IO4. Social and Civic
Work Area 2
Workshop 1: Participation in Society – In Depth
Name of the key competence:
Social and Civic Competence
Name of the workshop:
Participation in Society – In Depth
Main learning outcomes:
2.1.2. Understand the concept of participation and its value for the society; what are the different ways to participate?
2.1.3. Demonstrate capacity to participate in host society via practical methods
2.2.4. Able to identify support services in dealing with formalities.
2.2.5. Using the governmental and non governmental structures to apply for support
2.2.6. Apply socially accepted methods when requesting for support and respect the procedures
Work area{s):
WA2: Participation
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
Participation and society
2.1.2. Understand the concept of participation and its value for the society; what are the different ways to participate?
2.1.3. Demonstrate capacity to participate in host society via practical methods
Activity 1: Civic Participation
- Welcome
- Discussion of the quote: ““Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever does.” – Margaret Mead
- Watch the video https://www.youtube.com/watch?v=x6bNwmrBPXI
- Discussion in groups of 4: What is Civic Participation? Each group writes down its own definition and presents it in class
- The facilitator consolidates all the definitions.
Time: 45 minutes
Activity 2: Project on Participation
- Split the class in groups of 4.
- Each group must think of an issue their community is facing (i.e. noise pollution, or waste management, or traffic) and suggests practical ways to contribute to eliminate or minimize the problem.
- The ideas of each group are presented and discussed in class.
- Each group formulates various steps to take in order to contribute to the elimination of the problem.
- A viber group (or any other messaging app) is employed where all participants are members. Each member reports daily to the group on what she/he did in the day that contributes to the society in relation to solving that problem.
Time: 45 minutes
Annexes:
Video:
1 hour, 30 minutes
Participating in Practice
2.2.4. Able to identify support services in dealing with formalities.
2.2.5. Using the governmental and non governmental structures to apply for support
Activity 3: Support Services
- Brainstorming Session: What kind of support services have you collaborated with in your host country?
- A participant writes them on a flipchart
- The facilitator organizes them and complements the participants’ suggestion in order to have a list as complete as possible of governmental and non governmental services
- The facilitator picks two support services and discussed the formalities required.
- Discussion of the procedures presented in previous step: Is it a Bureaucratic procedure? Is it necessary? Why we need to follow the procedure?
Time: 1 hour and 30 minutes
Annexes:
Video:
1 hour
Participating in Practice
2.2.6. Apply socially accepted methods when requesting for support and respect the procedures
Activity 5:
- The facilitator presents the following case: An applicant requested support from the Social Services. The lady at the Social Services asked the applicant to present a set of documents for identification purposes and to fill in 3 forms. The applicant got angry that she was not told of the procedure before hand and had no documents with her. She got angry and demanded to be able to fill out the documents even if she did not have the proper documents with her. She started shouting and would not leave the Social Worker’s office until her demand was accepted.
- Discussion: Is this proper? How would you deal with the situation if you were in her shoes? What she could do next time to avoid the frustration of the bureaucratic procedures?
Time: 60 minutes
Annexes:
Video: