SILC Multiplier Event and 4 TM

MULTIPLIER EVENT (BULGARIA)

European Center for Innovation, Education, Science and Culture organized a multiplier event together with the support of the other partners at the Plovdiv International Technical Fair http://www.fair.bg/en/.

 


Usually Autumn Fair is visited by nearly 20,000 visitors from Bulgaria and abroad. The majority of visitors are entrepreneurs, managers and professionals as well as workers and citizens. The accompanying program of the fair includes conferences, seminars, presentations and meetings focused on innovation, investment, international cooperation, energy efficiency and environmental project financing.

For making the multiplier event real, we had an SiLC’ s stand/ tent and implemented 3 workshops. During the 3 workshops participants were informed and had the opportunity to experience the IOs we have produced.

What will happen for next months?
Coming 2 months we will finish all the Intellectual Outputs:
• A handbook for facilitators
• Team leaders’ toolbox
• A handbook for team leaders
• A portable mini-curriculum for facilitators

Stay tuned for knowing more about our project!!

 

SILC TEAM

Story Telling

Possibility to find out new information: background and characteristics about other participants; to create awareness of different cultural features; to consolidate the team members

Keywords: Theme, culture, opinion, background, experience, characteristics , differentiation, the colour of the nation

 

Number of participants

2-3 people in 1 group (the overall number not limited)

Duration

60-80 minutes

Materials needed

international fairy tale/s (could be online as well); big sheets of papers (for creating posters), colourful markers, pencils, glue

Competencies and skills to be developed

  • Listening skills
  • Patience
  • Empathy
  • Tolerance
  • Collaboration
  • Decision- making
  • Expressing opinions
  • Giving arguments
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

  • This method can be supplemented with different themes and questions, for example, what and who have influenced each participant`s life. Each of them can mention at least 3 personalities that have had the greatest influence on their lives. In this way any questions related to the theme can be involved.
  • A useful method for warming-up or introduction

 

Preparation

Prepared international fairy tale/s (either online or in the handout)

Activity

1)         Participants have to tell their story about the factors that influence their identity. Everybody is involved.

2)         The story can be divided in several parts and then participants could create one version of the whole story. In this case each participant chooses one part of the story and according to the chain principle sequentially creates the story ( introduction, main body, conclusion). At this stage participants could be divided into groups of 2-3 people.

3)         It is also possible to take one well-known international fairy tale and ask everybody to retell it by including their colour of the nation.

4)         Participants should visualize the whole story on big sheets of paper. There should be included some text and printed/ drawn pictures. If participants don`t mind the posters can be created as humorous comics or cartoons as well. Afterwards they should present their stories in their groups for the whole audience and stick them on the wall/ board.

5)         Afterwards participants could search and analyse the things in common and differences.

 

Assessment

At the final stage facilitator could create a brief discussion on cultural differences by asking the questions: “How did you like the activity?/ Did you find out/ learn something new? What new information did you find out today that you didn`t know before? Which facts/ things surprised you greatly? etc.” It is also possible that participants pen down the new facts they got to know about different cultures on small papers and stick them on the wall/ board and then have a common talk about the findings.

Final Observations and Methodological recommendations for the implementation

A facilitator is likely to face unwillingness of participants to speak in public or collaborate with some people in the class or group. In that case a facilitator can change the form of the task, for example, they can share the information only with groupmates but not in front of the whole audience.  Participants can also be allowed to cooperate with people they know well or make groups on their own.

Sea Storm

To raise awareness about differences between individuals;  to enhance open-mindedness and foster the development of multiple perspectives

Keywords:Attitude, awareness, diversity, individual interpretation, feeling, reaction

Number of participants

Up to 15 participants

Duration

120  minutes

Materials needed

(given in the preparation section)

Competencies and skills to be developed

  • Social skills:
  • Patience
  • Listening to each other
  • Trust
  • Loyalty
  • Empathy
  • Tolerance
  • Consolidation
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

  • The activity may be divided into two parts, the break taking place after step 7.

 

Preparation

To find the footage of a sea storm found at http: www.youtube.com/watch ?v=TzAL2T2KDqc&feature=related ;

pictures for the additional activity (see variation below)

Activity

  • Participants work individually. They watch the footage of the sea storm and do not communicate with anyone in the group (2 minutes).
  • Then they describe their feelings they had watching the footage in writing (3 minutes).
  • Participants work in groups. They read out aloud, one by one, what they have written down and take notes of their peers’ reports so that they can later comment on them and discuss them (10 minutes).
  • Participants continue working in the same groups. They look at their notes and compare their colleagues’ reactions to the footage to their own and comment on the similarities and differences. They have to think of possible reasons for those reactions and comment on their peers’ oral expression (i.e. the language they used) (10 minutes).
  • The small groups prepare to give a report on their discussions to the whole class (10 minutes).
  • Whole class: Each group reports on their discussions. The others take notes (10 minutes).
  • Whole class: Discussion (15 minutes).
  • Participants work individually again. They have to imagine how different people would react to the same footage. The people in question are as follows: a sailor, a poet, an ecologist, a physicist, a child of 8, a teenager, a nomad from a desert, a person living in a big city. They have to write down how they think those people would react (10 minutes).
  • Participants work in pairs. They have to compare their notes and try to justify why a certain person would react in the way they envisaged (5 minutes).
  • Then every pair reports on their discussions to the whole group (10 minutes).
  • Group discussion: Conclusions (10 minutes).

Every group reports on their discussions and conclusions to the whole class (10 minutes).

Assessment

A facilitator may ask: “When you were asked to imagine you were a sailor, a child of 8, or a nomad from the desert, did you manage to discard clichés and stereotypes? Were your guesses about people’s reactions relying on stereotypes based on superficial information or on extensive in-depth knowledge of the world? Do you think that this type of activity would raise your students’ awareness regarding differences in people’s perceptions, opinions, behaviour and emotions? Can you think of any adaptations of this activity for students at different age and proficiency levels?” This could be like a discussion and debriefing (15 minutes).

Final Observations and Methodological recommendations for the implementation

It is important that the participants do not communicate with one another while watching the footage and writing their own comments.  A facilitator should try to pair up students so that they work with partners that they are not necessarily best friends with. A facilitator  may also want to re-group trainees for the second part of the activity.

It is also very important to maintain peace and order and a friendly and tolerant atmosphere during discussions . Consequently, the trainer’s facilitating and time-keeping skills play an important role.

A variation: A simpler and shorter version of this activity could be conducted with the help of photographs. Show a large picture of an overcast sky with dark clouds and see what this might mean to your trainees. Ask them to imagine what the same sight may mean to a farmer, a homeless person, a couple on the beach, a bus driver, etc. Then proceed the same way as above. (Other good conversation starters include photographs of a family at home, people “in action” in the street or at work, or children at a school.)

Pieces of a Puzzle

To create willingness to work together with other participants and become actively involved; to focus on a capacity to prevent the marginalization of any individual or group

Keywords: Teamwork, teambuilding, collaboration, responsibility, duty

Number of participants

Up to 20 participants

Duration

20-30 minutes

Materials needed

Pictures, photos, cartoons; colourful markers

Competencies and skills to be developed

  • Collaboration
  • Common contribution
  • Tolerance
  • Empathy
  • Listening skills
  • Consolidation
  • Decision- making
  • Expressing opinions
  • Giving arguments
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

  •  The method can be used for grouping participants for cooperative learning
  • This activity can lead to the main theme (as an introductory part)

     

 

Preparation

Pictures, photos, cartoons that are related to the topic of the next activity. For example, if you are addressing prevention of discrimination, you can download or print humorous cartoons (many are available online) depicting discrimination; task sheet, and images cut into three or four pieces depending on whether a facilitator wants to form groups of three or four participants.

Activity

1)         A facilitator puts markers in four colours on the tables. Each group, when constituted, will be at one table.

2)         Then a facilitator distributes one image per participant.

3)         After that a facilitator asks participants to find the other two or three participants who have the corresponding images needed to reconstitute the “puzzle”.

4)         Finally a facilitator presents the slide (or provides task sheets) with “group member roles” written on them. Participants should pick a marker.

5)         A facilitator has to explain the roles and make sure each participant has understood his/her role. For example, a facilitator can ask all “tracers” to raise their hands and ask one of the tracers to explain his/ her role.

Assessment

At the final stage a facilitator could as: “What did you have to do? How was it to find the rest partners? Did you like your role? Was it easy/ difficult to accomplish the task and cooperate with others? Why? “

 

Final Observations and Methodological recommendations for the implementation

If a facilitator doesn’t have the time to find good images, then it is also possible to use patterned paper, or any card (postcards, playing cards, etc.)

Exploring a Cartoon

To help participants discover different meanings and perspectives related to culture, tolerance and other basic concepts by exploring the group`s interpretations of a cartoon; to obtain aptitude to cope with complex issues and avoid one-dimensional answers; to be capable to face the challenge of doubt and uncertainty; to promote awareness of understanding the main concepts related to diversity.

Keywords:Diversity (e.g. culture, identity, equality, empathy, prejudice, stereotypes, discrimination, racism, citizenship, global interdependence, sustainability)

Number of participants

Not limited (groups of 2-3 members)

Duration

30-45 minutes

Materials needed

copies of the cartoon and task sheet

Competencies and skills to be developed

  • Awareness of culture identity
  • Awareness of equality
  • Tolerance
  • Empathy
  • Listening skills
  • Consolidation
  • Decision- making
  • Expressing opinions
  • Giving arguments
  • Understanding of the changing nature of identities and cultures

Type of Team

  • New creation
  • Consolidated Team

Points to be taken into consideration by the team leader

A facilitator is responsible for creating a safe and encouraging atmosphere, so that each participant is willing to take part in the activity, for example, show respect to different points of view, considerations and control pace of the discussion.

Preparation

  • Copies of of the cartoon for each participant/ group. Tables need to be arranged so that both group work and a whole class discussion can be easily managed.
  • Prepared task sheet. A facilitator may wish to project the cartoon or stick a large printout on the board/ wall.

Activity

1) A facilitator displays the cartoon and asks micro-groups or pairs of participants to “read” it and make up discussion questions based upon the cartoon or arising from its main themes.

2) Then a facilitator asks each group to write their best questions on the board.

3) As they do so, a facilitatornotes the similarities and differences in the questions from different groups.

4) Participants answer the questions on the task sheet individually.

5) When they are finished, they can discuss their answers with a partner.

6) A facilitatorasks the participants to form new groups (or helps them form new groups with colour cards) and discussthe questions they find most interesting from among their own questions on the board and the oneson the task sheet. Afterwards a facilitatorasks the micro-groups to report to the whole class and holds a debriefing session based on the groups’ choiceof questions.

Assessment

Participants can write down three insights that they gained during this exchange.

Final Observations and Methodological recommendations for the implementation

  • The use of cartoons and the process of completing the questionnaire can generate a lively discussion. It is amazing how well participants voluntarily express themselves about cartoons; the range of reactions and feelings that they trigger in our participants and facilitators is stimulating. The advantage of graphic materials is that they are so readily available to the trainer, and so immediately motivational to most participants.
  • Be aware that a cartoon is just a “snapshot” and that in discussing it we have to place it in context

 

 

Newcomers In WoLiCom

Both individually and as a team gain awareness on perceptions, assumptions and current behavior towards diversity at the workplace.

Keywords: Teamwork , teambuilding, quality, selfknowledge

Number of participants

10-30 (most effective with groups >15)

Duration

1-1,5 hour per session

Materials needed

-           Story of WoLiCom printed as hand-out

-           List of applicants (optionally adapted to local situation) printed as
hand-out

-           Flip-Over chart with 4 quarters for SWOT (Strenghts, Weaknesses, Opportunities, Threats)

-           Pens, paper, (coloured) markers

Competencies and skills to be developed

  • Create awareness on existing assumptions on cultural and/or generational diversity
  • Reframing assumptions associated with culture/generations
  • Improving team attitude and collaboration welcoming diversity as an asset

Type of Team

  • New creation
  • Consolidated Team
  • New team members (changing team)

 

Points to be taken into consideration by the team leader

If there is lack of knowledge about different cultures and generations it can be helpful to introduce the activity with a short video film on generational diversity in general).

Preparation

-           Create working teams of 2 to 3 persons.

-           adapt the newcomers list to suit your situation (you can include or change types of diversity).

-           Print the “story description” and the list of newcomers, one for each team.

 

Activity

Activity explanation: form working-teams of 2 to 3 persons.

Each team will represent the Sarah; she has to decide who will be welcomed as new tenant in the Work and Life Community WoLiCom.

 

Round 1

1)         Each team receives the “Story: Newcomers In WoLiCom” description. They have 15 minutes time to read the story and share their ideas on the way the block will be used, what criteria should be met etc. (=define current cultural assumptions).

2)         the teams receive the “list of newcomers”, representing potential tenants who apply for one of the 5 apartments.

3)         The team has 20 minutes to decide who will be invited as new member of WoLiCom, and who will be rejected. The teams must motivate their final choices at the end of round 1.

4)         End of round 1 – each team presents and motivates their choices.

Round 2

5)         All participants are asked to imagine being one of the chosen applicants. What are their thougths, ideas, emotions and motivations from that perspective? They write down personal reflection on paper (or share it on a flip-chart in silence, without discussing it)

6)         All participants are asked to imagine being one of the rejected applicants. What are their thougths, ideas, emotions and motivations from that perspective? They write down personal reflection on paper (or share it on a flip-chart in silence, without discussing it)

         You can choose to combine step 5 and 6, by giving half of the group assignment 5 and the other half assignment 6.

7)         Plenary reflection and discussion with the group, transferring the insights to their own situation.

Round 3

8)         As a team, they fill in a SWOT-flipover chart with conclusions on  Strenghts, Weaknesses, Opportunities and Threats of working in an intercultural and/or intergenerational diverse team.

9)         Conclusions are translated into to-do’s for their own practice.

 

Assessment

-           Discussion on insights (assumptions, mindsets towards diversity)

-           Evaluate conclusions and

-           Transfer to practical to-dos

 

Final Observations and Methodological recommendations for the implementation

-           Going into depth of the diversity-discussion and transferring it into own practice/policy depends on the level of awareness at the beginning of the activity.  If it is the first time the team is working with the Diversity and inclusion subject, you could choose to do round 1 and 2 and do round 3 with a deeper reflection at a later moment.

 

Culture factory

Exchange, become aware and experience different cultures and cultural values: how diverse they are and still how much they can have in common.

Keywords: intrapersonal expression, interpersonal awareness and recognition, effect on cultural values and differences on cooperation in a team.

Number of participants

minimum 5 / no maximum

Duration

1 hour

Materials needed
  • Optional some materials or cloths for cultural identification

Competencies and skills to be developed

  • Create awareness on the concept of diversity (cultural)
  • Experience differences in culture and the effect on interpersonal relations and cooperation
  • Reframing assumptions associated with diversity aspects

Type of Team

  • New creation
  • Consolidated Team
  • Some new team members

Points to be taken into consideration by the team leader

-           This activity needs some creativity from the participants. Before starting the activity, spend some time to activate creative thinking in the team.

-  The facilitator may need to help the teams in “creating their own culture”.

  • Decide on the group composition (how many in the hallway / how many as core group)
  • Background information on integration / assimilation of culture to be able to react and connect the tool activity to what happens in real life
  • Build-up per round:

3 minutes to ‘make culture’
5 minutes to show culture and integrate the pair
5 minutes of evaluation / reflection

Preparation

  • Prepare some examples to remind the participants of when they have to ‘make culture’.
  • Make sure to watch the clock; how long those it take for the pair in the first round to get more or less integrated? Compare this to the time it takes in the third round.

Activity

  • Activity explanation: one group makes a ‘culture’, another needs to learn the culture and try to participate; integrate in other words.
  • Making groups: core group with a majority of the participants stays in the room. A pair goes to the hallway and waits for a moment.

Round 1

  • The core group making ‘culture’: the core group decides on how their culture is composed by defining the following -> - greeting each other – greeting a higher placed person – following an order of a higher placed person – saying yes / saying no – expression of joy (plus decide on who’s the higher placed person).
  • Core group walks around and acts according to their culture.
  • Facilitator brings the pair back inside with the assignment to try and understand and participate in the new ‘culture’ – they can just watch, but also need to try and tag along with the rest of the group. The core group just continues acting on their culture.
  • End of round 1 – quick evaluation: For the pair -> what was the culture and how well did you manage to adapt?

Round 2

  • Making groups: core group in the room. Another pair goes to the hallway.
  • Repeat step 3) to step 6) for the core group members, as well as for the pair, but add step 9) as instructions for the pair.
  • As facilitator, inform the pair to also decide on their own culture (just two characteristically cultural expressions) and try to bring and act out those expressions into the core group.
  • End of round 2 – evaluate: A minority can also bring qualities. This time, were the non-majority expressions completely rejected, taken into consideration or maybe even adopted?

Round 3

  • Making groups: core group stays in the room. Another pair goes to the hallway.
  • Repeat step 3) to step 6) for the pair, but add step 13) as instructions for the core group members.
  • As facilitator, inform the core group they have to make sure to integrate the pair as quickly and good as possible.
  • End of round 3 – evaluate: For the pair -> noticed anything different in the actions of the core group?

 

Assessment

  • Evaluate: Thoughts about integration? Insights gained during the game? How did you feel when you needed to integrate? Differences during the rounds?

Final Observations and Methodological recommendations for the implementation

Examples of culture

  • Greeting each other = saying “carrot”
  • Greeting a higher placed person = looking up in the sky, hands at your back
  • Following an order of a higher placed person = when higher placed person throws both hands in the air – all persons start to dance
  • Saying yes / saying no = giving a hand / touching your elbow
  • Expression of joy = yelling angrily
  • Obligation to lift your left arm when another looks into your eyes or starts a conversation.

Variation to the activity:

  • Create 2 or more equal-sized teams of 4-6 persons
  • Each team receives the assignment to create their own culture (out of sight and ear of other teams) and get some time to exercise their cultural behavior
  • After a while all teams (or in pairs) join and meet each-other (as if 2 cultures meet for the first time). They receive a cooperation-assignment (for example: from now on you will mix the cultural habits and agree on a shared new culture, which includes some aspects of all cultures).
  • They act according to their own culture, but try to conversate. They are not allowed to explain their behavior, just do it while conversation is going on.
  • Evaluate what they found out about the cultural rituals of others, which behavior they intended to adopt and what effect it had on the cooperation.

 

Know your apple

For participants to understand the concept of stereotyping, and the role that stereotypes can play in discrimination and the abuse of human rights.

Keywords: stereotyping, discrimination, human rights.

Number of participants

4 minimum

Duration

40 minutes

Materials needed

Apples, or other local fruit, all of the same type, enough for one per participant; and one bag or box to put them in.

Competencies and skills to be developed

  • To know each other
  • Empathy;
  • Working in a group;
  • Compare and Evaluate the concept of steriotyping

Type of Team

  • New Team
  • Consolidated Team
  • New (staff) member
  • New member (current staff moving into a different department)

Points to be taken into consideration by the team leader

Exercise is valuable because of the understanding of stereotyping based on the reality of participants.

Preparation

Ask participants to sit in a circle. Ask them: what are the characteristics of apples? Are all apples the same? Give one apple to each person.

Activity

Each person observes his/her own apple for three minutes. Tell them to notice its colour, bumps, marks, or other things that make it different from other apples.

Collect the apples into the bag or box, and mix them up. Give out the apples, one by one, passing them around the circle. Each person examines each apple in turn. If a participant recognises his /her apple, s/he keeps it.

When all the participants have claimed their apples, they may eat them.

Assessment

Discuss with participants what they think the point of the exercise is. You can ask some or all of the following questions to help the discussion and to help people learn. Was it easy (or difficult) to recognise their own apple? If at the beginning of the exercise some participants thought that all apples looked the same, what do they think now?

The assumption that people are all the same if they share one characteristic is called 'stereotyping'. Can participants think of examples when they have been stereotyped, or examples of when they have stereotyped other people? Are stereotypes helpful? Why? Why not?

Final Observations and Methodological recommendations for the implementation

As we deal with a complex world, we make assumptions. This is an inbuilt function of our brain that helps us quickly make sense of the world around us. The problem with this is that sometimes these assumptions turn out to be wrong and misleading to the point that they can actually hinder our judgment.

An area where this is most prevalent is stereotyping. For example, you may see a homeless person. The straight forward assumption is that this person is poor and is poor as a result of making bad decisions in life. In reality, it could just be that he has experienced misfortune—a simple back luck that can happen to anyone at any time. Holding him responsible for this misfortune can be unfair.

Having this point on mind, try to manage the activity on a positive way!!!

 

 

Abigail’s Story

The tool gives insight in the values of others. You learn to deal with qualities, tolerance level and perceptions of other participants, as well as define your own.  

Keywords: teamwork , teambuilding, quality.

Number of participants
  1. Individually filling in your answers
  2. Discuss in a team of 3-5 persons and decide on an answer per team
  3. Discussion with all teams together (up to 30 persons)
Duration

1 to 1,5 hours

Materials needed

Abigail’s Story printed, flipover to visibly rank the characters, pencils.

Competencies and skills to be developed

  • Create awareness and insights on values a person might have and how it can differ from your own (since in everyday activities you don’t easily come to realize that). In this tool the following issues come about: culture, family ties, violence, friendship, loyalty, tolerance, attitudes towards sexual activities, ethnical moral.
  • Insight: there is more to culture than the basic cultural differences (like ways of greeting) and how this plays a role in your everyday life without you even noticing. 

Intellectual skills

  • Compare
  • Analyze
  • Evaluate

Relationship skills

  • Express
  • Listen
  • Empathize
  • Understand

Practical and value-related skills

  • Recognize
  • Become aware
  • Share and accept

Type of Team

NEEDED: as much as possible diverse composed team (otherwise the answers will probably be more or less the same)

  • New creation
  • Consolidated Team

Points to be taken into consideration by the team leader

  • Preferably all team members participate.
  • The team leader acts as mediator / discussion leader, since discussions can get heated.
  • Focus is lies on appreciating the different views of others and be able to express your own. It is not the aim (or even feasible) to come to one conclusion of a ranking.

Preparation

What do you want the participants take home from this tool activity? If you have that clear, it is possible to work towards that goal -> for example, “the participants realize how much other then their own opinions or perceptions can exist on one small issue”. Then the discussion phase leads to a deeper level of understanding culture (Edward T. Hall’s Iceberg Model).

Activity

All team members are invited to read Abigail’s Story and rank the characters of the story from guiltiest character to the least guilty.

Individuals are then put together in a team, with the aim of discussing one’s personal rankings and decide on a team-ranking of guilty characters together.

All teams come together and share their views.

Next the mediator starts the debate on why the teams have decided the way they have. This brings up very different views on how people perceive and reason.

Important to end the debate on a positive note and don’t continue talking endlessly, because there is (of course) no correct answer to work towards. 

Assessment

Connect the whole activity to the workplace by asking the following:

  • How have‘reasoning and different perceptions’ from team members a place in the daily work ethnic?
  • Are different opinions always taken into account at work?
  • In this activity, perceptions got room to be discussed and explained. How can this also be given room in the workplace?

Final Observations

Improved knowledge of the definition of culture and how it can work in practice.

Improved motivation to understand each other and to create an open mind to accept other’s persons views.

Methodological recommendations for the implementation

  • Introduction to the Iceberg’s Model
  • Basic introduction to culture

Tell yourself. Tell others.

To help to communicate and to show empathy to other people, be able to listen to and accept different points of view, to learn to express and receive positive emotions in order to exhilarate and support fellows.

Keywords: compliments, positive emotions, success, skills , talents, qualities, appearance, self-esteem, manners, consolidation.

Number of participants

Not limited

Duration

5-10 minutes

Materials needed

Blank paper strips, pens/pencils, a box.

Competencies and skills to be developed

Social skills:

  • Trust/ loyalty
  • Empathy
  • Tolerance
  • Consolidation
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

Occasionally, a facilitator has to move around the classroom and help with writing or expressing compliments, especially people with low self-esteem may need support and encouragement.

Preparation

To find some information about positive impact of compliments on humans` self-esteem. The information can be taken from some psychological sources or also some quotations can be chosen to read aloud or they can be demonstrated on the screen at the beginning of the activity, also cards or pictures prepared with compliments or positive and inspiring activities, examples of coats of arms and slogans of organisations/ institutions

Activity

1)         Everybody thinks of his/ her own success, skills, talents, appearance, qualities, etc.  and then writes a compliment to him/ herself on a paper strip, folds it and puts in a box (provided by a facilitator). For example, I can dance very beautifully. (If somebody has any difficulties at this stage, the facilitator can help with providing cards with positive features/ activities written on them.)

2)         Then each participant chooses one paper with a written compliment on it, reads it aloud and has a guess who it is.

3)         When he/ she has guessed the person who wrote that compliment, it is his/ her turn to say at least one more positive thing about that person. For example, you also sing very beautifully.

4)         The person who wrote the compliment thanks politely and continues the activity by choosing the next paper strip from the box.

5)         The facilitator may ask to write a short summary or draw a small coat of arms or flag with the most suitable key words and/or symbols of the group`s characteristics (example might be shown on the board or the screen). They could also think of the best slogan that characterizes the whole group.( It also might be possible that one group writes a summary of group`s characteristics, the next group draws a coat of arms, and one more group – creates several versions for a group`s slogan.)

6)         Participants could work in pairs or small groups. Afterwards they could present their group`s opinion on the description of the whole group.

7)         In a group of reserved people, the facilitator could read the descriptions aloud or show the drawings or stick them on the wall, and afterwards ask some follow-up questions.

Assessment

The facilitator may ask some follow-up questions to evaluate the outcomes of the activity:

- “How did you feel during the activity? Did you find out something new about yourselves? Were there any things you hadn`t noticed about yourselves but your groupmates had? What was it?”

- “Which description was the most appropriate/ the best/ you liked very much? Why?

- “Let`s choose/ vote for the coat of arms/ flag and the slogan that characterize your group in the best way! Why do you think this one is the most suitable?”

 

Final Observations and Methodological recommendations for the implementation