Module 1 Session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Develop basic Intercultural Awareness
- Understand different communication styles across cultural divides
- Adapt their communication style for working with diverse groups and migrants
- Interpret non-verbal communication in different cultures
- Understand common ‘rules’ of non-verbal communication in different cultures
- Understand social norms and customs in different cultures
Assessment
Assessment for A.1.3:
- Involve the volunteers in a discussion about their experience with this exercise by asking the following questions:
- What is their take away?
- Were they surprised?
- Can they think of another context where this experience can be applied?
Assessment for A.1.5:
- Tick off the items of the agenda and the learning outcomes that were presented in the beginning, if they have been covered already.
Further reading
BARNGA Game:
Instructions and rules:
http://www.acphd.org/media/271383/barnga_instructions.pdf
Why play this game? (further reading):
https://journals.tdl.org/absel/index.php/absel/article/viewFile/1059/1028
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A.1.00 - Opening Session
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25 minutes
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1 |
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A.1.01 - Speed-dating (Ice breaker)
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minutes
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A.1.02 - What is culture?
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10 minutes
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A.1.03 - My Apple
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20 minutes
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A.1.04 – Greeting Game
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20 minutes
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A.1.05 – BARNGA Game
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60 minutes
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A.1.06 - Reflection
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15 minutes
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Module 1 Session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Develop basic Intercultural Awareness
- Understand different communication styles across cultural divides
- Adapt their communication style for working with diverse groups and migrants
- Interpret non-verbal communication in different cultures
- Understand common ‘rules’ of non-verbal communication in different cultures
- Understand social norms and customs in different cultures
Assessment
As described in A.1.12.
Further reading
Derdian Game - Instructions and rules for both groups: http://interfaithalliance.org/cms/assets/uploads/2016/09/Deridian-and-Engineers-Role-Playing.pdf
Another resource, good part about debriefing: http://www.nonformality.org/wp-content/uploads/2006/03/derdians.pdf
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A.1.07 - Opening Session and Ice-breaker
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10 minutes
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0 |
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A.1.08 – 4 Flipcharts
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30 minutes
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0 |
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A.1.09 – Puzzle Repair
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5 minutes
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0 |
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A.1.10 – Derdian Game
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65 minutes
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0 |
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A.1.11 – Final Discussion
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20 minutes
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0 |
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A.1.12 - Final Game & Reflection of the module
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20 minutes
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Module 2 Session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Get to know each other better;
- Learn what active listening is and how to develop these skills further through interactive activities;
- Exchange their ideas and to practice interactive communicative skills with other learners.
Assessment
-
Further reading
Some introduction to active listening and its benefits https://www.adelaide.edu.au/writingcentre/docs/learningguide-activelistening.pdf
Active listening: how to be a Good listener: https://www.youtube.com/watch?v=z_-rNd7h6z8
6 tips of active listening: https://www.youtube.com/watch?v=oWe_ogA5YC
Being a good listener: https://www.youtube.com/watch?v=-BdbiZcNBXg
Quiz: how good are your listening skills: https://www.mindtools.com/pages/article/listening-quiz.htm
Some (6) Listening Skills Exercises To Promote Stronger Communication like:
https://blog.udemy.com/listening-skills-exercises/
http://classroom.synonym.com/active-listening-games-adults-12033309.html
http://blog.readytomanage.com/what-listening-skills-exercises-work-best/
https://www.trainingzone.co.uk/develop/cpd/tutors-tips-active-listening-exercise
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A.2.0 - Opening Session
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minutes
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A.2.01 – Ice-breakers
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25 minutes
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0 |
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A.2.02 – Active Listening
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30 minutes
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0 |
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A.2.03 – Active Listening Quiz and Practice
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80 minutes
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0 |
View
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A.2.04 – Feedback and Evaluation
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20 minutes
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0 |
View
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Module 2 Session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Define emotional intelligence;
- Understand the importance of EI;
- Identify the most important skills for EI and perform a self-assessment;
- Develop these skills through practical exercises.
Assessment
-
Further reading
Links to YouTube videos on Emotional Intelligence:
https://www.youtube.com/watch?v=Te5QUiNbF2g
http://www.dailytenminutes.com/2012/06/emotions-management-very-good-message.html?m=1
http://www.lifehack.org/articles/featured/8-steps-to-continuous-self-motivation.html
https://www.youtube.com/watch?v=bkmmZmbbBVo
https://www.youtube.com/watch?v=rNVtxTwd9zc
Book: Goleman, Daniel: Emotional intelligence, why it can matter more than IQ.
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A.2.05 - Opening Session
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5 minutes
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A.2.06 – Ice-breaker
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25 minutes
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0 |
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A.2.07 – Group Discussion
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30 minutes
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0 |
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A.2.08 – Defining Emotional Intelligence
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15 minutes
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0 |
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A.2.09 - Practical Exercises
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75 minutes
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0 |
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A.2.11 – Closing, Wrap-up and Evaluation
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20 minutes
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0 |
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Module 3 session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Identify and develop the soft skills required for self-management and personal effectiveness.
- Use specific tools and activities for self-assessment.
- Explore and develop the elements of self-confidence.
Assessment
-
Further reading
Video links:
https://www.youtube.com/watch?v=3Fj4e1rE1NI&t=113s
https://www.mindtools.com/selfconf.html
https://www.youtube.com/watch?v=u_eNY6NjUWU&t=4s
Additional material
Self-confidence quiz: https://www.mindtools.com/pages/article/newTCS_84.htm
Video on self-esteem: https://www.youtube.com/watch?v=YSg3xxRbB9s
JOHARI Window: http://www.aspira.org/sites/default/files/U_III_M_1_SA.pdf
MindTools: Building Self-Confidence: https://www.learning-mind.com/7-basic-personal-effectiveness-skills/
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A.3.0 – Introducing the terms ‘Soft and Hard Skills’
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10 minutes
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A.3.01 – Introducing to self-management
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10 minutes
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A.3.02 – Self-effectiveness
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30 minutes
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0 |
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A.3.03 – Self-Awareness, Self-Knowledge
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35 minutes
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A.3.04 – Self-confidence
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55 minutes
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0 |
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A.3.05 - Closing Activity and Reflection
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10 minutes
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0 |
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Module 3 session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Identify and develop the soft skills required for self-care and achieving personal effectiveness.
- Use specific tools and activities for managing stress.
- Use mindfulness and meditation techniques for achieving wellbeing.
Assessment
-
Further reading
Video links:
https://www.youtube.com/watch?v=w0iVTQS8ftg
https://www.youtube.com/watch?v=VUKPrSMmbzc
www.youtube.com/watch?v=mjtfyuTTQFY
www.youtube.com/watch?v=VTA0j8FfCvs&t=181s
Online quiz on stress management: https://www.mindtools.com/pages/article/newHTE_88.htm
Additional material for self-reflection: https://www.mindtools.com/blog/reflecting-on-your-inner-self/
Additional material for mindfulness: https://www.mindful.org/meditation/mindfulness-getting-started/
https://greatergood.berkeley.edu/mindfulness/definition
https://www.mindful.org/what-is-mindfulness/
https://www.pocketmindfulness.com/6-mindfulness-exercises-you-can-try-today/
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A.3.06 – Introduction to Self-care
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30 minutes
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0 |
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A.3.07 – Managing Stress
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40 minutes
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0 |
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A.3.08 – Mindfulness
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40 minutes
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0 |
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A.3.09 – Self-reflection
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40 minutes
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0 |
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A.3.10 - Closing Activityand Reflection
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10 minutes
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0 |
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Module 4 session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Define critical thinking;
- Understand strategies for critical thinking in community work;
- Practice critical thinking through activities;
- Understand how myths and stereotypes can impact on how we think.
Assessment
-
Further reading
Gibby. Caroline. ‘Critical Thinking Skills in Adult Learners’. ARECLS, 2013, Vol.10, 147-176. Available at: https://research.ncl.ac.uk/ARECLS/volume_10/gibby_vol10.pdf
Distinguishing between fact and opinion. Available at: http://aeo.sllf.qmul.ac.uk/Files/CriticalThinking/fact%20or%20opinion.pdf
How to practice critical thinking in four steps. Available at: https://www.thoughtco.com/how-to-practice-critical-thinking-31722
https://globaldigitalcitizen.org/10-great-critical-thinking-activities-that-engage-your-student
Bianco, Cinzia, (January, 2017) ‘Correcting 5 Myths on Refugees to Europe.’ Available at: http://www.egic.info/post/correcting-5-myths-on-refugees-to-europe
Newspaper Articles:
New York Times – August 2017 – China’s ‘Giant Infants’: https://www.nytimes.com/2017/08/08/opinion/china-millennials-tiger-mothers-giant-infants.html
New York Times – August 2017 – India’s Barefoot Lawyers:
https://www.nytimes.com/2017/08/08/opinion/indias-barefoot-lawyers.html
BBC Travel - August 2017 - Five Countries Where People Live the Longest: http://www.bbc.com/travel/story/20170807-living-in-places-where-people-live-the-longest
Irish Independent – August 2017 – Time for a New Immigration Ballad; http://www.independent.ie/opinion/columnists/declan-lynch/time-for-a-new-immigration-ballad-lamenting-the-lack-of-it-36004072.html
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A.4.0 – Ice-breaker
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15 minutes
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0 |
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A.4.01 – Introduction to Critical Thinking
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15 minutes
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0 |
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A.4.02 – Opinion vs. Fact
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20 minutes
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0 |
View
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A.4.03 – Critical Review of Newspapers
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60 minutes
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0 |
View
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A.4.04 – Challenging Stereotypes and Myths
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30 minutes
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0 |
View
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A.4.05 - Closing Session and Evaluation:
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10 minutes
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0 |
View
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Module 4 session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand the problem-solving process;
- Understand some simple models for problem-solving;
- Implement some basic problem-solving techniques;
- Test out different methods for problem solving when an individual has specific, identified needs.
Assessment
-
Further reading
Ice-breaker activity adapted from, source: Serna-Wallender, Alexander, "Shaping Community - Teamwork and Critical Thinking" (2013). Understanding by Design: Complete Collection. 256. http://digitalcommons.trinity.edu/educ_understandings/256
Step-by-step guide to problem solving:
https://au.reachout.com/articles/a-step-by-step-guide-to-problem-solving
A Guide to Problem Solving: https://www.leadershipthoughts.com/guide-to-problem-solving/
Mindtools, 2017 – Lost at Sea Exercise: https://www.mindtools.com/pages/article/team-building-problem-solving.htm
Serna-Wallender, Alexander, "Shaping Community - Teamwork and Critical Thinking" (2013). Understanding by Design: Complete Collection. 256. http://digitalcommons.trinity.edu/educ_understandings/256
The basics of creative problem-solving: http://www.innovationmanagement.se/imtool-articles/the-basics-of-creative-problem-solving-cps/
Drill Down Technique:
https://www.accipio.com/eleadership/mod/wiki/view.php?id=1811
Solve Problems by Combining the Five Whys with the Drill Down Technique: http://www.geekpreneur.com/solve-problems-by-combining-the-five-whys-with-the-drill-down-technique
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A.4.06 – Ice-breaker
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20 minutes
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0 |
View
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A.4.07 – Introduction to Problem-solving
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20 minutes
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0 |
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A.4.08 – Lost at Sea
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30 minutes
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0 |
View
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A.4.09 – Identifying a Problem
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30 minutes
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0 |
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A.4.10 – Problem-solving: Practice
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40 minutes
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0 |
View
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A.4.11 - Closing Session and Evaluation:
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10 minutes
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0 |
View
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Module 5 session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand the basics of communication and negotiation skills.
- Understand how to treat others with respect and honesty when communicating with diverse groups.
- Understand how to facilitate group discussions authentically and successfully.
Assessment
-
Further reading
English:
“The 7 Cs of Communication” -
https://youtu.be/v4OmXaihEp0
German:
What means Communication -
https://youtu.be/z4EFDWgVzyw?list=PLQCjYOHAlAK8lRe0gIJUbmWYFf-VOeoEq
“Four aspects of news” -
https://youtu.be/9VJn1cPbf1A
A Failure to Communicate -
https://youtu.be/8Ox5LhIJSBE
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A.5.01 – Ice-breaker
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20 minutes
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0 |
View
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A.5.02 – Introduction to Models of Communication
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10 minutes
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0 |
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A.5.03 – Perception and Communication
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40 minutes
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0 |
View
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A.5.04 – Principles of Motivation
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70 minutes
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0 |
View
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A.5.041 - Closing Session and Evaluation
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10 minutes
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0 |
View
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Module 5 session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand how to communicate more effectively in groups.
- Understand when to use negotiation skills and how to use them effectively with diverse groups.
- Understand how to teach others conversational English/host language and support others whose first language is not English/host language.
Assessment
-
Further reading
Difference Between Cooperative Learning and Group Work -
https://youtu.be/7MwYjSSBN1A
5 Elements of Cooperative Learning - https://youtu.be/Izk76RZO4j0
https://esol.britishcouncil.org/sites/default/files/Language_issues_migration_integration_perspectives_teachers_learners.pdf
https://www.britishcouncil.org/voices-magazine/tips-teaching-english-arabic-speakers
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A.5.05 – Introduction to group-work (as a learner and as a facilitator)
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minutes
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0 |
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A.5.06 – Effective Collaboration in a group
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80 minutes
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0 |
View
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A.5.07 – How to teach others conversational English/host language and support others whose first language is not English
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20 minutes
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0 |
View
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A.5.08– Preparing for self-study
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15 minutes
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View
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A.5.09 – Summary and Reflection
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25 minutes
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Module 6 session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand facilitation;
- Understand group dynamics.
Assessment
-
Further reading
http://www.combatpoverty.ie/publications/DevelopingFacilitationSkills_2008.pdf
https://www.mindtools.com/pages/article/RoleofAFacilitator.htm
https://seedsforchange.org.uk/tools.pdf
https://www.mindtools.com/pages/article/improving-group-dynamics.htm
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A.6.0 – One word Ice-breaker
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20 minutes
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A.6.01 – Brainstorming on Facilitation in a group
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20 minutes
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A.6.02– Introduction to Facilitation skills and Understanding group dynamic
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50 minutes
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0 |
View
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A.6.03 – Group dynamics
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35 minutes
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0 |
View
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A.6.04 – Closing exercise and evaluation
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15 minutes
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0 |
View
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Module 6 session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Identify the different methods to facilitate a group.
- Practice using these methods.
- Evaluate which methods work best for group work with migrant communities.
Assessment
-
Further reading
http://www.combatpoverty.ie/publications/DevelopingFacilitationSkills_2008.pdf
https://www.mindtools.com/pages/article/RoleofAFacilitator.htm
https://seedsforchange.org.uk/tools.pdf
https://www.mindtools.com/pages/article/improving-group-dynamics.htm
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A.6.05 – Introduction to facilitation methods
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30 minutes
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0 |
View
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A.6.07 – World Café in Integration Work
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60 minutes
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0 |
View
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A.6.08– Introduction to role play for grouop facilitation
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45 minutes
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0 |
View
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A.6.09 – Closing exercise and evaluation
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15 minutes
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0 |
View
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Module 7 session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand the basics of adult learning theory;
- Understand the different learning styles they might encounter and how to appeal to each style.
Assessment
Quick Quiz for Lesson 1 - Module 7 “Tutorial Skills”
Further reading
8 Important Characteristics of Adult Learners: https://elearningindustry.com/8-important-characteristics-of-adult-learners
Learning styles and didactics in adult learning: https://ec.europa.eu/epale/en/blog/learning-styles-and-didactics-adult-learning
Peter Jarvis, Adult Education and Lifelong Learning: Theory and Practice: https://pendidikanmatematikausn.files.wordpress.com/2015/11/peter_jarvis-adult_education_and_lifelong_learning__theory_and_practice_3rd_edition2004.pdf
VARK: http://vark-learn.com
Lynda.com from LinkedIn: https://www.lynda.com
17 Tips To Motivate Adult Learners: https://elearningindustry.com/17-tips-to-motivate-adult-learners
Motivating Adult Learners: https://www.youtube.com/watch?v=aee4ONWZFj0
eLearning Coach/Get Your Audience Pumped: 30 Ways to Motivate Adult Learners: http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/
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A.7.0 – Ice-breaker
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15 minutes
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0 |
View
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A.7.01 - Introduction to adult learning theory
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60 minutes
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0 |
View
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A.7.02 - Introduction to Learner Motivation
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45 minutes
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0 |
View
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A.7.04 – Closing session and evaluation
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30 minutes
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0 |
View
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Module 7 session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand the skills required to be an effective tutor;
- Understand if they have the attributes needed to be an effective tutor to diverse learners;
- Understand how to put together coherent and practical training materials for diverse learners.
Assessment
Quick Quiz for Lesson 2 - Module 7 “Tutorial Skills”
Further reading
G+L (Giving + Learning): https://givingpluslearning.org
Designing Lessons for Diverse Learners: http://education.msu.edu/te/secondary/pdf/Designing-Lessons-for-Diverse-Learners.pdf
Training Material - Development Guide:
https://www.msb.se/RibData/Filer/pdf/26433.pdf
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A.7.05 – Introduction to tutoring skills – self assessment, do you have what it takes to be a tutor?
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75 minutes
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0 |
View
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A.7.06 - Skills for developing training materials for diverse learners.
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55 minutes
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0 |
View
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A.7.07 – Closing session and evaluation
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30 minutes
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0 |
View
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Module 8 session 1
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Understand the ‘hardware’ and the ‘software’ they need to be able to get online;
- Understand how to stay safe and secure online;
- Set up an email address and send an email with an attachment.
Assessment
-
Further reading
-
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A.8.0 – Introduction and Skills Audit
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45 minutes
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0 |
View
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A.8.01 – Introduction to internet safety
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30 minutes
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0 |
View
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A.8.02 – Setting up an email account using G-Mail
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65 minutes
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0 |
View
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A.8.03 – Closing session and evaluation
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15 minutes
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0 |
View
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Module 8 session 2
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Use basic IT skills to access information online;
- Advise their mentoring partners about how to access information online;
- Understand the basics in online networking, with peers and their mentoring partners.
Assessment
-
Further reading
Citizen’s Information Service website: www.citizensinformation.ie
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A.8.04 – Workshop Opening and Introduction
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20 minutes
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0 |
View
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A.8.05 – Introduction to internet browsers and search engines
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50 minutes
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0 |
View
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A.8.06 – Accessing Information Online
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50 minutes
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0 |
View
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A.8.07 – Understanding Netiquette
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20 minutes
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0 |
View
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A.8.08 – Closing session and evaluation
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10 minutes
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0 |
View
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Module 8 session 3
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Learning outcomes
On completion of this workshop, senior volunteers (learners) will be able to:
- Access information and learning materials through the BRAMIR platform;
- Practice online learning through the BRAMIR platform;
- Support mentoring partners to access training materials online through the BRAMIR platform.
Assessment
-
Further reading
-
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A.8.09 – Workshop Opening and Introduction
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10 minutes
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0 |
View
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A.8.10 – Introduction to the BRAMIR E-learning Platform
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50 minutes
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View
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A.8.11 – Learning through the BRAMIR E-learning Platform
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40 minutes
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View
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A.8.12 – Online Networking through the BRAMIR E-learning Platfrom
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40 minutes
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0 |
View
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A.8.13 – Closing session and evaluation
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10 minutes
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0 |
View
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