WP2.3

Aim This activity aims at enhancing our presence and at fostering our awareness of the moment and the space we are in, through a process of mindful observations. Trainee profile People with special needs can participate as long as they are able to see and express themselves. Learning Objectives To foster effective listening To be able to describe and explain ideas To enhance your perception of new perspectives To foster curiosity n° participants Up to 20 people. Ideally an even number. Duration 45 minutes Materials Printed version of the handout (see the Annexes), representing a picture frame. Preparation Print a copy of the handout for every participant. Implementation Ask participants to walk Debriefing Ask the participants to gather up in a circle and discuss the following questions (you may ask more): Do you think focusing on details makes you feel like you are more present and in control of the situation? Why do we usually lower our attention to what we have around? How does changing perspective influence the way you perceive things? Do you think that embracing other people’s perspectives may enhance our perception of the world? Tips and hints This is an activity which works well also in an outdoor setting, as it usually offers more richness in terms of inputs and also much more engagement of the body and movement. It is an element to consider according to the specific resources available in terms of space and possibilities. Safety measures Be sure there is nothing dangerous in the room and that participants walk slowly, thus, to avoid people bumping into each other. Added value This activity can show how many things go unnoticed, especially when we are in a context that we believe ordinary or that we know well already. The process of awareness begins with exploration, curiosity and is about looking for the small cues. Variances A possible shorter variation of the activity could be “The Story Behind My Last Picture”.  

Aim The aim of this activity is to raise awareness and critical thinking on how people react to diversity. Trainee profile People with special needs can participate as long as they are able to see the images and express themselves. Learning Objectives To foster acceptance of others’ points of view To enhance people’s capacity for reflection and critical thinking To facilitate intercultural sensitivity n° participants Between 10-30 people Duration 45 minutes Materials Printed photos representing different cultures and that can create positive or negative feelings in the participants, so to stir up their emotions Preparation Print the photos in the annexes. Place them on the walls of the room, relatively far apart from each other. Each picture represents a person or a group of people from different cultures, practicing different habits that are usually criticized by the mass population. Implementation 1.      Without explaining anything in advance, reveal all the images in the room and ask the participants to observe them closely, one by one. Give them the time to observe them at their own pace. 2.      When they are all ready, ask them to go stand under the picture that has shocked them the most either in a positive or in a negative way. 3.      Ask who would like to share with the rest of the group the reason why they have chosen that specific picture. Ask then the participant answers the following questions: Please, describe objectively the image. What do you see? How does the picture make you feel? Write down your emotions. What values does the picture tackle? 4.      Ask more participants to share their thoughts and ask the same questions. Debriefing Ask the participants to gather up in a circle and discuss the following matters: How our values influence the level of cultural shock. How difficult it is to be objective and observe without prejudices. How to accept the differences. Tips and hints Let the participants speak up and say strong statements if they feel like. Remind all other participants to listen and not interrupt their peer. Added value Learning how to accept other cultures and other people’s personal decisions is a key asset in the social life. Active listening and proper understanding of people’s inner reasons should be always fostered.  

Aim This activity aims at developing a sense of connection in the group and the realisation of how our other senses, besides sight, may play an important role in our interactions in our daily life. Trainee profile Any, with hand movement ability. Learning Objectives To develop communication skills by passing a non-spoken message to the group To improve attention skills To focus and enhance other senses, besides sight To increase patience n° participants 10 people Duration 30 minutes Materials A4 sheets of paper and markers for each participant, paper tape roll. Preparation The group stands or sits in a line, where participants face the back of the person in front of them (except the first person in the line). They put blank A4 paper sheets on the person’s back with paper tape (except the first person). They hold a marker. Implementation The concept is like the well-known telephone game but instead of passing the word to each other, they pass the drawing. The first person starts drawing on the back of the person standing in front. Once they feel that the person behind them starts drawing on their back, they start reproducing the drawing as they feel it. When they finish, they put the drawings next to each other and see if they are similar. Debriefing Was it easy or difficult to reproduce the drawing? How do they feel about exercise and the connection to each other? Tips and hints Make sure they will not leave stains on each other’s shirts. Having a second shirt for this activity is an option. Safety measures Make sure everyone feels safe with the process. Keep a clean space, avoid the use of sharp objects. Added value Be aware of other members’ body language and movement. Understand how messages can easily become distorted. Variances https://www.therapistaid.com/worksheets/drawing-communication-exercise

Aim The aim of this activity is to develop creativity and communication skills, by practicing with the group Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To develop speaking skills in public. To increase creativity. To embrace communication with the group. n° participants Between 10-15 people Duration 20-35 minutes, depending on the number of participants Materials A soft ball or any other small soft object Implementation 1.      Have participants stand or sit in a circle. You stand in the circle with the soft ball (or another soft object) in your hands. 2.      Tell the group that the person who holds the soft ball (or another soft object) must continue the story that you start and that will be created collectively. 3.      Begin with the story. Toss the ball (or walk towards the person you want to give it to) to the person who must continue the story. NOTE: Shy people can participate by providing only one word. Debriefing Facilitate a discussion on the difficulties to create a story collectively. When does a story become more interesting? When are we added value in the creation? Tips and hints You can tailor the story with the subject that you plan to teach (e.g. ceramic, art, history) or a context the participants can relate to. Safety measures Make sure that participants have enough room to move and give the ball to the others. Choose a clean and quiet space. Added value Storytelling is one of the most ancient communication practices that people used to express themselves and understand the world around them. Variances A variation on this is “fortunately, unfortunately”. Each person must add a sentence, changing the sentence of the main character. E.g. Unfortunately, I lost my keys. Fortunately, my friend had spare keys to my house. Unfortunately, my friend wasn’t in town. Fortunately, my friend’s mother had spare keys to her house. Suggested readings https://digimi.eu/training/methodology References http://www.primaryresources.co.uk/pshe/pdfs/dramawarmups.pdf  

Aim Raise awareness of personal interests and talents, as well as on everything that makes you worth in life. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To visualize your own strengths To increase speaking skills. To foster active listening. To raise self-awareness. To build emotional rapport and understanding n° participants From 9 to 21, ideally a number that can be divided by 3 Duration 45 minutes Materials Pens and Sticky notes A printed paper with the following questions: What is a valuable lesson you learned in your life? What are you truly good at? What would you like to learn to do really, well? What can you do today to begin? What is a great achievement in your life? What makes you truly excited about life? What do you love most about yourself? When was the last time you did something for the very first time? What do you imagine yourself doing 1 year and 5 years from now? What has the fear of failure stopped you from doing? What one step could you take today to begin overcoming that fear? What motivates you to do and be the very best of yourself? What is your number one goal in the next 6 months? What is the biggest obstacle that stands in the way of your happiness and how would you overcome it? How would you describe yourself or what are the key words that represent you? Preparation Create and print a file with the questions in the Materials section Implementation 1.     Form groups of 3 people each. Have them sit or find a place far away from one another. 2.      Tell the participants that in each group there will be 1 interviewer, 1 interviewee and 1 assistant. The interviewer will read the questions in the printed paper to the interviewee, who will have to answer them at their pace. The assistant will write down in the post the key words or values or strengths or positive actions that the interviewee reveals. One post should contain one key word or one key sentence and should remain attached to the stack. The interviewer may ask other related questions if they feel like. 3.     Give 10 minutes to answer the questions. 4.     After that, the assistant will draw one post of it per time and place it on the interview’s body (arms, chest, legs, forehead, etc.) while telling him/her what is written on it and why. Soon the interviewee will see himself/herself filled with positive key words that he/she was not aware of possessing. 5. At the end, have the participants swap roles until they have all been the interviewees Debriefing None, let them free to have informal talks amongst them. This activity may be emotional and being with their peers is the best support they can have. Tips and hints Keep track of time and inform the participants when the time is almost up. Let the participants know it is normal if they have difficulty answering it immediately Safety measures Have the groups far away from one another. Added value Questions have a dramatic effect on everything you do in life. Whatever you focus on the most will eventually become your reality. By training yourself to consciously ask empowering questions, regardless of your circumstances, you will be able to direct your mind to focus on new possibilities and solutions. Variances Participants are allowed to think up and ask additional questions to raise the interviewees’ self-esteem.  

Aim The aim of this activity I to gain confidence to initiate small talks during our everyday social situations. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To cooperate in talking through a social problem. To accept and act towards potential solutions to social problems. To practice communication and social skills in a safe, non-threatening environment. n° participants The ideal number is 12 people Duration 25 minutes Materials A board with written questions (specified below) Preparation Prepare the space so that the participants are able to discuss it in groups. Implementation 1.      Discuss with the participants whether it is difficult for them to start a discussion during certain social situations (workplace, party, school, etc.). Explain that the following activity is a role play for social situations to practice such discussions. Facilitate a discussion for 5 minutes. 2.     Divide the participants into groups of four people and give them one category of social situations: “Workplace”, “At a party” and “One on One”. 3.     Provide the following questions to the groups to get inspired on their respective topic: Workplace    “How was your commute in this morning?”    “Do you have any ideas to help kick off this project?”    “What are your priority tasks that need attention right now?”    “Is there anything I can do to help you with project?”    “I could really use your input/advice on project.” At a party    “How do you know (host’s name)?”    “Are you enjoying yourself?”    “I really like your outfit. Where did you get it?”    “This music is interesting. What kind of music do you           usually listen to?”    “Let’s head over to the food/drink table.”   One on One    “How are you doing?”    “Are you enjoying your day/week?”    “How did you get involved in (activity).”    “The weather is       today.”    “What are you up to today?”    “Hope you’re staying safe and well.”   Replies (valid in all settings)    “That’s good.”    “Really?”    “That sounds interesting.”    “Thanks for the feedback/insight.”    “Good, glad to hear it.”    “Wow.”   4.      Have the groups prepare and roleplay a similar social situation of 3 minutes. Invite them to imagine the situation is set in a real context. 5.      Ask the groups to discuss and identify others, they replied they would have liked to say to better their social interaction. Debriefing Have all participants gathered up in a circle and discuss the following questions: Do you think it is helpful to practice social discussion as a  role play?      Do you usually practice it with friends?      How can role play help us build social skills?      How can these apply in our everyday life? Tips and hints Keep track of the time and remind the participants. Safety measures Select a quiet space. Added value Participants increase awareness on their personal attitude by practising everyday social situations. Variances A more advanced role play could be about finding solution to a social problem. The group defines a social problem and then brainstorms on solutions. Then, they rank the effort for each solution (1-easy, 5-hard) and then decide what to apply. Suggested readings https://s4eg.eu/communication/ Role play scenarios: https://busyteacher.org/classroom_activities-speaking/roleplays/ https://www.niu.edu/citl/resources/guides/instructional-guide/role-playing.shtml  

Aim The aim of this activity is to identify the personal features or virtues of people we admire and realise if they are shareable, so as to build up our confidence. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To define the characteristics of our role models. To foster active listening To understand and talk about other people’s opinions. To appreciate other people’s personal characteristics, even though they are different from ours n° participants 10 people Duration 45 minutes Materials Pen and paper (optional) Preparation Divide the participants into pairs. They can sit on chairs or on the floor or just stand. Implementation 1.      Explain the concept of a good role model. A role model is a person that people admire for their special features or virtues features or virtues, such as strength, intelligence, passion, self-awareness, positivity, kindness, humbleness, empathy, professionalism, integrity, leadership, morality, confidence, loyalty, hard-work, creativity, selflessness, commitment to their pursuits, etc. Have a common discussion of 5 minutes with all participants on what makes a person a role model. 2.      Invite the participants to tell their partner about their role models and their features or virtues. Tell the participants to remember the other person’s answers. They can write them down if necessary. Give them 10 minutes. 3.      When all pairs have shared their role models, all participants gather up in a circle and ask each participant to describe his/her pairs’ role models and key features or virtues. Give them up to 20 minutes. Debriefing Have the group reflect on the characteristics that they consider key assets for a group unity and growth. Do they have or like to improve these characteristics personally? Tips and hints Make the participants feel comfortable to open up – there is no wrong answers. Take notes of the characteristics told by the group to remind them during debrief if needed. Added value This activity helps participants to appreciate their strengths and to break down what it needs to obtain new virtues. Variances If it is difficult to understand the concept of a role model, you may provide examples. Suggested readings https://chameleon-project.eu/personal-development/ https://www.skillsyouneed.com/ps/confidence.html References and sources https://chameleon-project.eu/trainer-resources/#dearflip-df_11446/1/

  Aim This is a team building activity that promotes collaboration, trust and empathy. The aim of the activity is to give a “physical” sense of being different than usual and to create conditions for a discussion about equality, equal opportunities for everyone, yet also to remind that all of us can face unexpected situations, we all have our own needs and approaches, but all together we build a team. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To create a common class life in terms of equality To break down barriers To experience being “Different” To experience different situations and analyses what it is like when we are dependent on someone; how supportive, tolerant we are of others To Get to know each other To Develop the skills of work and cooperation n° participants Up to 20 people Duration 40 minutes Materials Blindfolds Items to place around the room to sweep off the floor (scissors, candies, tennis balls, cones, etc.) Chairs Implementation 1.      Divide the group into smaller groups of 3 participants. The groups need to stay as far away as possible from each other. 2.      For each group, give one participant a blindfold (becoming the “blind”) and another participant a chair (becoming the “lame”). The third participant will be the “dumb”. 3.      The “lame” sits on the chair with his/her back to the “blind”. The “lame” therefore does not see the “blind” but only the “dumb”. The latter is facing the “lame” and can see both the “blind” and the “lame”. 4.     When all groups are set, place a number of items on the ground around or in front of the “blind” in each group. 5.      Explain the rules: the “dumb” can show something to the “lame” but is not able to talk; the “lame” can speak and explain to the “blind” where and how to go after the placed items but must not turn his/her back and look at the “blind”. The “blind” listens to the “lame” and tries to find the items placed on the floor and is able to talk to ask better directions. 6.     Give the start. The “blind” in each group must find and lift up all items placed on the ground. 7.      When everyone has completed the task, the roles in the same groups change so that everyone tries all three roles. Debriefing Have all participants gather up and allow them to speak, think, comment, come to their own thoughts and insights. Ask the following questions: Which “role” did you feel most comfortable in? Why? Which role did you dislike? Why? Who helped you? Was there something bothering you? Which role was harder to trust? Why? Have you ever met in your life a blind person or a person with a movement disorder? How did you feel? Did they need help? Did you help? What did you think of him/her? What did you think of yourself? If there was a person with special needs in our class, how would you feel? Does he/she need help? Would you help? Why? Are these people eligible to learn in the same contexts as a fully able-bodied person? Tips and hints All the teams should have the same number of items to lift and equal distances. Teams are not allowed to pick up items in other team areas. Also, make sure that there are no other objects on the way to avoid danger for the “blind”. Safety measures Provide enough space between items so that each team can perform easily. Added value Building skills of collaboration, trust and empathy may trigger in us the recognition that all of us face unexpected situations and may go through difficult periods in life. What matters is to understand, embrace diversity, and always show respect.  

Aim This is a class activity based on imagining the creation of a humanitarian project proposal on human rights. The group will have to design a title, a logo, the objectives, the partners, the specific target groups and main actions of the project. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To develop knowledge of human rights To develop team-work competences To stimulate creative thinking To make participants think about possible actions at the community level To intervene and discover the importance of belonging to a certain community n° participants Maximum 20 people Duration 40 minutes Materials Coloring pens/pencils, sheets of paper, Posters, flipchart, Newspapers to cut out Preparation 1.     Divide the participants into smaller groups of 3-4 people each. Create and print a word file with the following content. On one page, list the fundamental rights: Right to self-determination Right to liberty Right to due process of law Right to freedom of movement Right to privacy Right to freedom of thought Right to freedom of religion Right to freedom of expression Right to peaceful assembly Right to freedom of association   On the other page, make a two-column table with the key elements for the development of an effective project: The objectives and the motivation behind the project The added value of the project and its outcomes The partners and the stakeholders The specific target group The Implementation The project results The impact of the project The title The logo The project title Implementation 1.      Divide the group into smaller groups of 3-4 people each. 2.      Prepare the groups to the topic of fundamental human rights, discussing with the participants the main milestones to their development. 3.      Hand out to all groups a copy of the paper with both the list of fundamental rights and the table with project key elements.   –    4.      Give 15-20 minutes to the group to build up and present a project of their own. Participants can propose topics that are close to their realities, as long as they refer to at least one of the fundamental rights. 5.      Ask the participants to create a presentation on the flipchart, or on a wide cardboard or sheet of paper, so that groups can, one by one, stand up and pitch their idea. 6.      Ask the first group to stand up and give a presentation of their idea. Ask all participants to listen carefully and not interrupt until the presentation is over. Debriefing At the end of the activity, all participants gather up and answer the following questions are used to evaluate the activity: –    Did you enjoy working in a group? –    What were the difficulties? –    Did you learn new things? –    What did you like best? –    What did you like the least? –    What will be the impact that you would like to see? Tips and hints You may want to use the Design Thinking approach: The “Design thinking can be described as a discipline that uses the designer’s sensibility and methods to match people’s needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity. A design mindset is not problem-focused, it’s solution focused, and action oriented towards creating a preferred future.” Instructions: 1. EMPATHIZE / INITIATION PHASE: Conduct research in order to develop knowledge about the community you want to focus on. Imagine your goal is to improve on-boarding experience for new users. The first stage of Design Thinking is a deep understanding of the needs and problems of the user. The key is to identify hidden and intuitive motivations that influence people’s choices and behaviour 2.  DEFINING: At this stage, the teams make a synthesis of the information gathered in the empathy stage, in order to define what the exact problem is. This stage requires breaking the thinking frameworks and habits that limit the perspective. 3.  IDEATION: Ideation phase consists of creation and development of solutions. It is a generative stage of design thinking process. The basic tool here is Brainstorming 4. BUILDING PROTOTYPE: The goal of this phase is to understand what components of your ideas work, and which do not. In this phase you begin to weigh the impact vs. feasibility of your ideas through feedback on your prototypes. Make your ideas feasible. Gather opinions from the facilitators and the agronomist to obtain feedback. 5. PRESENTING THE PROTOTYPE  

Aim This activity develops self-awareness and awareness of the importance of skills, and attitudes. Reflection on competence will help the students identify their strengths and help them build their self-esteem. Trainee profile Any. People with special needs can participate as long as they are able to express themselves. Learning Objectives To Define qualities of values, attitudes, skills, and characteristics To develop leadership qualities To Identify their strengths To Enhance their self-esteem To Enrich vocabulary n° participants Up to 15 people Duration 30 minutes Materials Pens/pencils – Copies of template sheets (see the Annexes) for each participant. Preparation Print the handout in the annexes and make modifications, if necessary. Implementation 1.     Give a copy of the handout “Values, Characteristics, and Skills” to the participants and ask them to read carefully the list of values, attitudes and skills. 2.      Start a small conversation and make sure that participants are aware of the meanings and characteristics of the listed values, attitudes, and skills. 3.      Give a copy of the handout “My Competences” to each participant and ask them to select those they believe they already possess and those they think they do not possess but would like to develop. 4.     Have the participants write them down on the sheets. 5.      Ask the participants to share on by one their answers and the reasons behind their selection. After each share, invite all other participants to help the person in finding out what he/she should do or need in order to develop those desired values, attitudes, and skills. Debriefing Facilitate a discussion by asking the following questions: Regarding the competences you think you possess, can you share a situation/circumstance that made you realize it? How do you think you developed that competence? Regarding the competences you would like to develop, why did you select them? Can you share a particular personal/professional purpose they could serve? Tips and hints If you believe that the worksheet is too complex, due to the 3 types of qualities – values, attitudes and skills – you can address only the leadership qualities in general or the qualities that they can recognize on a person they admire. In case of participants with special needs who cannot write down the values, ask a collaborator to help them out.