Participation in Society – What it really means (Code: SCL1WA2W1 )

IO4. Social and Civic

Work Area 2

Workshop 1: Participation in Society – What it really means

1. General Information

Name of the key competence:
Social and Civic Competence

Name of the workshop:

Participation in the Society – What it really means?

Main learning outcomes:

2.1.1. Understand how the host society is built and what it requires of each citizen

2.2.1. Demonstrate an understanding of the term “Bureacracy” in western societies

2.2.2. Apply methods for dealing with formalties

2.2.3. Understand potential risks of no-compliance

Work area{s):

WA2: Participation


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


Participation and society

2.1.1. Understand how the host society is built and what it requires of each citizen

2.2.1. Demonstrate an understanding of the term “Bureacracy” in western societies


Activity 1:  Understanding Host Societies

  • Welcome
  • Brainstorming in groups: Have you ever requested a service from governmental authorities or any other organization? Which are they? What kind of services they offer? Write down a list with the name of the authority /organization and below the services they offer.
  • Each group presents these authorities and the class with the help of the facilitator creates a consolidated list of these authorities and services offered.
  • The facilitator must enrich the list to cover all the important authorities and organizations in the host country
  • Q & A: The facilitator answers questions posed by the participants on the enlisted services


Time: 45 minutes


Activity 2: Bureaucracy in western societies

  • The Definition of Bureaucracy: Is defined as working in a way that has many steps to complete a task and very strict order and rules. An example of a bureaucracy is the Department of Motor Vehicles. The concentration of authority in a complex structure of administrative bureaus.
  • Discussion: Is it good or bad? Can we avoid it? How can we deal with it?
  • Ask the learners to work in groups of 4 and write down ideas on how we can navigate through a bureaucratic procedure in order to achieve a goal.
  • Ask the groups to present their ideas
  • Get the best ideas and write them down on a flip chart as a step-by-step procedure.


Time: 45 minutes




1 hour, 30 minutes


Participating in Practice

2.2.2. Apply methods for dealing with formalities


Activity 3: Formality: Meaning, Definition and Explanation


  • What is Watch the video
  • Discuss the video
  • Ask the participants to present examples of Formalities in various settings
  • Discuss the importance of formalities and how we can better prepare to deal with them.
  • Discussion: What formalities have you identified in the host country which are new to you? How do you adjust?

Time: 1 hour and 30 minutes




1 hour  


Participating in Practice

2.2.3. Understand potential risks of no-compliance


Activity 5:


  • Split the class in groups of 4.
  • Each group needs to present a story from their host country where formalities were not applied and created an uncomfortable situation.
  • Discussion: What are the implications of no-compliance to formalities imposed in the new society? How can we deal with them? How to be best prepared?


Time: 60 minutes