IO4. Social and Civic
Work Area 1
Workshop 1: Democratic Processes
Name of the key competence:
Social and Civic Competence
Name of the workshop:
Democratic Processes
Main learning outcomes:
1.1.1. Present examples that demonstrate democratic processes
1.1.2. Able to Identify democratic processes in various contexts
1.1.3. Able to distinguish Democratic Processes from non-Democratic processes
1.1.4. Apply a democratic process in various contexts
Work area{s):
WA1: Values of Society
Duration:
4 hours
AC entry level
2
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:
- Transport arrangement to the host institute
- Selection of host institute
- Participants need to be informed well in advance
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
1 hour and 30 minutes
Democratic Processes
1.1.1. Present examples that demonstrate democratic processes
Activity 1:
- Welcome
- Brainstorming in groups: The task from each group is to provide examples of Democratic Processes?
- Each group presents the examples of identified to the rest of the class
- The facilitator writes the examples on a Flipchart.
- Question posed to the Class: What is the common element in these processed that make each of these examples a democratic process?
Time: 45 minutes
Activity 2:
- Democratic Classrooms:
- Read Annex 1
- Ask the learners to work in groups of 4 and write down how they would like their class to operate. For example, how often to have breaks, lessons, etc. what kind of activities they would like to have, what should be done when a mobile is ringing while in class and so forth
- Ask the groups to present their ideas
- Discuss options of democratic processes to create a set of rules on how the class and lessons are conducted.
Time: 45 minutes
Annexes:
Annex 1: Democratic Classrooms
Video:
1 hour, 30 minutes
Democratic processes
1.1.2. Able to Identify democratic processes in various contexts
1.1.3. Able to distinguish Democratic Processes from non-Democratic processes
Activity 3:
- Watch the video https://www.youtube.com/watch?v=8Eu6G5YrBt4
- Discuss the Direct vs Representative Democracy
- Ask the participants to present examples of Direct and Representative Democracy
Time: 30 minutes
Activity 4:
- The facilitator hands out today’s local newspapers with 4 stories highlighted in each newspaper. (in total 4 newspapers with 16 articles highlighted)
- The learners split in groups of 3.
- Each group needs to read 4 stories and discuss within the group whether the underlying article/story was shaped the way it has due to democratic or non-democratic processes.
- Ask the learners to search on the internet from more information related to the story, country the story took place, elaborate their way of thinking and how they have reached to their decision
Time: 60 minutes
Annexes:
Video:
Democracy: https://www.youtube.com/watch?v=8Eu6G5YrBt4
1 hour minutes
Democratic Processes
1.1.4. Apply a democratic process in various contexts
Activity 5:
- Split the class in groups of 4.
- Each group needs to present a story from a country that raised a feeling of injustice among the population
- Ask the learners to research in which country the story took place, what kind of regime the country has, why the story raised the feeling of injustice and how the story could be re-written if democratic processes were applied.
Time: 60 minutes
Annexes:
Video: