National Workshops - Handbook - The Social Capital School

The Social Capital School

ACTION PLANS IMPLEMENTED BY • Associazione Genitori Scuola Di Donato • Rete Educare all'Europa • International Platform for Citizen Participation • Association of participants Àgora • MOSTart NKKE • Associação Máquina do Mundo

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The Social Capital School TABLE OF CONTENTS TABLE OF CONTENTS.............................................................................. 2 Introduction.................................................................................................. 3 National Workshop n.1: Associazione Genitori Scuola Di Donato ................. 4 National Workshop n.2: Rete Educare all'Europa .......................................... 8 National Workshop n.3: National Forum Alternatives Practice Initiatives (NF API) ........................................................................................................... 11 National Workshop n.4: Association of participants Àgora .......................... 15 National Workshop n.5: MOSTart .............................................................. 19 National Workshop n.6: Associação Máquina do Mundo............................. 24

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The Social Capital School

Introduction The Social Capital School (SCS) project spins from the idea of a school open to the contribution of all active players of the educational field (teachers, parents, grandparents, social workers, volunteers etc.), supporting a new concept of non formal and informal training on non profit cooperation, volunteering, social inclusion, active citizenship, human and social growth.

The great added value of this project has been the variety of the partnership composed by different kind of organizations which have been actively involved in the realization of the project and in the development of three different Handbooks to be used as practical outline for those that would like to practice a Social Capital School in their countries and realities.

As in this case, we suggest to focus and practice all different forms of education, through pedagogical and cultural-artistic approaches on the main subjects - non profit cooperation, volunteering, social inclusion, active citizenship, human and social growth, inter-generational dialogue, formal/informal/non formal - to promote the culture of the social capital school including civil society.

This handbook includes a description of the main National Workshops which have been carried out by each partner organization in its area of influence as a way to disseminate the 'The social Capital School' ideals and work.

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The Social Capital School National Workshop n.1: Associazione Genitori Scuola Di Donato TOPIC The open family NAME OF THE WORKSHOP Enlarging the family through the courses of a meal! MAIN AIMS Aim of this laboratory is to make an existing group of families socializing, to get to know better each-other family attitudes, to stimulate discussion on critical issues linked with everyday life of families, and to bring the participants to identify possible solutions within their own community. TARGET GROUP Participants should be part of an existing group of families, even linked by a single element, like for example a school-class, an art-class, a sport group, a scout group, families living in the same (big) building in a city, families of a neighbourhood of a village. Families are intended in the broadest possible sense: parents, grandparents, children, grandsons, uncles, aunts, friends, classmates, foster parents, parent in second marriage. We suggest a group from 10 to 20 adults. Also children should participate to the activity but just by eating and playing. NUMBER OF PARTICIPANTS Around 60 people (normally we suggest max 20/30) MATERIALS NEEDED Food cooked before. A rope. DURATION Total 4 hours: - 40 minutes each step. 10-15 minutes transfer. - Final step/part: 1 hour - 5 minutes for preparation and positioning of the participants - 40 minutes rope game - 15 minutes close up of the laboratory DEVELOPEMENT OF THE WORKSHOP FIRST PART: a lunch step by step. The lunch should be organized beneath 4 families (those who offers to do it, not National Workshops – Handbook - page 4

The Social Capital School obliged) living all in a neighbourhood, around 1 km walking distance (max 2). If you have higher distances think about using cars but we don't suggest it, because we don't like cars! Each course of the lunch is prepared by the hosting family. First step/course: the group meets at this family house and they start there, eating together and talking about the first subject of the discussion: ParentsChildren-Grandparents! How is our daily organization with sons and grandparents? Which kind of problems do we have? Just talk. 30 minutes talking and eating, then we all move walking and talking to the second house. Second step/course: now we talk about Transport (moving from/to work, moving children from/to school, sports or other activities). How do we manage? Do we need help? 30 minutes talk and eating, then we all move walking and talking to the third house. Third step/course: now let's talk about Sustenance (grocery shopping, the material necessities and requests of youngsters). Do we need some help? Can we make it easier and/or cheaper by group? SECOND PART: the rope game. The participants should arrange themselves in a circle trying to stay closer to their nearest neighbour. At the centre of the circle there are balls of wool of different colours. Each participant chooses a subject of the previous and tells the problem he/she would like the community to solve. The one that can solve the problem, has an answer, or as well a suggestion, take the rope. Then he/she tells his/her question and so on. The network will be visible through the string of wool, the first end of which each participant will keep in his/her hand, whilst the ball will gradually unwind in the hands of all those that will network together. For example, if two mothers find that they both rush from work at the same time of the day to take their children to the swimming pool, they will cross their balls of wool, if an elderly, who wants to occupy his/her time with a gratifying activity, finds that a teacher needs a librarian, he/she will cross her ball of wool with the teacher. The laboratory ends when all participants have an answer or a proposal for their question. At that point the network created will be commented briefly.

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The Social Capital School RESULTS OF THE WORKSHOP It is expected that participants, becoming aware of the fact that their problems are common to those of other participants, use the occasion of this laboratory to create a network of reciprocal aid for helping each other in tackling their problems. This should strengthen community ties and reinforce the concept of “extended families”, intended as not strictly parental families, that cooperate together, at times as if they where a single family, for a common well being. CONCLUSIONS - There was a good level of socialization; - There was an important exchange of information; - There was who offered to help the others; - The parents had to cook food from their tradition; - Walk from home to home helped everyone to socialize. BUT - No one asked for help; - Someone didn’t appreciate the high level of mobility of this experiment; - It emerged that there is a general idea that the immigrants are the neediest people in the community; - The aims of this experiment were made explicit, this caused parental rigidity and criticism, lack of spontaneity; - One meeting is not enough to build a ‘large family’! TIPS OR COMMENTS CHILDREN comments: Sunday surprised me. I would like the lunch opened every day. BIBLIOGRAPHY --

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The Social Capital School PICTURES

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The Social Capital School National Workshop n.2: Rete Educare all'Europa TOPIC Active citizenship NAME OF THE WORKSHOP Social Capital at school and the European dimension of learning MAIN AIMS - Raise awareness of the value of school at social- political and economical level; - Focus of the theme of Social Capital with teachers, schools directors and students; - Build together a Social Balance of the SC at school; - Involve students in the process of rising up social capital! - Representing SC with artistic expressions and creativity - Promote the topic of SC linked with active citizenship and Europe! TARGET GROUP Teachers and students of high schools NUMBER OF PARTICIPANTS 100 MATERIALS NEEDED  Coloured post it  Flip charts  Pens  Coloured markers  Projectors and pc with audio DURATION 6 hours DEVELOPEMENT OF THE WORKSHOP The workshop lasts 6 hours approximately and is run by minimum 2 facilitators expert in Non Formal Education every 30 people. For a complete and useful session both with teachers/school directors and students it's necessary the involvement of 4 facilitators After a brief introduction where facilitators and experts present themselves, the workshop starts with a brainstorming on the topic of social capital that is almost unknown in the Italian schools. The words Social Capital are written down in a big white sheet of paper and participants can use markers to write down what they think on it using music as surrounding energizer. After the brainstorming National Workshops – Handbook - page 8

The Social Capital School that last the time of a music, facilitators sum up in a debriefing and interact with people on results. The second session is an activity called “Where do you stand?”: a list of statements are written down in coloured papers and shown to participants in a visible way. Participants are asked to take a position on it. Statements are about the roles involved in the topic: for example the school director who is supposed to be the person who report on social capital but is not the person who build social capital. At the same time students are working on active citizenship in another room and they are analysing how they can be the active citizens of tomorrow. They are involved by non formal facilitators Short break After the break participants watch the video “Changing paradigms of Education” which is a very useful tool for reflecting on another way to educate between formal and non formal education and open learners and educators mind. After these sessions teachers and students can meet and the step forward is to build together the Social Balance of the school. In Italy you can find some examples of Social Balance which is a document that contain the identity of the school, people involved, actors from the inside and outside, contacts and networks, the history and etc Participants are divided into groups and work on tables positioned in the space at disposal. One leader remains at the table while groups every 15 minutes rotate so that they can contribute to all the different topics. The workshops ends with the collective representation of the Social Capital at school and the redaction of the Social Balance that can be deliver afterwards to the school director and to the institutions that are linked to the school. It can be uploaded on the website of the school and distributed to students and teachers. RESULTS OF THE WORKSHOP Building Social capital is an activity that involves all the actors of the school starting from teachers and students. The mission of the school is learners centred and students’ welfare or wellbeing is the priority of every educators. At the end of the workshop the school has a representation of the Social Capital through a document that is official and also a creative expression that can be added of they can be mixed together in an editing work.

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The Social Capital School CONCLUSIONS This kind of workshop has been created by young educators, teachers and school directors and comes from the needs that European schools showed taking part to a national research and the international motilities of the European project “Social Capital School”. TIPS OR COMMENTS It's necessary a strong organization and involvement of all the school as the workshop touch a topic that is very general and can be adapt to the different context but can't be standard. Another key aspect is the presence of school directors that it's not easy to obtain and also the recognition and involvement of public institutions. BIBLIOGRAPHY - Emya training kit on mentoring www.emya-mentoring.eu - Manual of non formal education Compass (Council of Europe) - Scuola e capitale sociale - Una indagine nelle scuole superiori della Provincia di Trento, Ivo Colozzi (a cura di), Edizioni Erikson PICTURES AND/OR VIDEOS Videos The workshop in Termoli, 6th March 2013: http://www.youtube.com/watch?v=4UG-LihKdGU and the 12 questions on social capital: http://www.youtube.com/watch?v=cyJFBtWRl0&feature=youtu.be

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The Social Capital School National Workshop n.3: National Forum Alternatives Practice Initiatives (NF API)

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TOPIC Workshop methodology on open school society NAME OF THE WORKSHOP Volunteering MAIN AIMS To explore and discover the concept of voluntary work in its complex construction and deconstruction, starting from the perception of participants and their personal identities, environments and realities. To raise awareness among participants about volunteering as an option for active participation in civil society. Promote self-reflection and learning of the concepts behind Voluntary Work. Encourage discussion and debate about the topic.

TARGET GROUP Young people, youth workers, members of clubs, camps, organizations, and groups through which you serve and educate community members on a range of topics, parents, teachers, students NUMBER OF PARTICIPANTS 15-25 MATERIALS NEEDED  A slide presentation of different Mandalas with music  Sets of coloured cards with 7 basic concepts written on them (self, society, ideology, time, training, resources / money, give / receive).  Flipchart sheets  Colour markers DURATION 45-60 min.

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The Social Capital School DEPELOPEMENT OF THE WORKSHOP a) A slide presentation of different Mandalas with music will be projected during the workshop (provided by the trainer) b) The trainer will present the concept of Mandala (from Sanskrit "circle", "realization"), a graphic representation of our perception of a concept or idea as a microcosm of relationships (individual actions) in relation to the universe (civil society/world). c) The trainer will prepare and distribute sets of coloured cards with 7 basic concepts written on them (self, society, ideology, time, training, resources / money, give / receive). d) The trainer will draw a Mandala of concentric circles with different concepts related to volunteering, as an example. e) Participants are divided into groups of 3 persons and each group will be given a flipchart sheet to draw their own Mandala placing the concepts of the cards and the relationship among those to create a concept map. Each group may add 2 concepts they deem necessary. 35 minutes will be allocated for the design and discussion within each group. f) Upon completion, each group will present their Mandala as a tool to explain voluntary action with an emphasis on personal experience (3 min each) g) The trainer will guide and facilitate the presentations towards the more appropriate concepts and take down notes on the “extra” concepts on the two blank cards. h) The posters will be hung on the walls and the participants will be asked to have a look at others’ Mandalas. i) Each group will be asked to give their opinion on the topic, and the “extra” concepts chosen as their personal contribution to their volunteer experience. j) Debate in plenary (10 min.)

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The Social Capital School RESULTS OF THE WORKSHOP Participants from the SCS partner school- PGHTT- were invited for this workshop. 23 students aged 17 took part in the activity. The group discovered the concept of voluntary work in its complex. The discussion and debate about the topic was encouraged as well. Different ideas about volunteering as an option for active participation in civil society were developed and mapped as Mandalas. The majority of the participants liked the workshop very much. Overall, the event met the expectations of the participants on a quite high degree. However, they were not asked what their experiences were. The results therefore cannot be used for finding out possible improvements for the organization and the content of the workshop. Because of the opportunity to connect young people who are interested in working within the NGO network, the network in general has been greatly strengthened. Since this activity, a lot of the participants have become actively involved in the work of non formal education. CONCLUSIONS Because of the opportunity to connect young people who are interested in working within the NGO network, the network in general has been greatly strengthened. Since this activity, a lot of the participants have become actively involved in the work of non formal education. TIPS OR COMMENTS For the future we would like to see more active involvement of different stakeholders and closer cooperation among main stakeholders in the fieldschool board, parents, students, teachers, NGOs, other volunteers. BIBLIOGRAPHY --

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The Social Capital School PICTURES AND/OR VIDEOS

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The Social Capital School National Workshop n.4: Association of participants Àgora TOPIC Grandparents NAME OF THE WORKSHOP Dialogic literary gathering: Sharing words MAIN AIMS Dialogic literary gatherings pursue two different but complementary objectives: 1) To promote that adults with no academic degree have access to high standing cultural knowledge through dialogic gatherings. In this case, by talking on dialogic learning we aim to discuss how to increase social capital and grandparents’ involvement in schools. 2) To have an impact on knowledge at two different levels: at individual level, by increasing the knowledge of every person that participates in the workshop; at social level, by increasing the academic level of the whole family of the people that participate in the workshop. That is, the knowledge obtained from participating in the workshop can be transferred from grandparents (in our workshop, the target group) to their grandchildren, in such a way that grandparents become active agents when it comes to helping with homework. Educational methodology: Egalitarian dialogue. «A dialogue is egalitarian when it takes different contributions into consideration according to the validity of their reasoning, instead of according to the positions of power held by those who make the contributions» (Flecha, 2000, p.2). Dialogic learning is based on Paulo Freire’s pedagogic contributions and on Habermas’ sociologic contributions. These theoretical approaches define that the main aim of education should be social transformation in order to achieve a democratic and supportive society. Literary gatherings are not aimed at discovering and analyzing what the author of the book wants to say. They are aimed at promoting reflection and dialogue through the different and possible interpretations that may arise from the same text. This specific way of dealing with literature is what enriches literary gatherings. TARGET GROUP It was an open activity, but it was mostly aimed at adults with no academic degree, especially grandparents and new volunteers. National Workshops – Handbook - page 15

The Social Capital School NUMBER OF PARTICIPANTS 56 people MATERIALS NEEDED Classroom order: Spacious, bright classroom. In the middle of the room there should be a large table, and people will sit around it. Students must be able to look at each other face to face.  Tools, materials, accessories: Sharing Words (Ramon Flecha) on dialogic learning or photocopies that students have agreed to read. DURATION th Monday 11 March 2013. 17h-19h. DEVELOPEMENT OF THE WORKSHOP FIRST PART We decided to read Chapter 2 of the book Sharing Words: “Lola, from being illiterate to creating a dialogic literary gathering”. 4 weeks before the day of the workshop, we announced it in all the relevant courses of the school and we phoned all the new volunteers to explain them the project and the workshop. We provided participants and volunteers with photocopies of the chosen chapter. Every participant read, at home, the agreed text, and underlined one or several paragraphs that caught his/her attention, whether because s/he liked it or not, s/he didn’t understand it, s/he thought it was interesting... It’s important that students reflect on why they chose that paragraph in order to explain it afterwards. They can consult their doubts on the Internet, in the dictionary... 

SECOND PART The workshop took place on Monday 11th May. All the people that had underlined a paragraph took the floor to speak. The moderator took notes of all the names. The moderator gave the floor to one of them. This person read the paragraph s/he had chosen and explained why s/he had chosen it. The moderator opened the floor so that all participants expressed their opinions on the paragraph that had been read by the participant. Once all opinions on the first chosen paragraph had been expressed, the moderator gave the floor to another person that would like to read a paragraph. This methodology was followed until everyone that wanted to share a paragraph had done so and the text was finished. National Workshops – Handbook - page 16

The Social Capital School RESULTS OF THE WORKSHOP The main points discussed were: - The value of universal classical literature: "Reading classics you can easily detect that topics covered so many centuries ago are related with nowadays problems” - The importance of respecting the criteria of dialogical literary gatherings: 1) Atmosphere of confidence to allow everyone to speak and participate. 2) Short and concise interventions. 3) Do not repeat ideas. 4) Start the discussion from an idea of the text. 5) Talk about all topics. 6) Everyone brings their experience, their opinion because we all have something to say. - Dialogical literary gatherings combine academic learning (theoretical) with practical learning: “I’ve read books I’ve never thought to” // “Reading together helps you to read and understand what it is difficult and what you cannot do alone at home. Within the gathering everything is easier” - Dialogical literary gatherings promote "learning to learn": “reading a book makes that you have to look for information about the author, about words, vocabulary, etc. But also to listen and give your opinion as well as understand that your opinion is as valid as any other". CONCLUSIONS Gatherings allow finding a space to talk about the education with people with non-academic background, becoming aware of the fact that their educational and daily life situations and concerns are common to many of them. Furthermore, they realize that they have the capacity and skills to discuss about high standing cultural knowledge, which reinforces their desire to keep learning and, eventually, go back to adult school. Finally, reinforcement of open school will take place, as grandparents are able to transfer the knowledge acquired to their grandchildren, in such a way that grandparents become active agents when it comes to education. TIPS OR COMMENTS Given that some of the participants may be visually impaired, the font size of the text we agree to read is clear enough for everybody to read. BIBLIOGRAPHY Flecha, R. (1997). Compartiendo Palabras. El aprendizaje de las personas adultas a través del diálogo. Capítulo 2: Lola. De “analfabeta” a creadora de tertulia literaria. [Lola, from being illiterate to creating a dialogic literary gathering] (pages 65-84)

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The Social Capital School PICTURES

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The Social Capital School National Workshop n.5: MOSTart TOPIC Workshop on open school society, with the methods of informal and nonformal learning NAME OF THE WORKSHOP Our European Street MAIN AIMS Educational aim: Getting to know each other, developing tolerance and empathy toward different cultures and lifestyles. Making awareness of the Europe-wide open school society with tools and methods of informal and non-formal learning. Self-consciousness, community consciousness. Focus competences: - cognitive: communication skills (nonverbal and verbal level, complex) - social: self-knowledge, self-expression and social competences, active citizenship - personal: creativity TARGET GROUP Civil society in Csemő: official representatives (mayor, leaders of public institutes), parents, grandparents, members of civil associations, children. Participants form groups representing families. NUMBER OF PARTICIPANTS 40 – 8 family groups MATERIALS NEEDED  Classroom / space order: Preferably opened space enough for 40 persons, or possibly spacious, bright classroom. Minimum 5x10 m. Most of the space should use free for building hungarocell family houses (a street) there. 1/4 part of the space /room should be maintained for applied tools and accessories.  Tools, materials, accessories: 8 huge nikecell pieces (1m x 0.5 m), 8 long wood post (pylons), paints, brushes, drawing paper or wrapping paper, water containers, felt pens, pencils, colourful magazines with photos and pictures, scissors, bluetack or glue, special knifes for nikecell, string, a small ball, clips, camera for documentation National Workshops – Handbook - page 19

The Social Capital School DURATION 100 minutes DEVELOPMENT OF THE WORKSHOP 1.) Ice breaking: „Who you are?” (10 min) Participants stand in a circle. Quick ball-game: who throws the ball, tells her/his name and may tell some sentences about him/her which he/she feels important. Note: family members don’t stay next to each other in the circle. Trainee’s introduction: “We are here a team, part of a common game. We will be modeling how a group /team/society builds up from smaller parts during the game. All bigger groups contain smaller teams and finally individuals. Let’s see who the individuals are here, in our team.” 2.) Team building: „Squatter” (5 min) Layout: nikecell tables (placards) standing in 2 rows, forming a street, leaving enough space next to each other for comfortable work. Every nikecell table has a tall wood post in its side (pylons). Trainee’s instruction to the whole group standing in a circle: “Close your eyes, turn around 3 times, and try to find your relatives and a place to live as fast as you can!” Participants should recognize their team members, coordinate and match their ideas and movements with each other to point one of the plots they can use for building their house. 3.) Self- and communal consciousness, family level: „Family formation” (30 min) Trainee’s instruction: “Everyone has found their family members and established “the basic place they use. Build your family house following your common taste. Cut or draw the shape of the roof, form your rooms in the house. You may support your house with more objects, accessories if you need (doghouse, fence, bushes, flowers etc.) Paint the walls of your house in a colour expressing your common taste. The house itself should represent that small community you live in there. HOUSE = FAMILY. BUT every family member should get a room, painted by his/her favourite or feature colour. ROOMS = INDIVIDUALS in the family. Every room has to introduce its own residential: place the person inside (draw, paint or make a montage), during his/her favourite activity. Please choose an activity which is GIVEN BY THE PERSON TO THE FAMILY (eg: grandparents are expressed National Workshops – Handbook - page 20

The Social Capital School during baking a cake / etc.) Think about every single person in your family: what does he/she gives to the common family life? Choose the most expressive one, and draw / paint / make a montage.” 4.) Self- / communal consciousness, family level: „What do I bring to the family?” (10 min) Trainee: “Please mark with arrows and titles the connection between family rooms! Write that one word each person brings to the family to paper arrows you make, and connect your rooms expressing they all belong to one family building.” 5.) Non-verbal expressing forms. Conscious social skills, wider community level: Sculpture group (10 min) Trainee: “You made your family community consist of individuals. Now please express, what this family represents the most to a larger (local, regional, national) community!” Participants (each family team) form a standing sculpture group in front of their house. Members of the sculpture can’t move, they are frozen in one position. The sculpture group should express in one hand that one word which they represent to a larger community / but each person in the group also should express their own feature in the family at the same time. The sculpture group as a whole expresses the main essence of the family: what is that one word which characterizes the family / the main essence which keeps them together as a family / the main representing value which characterize them in a larger community / the main VALUE THEY BRING TO A LARGER COMMUNITY. One member of the families should mark as contact person, he/she doesn’t take part in the sculpture group, his/her task is to introduce and explain the family, the house and the sculpture group to all the other participants (next exercise). He/she is the mouth of the family, the communication expert, who represents it. 6.) Conscious social skills, wider community level: „Introduction to larger community” (15’) Participants get acquainted with other “families”. The contact person of each family introduces their own house, the interactive relationship between family members (arrows between rooms), explains the family as a whole and the value which it represents to a larger community. After each introduction the contact person pins up a flag of that nation they belong to on the roof, and writes the value they represent in that nation (larger community). National Workshops – Handbook - page 21

The Social Capital School 7.) European consciousness, tolerance: „Our European Street” (15 min) Trainee’s introduction: “We know all individuals in the game we play. We know families they belong to. We know nations toward which they represent values. Now, as a last phase of community building, let’s make connection between these nations. Throw the string to that family which you liked, or that country you would like to visit.” Contact persons of families throw the string to each other. That person who gets the string, binds it to the wood post on the side of the house. These wood posts express, as pylons or internet points, the tools of connection between each other. The string as electricity wire connects every house with each other, and forms a street-feeling among them. In the end of the game a real “city” develops in front of us, where all members and individuals connect to each other through smaller and larger communities. Paper sun-templates with family values can be hanged on to the “wire”. 8.) Finishing (5 min) Trainee: “We have created a European street consists of individuals, families, nations. All the members were / are in permanent interaction with each other. That is how our community builds up and live, that is how we all belong to the European community: everyone has a special role in it. Thank you for your cooperation.” RESULTS OF THE WORKSHOP - Developed personal and social competences such as creativity, innovation and entrepreneurship. Increased self-consciousness, self-motivation and confidence in self-expression. - Identification of European basic values such as cultural diversity, tolerance, equal opportunities etc. - Increased European consciousness, feeling of being part of the Community both in individual or communal levels. - Interest, tolerance, curiosity in human relations, accepting social, economical or ethnical differences - Wiser communication with each other, team work - Recognizes and accepted foreign cultures, exchanged knowledge about other countries, manners, thoughts - Correction of individual and general prejudices and stereotypes - Improved awareness of common cultural heritage and relations - Deeper awareness of European dimension of education National Workshops – Handbook - page 22

The Social Capital School CONCLUSIONS The structure of the workshop was logical and understandable. Participants enjoyed the variety of tasks and exercises. The aim was reached, results were satisfying. TIPS OR COMMENTS Leading the workshop in an international context: Target group: multicultural family members. At least one group from at least 6 countries (project members, even if they are not a family – they can act as family members). Optimal: having migrant and Italian real families (kids, parents, grandparents) from the festival audience. Migrant families could play their origin. Number of participants: At least 6, maximum 12 families. Important: having registered participants at least 1 hour before the workshop, in order to provide right amount of tools and accessories on the spot. 25-60 heads BIBLIOGRAPHY -PICTURES Videos: http://youtu.be/TkgtjgwfQf8

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The Social Capital School National Workshop n.6: Associação Máquina do Mundo TOPIC Social Inclusion NAME OF THE WORKSHOP The Job of My Dreams MAIN AIMS st The 1 part of the workshop is a sequence of group dynamics activities base on non-formal education to improve: - Coordination, communication, cooperation, concentration, team work, leadership, self-motivation and self-esteem, self-expression, creativity, group cohesion, raise up motivation, conflict management. nd The 2 part of the workshop is a role-play and the main aims are: - Raise awareness of Social Capital values - Discovering the Social Capital of my community - Discovering the job of my dreams; - Development of social entrepreneurship skills - Self-discovering - Raise awareness about employability - Raise awareness about the Social Network of the local community TARGET GROUP - Young’s aged between 14 and 25 in danger of school dropout and social marginalization and that have an alternative curriculum more focus in practices and development of skills for future job’s that they can have in the local community. This young’s are from a secondary school of Damaia (district of Lisbon) that is included in the nuclear area of outskirt neighbourhood with deep social and economic challenges. - Teachers and school directors from the secondary school “Pedro D’Orey” that is the head of Damaia network of schools. NUMBER OF PARTICIPANTS 25 to 30 MATERIALS NEEDED General Materials: National Workshops – Handbook - page 24

The Social Capital School 

Classroom just with chairs for the group and 3 or 4 tables for activities support;  Coloured post it’s;  Flip chart;  Felt pens, pencils, coloured markers;  Data show  PC and speakers  2 Facilitators  Chronometer  1 Crap’s  Small book for notes  1 lottery bag or hat For the Marshmallow Challenge (for each team): 20 Sitcks of sapaguety, 1 yard of string, 1 yard of masking tape, 1 Marshmallow, 1 scissor; The Special Client: 1 Tennis Ball Community Bag: 1 big-bag made of rope to fit 5 to 6 people; Role-play:  Post-it’s with professions that can exist a community, for example: Students, Mayor, School Director, Director of the Employment Centre, social assistant, NGO worker, Parents, teachers, grandparents, manager, informatics engineer, constructer, shoemaker, baker, craftsman, shopkeeper, butcher, milliner, accountant, human resources manager, CEO, financial, pilot , psychologist, police, etc.  Bag or hat DURATION One full day with 2 separated sessions of 3,5 hours (+\-). Or 2 sessions of 3,5 hours in different days. DEPELOPEMENT OF THE WORKSHOP st 1 Part of Workshop - Group dynamics activities: The objective of this 1st part of the workshop is to motivate the participants, to raise up curiosity about the non-formal education, create group cohesion and prepare them for the 2nd part of the workshop that will end in the “role play”. 1 – Energizer (choose a energizer of 5 to 10 minutes, intense and that can raise up energy and good mood to the group). National Workshops – Handbook - page 25

The Social Capital School 2 - The Marshmallow Challenge: Time - for this activity you will need 60 minutes. - 10 Minutes to the briefing of the activity - 18 minutes for implementing the activity - Minimum of 30 minutes to debriefing Briefing and Rules: Be clear about the goals and rules of the Marshmallow Challenge. Use a presentation or a flipchart to introduce the challenge as well as to visually reinforce the instructions:  Build the Tallest Freestanding Structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier.  The Entire Marshmallow Must be on Top: The entire marshmallow needs to be on the top of the structure. Cutting or eating part of the marshmallow disqualifies the team.  Use as Much or as Little of the Kit: The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape.  Break up the Spaghetti, String or Tape: Teams are free to break the spaghetti, cut up the tape and string to create new structures.  The Challenge Lasts 18 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified.  Ensure Everyone Understands the Rules: Don’t worry about repeating the rules too many times. Repeat them at least three times. Ask if anyone has any questions before starting. The Marshmallow is a Metaphor for the Hidden Assumptions of a Project: The assumption in the Marshmallow Challenge is that marshmallows are light and fluffy and easily supported by the spaghetti sticks. When you actually try to build the structure, the marshmallows don’t seem so light. The lesson in the marshmallow challenge is that we need to identify the assumptions in our project - the real customer needs, the cost of the product, the duration of the service - and test them early and often. That’s the mechanism that leads to National Workshops – Handbook - page 26

The Social Capital School effective innovation. 3 - The Special Client: For this activity you will need 45 minutes - 10 Minutes to the briefing of the activity and explain the rules - 20 minutes for implementing the activity - Minimum of 15 minutes to debriefing Briefing: “I am a very important client who has just come to your company. I am represented by this tennis ball. As in most organizations I'll have to go through all departments of your company without ever return to the same as this is critical to my satisfaction. Each of you represents a department.” Rules: - Place all in a circle - Start a sequence with the tennis ball starting and ending the facilitator and then another person - Everyone has to touch the ball - The ball has to be loose - If it falls back to the beginning - The sequence has to be always the same - While in a circle you cannot give the partner side - Each can only touch the ball once - After each action - Reduce by half the time always Debriefing Questions: Main objective: Develop the ability to overcome challenges to reach goals; - If you had asked earlier for improving ± 100 times you accept? What happened? Someone gave the solution in the beginning why we didn’t listen? - What did the first 10 minutes? What improvements could? That gains? - What allowed them to transform the procedure? What restrictions were imposed upon you own and which no longer exist? - What behaviors, reactions within the favored team / caught changing? - What causes the breaks? - What do people change? Solutions: The group has to discover the fastest way for the client to pass al National Workshops – Handbook - page 27

The Social Capital School departs. For that they will pass by different ways of being aligned, such as: circle, 2 paralleled lines, 1 big line. The best shape that allow to reach the best time it happen when the group form cascaded made with hands stating from the tallest person to the lowest person in the group. If they don’t discover this alones you can divide to share it in the debrief part or not. 4 - Community Bag: For this activity you will need more or less 30 minutes.  10 Minutes to the briefing of the activity and explain the rules  20 minutes for implementing the activity (calculated for 4 teams, if there are more teams you need more time for implementation).  Minimum of 15 minutes to debriefing Objective: The objective of this activity is to jump inside the bag in a team and reach the finish line in less time that is possible. The winner team is the one that make the best time. Implementation: Set a beginning and an end finish line with the distance of 50m. Divide the group in teams of 4 to 6 persons. Use a creative method to choose the order by each the teams are going to run. Record the time of each team but don’t say it until the end. Basic rules: All participants has to be inside of the bag; If group fell down starts again from that point but only when all members are inside the back and time do not stop. 2nd Part of Workshop - “The Job of My Dreams”: 1 - Energizer (choose an energizer of 5 to 10 minutes, intense and that can rise up energy and good mood to the group). 2 – “Community-Café” group activity: The participants are divided in 5 groups and each group has a topic to discuss in 15 minutes and write down the main conclusion in a paper. Each Topic is written in a Table and the groups and work on the 5 tables positioned in different parts of the room. Topics: - What are the main Economic Activity’s and Economic Sector’s that exist in the Community National Workshops – Handbook - page 28

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What are the main professions that exist in the community What the social problems of the community List of organizations that belongs to the social network of the local community - What I like and what I would like to change in my community Suggestion: Another way to implement this activity is to rotate the teams around each table each 5 minutes and give them time to discuss and contribute to all the different topics. Time: - 10 Minutes to the briefing of the activity and explain the rules - 15 minutes for implementing the activity (calculated for 5 teams that stay in the same table. If you chose to move teams around each table count 5 minutes per topic. In this case with 5 topics you will need 25 minutes for implementation). - 15 minutes to debriefing and the for presentation of conclusions of each topic 3 - Role-play “The Job of My Dreams”: 1st Step: Each participant receive a post it and write down the name of the Job of their Dreams and put it in a flip chart in way that all the group can read. (5 minutes) 2nd Step: In groups of 2, the participants will work together during 30 minutes and each participant will help the other to make the job description of their dream job, with main functions, responsibilities, qualifications, skills needed, etc. Allowing them to use creativity. After the 30 minutes the each job description should be fixed in the wall of the room and the participants go around during 5 minutes. (Total time 35 minutes) 3rd Step- Role playing moment: (Maximum 120 minutes) Preparation: (5 minutes) National Workshops – Handbook - page 29

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Each participant picks the post-it with their dream job; Each participant picks a post-it from the lottery bag with the preestablished professions of the community. Presentation of the social challenge and of the problem to solve: (5 minutes) - Participants will play 2 roles. 1 role that is connected with the job of their dreams and other with their role in the community. - Everybody needs to find a sustainable way to have their dream job inside the local community or to use the community has a platform of interaction to reach that dream job. (Individual task); - Participants also have a second social challenge that is to create of vocational job for the young’s that finish the high school and don’t want to continue studding. (Group task); Time to solve the social challenge: (Maximum 90 minutes) Basic Rules: - Participants are free to organized them self’s has they want, in a big group or small teams; - Social exchange, creativity and liberty must be valorised; - They have to play the role that was in the post-it they pick up from the bag - They can reorganize the community and change law, and social relationships - Facilitators are just observers and can only make coaching questions but not answering to questions from the participants; - All materials of the room can be used but they cannot access to internet; Debriefing: Ask participants how they feel, let them to express their feelings. Then ask for the facts, what happen, and then take the group for a reflection moment and help them to discover what they can learn with this exercise. (20 minutes) Closing moment of the Workshop: Make non-formal evaluation. Ask participants to write in 5 minutes what they learned in a post-it. In a friendly atmosphere ask them to share what they want with the group.

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The Social Capital School RESULTS OF THE WORKSHOP - To raise up the awareness and level of knowledge about employment opportunities in our local community - Developed personal and social competences such as creativity, innovatition and entrepreneurship - Increased self-consciousness, self-motivation and confidene in selfexpression - Identification of European basic values such as cultural diversity, tolerance, equal opportunities etc. - Interest, tolerance, curiosity in human relations, accepting social, economical or ethnical differences - Raise up of the values and of the consciousness of the local social capital CONCLUSIONS The workshop and the non-formal methods used had a strong impact in the target group and help them to build new community relations based n trust and self-confidence. TIPS OR COMMENTS - Make small breaks when the group need but don’t let them to lose energy. Plane a break of minutes in the middle of each session of the workshop. - Prepare presents for the winners of each challenges of the 1st part of the workshop, for example: cookies, chocolates or other appropriated think that they can easily dived in the team. BIBLIOGRAPHY - Http://Marshmallowchallenge.Com/Welcome.Html - Non Formal Education Digital Book – Youth In Action Project: ID.EIAS - Education Pack – All Different All Equal - (Council Of Europe) - In Non-Formal Education - Compass (Council Of Europe) - Http://Www.Grove.Com/Site/Ourwk_Gm_Gf.Html - Nonformal Education Manual - Peace Corps 2004

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The Social Capital School PICTURES AND/OR VIDEOS

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