The document provides information about the founding of the Council of Europe and European Union. It discusses key dates and concepts like democracy, human rights, and the rule of law. It also describes activities and assessment strategies for teaching skills like acceptance, communication, cooperation, and understanding across borders. Teachers are encouraged to incorporate themes of democratic citizenship and human rights education into their existing curricula. Learners are expected to develop attitudes, skills, and knowledge to negotiate diverse encounters and support conflict prevention.

2. QUIZ TIME
7 May 1945
60 million people
Belgium, Italy, UK, Germany, France
47 CoE/28 EU
the Ode to Joy
5 May 1949

5. … democracy, respect for human rights and dignity, and the rule of law….

7. OUR BIRTHDAY LINE
• What attitudes, skills and knowledge were
required for the completion of the activity?
ACCEPTANCE OF THE
OTHER
READINESS TO ADOPT
AN IDEA
WILLINGNESS TO TAKE
PART
ABILITY TO
COMMUNICATE
UNDERSTANDING OF
RULES

8. A_DIV_1 Acceptance of diversity as a positive value for the environment and the survival of humankind
A_DIV_2 Disposition to be empathetic to enhance living and acting together within society A_DIV_3
Willingness to acknowledge other people’s feelings A_COOP_1 Readiness to be open-minded and curious
A_COOP_2 Willingness to work together with others and become actively involved A_COOP_3 Readiness
to take responsibility and to be accountable for one’s actions and choices
S_DIV_1 Ability to communicate across all types of borders and negotiate meaning
S_DIV_2 Ability to discover facts about other people’s beliefs and practices
S_DIV_3 Aptitude to elicit and respond to others’ beliefs, values and feelings, and behaviour S_COOP_1
Ability to learn in a variety of ways from participation in groups
S_COOP_2 Ability to draw on others’ diverse expertise and experience for the benefit of the group’s work
K_DIV_2 Understanding of the changing nature of identities and cultures
K_DIV_3 Understanding of the nature of empathy and knowledge about how to develop it K_COOP_1
Understanding of the roles and functions of social and political actors
K_COOP_2 Understanding that every group has a power structure
K_COOP_3 Understanding of how co-operation can support the prevention of conflict, discrimination
and violence

9. WHY TRANSVERSAL?
… with regard to different
“entry points” such as
citizenship education,
human rights education,
language education and
also other school subjects
… they represent the
components all education
professionals, whatever
subject they might specialise
in, need to develop in
themselves and contribute to
developing in their learners
“ the head, the heart and the hands”
principle

10. WHAT NEW ROLES EMERGE FOR THE TEACHER AND LEARNERS?

15. “Our curriculum is already very full; how can we
incorporate these themes
into what we already do?”
“How can I implement the development of TASKs in my
context?”
“Am I knowledgeable and skillful enough to do this?”
“practise what you preach”
“the medium is the message”“address the hidden curriculum”
“parallel interaction”

17. ASSESSMENT AND EVALUATION
assessment refers to judgments of student performance, while evaluation
refers to judgements of programme or organisational effectiveness (OECD,
2005)
Formative assessment versus summative assessment
Alternative assessment
TRAFFIC LIGHTS
LEARNING DIARIES
DIGITAL JOURNAL KEEPING
RAINBOW TREE/BLOOMING TREE
MEASURE AND
REFLECT THE LEVEL
OF UNDERSTANDING
AND MASTERY OF
COMPETENCESPICTURES, MAPS,
ILLUSTRATIONS,DIAGRAMS

20. ACTIVITY ONE: A community of learners

21. Learning to be: Attitudes
“Learning to be” refers to the development of attitudes; it includes
beliefs and emotions on which our behaviour and actions are
or unconsciously based.
Learning to do: Skills and processes
“Learning to do” is more than acquiring mastery. It means learning to
activate motivation and apply factual and procedural knowledge in a
strategic way to negotiate and respond to real-life situations.
Learning to know: Knowledge and understanding
“Learning to know” It refers to all knowledge that helps us to understand
our world and appreciate its complexity and negotiate diverse
encounters.

22. Step 1 (reflecting – 10 minutes)
1. Join the three participants on your right to a micro group.
Continue around the circle.
2. Each member, individually, write down attitudes, skills and knowledge that you feel you can
“mobilise” to contribute to education for democratic citizenship/human rights education
(EDC/HRE).
Step 2 (sharing – 15 minutes)
1. Now, as a group, share your qualities (attitudes, skills and knowledge) and note down the main
areas in which the micro-group possesses attitudes, skills and knowledge.
2. Each micro-group presents its qualities to the entire group, with members sharing the task.
Step 3 (debriefing – 5 minutes)
What do you think this activity is for?
Would you use this in your classroom? How would you adapt it?

23. ACTIVITY TWO: Learning from unpleasant experiences
Step 1 (individual – 5 minutes)
1. Remember an unpleasant experience that they had recently, and
write a brief description of this experience.
2. Identify even minimally positive aspects of this experience and
write them down.
Step 2 (group work – 10 minutes)
1. Work in pairs: discuss with each other these positive aspects and
explore their benefits.
2. Team work (groups of four): discuss the typical behaviour of their
partners in the group and take notes.
3. Turn your notes into posters, then go around and visit each
group.

24. Step 3 (debriefing – 5 minutes)
What did you learn during this activity?
What kind of relationship is there between the unpleasant events and useful
experiences?
Is there a common pattern?
How could this activity be made useful for you in your classroom?
What learning outcomes would you expect to reach with your students?

25. Step 1 (5 min)
Participants are reminded of the myth of Minotaur, the labyrinth and Ariadne’s ball of
string. They are facilitated to discuss briefly and trigger a connection of the labyrinth
and the conflicts at school.
Step 2 (40 min)
One in each group will be given a card which describes the context of a conflict
happening within the school community. They decide all together which of the cues
relate to the scenario and they leave the rest aside. Then they discuss why they chose
the specific cards with your group members and try to remember the steps towards
resolution.
Step 3 (5 min)
All groups sit in the big circle in jumbled order. The trainees with the conflict scenario
take a ball of string and connect the conflict to the cues which lead to its resolution in
the order the actions should be taken. (A colourful web should be created)
Step 4– Debriefing
Ariadne’s
ball of
string

27. http://meyouandourcolourfulworld.wikispaces.com

28. THANKS FOR
FLYING WITH ME
TODAY!
juliegy@yahoo.gr