Activities
Note: The activities provided below are inspired from other E+ activities but they are all adapted to the Module 2, and they are not copied in their entirety from other sources.
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Format: (face to face, online, both) | Face to face & online | ||||||||||||||||||||||||
Learning objectives: |
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Description: | Body language impacts communication and promote diversity indoor and/or outdoor. Body language helps establish the mood of the conversation in a certain culture. Expressions are often the first thing that you see when communicating with someone. Gestures, such as hand movements, are often used to communicate without using words.
This activity promotes diversity in the learning process being aligned to individualized learning preferences. Creating awareness of body language helps young people understanding others, but also expressing more effectively. Activity: THE INFLUENCE OF NON-VERBAL COMMUNICATION STEP 1: With a partner/colleague, choose a subject that you feel you can talk about. You will be talking to each other about it for a while, so either choose an interesting topic or have back-up ones. Our topic will be the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . STEP 2: Talk to your colleague about this topic taking the following positions (for about 2-3 minutes each):
STEP 3 Discuss the following questions with you partner/colleague.
STEP 4: Name one thing you will do differently because of what you have learned in this activity as well as a (main) positive effect and your greater (individualized) understanding on diversity.
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Notes for the facilitator/trainer: | Warm-up: Ask the students to work individually and ‘’note’’ the most common methods used in the table below for expressing the non-verbal communication. The students must check the items in the table provided and ‘’tick the box from 1-5’’ based on their preferences.
Then, students choose a topic that they feel comfortable to discuss with a partner and write it down. Next, they start their discussion while they take the different positions describing the non-verbal methods in the table provided above for a few minutes each. For instance: Students talk about a concert they took part in and smile for a long time to show satisfaction in their facial expression. After doing so they have some additional questions to answer (at the section for debriefing questions) based on their conversation. Get feedback from each pair and discuss their findings highlighting similarities and differences as part of the diversity spectrum. |
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Debriefing questions: |
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Material/equipment needed (if applicable) |
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Allocated time: | 30 minutes | ||||||||||||||||||||||||
How can this activity be adapted in a different setting (online or face-to-face)? | This activity can be easily adapted for a different setting because it provides simple and friendly steps as well as instructions for being delivered not only in the classroom with teacher/trainer support but also online. The face-to-face activity can bring a real added value because will give the chance to participants to interact, see each other and freely communicate (there may be extra smiles, touches as part of gestures, etc.) But the online benefits can also support the interaction and communication among target beneficiaries (especially since there is the option of organizing work rooms). There can also be a moderator to take notes.
The ‘’passage’’ of the facilitator from one room to another will give the chance to collect insights and demonstrate all benefits of the activity. |
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Format: (face to face, online, both) | Face to face & online | |||||||||
Learning objectives: |
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Description: | Many things can affect the success or failure of our goals. These are factors beyond our motivation and ability to do something. Organizational skills for young people are skills that allow to use resources efficiently and effectively. Clean, nicely organized, and quiet environments for work are vital for success. The people you work with: teachers, colleagues, classmates, family, friends, can be the reasons for success, or the cause of difficulties. Having the freedom to organize important events is the way to enhancing diversity in your own success.
Activity: Conceptualizing a promotion campaign (youth initiative) Warm-up: Think of a place where you work well and a place where you work not so well when you have to plan and organize a promotion event. Tell a colleague the reasons for your choice. “I find myself working much more productively outdoor than indoor.’’ Do you agree with this quote? Why? STEP 1 An information campaign on ‘’Make the community inclusive for everyone’’ will be launched. You are going to plan and organize the information campaign for the event. Complete the following sentences: The main purpose of the information campaign is to……………………………………………….and……………………………………………………….. When organizing an event, I am not used to………………………………………………. When planning an information event I am (not) willing to……………………………………………………………………………………………………………….. I enjoy……………………………………………………………..when planning a promotion campaign for a social cause. Which other phrases do you know for expressing preferences when planning and organizing your information campaign? STEP 2 Decide which environmental factors could help you towards success or be a reason for failure in the organization process of your information campaign.
STEP 3 Discuss and share your ideas with your colleagues. Do they agree with you? Why? STEP 4
Look at the cartoon and answer the questions. What is the relationship between humour and fairness in the cartoon? Can humor be used in the success of your promotion campaign? How and why? |
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Notes for the facilitator/trainer: | It is important for the students to create awareness of everything that influences their learning process. This will enable them to adjust situations were necessary and possible.
Warm-up: Ask the students where they usually work/study on a task. You can board their answers. Ask them to choose the favorite and the least favorite place and discuss it with their partners. Focus students on phrases expressing preferences when organizing an event (steps, plan etc.) Ask them to write down a few sentences about the preferences when choosing an environment. Put students in groups (ideally not bigger than four). Ask them to complete the task individually. Monitor and help them if necessary. Extra tip: You can mix the groups and ask them to think of one more example. |
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Debriefing questions: | How do you change a limiting belief for a powerful belief when planning and organizing a promotion campaign? | |||||||||
Material/equipment needed (if applicable) |
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Allocated time: | 40-50 minutes | |||||||||
How can this activity be adapted in a different setting (online or face-to-face)? | This activity would be ideally for a face-to-face setting. But it can be also adapted for a different setting because it includes ‘’tangible resources/materials’’. The face-to-face activity will give the chance to participants to interact, see each other and freely communicate (there may be extra smiles, touches as part of gestures, etc.) But the online benefits can also support the interaction and communication among target beneficiaries (especially since there is the option of organizing work rooms – each breakout room with 4 participants etc.). There can also be a moderator to take notes. The ‘’passage’’ of the facilitator from one room to another will give the chance to collect insights and demonstrate all benefits of the activity. |
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Format: (face to face, online, both) | Face-to-face | |||
Learning objectives: |
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Description: | Learners need to know that they have a voice. This encourages them to be active participants in the learning process. Feedback from learners helps teachers, facilitators, and trainers to improve their teaching-training methodologies and improve the teaching-learning process in the classroom and outside.
Activity: Powerful questions for powerful learning Warm-up: What do you do in your free time? What are your hobbies? STEP 1 Describe what you can see in each photography. Work in pairs. Ask open (powerful) questions to your partner based on the pictures-themes. Note that common questions that can be answered with a simple “yes” or “no” but good examples of powerful question are built around Hypothetical Questions: ‘’Would you leave your country and your relatives behind to study abroad?’’ ‘’If you had a superpower, what would it be?’’ Free image on Unsplash
Free image on Unsplash
Free image on Unsplash
STEP 2 Switching Roles Which areas of difference to you see with your partner? How could these areas cause difficulties with diverse communication or working together? How could they be a strength? |
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Notes for the facilitator/trainer: | Learners will know what powerful questions are and what they are used for. They should also be able to ask themselves and others powerful questions which will help them create awareness.
Warm-up: Speaking activity about hobbies and free time activities. Write the question on the board and then tell your learners to work in pairs or groups of three and answer them. Encourage them to ask follow-up questions. |
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Debriefing questions: | How do you think the powerful questions could improve your learning results? | |||
Material/equipment needed (if applicable) |
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Allocated time: | 40 minutes | |||
How can this activity be adapted in a different setting (online or face-to-face)? | This is an ideally face-to-face activity. But it can be also adapted for a different setting because it includes simple and friendly materials (pictures and clear steps). The face-to-face activity will give the chance to participants to interact, see each other and freely communicate. But the online benefits can also support the interaction and communication among target beneficiaries (especially since there is the option of organizing work rooms – each breakout room with 2 participants to work in pairs etc.). There can also be a moderator to take notes. The ‘’passage’’ of the facilitator from one room to another will give the chance to collect insights and demonstrate all benefits of the activity. |