TRAINING HANDBOOK
This publication and all online tools are designed by Özgür Yıldız Communications manager of CCIVS hosted by YAP Italy in the frame of the Youth in Action Programme - Youth Workers Mobility Project.
This project has been funded with support from the European Union. This publication reflects the views only of the author, and the European Union cannot be held responsible for any use which may be made of the information contained therein.
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INTRODUCTION 04 About AC.C.E.S.S 08 How to use this Toolkit
CHAPTER I
NON FORMAL EDUCATION 12 Ice Breaking and Getting the Know Each Other 18 Team Building and Group Dynamics 24 Intercultural Learning (ICL) and Conflict Management 32 Learning Transmission and Learning to Learn
CHAPTER II
AC.C.E.S.S 44 Active Citizenship 50 Social Inclusion 54 Sustainability
Director Stefano Varlese
Trainers CHAPTER III
ONE DAY AS A TRAINER 64 Group I Ice Breaking, Getting the know each other 68 Group II Team Building 72 Group III Social Inclusion 76 Group IV Sustainability
Sara Mandozzi Oriol Josa Fresno Yulia Utenkova Tomas Haviar Stefano Varlese
Editing Elizaveta Zaytseva Dorottya Bodnar
Contributing Volunteers Simon Geeraert Estelle Gras
Photos, Videos and Design Özgür Yıldız
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ABOUT ACCESS “Ac.C.E.S.S. to Active Citizenship, Environment, Sustainability and Social inclusion” was a 7 days long training course organised by YAP – Youth Action for Peace, held in Poggio Mirteto, Italy and financed by the action 3.1 of Youth in Action Program. It involved 31 youth leaders, peer educators, trainers, facilitators and support staff from Italy, France, Russia, Germany, Armenia, Spain, Belarus, Slovakia, Ukraine, Czech Republic. The project aimed at providing the involved participants with new interactive tools to 4 • Access Project • www.yap.it
manage international groups taking part in short term voluntary service projects. Therefore the training had a specific focus on the different working methods within the non formal education framework. The activities run together with the participants permitted to train them on group dynamics, intercultural learning, leadership and active participation, learning assessment and conflict management. From the other side, the training was strictly linked to the topics of sustainability and social
The training had a specific focus on the different working methods that can be used within the non formal education framework.
inclusion in voluntary service. In fact, all the organisations represented by the participants are members of the Alliance of European Voluntary Service Organisations, the international network working on accessing and sustainability through its campaigns and working groups. The training became a fundamental moment of exchange of good practices and tools that each organisation has in this field and at the same time showed
the importance of common actions and projects through networking, cooperation and youth participation. At once the participants had the opportunity to implement the knowledge gained during the training days. The last part of the course was dedicated to the preparation of one day of the training for the group of Italian camp leaders, where the participants became trainers and facilitators in turn. In small groups of 5-6 people they were
working on workshops about group dynamics, accessing and sustainability, using non formal education working methods. It was innovative and enriching for both groups: the international participants tried out how it feels to be trainers for one day and the Italian group experienced peer-to-peer learning process and enjoyed having a part of a seminar in English and exchanging ideas with youth leaders from other countries. Access Project • www.yap.it • 5
You can find all tools online: accessproject.yap.it
HOW TO USE THIS TOOLKIT The publication represents the result of collective work of participants and pool of trainers and was realized as a follow up of the training. The tool kit can be used as a didactical package by youth workers and trainers to work with the groups of young people on non formal education, active citizenship, sustainability and social inclusion. It contains the presentation of the working methods and the description of some activities with the detailed explanation of the type, aim, materials needed and useful tips on how to perform it. Thanks to one of the participants Ozgur Yildiz the workshops are resumed in short video tools that could help future trainers to figure out better the implementation of each activity.
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The tools are divided in 3 thematic groups indicated by different colors in the timetable: • Non Formal Education methodology (NFE) • Focus on Ac.C.E.S.S. • Activities implemented by the participants Each group has different segments marked by a symbol according to a specific tool topic: • Ice breaking • Team building & Group dynamics • Intercultural learning & Conflict Management • Learning transmission • Active Citizenship • Social Inclusion • Environmental Sustainability In this way the training structure can be used as an example for future projects because it’s easy to re-compose workshops and topics depending on a different timetable and re-use the tools according to the needs of a different group. Access Project • www.yap.it • 7
Working Day 1
Working Day 2
Working Day 3
* Getting to know each other
** Group Dynamics
*** Sustainability, environment and use of global resources
** Leadership
Morning Session 09:00 - 13:00
* Welcome Ceremony * Expectations and fears ** Team building activities
*** Intercultural Learning: Prejudices and stereotypes
* Active Citizenship and Voluntary Service * Sharing good practices & Networking
Afternoon Session 15:00 - 19:00
Daily evaluation with participants
Daily evaluation with participants
NON FORMAL EDUCATION METHODOLOGY (NFE) * Ice breaking ** Team building & Group dynamics *** Intercultural learning (ICL) & Conflict Management **** Learning transmission
Focus on Ac.C.E.S.S. * Active Citizenship ** Social Inclusion *** Environmental Sustainability
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** Social inclusion in action * IVS campaigns on Sustainability and Social Inclusion
Daily evaluation with participants
Working Day 4
Working Day 5
Working Day 6
Working Day 7
Free time and photo game about Ac.C.E.S.S.
*** Conflict Management
**** Toolkits for voluntary service and active citizenship
Training in Action:
**** Training in Action: Preparation
** Team building
**** Training in Action: Preparation
Training in Action:
Mid-term evaluation with participants
**** Learning transmission: Learning to learn
Arrival of national participants, future leaders
* Getting to know each other
** Social inclusion in Action *** Sustainability in Action Final evaluation with international participants
Free Time
Daily evaluation with participants
Daily evaluation with participants
Farewell Party
ACTIVITIES IMPLEMENTED BY PARTICIPANTS: * Group 1: Ice breaking ** Group 2: Team building ** Group 3: Social Inclusion *** Group 4: Environmental Sustainability
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CHAPTER I
NON FORMAL EDUCATION
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CHAPTER I.A
ICE BREAKING AND GETTING THE KNOW EACH OTHER
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NAME BALL ICE BREAKER, NAME GAME Tool Topic/s: Getting the know each other Creation of the group Aim: To remember the names and to make participants interact Materials: One Ball Duration: 5 minutes Trainer invites participants to stand in a circle. In the first part of the game, each participant has to throw the ball to another participant saying his/her name. In the second part, each participant has to throw the ball to another participant saying the name of the person who is receiving the ball.
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NAME, GESTURE AND SOUND NAME GAME Tool Topic/s: Aim: Materials: Duration:
Getting the know each other To learn the names Approx. 15 minutes (depending of the group size)
The participants make a circle. Each participant has to say his/her name and to make a gesture with a sound. The next participant has to repeat it, then to do the same about him/herself. So do the rest of the participants and the one who started will be the last one to finish repeating the names and the additional gestures of all the others.
ALPHABETIC ORDER ICE BREAKER Tool Topic/s: Non verbal communication Aim: To make the group practice with the names; to demonstrate that it does exist several, different types of communication and that there are also several ways to interact through non verbal communication Materials: Adhesive tape Duration: 20 minutes One long adhesive paper tape line is stuck on the floor and participants are asked to create a line and to touch the line with their feet. The game has to be played in silent. Participants have to find “alternative ways” to communicate and when they have to move from their position,
they cannot leave the strip with their feet. The first task is to create the alphabetic order of the names of the participants from A to Z. The second task is to create the age order of the team from the youngest to the oldest.
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WELCOME CEREMONY HOW I SEE THE WORLD AND HOW I WOULD LIKE TO SEE IT ICE BREAKING, TEAM BUILDING, FIRST STEP IN THE SOCIAL INCLUSION AND SUSTAINABILITY Tool Topic/s: Getting the know each other Aim: To break the ice, to create the proper atmosphere for the training, To introduce pax. to the training and to the training topics Materials: Paper, notebooks, pens, colours, markers, strips of fabric (black), relaxing music Duration: 60 minutes Description Setting: The plenary room, positions according to the number of participants with 2 sheets of paper, one note book and one pen in front of each + colour pens in the middle. Before entering trainers explain that participants have to bear in mind the idea of the world they live and they would like to live in. Then people get to be blinded with strips of fabric and are welcomed in the room. 16 • Access Project • www.yap.it
Once they entered the room, they are accompanied by each trainer in front of their position. The strips fabric will be taken off and they will be asked to take their time, and to illustrate somehow (write, draw) on the first paper how they see the world and on the second paper how they would like to see. Then they are asked to walk around and have a look at also the others’ works.
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Useful tip: “After first phase, while they are entering, it would be nice to create a sensory pathway: something they can smell, touch, hear like plants and sounds of nature.”
FEARS AND EXPECTATIONS IN GROUPS WORK IN GROUP ABOUT FEARS, EXPECTATIONS AND CONTRIBUTIONS Tool Topic/s: Getting the know each other and group creation Aim: To share within the group the fears and the expectations toward the experience Materials: Flipchart, paper, journals, newspapers, colours, markers, glue, scissors Duration: 60 minutes The group is divided in sub-groups (5 participants each). They receive the materials above mentioned. The task is to discuss and share among the group (15 minutes.) their fears and expectations and to give a visual and nice presentation. Then each group has to find the most suitable way to present the result in plenary.
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CHAPTER I.B
TEAM BUILDING AND GROUP DYNAMICS Access Project • www.yap.it • 19
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THE BLANKET TEAM BUILDING ACTIVITY Tool Topic/s: Creation of group dynamics Problem solving Aim: To create a group cohesion and to make participants cooperate. To tackle themes of problem solving and leadership in a group Materials: A blanket / a carpet which fits the number of people comfortably, but not with extra space Duration: Between 10 and 30 minutes All participants stand on the blanket/carpet. They have to turn the carpet over (flip it to the other side) without anyone touching the floor.
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THE ELASTIC ROPE TEAM BUILDING ACTIVITY Tool Topic/s: Team Building Aim: To create a group cohesion and to stimulate collective problem solving Materials: Long rope (1.5 - 2 m) Duration: From 10 to 20 minutes A rope pulled between two chairs or pillars (or trees if the game is played outdoor) divides the room in two parts. All the participants stand on one side of the rope. The group should cross it
without touching the rope. If the group is big, it’s possible to split it into two so there could be additional element of competition/collaboration between two groups.
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FIND SOMEONE WHO... TEAM BUILDING, ICE BREAKING Tool Topic/s: Aim: Materials: Duration:
Getting the know each other To know better the people in the group Sheet of paper, pens From 10 to 15 minutes
Preparation work: At the beginning of the training, once participants arrive, ask each of them individually to tell you one curios/strange fact about him/her that nobody in the group knows. Collect all the statements and prepare a common list. All the statements should be different and so the number will be the same as the number of participants.
Activity description: Gather all the participants and explain that you will give them the list with some funny facts about the people from the group. They have to move randomly in the room and to match each statement with the person from the group. After 5-10 minutes (depending on the group size) the facilitators check with all the group if the match is right. Access Project • www.yap.it • 21
UNTIE THE KNOT
TEAM BUILDING, ICE BREAKER ACTIVITY Tool Topic/s: Team building, Ice breaking Communication, Problem solving Aim: To make the participants to act as a group, to raise up the confidence Materials: Duration: 10 minutes Arrange participants into groups (between 8-12 participants for each). Tell them to stand in a tight circle (facing inwards). Everyone should close the eyes, put their left hand in the circle and while moving slowly inside the circle, hold someone else’s left hand. Now everyone, should put in their right hand, and hold someone else’s right hand. Without letting go of each other’s hands, the participants should untangle themselves
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SUPER LEADER WORK IN GROUPS Tool Topic/s: The skills, competences and attitudes of the “super” leader Aim: To reflect on the skills, competences and attitudes we believe important in a good leader and to identify what should be avoided Materials: Paper, pens, flipcharts, markers, post it Duration: 45 minutes
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Participants are divided in groups of 5 people. Each group has the following task: create a list of the skills, actions, competences and approaches of the “super” leader on the provided flipchart. Include also the actions and behaviours that a “super” leader has to completely avoid. Then every group present in plenary the result.
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CHAPTER I.C
INTERCULTURAL LEARNING (ICL) AND CONFLICT MANAGEMENT
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IN MY SOCIETY SIMULATION, ROLE PLAY Tool Topic/s: Intercultural learning To learn a constructive way Aim: of dealing with difference with people who belong to different cultures. Materials: Duration: 1,5 - 2 hours
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We divide the group into two halves, each representing a “culture”. Each culture has its own rules of living and conduct. Each lives in its own area (its own room). In the first part of the game, a particular culture creates their culture’s ways of conduct. The second part of the game introduces cultural exchange. One or two members from each group (“ambassadors”) go to the other group for a couple of minutes. Likewise, one or two members from the other group visit the first. Then they report to their own society what they have seen. The second “expedition” is expected to become involved in the other culture’s life. In order to create their own culture two groups have to invent the following elements: • Name • Greetings
•
Language/way to communicate • Taboo • What is forbidden • Sanctions/reactions on breaking rules • Social structure For this step the groups have 30 minutes. Then they have to “practice” their society for 15 minutes among them. Then 1-2 “ambassadors” from each society visit the other culture for 5 minutes and observe it. Once came back to their own society the ambassadors report what they have seen. Then other 1-2 “visitors” from each group go to other culture and try to interact with the society (10 minutes). They come back after a visit and report what they have seen/ done/experienced. Then two groups join the plenary for the evaluation.
Evaluation of the game (20 minutes) The participants gather together in the common area. We can form two halfcircles with chairs so that the groups face each other. Both civilisations take turns answering the following questions. - What was your first impression of the opposite civilisation? - What is your impression of it now? - Try to explain the rules of the opposite civilisation! - Explain the rules of your own civilisation to the opposite one!
- Which civilisation did you like better and why? - What was the cause of misunderstandings from the other side? - How do we perceive such differences and diversity in our everyday lives? - Do we really understand them, or do we only think we understand them? Isn’t every attempt to explain a difference in fact merely our interpretation of it? - What did the civilisations have in common after all? Try to find as many answers as possible!
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MOVING DEBATE Tool Topic/s: ICL, Conflict management + a specific focus on topic that facilitator chooses (active citizenship, volunteering, sustainability, social inclusion etc.) Aim: To provoke thinking and discussion about the subjects at issue during the training and to make participants experiment the flexibility in expressing their own opinions and in listening the ones of the other people Materials: Prepared statements Duration: 1 hour In this activity are prepared a set of questions: they have to sound as statements, can be provocative and can be interpreted in different ways. The main aim of the moving debate is to induce people, who are standing on a line in the middle of the room, to take a position, on the left or right side (on the base of their level of agreement or disagreement with the sentences) and according to the way in which they have interpreted the sentence. It will lead them to reflect on the fact that there are many different points of views and that, in most of the cases it’s possible to have different opinions about the same issue. During the debate, there is also the possibility
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to change position, if we have been convinced by the arguments of the other people. The leader of the game must explain the rules and make sure that they are obeyed! The participants stand in single file. One wall of the room is “agree”, another is “disagree” and the position in the middle is “don’t know”. It is best that the leader prepares in advance the chosen statements and writes them on a large sheet of paper or flipchart where he can display them one at a time. S/he asks players nearby to point to one sentence and he reads it aloud. The players have 30 seconds to take their position in the room according to their vote, and without speaking.
The leader then asks them to start a discussion to try to persuade those at the other end of the room or in the middle to accept their point of view and move. 5 or 6 minutes are allowed for the discussion after which the leader asks them to stand in their “final positions”. Then the next
questions can be discussed. While leading the activity, a facilitator should give an equal space to all the participants during the discussion, avoiding the “ping-ping effect” when two participants reply each other on the same question.
Examples of statements concerning youth projects: • When a team cannot reach a decision unanimously, the group leader/facilitator has the final word; • Good group dynamics depend on the competence of the group leader; • If a group leader sees tension rising in a group, it is up to him to try to release it; • The corporate life of the team in a youth project is most important part; • The youth leader must maintain a certain distance from the other participants; • In a youth project abroad everybody is going to suffer from cultural shock; • The project will be exactly as described in the infosheet; • Vegetarian diet has to be adopted in all intercultural projects.
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Food Music
Language
Visual Arts
Festivals Literature
Performing Arts Holiday Customs
Flags
Games
Dress
Nature of Friendship Notions of Beauty Norms
Values
Religious Beliefs
Etiquette
Learning Styles
Body Language
Rules
Expectations
Attitudes towards Social Status Notions of Modesty
Gender Roles Leadership Styles Notions of “Self”
Thought Processes
Views on Raising Children Importance of Space
Concept of Fairness
Approaches to Problem Solving Notions of Cleanliness Importance of Time Assumptions
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ICEBERG MODEL INTERACTIVE PRESENTATION, DEBREIFING Tool Topic/s: Aim: Materials: Duration:
ICL To make participants aware about Iceberg model of culture Pens, flipchart 30 minutes
In the plenary ask the participants to tell at least one word that reflects for them the concept of “Culture”. Write them down on the flipchart. Once the words are on, link them by drawing a shape of iceberg on the flipchart and explaining them what the model of iceberg means. With the example of the iceberg you can show the participants the complexity of a culture. Only a small part of any culture is immediately visible, while most of it is more difficult to discover as it is invisible and unconscious.
Visible elements include language, food, dress, architecture, music. Hidden elements include family structures, notions of beauty or sin, the sense of justice, expressions of friendship, eye contact, the notion of time, self-image and much else! The idea is to transmit to volunteers the message that they should not be satisfied with a superficial understanding of a culture but take the time and have the patience necessary to discover its deeper aspects.
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CHAPTER I.D
LEARNING TRANSMISSION AND LEARNING TO LEARN
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FORMAL AND NON-FORMAL EDUCATION WORK IN GROUPS Tool Topic/s: Formal, Non Formal and Informal Education Aim: To make participants analyse their own learning style and get knowledge about learning process Materials: Pens, flipcharts, flipchart with presentation of different learning styles Duration: 1 hour Participants are divided in groups of 5 people. Each group has the following task: to discuss, share and define the advantages and the disadvantages of formal and non formal
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education and to collect some keywords of the differences onto a flipchart. Then every group presents its work in plenary and discuss about concepts.
TRAINER - FACILITATOR BRAINSTORMING IN GROUPS AND PLENARY Tool Topic/s: Trainer role and facilitator role in a training course Aim: To make participants analyse and share the differences between the role of a trainer and of a facilitator. The activity is propaedeutic for the workshop “Tool Kits in Practice” and specifically in the definition of the roles within the pool in order to keep a good balance Materials: Paper, pens, flipcharts, markers Duration: 45 minutes Participants are divided in 5 groups, each group has the following task: discuss, share and define the differences between the role of trainer and the role of facilitator and to fix them in a flipchart.
Then every group presents in plenary. The pool will facilitate the discussion and the definition of differences between the two different roles.
EXAMPLE OF A COMPARATIVE TABLE Educational Roles
Teacher
Trainer
Facilitator
Process
SS Important
Important
Important
Task / Content
Central Role
Important Role
Co-responsible
Educational Methods
Often Frontal
Methodological Mix
Methodological Mix
Communication Style
Mainly Input
Range Depending
Minimal Input
Power
Absolute
Absolute-shared
Shared
Examples
School Teacher
ICL Trainer
Conflict Moderator
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WHAT IS A WORKSHOP WHAT IS A TRAINING? DIFFERENT TOOL TYPES SHORT PRESENTATION IN PLENARY Tool Topic/s: Differences between a training course and a workshop Aim: To make participants aware of the differences between a training course and a workshop. The activity is propaedeutic for the workshop “Tool Kits for ESD” Materials: Duration: 15 minutes The pool shares in plenary the difference between a training course and a workshop. Time for questions and comments from the participants is left.
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NAOMIE SHORT PRESENTATION IN PLENARY Tool Topic/s: Structure of a tool Aim: To make participants aware of the NAOMIE model of non formal activity/workshop Materials: Duration: 15 minutes
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The pool shares in plenary the concept of NAOMIE model that describes non formal activity according to following: Needs, Aims, Outcomes, Methods, Implementation, Evaluation
N: The NEED Why are you contemplating doing this activity? What are the needs of the young people attending the activity/workshop? What are the needs of the activity/workshop as a whole?
A: The AIMS What is the end goal? What will be the overall learning point of completing the task?
O: The OUTCOMES/OBJECTIVES What specific changes will happen? What definitive learning points will you be able to point to? How will something be different in a specific sense?
M: The METHODS Describe the piece of work that you intend to do. Explain it in simple terms that other people will be able to understand having not participated.
I: The IMPLEMENTATION E: The EVALUATION How will you measure the success of the work (i.e. Have you met the outcomes)?
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LAUNCH OF PROPOSALS GROUP CREATIONS MATCHING INDIVIDUAL WORK Tool Topic/s: Selection of the training ideas the participants will work on Aim: To launch different project proposals; to choose 4 project proposals Materials: Pens, papers, flipcharts (they have to be already prepared with the participants names in the different squares), colours and markers Duration: 60 minutes Trainers introduce the activity to the group:
Step 1: Each participant should think about a training course (maximum 5 days) about environmental issues, sustainability and education for sustainability and has to define the following aspects on a piece of paper: • Title; • Specific topic within the macro-areas indicated; • Aim; • Target; • Short description and outcomes
Step 2: Each piece of paper, with the project proposal, is stuck on the wall
Step 3: Each participant has to carefully read the different project proposals, than will receive 3 post it and has to choose the 4 project proposals more interesting
Step 4: Matching and creation of the 4 groups that will work on the project implementations
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TOOL KITS FOR EDS IN PRACTICE WORK IN GROUPS Tool Topic/s: Setting of a training course and tool kit preparation Aim: To make participants practically experiment how to structure a training course; to make the experiment non formal education activities, as trainers and as a participants; to make them concretely experiment non formal education working methods; To make them in condition to: • Organize a training; • Organize a workshop; • Create one specific tool kit; • To implement the activity with an international group; • To evaluate the experience Materials: Paper, pens, flipcharts, markers, colours, glue, scissors, ropes, elastic, clothes Duration: 180+180 minutes Presentation of the activity to the group. These will be the tasks for each group: 1. Short presentation: prepare a short presentation and a short summary of your work for everyone. The presentation will be afterwards introductive for the activity run the day after “presentation of the training and tool kit assessment”; 2. Preparation of the tool kit: each group has to prepare one non formal education activity-tool kit; 3. Rehearse: each group has to choose the proper space, to check materials and to rehearse the activity
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PRESENTATION OF THE TRAINING AND TOOL KITS ASSESSMENT WORK IN GROUPS Tool Topic/s: Non formal education activities - setting of a training course To make participants practically experiment how to structure a training course; Aim: to make the experiment non formal education activities, as trainers and as a participants; to make them concretely experiment non formal education working methods; To make them in condition to: Organize a training; Organize a workshop; Create one specific tool kit; To implement the activity with an international group; To evaluate the experience Materials: Paper, pens, flipcharts, markers, colours, glue, scissors, ropes, elastics, cloths ... Duration: 240 minutes
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See Online
Presentation of the training: Each group will make a short presentation of the training and of the agenda (60 min); Tool kit assessment: The 3 groups will have approximately 2 hours for playing the activities as trainers and as participants. It’s also expected some video shooting during the different activities à the video will be afterwards edited and uploaded with the tool kit, so that there could be a visual support to explain them. Here is one example in the group division: Group A à B + C Group B à A + C Group C à A+ C Key questions for the debriefing: How was the cooperation within the group? How was the roles division within the pool? How the activities have been presented? Do you think some logistic aspects could be changed or modified? Were the working methods experimented really effective? Do you think some working methods could be changed or modified? Closure: at the end of the entire activity the group will be back in plenary for the general conclusions.
Useful tip: “ It’s scheduled a rotation in the groups so that each one can play the activity as a pool of trainers with another group (participants) and can take part in one activity (played by another group - pool of trainers) as a participant.”
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CHAPTER II
AC.C.E.S.S.
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CHAPTER II.A
ACTIVE CITIZENSHIP
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WALKING GALLERY ABOUT ACTIVE CITIZENSHIP INTERACTIVE PRESENTATION Tool Topic/s: Aim: Materials: Duration:
Reference definitions and documents about Active Citizenship To introduce common meanings and concepts of Active Citizenship Quotes about Active Citizenship, pens, markers 40 minutes
Preparation: The trainer puts on the walls of the working room different quotes about Active Citizenship. Activity Description: The participants are asked to walk individually through the working room and to read carefully the quotes and definitions
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on the walls (20 minutes). While walking through the “gallery” they can write down on the flipcharts with quotes their notes, comments or questions. Then they are asked to sit down and create their own definition of Active Citizenship.
SNOW BALL ABOUT ACTIVE CITIZENSHIP WORK IN GROUPS AND PRESENTATION IN PLENARY Tool Topic/s: Active Citizenship Aim: To make participant share their definition of “Active Citizenship”; to make them share different points of view and search for common points and differences Materials: Post it, paper, pens, flipcharts and markers Duration: 60 minutes Participants have to write down their own definition of Active Citizenship (during the activity of Walking Gallery). Then groups of 2 participants are created. They have to present their 2 definitions and discuss them, finding common aspects and they have to create a new, single, definition. They have at disposal 6 minutes. Then groups of 4 participants are created (a group of 2 is mixed with another group of 2). They have to present their 2 definitions and
discuss them, finding common aspects and they have to create a new definition. They have at their disposal 8 minutes. Then groups of 8 participants are created (a groups of 4 is mixed with another group of 4). They have to present their 2 definitions and discuss them, finding common aspects and they have to create a new definition. They have at their disposal 12 minutes. In plenary the groups present their definition.
Key questions for the debriefing: • How was the process? • How was the cooperation within the group? Did everybody participate? • Was it hard to find common definitions? • Did you change your opinion about sustainability? • Did you agree with the new definitions?
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OPEN SPACE TO SHARE GOOD PRACTICES PRESENTATION IN PLENARY Tool Topic/s: Active citizenship and volunteering Aim: To share good practices and projects, to present sending organisations, to make participants create links between organisations and build a bridge from vision to action Materials: Duration: 1 hour Preparatory work should be done by each participant before the project. Each of them (or a group from the same organisation) has to prepare a brief presentation about best practices in his/her sending organization on active citizenship. It could be 1 project or initiative or campaign. The presentation has to be from 5 to 10 minutes and could be illustrated
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by flipcharts, photo or video materials. After the presentation other participants make questions and comments. After the presentation of each organisation/ project the facilitators could intervene and explain better the concept of networking and common actions carried out by international voluntary service networks
ALLIANCE OF EUROPEAN VOLUNTARY SERVICE ORGANIZATION The Alliance of European Voluntary Service Organisations is an International Non-Governmental Youth Organisation that represents national organisations which promote intercultural education, understanding and peace through voluntary service. The Alliance, founded in 1982, is presently made up of 50 full, associate and candidate members in 29 countries worlwide. Within the network there are 6 Working Groups and Committees that apart from promoting Alliance main principles, are also responsible for the implementation of the Plan on Action of the network as well as to develop initiatives and bring their ideas to the GA to be voted. www.alliance-network.eu
COORDINATING COMMITTEE FOR INTERNATIONAL VOLUNTARY SERVICE (CCIVS) CCIVS is an International Non Governmental Organisation (INGO) engaged in the field of International Voluntary Service (IVS). CCIVS’ main focus is the quest to achieve ‘change in the minds of men’ by bringing together people of different backgrounds. It supports and develops projects based on the idea that working together on a concrete task is the most effective way of creating international friendship and understanding. The projects serve as a catalyst for dialogue as they provide an opportunity to work together according to each person’s ability and to practice living together. In such situations national and international volunteers experience a new reality which can challenge their habits and convictions as well as those of the local community. www.ccivs.org
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CHAPTER II.B
SOCIAL INCLUSION
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Useful tip: “It is important that the group works on creative alternatives to the powerless response, rather than merely criticising it. A group will often be able to see solutions that the individual does not see.”
LIVING STATUES SIMULATION EXERCISE, WORK IN GROUPS Tool Topic/s: Social exclusion and inclusion Aim: To focus on changing the position of the powerless in a given situation, aiming to explore the experience of feeling powerless, to express it visually and to try out alternatives and see their effect. Materials: Duration: 1 hour Description: 1. Ask participants to think individually of one incident in which they felt powerless and unable to do anything about it. It could be a situation that they tried but failed to change, or one in which they would have liked to achieve a different outcome. (5 minutes) 2. Divide the participants in smaller groups (of 5-6 people) and let them discuss the individual experiences of powerless. At the end they have to choose one of the stories to work on. The group has to create 3 silent sculptures that depict the beginning, the middle and the end of the situation. One of the participants has to become the storyteller who adds short comments or phrases to the sculptures without 52 • Access Project • www.yap.it
explaining the situation. (20 minutes) 3. Coming back to the whole group, each subgroup has to show its living sculptures scene. Ask the rest of the participants to identify the oppressed person in the scene and make some suggestions how this powerless person might act to alter the situation. Continue this process with each of the stories, either as one group or with two of the groups joining together and serving as an audience for each other. (15 minutes) Reflection and evaluation (20 minutes): What is the effect of different actions on the outcome ? How does the exercise relate to the lives of participants ? What can they take away with them from this work ? (5 minutes)
LIVING MACHINE WORK IN GROUPS Tool Topic/s: Social Inclusion Aim: To make participants reflect on concept of social inclusion, to create a common definition of what inclusion is Materials: Duration: 30 minutes The participants are asked to think individually about few key words linked to social inclusion. Then a facilitator divides them in small groups (4-6 people in each) and each group should agree on 1 word per person and invent a movement explaining this word. Then the movements of each participant have to be interconnected in order to create a “living machine”. After the presentation of each group facilitators lead the debriefing.
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PRESENTATION OF THE A4A CAMPAIGN PRESENTATION IN PLENARY Tool Topic/s: A4A Campaign Aim: To present to the group the campaign run by the Alliance; To show to the participants a common action on social inclusion within international network Materials: Duration: 1 hour Presentation of the A4A Campaign. History, how it’s working, projects implemented; Presentation of the A4A tools, that might be
used by the organizations interested in joining the campaigns; Presentation of the A4A working group; Presentation of the A4A policy paper.
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CHAPTER II.C
SUSTAINABILITY
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THE SURVIVAL OF COUNTRIES COMPETITION / REFLECTION / COOPERATION ACTIVITY ABOUT SUSTAINABILITY, INTERNATIONAL RELATIONS
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Tool Topic/s: Sustainability, international relations Aim: To understand sustainability as the product of a complex system that starts with personal and collective attitudes and which includes economic relations, international relations, (and specifically north/south) environment, history, etc. Materials: Chairs (one for each participant), sticks (around 10 per participant); markers, flipchart Duration: Around 45-60 minutes The activity is played in 3 phases, and each phase has several rounds (for example 4 or 5). There is a flipchart prepared, with a table, where the facilitator will write the results of each round, and each phase. Participants sit on chairs, in a circle, but looking outside the circle (not within). They are told these instructions: “Each of you is a country (tell me the country you are). Your responsibility is to survive. You will close your eyes and we will throw these sticks to the floor, and when I say “now!” you (can open your eyes and) will have to go as fast as possible and take the sticks you need to survive; when I say “stop!” you won’t be allowed to take any more sticks. You need 4 sticks to survive. If you don’t get the 4 sticks, your country will die, and you won’t be able to participate until the next phase”. When the participants tell the country each represent, the facilitator writes it on the tables
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of the flipchart. They can take more than 4 sticks if they want. We don’t encourage nor discourage them to do so...we don’t want to give more instructions than the given ones. Despite this, the facilitator will adopt the tone of a contest, to stimulate their attitude. Once instructions are told and sticks (around 15 per participant) are thrown on the floor (sticks are thrown unequally around the participants), participants get them, and we say “stop!”, it will be time to count the results. One facilitator will write the results; those participants who have less than 4 sticks are eliminated, and the facilitator tells it with big grief. Those who took 4 are correct. And those with more than 4 are received with surprise and admiration (“wow! They took that many!! - we never say that it is good or bad-).
ANALYSIS
PHASE 1 Game is played as explained. Once we counted the results, we take all the sticks, and they are removed (they only know it after it happens in the first round). The new round is with only the sticks still on the floor. At the end of the established number of rounds for the phase, we count how many countries survived, how many died. After that, we start the next phase, again with all the participants.
PHASE 2 After the 1st round, we explain them that those who took more than 4, now they have an advantage: we will say a first “now!”, when only them will go for the resources; and a second “now!” when the ones who only survived with 4 will be able to go as well for the resources. At the end of the established number of rounds for the phase, we count how many countries survived, how many died. After that, we start the next phase, again with all participants.
• What were the results on each phase? (how many countries survived until the end? How many survived at least 2 phases? Any phase with all surviving?) -participants shall note that the “death” of one country is already a failure...and most of them die...• Do you think each phase has a correspondence with historic phases? (which ones? It is supposed to be pre-industrial societies -they just used the resources; industrialised societies -those with benefits can invest to create technology and have an advantage; post-industrial societies • What is it that motivated the death of the countries? More than the scarcity of resources, it will be the use of them, the attitude towards them (excessive consumption, competition against others, …) and the other countries, that motivated the death. • Did anybody try to change behaviour? What happened then? • Were there at any moment dynamics of cooperation? • Which alternatives could have arisen? (collaboration-solidarity; sustainable consumption; de-growth; education for sustainability -telling the others that this way is going to kill them all...) • When do we change our behaviour? (After experiencing things that are going wrong, we ACTIVATE OUR CRITICAL THINKING). • Is it enough to recycle to survive?? What else can be done??
PHASE 3 The same as PHASE 2, but after each round, we will throw again to the floor half of the sticks the participants took. At the end of the established number of rounds for the phase, we count how many countries survived, how many died.
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GINCANA IN 4 STATIONS INTERACTIVE WORKSHOP Tool Topic/s: Sustainability Aim: To allow a better understanding of sustainability To help participants to create tools that they will be able to use Materials: Pens, flipcharts, markers and selected waste Duration: 90 minutes Different stations in different rooms are created, each one connecting to one aspect of sustainability. Different groups are created (no more than 5-6 participants each), each group
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has to follow a different rotation so that all the different stations can be visited. In each station a group meet a trainer who presents the task.
MOVE TO CHANGE THE WORLD Stop 1. Reduce pollution and consumption Facilitator explains the 3 R (recycle, re-use, reduce), and plays “The story of Stuff”. Action: With the garbage they have to find things to re-use, re-cycle: wallet with tetra-brick; toys with bottles, etc. Stop 2. Change consumption (ecological, local, markets, social products, fair trade, renewable energies, re-usable materials, sustainable transports, ...) Make a change in consumption in an international event. List areas where we consume during an international event/ training (food, materials, travel, water, energy, etc.). Propose 5 alternatives considering these areas of consumption. Stop 3. Actions regarding the location Propose 5 possible actions to be done to make the location and environment of the current training more sustainable. Stop 4. Actions regarding our behaviour Make a change in the behaviour of the participants in the current training. Create signs, announcements to call the attention to the changes.
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PRESENTATION OF THE ALLIANCE SUSTAINABILITY CAMPAIGN PRESENTATION IN PLENARY Tool Topic/s: Education for Sustainability and Sustainability Campaign Aim: To present to the group the campaign run by the Alliance; To show to the participants a common action on sustainability within international network Presentation of Environmental Sustainability Campaign Materials: Duration: 45 minutes 1. Presentation of Education for sustainability: Bases of the Education for Sustainability • Throughout the years: Love for nature, care for nature, holistic approach, critical thinking! • We aren’t able to be sustainable (but we have to try!); not only we have to contribute, we have to educate and train others so that there may be a future sustainable way of living. 2. Existing actions on Sustainability in IVS: • International Campaign for Sustainability in Voluntary Service, Alliance Sustainability Campaign. • Presentation of Energy Free Day (2014): http://prezi.com/m4zim8okyxst/energy-free-day/ Other materials to see: White Book of Volunteering (CCIVS): the chapter on Sustainability.
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CHAPTER III
ONE DAY AS A TRANIER ACTIVITIES IMPLEMENTED BY INTERNATIONAL PARTICIPANTS WITH FUTURE CAMPLEADERS
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GROUP I
ICE BREAKING, GETTING TO KNOW EACH OTHER
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JO!
ENERGIZER Tool Topic/s: Aim: Materials: Duration:
Trainer geathers participants in a circle and asks them to repeat everything after him/her. He is saying “Hello” (and everybody is reapeting) “My name is Jo” (repeating), I’m working on the Bottom factory”(repeating). One day (repeating) my Boss came to me and said “Are you busy, Jo?” (repeating) and I said “No”. So push the button with your right hand (repeating) (everybody is imitating pushing the button. The other day (repeating) my Boss came to me and said (repeating) “Are you busy, Jo?” (repeating) and I said “No” (repeating) “So push the button with
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Energize participants To refresh their minds and body 5 minutes your left hand” and everybody is imitating pushing the button with the left hand. The other day (repeating) my Boss came to me and said (repeating) “Are you busy, Jo?” (repeating) and I said “No” “ So push the button with your legs” (repeating) and everybody is jupming. The other day (repeating) my Boss came to me and said “Are you busy, Jo?” and I said “No” (repeating) “So push the button with your had” (repeating) and everybody does that. The other day (repeating) my Boss came to me and said (repeating) “Are you busy, Jo?” (repeating) and I said “Yes”.
WELCOME CEREMONY INCLUSION INTO GROUP Tool Topic/s: Aim: Materials: Duration:
Getting to know each other, Creation of the group To make them feel the part of the group T-shirts, photo camera, markers, papers, flipchart 20 minutes
In the first part trainer asks participants to close their eyes, takes their hands one by one and leads them into the building. There another trainer meets them at the station two, asks them to open their eyes and gives them their t-shirts. They put their t-shirts on and go to the station three where another trainer
meets them and asks them to take a marker and a paper and to write down their names. At the station four the trainer takes a picture of them standing in front of a flipchard where it is written “Future Campleaders” with their names written on the paper. All the participants are being asked to take their seats in the circle.
FEARS AND EXPECTATIONS ICE BREAKER Tool Topic/s: Make each participant to realize and express their fears and excpectations reagrding the Aim: project. To figure out the objectives which made them to take part in the project, as well as obstacles. Materials: Markers, flipcharts, stickers Duration: 20 minutes Trainer invites participants to seet in a circle and ask them to think few minutes about their excpectations and fears. After approximately 2 minutes he/she asks them to take the stickers and a marker from the middle of the circle (one colour for fears and another for excpectations) and write down their fears and excpectations. When they are done with this task, trainers asks them to put the stickers on the flipchards (one
flipchard for ecpectations, another one for fears). Also asks them while putting the stickers to group them according to the similarities. When they are done with this task, the trainer asks two volunteers to look through the flipchards and to make the final summerising of the simmilar topics. After that the facilitator makes the final breafing.
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GROUP II
TEAM BUILDING
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CROSS THE RIVER WITH CROCODILES! TEAM BUILDING Tool Topic/s: Communication, Collaboration, Team Strategy Aim: To make participants think and solve the problems as a group Materials: Squares of cardboard or sheets of recycled paper (half to two-thirds as many squares as people in the group), 2 pieces of rope (or masking tape or 4 cones) Duration: 40 minutes Preparation: Create a river by marking two river banks with the rope. Make the river wide enough to be a challenge for the group to get from one side to the other (look at about 2-4 m). Distribute the cardboard squares – 1 piece for every 2 people. The object of the activity is to get all members of the group safely across the river. They must go as one big group, not multiple smaller ones. If the group is too big (more than 15 people) you can split them in two smaller groups so they can even compete between them. Also stress that everyone must be on the river before anyone can get off the river, forcing the entire group to be engaged at once. Participants cannot touch the water
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(floor/grass) and therefore must use stones (cardboard squares) to cross. The water is filled with crocodiles (represented by 2 facilitators). Therefore if someone loses their balance and touches a hand in the water it gets eaten (put behind the back). Same goes for a foot. If a person completely comes off the stone they are gone and since this is a team exercise everyone must start over. Stones must be in contact with a human at all times or they will be swept away with the current. Once the group has started the process, your role is to take off the “stones” that are “swept away by the current” and to watch for safety issues.
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Useful tip: You can explain this rule by using this motto with the group: “Start as a team end as a team.” You can also be creative and add challenges in as the group crosses. For instance you can say a crocodile jumped up and tail slapped someone in the eyes so now they cannot see (use a blindfold).
Questions for the debreifing: • • • • •
•
What happened during the process? What worked? What didn’t or what hindered the process? What leadership was demonstrated during the process? How so? What did you observe? What were the individual roles people played? Were members comfortable with their roles? Who knew what the process for crossing was? Who didn’t? How did you communicate the plans to group members? What might the different aspects of the exercise represent in your group: the squares, the river, the loss of squares, the facilitator, etc? When the first people rushed off the river and stranded some of you how did that feel?
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GROUP III
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LABELLING ME SIMULATION EXERCISE Tool Topic/s: The effects of stereotyping in exclusion/ inclusion processes Aim: To explore the relationships between what is expected of us and how we behave; To raise awareness of the effect of our own behaviour on others; To start discussion about the effects of stereotyping people Materials: Sticky Labels, materials according to the task Duration: 45 minutes Preparation • Plain white sticky labels about 5 cm by 2 cm one per person in the group. • Write one characteristic on each label e.g. irresponsible, witty, stupid, clever, clumsy etc. • Decide on a task for the group e.g. design a poster co-operatively, plan an event, move furniture or have a discussion (for example ask: ‘if a big name pop group could play in our town who would we want to come?’)
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Useful tip: “ It could be interesting to link the task with the other topics of the training, for instance, in Ac.C.E.S.S. case it was to build a tower with recycled materials.
Instructions If the group is bigger than 10 people, divide the participants into several groups of 5-6 people 1. Place one label on each player’s forehead, but don’t let them know what’s written on it. 2. Explain the task to the group. Make it clear that as they undertake the task they must treat each other according to the labels. For example, if someone has a label - lazy - on their forehead everyone else must treat them as if they are always lazy (but without ever using the word on the label! Don’t tell them!). 3. Players should put their efforts into completing the task and treating the others according to the stereotype on the label. 4. At the end of the activity players may guess what their own label said, but this is not the main object of the game. Debriefing and evaluation This is very important so make sure you leave time for players to have their say. Start by asking people if they could guess their label and then go on to ask about the other aspects of the activity: • How did each person feel during this activity? • Was it difficult to treat people according to their labels? • Did anyone begin to ‘prove’ their label i.e. did someone labelled ‘witty’ begin to tell jokes and behave more confidently? Or the person labelled ‘lazy’ stop helping or participating? • What sorts of labels do we put on people in real life? How does it affect them and how does it affect the way we think about them? • In real life who, are given some of the labels that you used in this activity? • Are they valid?
Useful tip: “ Be sensitive about matching people with characteristics. For example if a member of the group is rather lazy it may not be appropriate to also give them that label. The aim of the game is not bring out into the open personal opinions about others in the group. Indeed this could be very destructive and should be avoided. Be aware that this game can raise powerful emotions. Access Project • www.yap.it • 75
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GROUP IV
SUSTAINABILITY
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PATH TO SUSTAINABILITY BRAINSTORMING, DISCUSSION IN GROUPS, SIMULATION, COOPERATIVE GAME, PLENARY DISCUSSION Tool Topic/s: Using RRR principles of environmental sustainability at workcamp Aim: To improve sustainable behaviour and practices during the camps. To show the importance of the role of individual in this process in order to increase their awareness. To motivate implementation of sustainability. Materials: Flipcharts, papers, markers, pens, rubbish (paper, plastic, organic, glass), scarves, labelled baskets, chronometer, pictures from newspapers (objects to reuse), pictures of resources (consumption to reduce), Handbook of recommendations from Alliance Duration: 1 hour
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Participants are divided into 3 groups. Groups are rotating between 3 stations. Station A: Reduction of consumption of resources Participants receive a few pictures of resource types, the consumption of which could be reduced in their workcamp. They have to make 3 suggestions how they can reduce them. They have to write/draw them on a Flipchart so that other participants will understand/see/read them. Station B: Reuse Participants receive a few pictures of objects presented as things that were found in their workcamp. They have to make 3 suggestions how they can reuse them. They have to write/draw them on a Flipchart so that other participants will understand/see/read them. Station C: Separation of rubbish for recycling Participants are divided into pairs. One represent blind person (cover his eyes with scarf) another is his guide. Blind person has to collect one type of rubbish (paper, plastic, organic or glass) from the ones spread in grass, and put it to the proper basket. Blind person can use his sense of touching to differentiate rubbish, but he is led mainly by the voice of his guide. At the end the whole group analyses the misplaced rubbish. Plenary After rotating participants meet together to present their ideas and to discuss RRR principle. Regarding Recycling a short summary will be presented by the station’s facilitator (e.g. special rules, materials). They will be led to make a conclusion about sustainability concept (including social and economical aspects as well).
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W W W.YA P. I T The project is realized by voluntary service organisation Yo u t h A c t i o n f o r P e a c e I t a l y.
Project Promoters: C O C AT ( C o o r d i n a d o r a d ’ O r g a n i t z a d o r s d e C a m p s d e Tr e b a l l d e C a t a l u n y a ) , Co m p a g n o n s B â t i s s e u r s , H U J ( T h e Re p u b l i c a n Headquar ters of Student Brigades), INEX SDA (INternational E X c h a n g e s ) , I N E X S l o v a k i a ( I N t e r n a t i o n a l E X c h a n g e s ) , LY V S ( L e a g u e o f Yo u t h Vo l u n t a r y S e r v i c e ) , U n i o n F o r u m , V J F ( U n i o n o f Yo u n g Vo l u n t e e r s ) , W o r l d 4 U
with the participation of A l i a k s a n d r N o v i k , A l i n a Ts y m b a l , A r m i n e G r i g o r y a n , B a r b a r a C a s a s B a r r a c h i n a , D m i t r y R e s h e t o v, D o r o t t y a B o d n a r , Fernando Barea, Ganna Zaremba, Juliane Münch, Klaudia Krištofová, Liza Zaytseva, Maria Diaz, Marina Svarichevskaia, Mar tina Stejskalová, Maryia Siskovich, Meri Khachatryan, Nadiia Goviadynska, Naira Margaryan, O l g a A l e k s e e v a , Ö z g ü r Y ı l d ı z , R a d o v a n Ko v á č , Va n i t a Ro e m e r, Yu l i y a K a v a l i o n a k , Yu r i i K o s o v y c h
Y O U T H A C T I O N F O R P E A C E I TA L I A V i a M a r co D i n o Ro s s i 1 2 / g Te l : ( + 3 9 ) 0 6 7 2 1 0 1 2 0 yap@yap.it