DAY ONE ICE-BREAKERS AND INTRODUCTION. Hello. Name of the activity Objectives

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1 DAY ONE ICE-BREAKERS AND INTRODUCTION Hello This will set the tone for the workshop: it is easy and fun, it helps participants to relax and start to get to know each other. 5 minutes None Group work The trainer gives a short welcome to participants (lasting about one minute). Then the trainer asks participants to walk round the room without saying anything, just nodding and smiling at the others. This should go on for one minute. Then participants can greet the others while keeping walking slowly, using different forms of greeting, such as Hello, Good morning or Pleased to meet you. As a last step participant start walking faster and greeting the others faster. Show your hobby! This will set the tone for the workshop: it is easy and fun, it helps participants to relax and start to get to know each other. 5 minutes None group work trainers ask participants to stand in circle then ask them to say their names and show there hobbies without saying anything other participants will guess what it could be if somebody is not comfortable with showing his / her hobby they can say it My name is This ice-breaker will help participants to learn each other s names 5-10 minutes a soft ball or a flower, or nice small object e.g. a doll or a picture

2 name tags or stickers with the names of the participants group work The trainer asks participants to sit in a circle, gives the ball to one of the participants, who has to tell her/his name to the others slowly and loudly and throw the ball to somebody sitting opposite to her/him. The second participant tells her/his name and throws the ball again. They go on with this until everybody tells her/his name at least twice. If it is not comfortable to throw the ball, a small object like a flower, a doll or a picture can be passed (not thrown) around while mentioning the names. In the second half of the using the ball or the other objects, participants tell the other person s name who gets the ball or the other objects. Go round until everybody s name turns up at least twice. Other participants can help if some names are not remembered immediately. At the end of the participants can put on name tags or stickers with their names on. WELCOME Welcome everybody This introduces the trainer and this is the first introduction to the aims, objectives and style of the workshop. It is important that the participants can also ask questions and make observations. 15 minutes A flip chart for the most important information and facts of the workshop Frontal presentation and discussion The trainer welcomes participants and explains everything about the workshop. He takes notes putting the most important facts and information on the flipchart. My name is I come from. We are grateful that you have agreed to take part in this workshop. This workshop was organized by It is part of a series of workshops running in six different countries We will have two meetings. Today is our first meeting. This first day is mainly about the past. About what we know, what we have learned so far, about what our learning experiences are. We will be together until. clock. In the meantime we will have a coffee break and we will have

3 lunch together. Our next meeting with a similar time table will be on. The second day will be about the future, about our plans, options and opportunities for the future. We think there are a lot of things to learn in order to make our life better, more interesting, to engage ourselves in community life and we can do a lot to motivate and involve other older adults, who have been inactive so far. The aim of our workshop What are we going to do during these two days? (Programme/timetable of the WS on flipchart) What methods are we going to use? We will have conversations, we will answer questions, we will interview each other, we will work in pair and in groups, we will remember the past and we will think about the future Do you have any questions or any observations? INTRODUCTION OF PARTICIPANTS AND EXPECTATIONS OF PARTICIPANTS Who am I? Who are you? Getting to know and introducing each other. This expands the introduction of the participants. It collects the first information about their learning experience, their interests and this is the first step to gather data for their skills profile. 60 minutes handout pen working in pairs plenary presentation The trainer gives everybody a copy of the handout. Participants read the question first. Then they work in pairs. Everybody takes his partner s questionnaire, asks the questions and writes down the information. Participants should give information only if they feel comfortable with it. It is not a problem if a few questions are unanswered. When the questions are answered everybody sits in a big circle and every participant introduces her/his partner to the others using the information on the questionnaire.

4 Handout: photo Name: Address: Age: Family background: What is the most positive thing about you?. How did you get involved with this workshop?. What learning programme/ do you take part in?. How did you take up/start this course/?. What do you like most about it?. What are you at?.. What are your hobbies?.. What are your plans for the future?.. What else would you like to do?.. How could we involve/motivate others?.. Any comments, any remakrs?..

5 Great expectations It is important to know what the participants expect of the workshop. This can be used at the end to see how much of the expectations have been met. 15 minutes a flipchart for the trainer to put down the essence of what the participants say plenary The trainer explains that at this stage participants have some idea about the aims of the workshop. Everybody should mention one or two things they expect of these two days. What will they learn, what will they share, what can they use from what they hear and do, and what, they think, will happen at all? The trainer puts down what participants say on the flipchart under the heading Our Expectations. SKILLS PROFILE part one Our skills what we have learnt so far and what we know. What are we at? It is very important to know what we know. In this participants will familiarize with different skills, they will collect and discuss different skills they are at, skills that that they could still do with, that other people would need to improve the quality of their lives, skills that could be the subject of a learning course or some other kind of. 60 minutes blank cards (5 for each participant) and prepared cards (15 for every small group of 3-4 people) with the names of extreme skills (like bungee jumping), things which are not skills at all (e.g. snoring or watching television) and skills which are important but presumable will not appear on participants cards (e.g. organizational skills, conflict management etc. see task on skills) pens a large table to put the cards on a flipchart individual work work in groups, first of 3-4 people then of 6-8 people The trainer explains to the participants what we mean by skills and gives a few examples. Each participant gets 5 blank cards. They put down the name

6 of 5 skills they think are important (One card one skill). The trainer can give a few examples. (E.g. nursing or cooking) Groups of 3-4 are formed. Each group receives another 15 (prepared) cards with skills (or non-skills) on them. Each group examines and discusses the skills on the cards, eliminates identical/insignificant/irrelevant cards, then ranks remaining cards from the point of view of importance and usefulness. Each group takes the most important cards and joins another group. The new groups (now of 6-8) do the same procedure (of discussing, eliminating and ranking) Groups place the cards in order of importance on the table and explain result to the other group(s). The trainer writes the most important and useful skills, based on the cards on the table, on the flipchart. SKILLS PROFILE part two Filling in the skills profile to discover and face skills acquired during years to understand that during our lives we learn in different situations (formal, non-formal, informal learning) 90 minutes ( minutes) handout pen Individual work 75 minutes trainers explain the, the method and introduce the different parts of the questionnaire trainers ask participants to fill in the questionnaire in 3 steps: 1. read carefully the name of the skill and the explanation and then decide it whether you have it or not 2. think of a concrete example and write it down shortly 3. assess the skill according to the scale If a certain skill is, please tick the box. Trainers go around and help participants if they have questions.

7 15 minutes trainers ask participants to look through the skills profile again and choose the 3 most important skills and write it down the skills profile form skills profile need to be tailored to the specific target group we work with Handout Skills 1. Interpersonal Communication (Being able to communicate ideas and information to others and work with a variety of people) 3. Written Communication (Being able to present information in written form, e.g. reports, articles, minutes of meetings) 4. Administration (General office work e.g. filing, typing, organising meetings, purchasing supplies) 5. Accounting (preparing accounts and managing budgets; listing income / expenditure, preparing balance sheets etc.) 7. Organisational skill (Organising events such as seminars, conferences, general assemblies, exhibitions, competitions, shows etc.) 8. IT (Using computer programmes, e.g. Word, Excel, Access; using internet and ; using databases; designing websites; programming) Please give an example from your own experience. How do / did you use this skill? Work related skills Level very very very very very very

8 9. Foreign languages (Understanding spoken and written language/s; translating and interpreting; using language for business purposes) 10. Human Resources Management (Recruiting, training, supervising others, organising responsibilities and roles) very very 11. Programme management (similar to organisational skills!) (Planning and developing programmes, defining scope, objectives, activities, resources and evaluation steps) 13. Leadership (Being able to take a lead, make strategic decisions to move forward; representing your organisation externally) 14. Team working (Contributing to a collaborative climate; cooperating to reach common goals, accepting others points of view) 15. Teaching (Teaching on an individual basis or in a group; in an informal or formal environment) 16. Personal Responsibility self management (Showing commitment and reliability; being able to organise your time and manage your work; motivating yourself) 17. Stress management (Conflict management, facing any human or practical problem) 18.Relationships (Creating, developing and sustaining partnerships with individuals or organisations) Human relations very very very very very very very

9 19. Motivating Others (Encouraging others to get involved) 20.Problem Solving (Analysing problems, finding appropriate solutions to specific situations) 21.Active Listening (Being receptive to what others say, showing empathy, not assuming a major role in the conversation, responding to requests for help) 22. Being Proactive (Showing initiative and creativity, responding to changing situations; being flexible) 23. Counselling (Specialist or general consultancy; counselling) 24.Negotiation / Mediation (similar to stress management!) (Facilitating constructive debate; finding compromises; finding satisfactory solutions to conflicts) 25. Organisational skill (Organising events with friends, family) very very very very very very very 26. Decision Making (Identifying possible options and assuming responsibility for choosing best outcome very Family, health care 27. Bringing up children very

10 28. Household organisational skills, accounting etc. very 29. Cooking very 30. Health care and prevention very 31. Care taking very Please write as many as you can very very very Hobby, leisure time activities 30. Gardening very

11 Please write as many as you can very very very Please write as many as you can Specific skills developed through volunteering very very

12 MY SKILLS PROFILE THIS IS WHAT I AM LIKE THINGS I CAN DO THINGS I KNOW Name: Date and place of birth or age: SKILLS I AM VERY GOOD AT OTHER SKILLS I AM STILL GOOD AT:

13 EVALUATION OF DAY 1, SUMMARISING AND GIVING FEEDBACK Smiley or not smiley? It is important to know how participants feel at the end of day one, what they think of the workshop and of the topics covered. 10 minutes post it cards flipchart plenary Trainer explains the aim of this and gives participants blank post it cards. He draws three Smiley faces on the flipchart: one smiling, one crying, one neutral. He asks participants to draw one of these faces on the post it card according to how they feel at the moment. Participants should stick their faces on the flipchart below the same face. We will see how the group feels.

14 DAY TWO ICE BREAKER What is your favourite colour? To do some warming up at the beginning of day two minutes a piece of paper pens group work and pair work The trainer hands out a piece of paper and a pen to every participant. Then the trainer explains that (s)he will ask a few questions and participants should write down the answers on the piece of paper in one or maximum two words. For example if the question is What is your favourite colour? The answer is red, blue or pink. Questions? 1. What is your favourite colour? 2. What is your lucky number? 3. What is your favourite name? 4. What is your favourite food? 5. What are you the best at? 6. What would you like to learn? Every participant finds a partner and using her/his piece of paper with her/his own answers, asks her/his partner the same questions. Then participants find a new partner and ask the questions again. Tell a piece of news! To do some warming up at the beginning of day two minutes None plenary Trainer ask the participants to tell something that has happened lately to them

15 ACTION PLAN A JOURNEY TO OURSELVES A three-step fantasy game around learning and making plans about learning It is very important to find out the needs and learning capacities of older people. There are a few areas where they could refresh or expand their previous knowledge and there may be areas where they can learn and do something that is useful and interesting for them and also for the community they live in. In the first step we will find out what are the problems and deficiencies that are caused by the lack of some knowledge, problems that could be solved with the help of some learning programs, in the second step we will imagine and ideal (illusory) situation, where all our problems will be solved through learning programmes, and finally in the third step we will find out what is realistic and feasible. 90 minutes ( minutes) complaint cards and dream cards handout flipcharts group work and pair work Introduction The trainer explains the objectives of this. In the first step we all visit the complaining wall where everybody can tell us about her/his problems and deficiencies that are caused by the lack of some knowledge, problems that could be solved with the help of some learning programs. Participants form groups of three. STEP ONE THE COMPLAINING WALL (25 minutes) Participants start talking about the problems which have something to do with the lack of some knowledge. (E.G. I can t write s to my grandson because I do not understand computers. Everybody receives 2-3 cards, symbolizing problems, difficulty or hardship. They write down one problem or one complaint on one card, e.g. No computer skills or I don t understand computers. The trainer collects the complaints and sticks them on the wall or the flipchart (the temporary complaining wall ). All the participants visit the exhibits on the complaining wall. They can make comments on the complaints.

16 STEP TWO DREAMS HAVE WINGS (25 minutes) The trainer asks the participants to go back to their groups and think about an ideal situation in which all their problems are solved after a learning program. We should imagine that we have finished one or two courses and we have acquired new skills. These skills will help us to improve our lives, to be healthier, to have more fun, to manage our lives better and so on. So what will be our new skills, our new competences? Participants discuss in their small groups what are their dreams, wishes or desires. Everybody receives 2-3 cards, symbolizing dreams, wishes, desires. Everybody writes down 2-3 new skills they would like to acquire, if they had the opportunity to take part in some learning programme. The trainer collects the wishes and sticks them on the wall or the flipchart (the flying dreams wall ). All the participants visit the exhibits. They can make comments on the dreams. INTERMISSION (10 minutes) This is the moment when the trainer can ask the participants what feeling it is to talk about their problems and complaints and also about wishes and dreams. What is pleasant or unpleasant about it? What they think whether we should talk about our problems and also about our wishes in a community. How can we discuss and find solution to our problems which have something to do with learning. Who can help us? Can we help each other? STEP THREE BACK TO EARTH (30 minutes) The trainer sums up the first two steps: from complaining to dreaming. The results are on the walls. Now it is time to get back to reality. What are goals included in the dreams and motivated by our complaints that are realistic? Everybody should go on working in the small group, thinking about her/his plans and ambitions and also trying to help other participants in the group. The trainer hands out the Action Plan handouts. The card should be titled according to the needs and expectations of the group. If they do not like the name, it can be changed. Participants fill the handouts. They can help each other and

17 of course the trainer can help them. When all handouts are filled, they are stuck on the flipchart or the Planning Wall. The participants visit the wall and study other participant s plans. They can always make amendments to their own plans. The trainer sums up the road from the complaints to the action plans. If possible, in the next break a final version of the plans is edited and printed that the participants can take home together with their skills profiles. Examples of complaining cards: An example of a dream card:

18 NAME: MY PLANS WHAT WOULD I LIKE TO DO? WHAT WOULD I LIKE TO KNOW? WHAT ELSE WOULD I LIKE TO LEARN? WHAT DO I HAVE TO DO TO ACHIEVE MY GOALS? WHAT DO I HAVE TO LEARN? Step one Step two Step three.. The next steps

19 MOTIVATING AND INVOLVING OTHERS Tell us the story We learn a lot from each other s stories and experiences in the field of learning. This is a opportunity to get acquainted with other people s learning experiences and decide how we can use them for our benefit and for the motivation of others. 60 minutes flipchart a prepared story recorded on video or audio plenary discussion individual work pre-recorded example of somebody s experience The trainer explains the objectives of this. We learn a lot from each other s stories and experiences in the field of learning. Think about those people who are left out from every learning opportunity, community life activities, who have hardly any experiences, including learning experiences, and also positive experiences in their lives, who always have to solve all their problems on their own. Please think about an event or a story from your experience that could be useful and motivating for those who do not take part in any learning programmes or community activities and who would definitely need these activities. Tell us stories, facts, episodes or any experiences that could raise the interest of inactive people of your age and stories that could motivate these people to become active. (participants listen to an example prepared recorded on video or audio) Think about the story for a few minutes Everybody tells the story in max. 5 minutes Trainer takes notes on a flipchart and sums up the most interesting moments. Who is this person? To talk about the learning needs of people and to reflect on how to motivate inactive people. 60 minutes

20 Portraits (photographs) of elderly people (at least twice as many as the number of the participants or more) are displayed on a table. the combination of individual work and group work Trainer explains how important motivation is especially for those who do not take part in learning programmes or community activities. It is, of course, important to motivate those who are somewhat active in order to engage them in more activities and make them share their knowledge. The portraits (photographs) are displayed on a table. Participants walk around the table observing the photographs as if it were a photo exhibition, at first without making any comments. After one or two rounds participants select a photograph that reminds them of somebody they know (even if the resemblance is vague), who is inactive although it would be very useful for this person to join a learning programme. Groups of 3-4 are formed and participants discuss what they think of the photos: introduce the person the photo reminds you of, what kind of learning programme of community would be for him, how could we motivate and involve this person. groups report to the other groups about what they have discussed Trainer takes notes on a flipchart and sums up the most interesting moments. COMPETENCE MARKET Competence market To build small (learning) communities minutes post it (two different colours) pan flipchart / board or appropriate surface to put post-it on Individual work combined with plenary Trainer explains how important to share our knowledge, and this is an example how we can build small (learning) communities Using the skills profile and the action plan trainer asks participants to write 3 things that they would like to learn and 3 other that they are at and can teach to others. (these should be written down to different colour post-it)

21 Trainer prepares two flipcharts with the title I would like learn, and I can teach Participants put their post-it and group them Then they try to find other people who are interesting in the same thing or who can teach them and create groups etc. Trainers sum up the results (how many groups there are, topics etc.) Trainer explains that this works in other communities as well DO S AND DONT S - Some older people are shy and do not like to speak in front of the others. Let s help them and let s not make them act too much or at all. Others have problems with writing. Let s write for them or we can ask another participant to do the writing. - If participants have any doubt, we should explain things again, give examples and take time. Never haste older participants. - Always adapt activities and timing to the concrete situation in the group. Sometimes participants get tired sooner, you can shorten activities. Other time like talking, talking too much or talking about something different. The trainer should tactfully shorten the contributions or divert conversation back to the point. - Let us use lunch breaks or coffee breaks for extra or personal issues that do not fit in the scheduled activities. - The trainer s words should vary from country to country, from group to group, taking into consideration special local features, e.g. the composition of the group, their previous learning, their age, the type of the host organization etc. - The trainer should always closely follow what is happening in the activities. If somebody gets stuck he should explain again, give examples, if necessary, he can simplify the, do the wording for the participant. To put it short: he should facilitate the smooth flow of the, by providing all kind of help to the participants. One of the useful ways of assistance is to give examples, to repeat and explain tasks in other words. - Older adults are normally very grateful when they are takes care of, listened to, when they feel they are still important, they can learn something. However, if we expect too much of them, which is beyond their physical, mental, financial or any other capacities, it can be very frustrating and demotivating for them.