Freedom, Rights, Obligations in a European Society (Code: SCL1WA1W1 )

IO4. Social and Civic

Work Area 1

Workshop 1: Freedom, Rights, Obligations in a European Society
1. General Information
2. Didactical methodology
3. Type of training activities used
4. Organization of the workshop
Download Annex

1. General Information

Name of the key competence:
Social and Civic Competence

Name of the workshop:

Freedom, Rights, Obligations in a European Society

Main learning outcomes:

1.2.1. Know the 4 basic freedoms

1.2.2. Recognize the 4 basic freedoms in daily life interactions

1.2.4. Be able to translate rights and obligations to their own personal development options

1.3.1. Know what Values are – Your Values – Our Values – A common understanding

1.3.2. Be aware how these freedoms and Values affect their daily lives

1.3.3. Demonstrate capacity to overcome barriers for achieving different development options.

Work area{s):

WA1: Values of Society

Duration:

4 hours

AC entry level

1

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

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

Basic freedoms

 

Learning outcome 1.2.1. Know the 4 basic freedoms

Learning outcome 1.2.2. Recognize the 4 basic freedoms in daily life interactions

 

Activity 1:

  • Welcome
  • Discussion: Which are the 4 Basic Freedoms?
  • Presentation of the 4 Basic Freedoms
  • The Charter of Human Rights – Watch the Video
  • Discussion: How do you perceive each of these rights?

 

Time: 45 minutes

 

Activity 2:

  • Game: The Freedom Stations
    • Create 4 Stations labelled (see annex 1)

Freedom of speech

Freedom of worship

Freedom from want

Freedom from fear

  • Ask the participants to walk clockwise from one station to the next. At each station they must write on a post-it note an example of that freedom in their daily life interactions
  • Review the post-it notes and discussion

 

Time: 45 minutes

Annexes: 

Annex 1: Stations

Video: 

Human Rights: https://www.youtube.com/watch?v=nDgIVseTkuE

1 hour, 30 minutes

Rights and Obligations

 

Learning outcome 1.2.4. Be able to translate rights and obligations to their own personal development  options

 

Activity 3:

  • Discussion: Rights in an EU Society. Which are they?
  • The Matching Game:
    • The Facilitator splits the group in 3 teams. Each team is handed out a set of cards. Each blue card (with the title of a Right) should be matched with a red card which provides more descriptions.
    • Each team has 15 minutes to complete the task.
    • Check for right and wrong answers.
  • Review some of the rights and provide explanations
  • Q & A

 

Time: 45 minutes

 

Activity 4:

 

·       The facilitator reads out loud the 1st paragraph of  “The duty problem “ (Annex 3)

  • Participants are split in groups and have to write a list of citizenship duties
  • Each group presents this list to the class
  • Discussion and Reflection

 

Time: 45 minutes

 

Annexes:

Annex 2: Cards (Reading for Facilitator: Charter of Fundamental Rights of the European Union, 2000 O.J. (C 364) 1 (Dec. 7, 2000).

http://hrlibrary.umn.edu/instree/europeanunion2.html)

Annex 3: The Duty Problem

 

Video: 

The European’s rights: https://www.youtube.com/watch?v=V-CxBx6kSrA

1 hour, 10 minutes

Values and Interactions

 

Learning outcome 1.3.1. Know what Values are – Your Values – Our Values – A common understanding

 

Learning outcome 1.3.2. Be aware how these freedoms and Values affect their daily lives

 

 Learning outcome 1.3.3. Demonstrate capacity to overcome barriers for achieving different development options.

 

Time: 20 minutes

 

  • Explanation of the of the Iceberg (Annex 4)
  • The facilitator reads Annex 5 – Core Values
  • The facilitator hands out a 2 column sheet to each pair of participants
  • The participants must write on one column core values and on the 2nd column negative core values
  • Each pair presents the values from both columns and the facilitator writes them on the white board
  • Discussion: How core values (including negative) can transform the behaviour in our lives?
  • Discussion

Time: 40 minutes

 

 

  • Learning facilitator evaluates the visit

Time: 10 minutes

Annexes:

Annex 4: Why culture is like iceberg?

Annex 5: Core values

Video: