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Introductory Activities

Page history last edited by Stephanie Knox 9 years, 5 months ago

Introduction Activity

Arrange seating in a circle. Even if the remainder of the training requires a different layout, it is best to do this activity with all participants being able to see one another face-to-face.

Materials needed: whiteboard, erasable markers, poster-size paper, notebook paper.

Steps

  1. Introduce yourselves: name, subject they teach, where they teach. (5-7 min.)

  2. Draw participants’ attention to “Key Principles of Peace Education” :

  • Equal(horizontal) teacher-learner relationship

  • Dialogue

  • Self-reflection

  • Promoting inclusivity, diversity, and equality in the classroom

* Key Principles should be displayed in a central location so that participants and facilitators may refer to it at any time. This can be pre-written on the board or on a poster-size paper.

  1. Encourage participants to write a word/phrase related to each principle. Remind them that this is based on their understanding/prior knowledge/experience. Distribute several markers and allow enough time for all participants to write. (If participants are hesitant, facilitator should start and pass marker to someone) (10-12 min.)

  2. As a group, go over responses. Remind teachers that “how you teach is just as important as what you teach” (pg xi), so this will be reflected in training and in their classrooms. (6-8 min.)

  3. Getting Physical”- Tell participants this section will require physical activity. If they are unable to participate due to physical condition, please feel free to watch.

(see below for explanation of activities) (10-12 min.)

  • Group Stand

  • Silent Organization- shortest to tallest; youngest to oldest

  1. After “Getting Physical”ask: (5-7 min.)

  • What worked/why were groups successful? (accept all answers)

  • Strategies used?

Highlight: leadership, communication (verbal and non-verbal), teamwork. Teamwork is key to any successful program. For the PEP to be effective, it takes committed schools and communities to work together.

 

  1. Quickwrite: Ask participants to respond on paper, individually. Collect when they have all finished. (5-7 min.)

What skills did you use to contribute to your team’s success today?”

(Facilitators can refer to responses later in the training to remind participants of the contribution of every individual who is working towards the common goals of PEP)

 

  1. Closing/Group Brainstorm: Ask Participants to consider the principles again. Ask them to share how we have applied them in the session so far. (10-12 min.)

  • Equal (horizontal) teacher-learner relationship

(possible answers: teacher is facilitator; guides learning, but does not dominate. Note first activity where all can contribute)

  • Dialogue

(possible answers: participants were constantly communicating to accomplish goal)

  • Self-reflection

(possible answers: quickwrite, first activity, etc.)

  • Promoting inclusivity, diversity, and equality

(possible answers: all activities encouraged participation)

 

  1. Outcomes: Peace Education is… (5-7 min)

  • Collaborative effort (schools and communities; global)

  • Safe learning environment

  • Life-long learning process

  • (additional comments by participants)

 

Getting Physical” Activities: (teams of 5-6 per group)

  1. Group Stand

  • Teams sit on the floor in a circle and interlock their arms.

  • Now ask teams to stand without breaking their circle. The first team to stand wins.

  • Now form a giant circle with all participants, and attempt to stand.

 

  1. Silent Organization

  • Tell groups that this is a non-speaking activity (following facilitator’s instructions). Teams may use gestures, but may NOT speak.

  • Instruct teams that they will need to form a single file line based on the instructions given by the facilitator. When they complete the task, have the person in front raise his/her hand.

  • Begin Round 1: “Form a line from the shortest to the tallest”. Round 2: “youngest to the oldest”

 

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