering;
- Learning facilitator asks participants to select one service/idea and provide the reasons for selecting that particular one
Time 20 minutes
- Answers are shared and discussed
- Learning facilitator asks participants how they themselves might benefit when offering such a service
- Learning facilitator links the answers to integration process, network, plans for own career, working toward own ambition
- Learning facilitator asks participants to summarise what they have found out
The conclusion of this workshop could be that participants are interested in organising a food festival or cultural festival in the neighbourhood centre
Annexes:
Annexe 1
Video and other useful links: