Democratic Processes (Code: SCL2WA1W1)

IO4. Social and Civic

Work Area 1

Workshop 1: Democratic Processes

1. General Information

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


4 hours

AC entry level


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


Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required


  • Transport arrangement to the host institute
  • Selection of host institute
  • Participants need to be informed well in advance


2. Didactical Methodology

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

3. Type of training activities used

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

4. Organization of the workshop

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


Annex 1: Democratic Classrooms


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:

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





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