camp leader toolkit - concordia · a leader needs to wear a lot of "hats" in his work in...

Camp Leader Toolkit

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“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”

Margaret Mead

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Foreword and acknowledgements This booklet aims to any civil society organization which is curious about hosting international workcamps of volunteers as a resource for their local and community-based projects. This booklet is the result of several months of reflection and it comes out from the experience of several volunteers, NGOs, associations, local governments and other public and private structures that in the past years hosted International Voluntary Service (IVS) projects, giving concrete answers to their local needs, offering hundreds of volunteers every year the chance to commit themselves and to meet different environments, cultures, social backgrounds, lifestyles and points of view. Thanks to EU support, projects like PROMETEUS can be implemented. This initiative is focused on sharing experiences and good practices between four European and Latin-American organisations, around hundreds of participants were involved both international and local volunteers. Several international and local initiatives were developed in order to foster voluntary projects implementation in their local community. Without their assessments, judgments and feedbacks, this publication would not exist. So, the first big “thanks!” is for all the participants of this project, volunteers, youth workers, trainers, staff and hosting organizations that allowed these exchanges. This booklet is mainly the result of several discussions and actions undertaken by the different partner organizations whose commitment to the project was always been higher than requested. We registered that all organizations involved really enjoyed running this project and greatly contributed. Anthony Crochu Concordia International Coordinator

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Table of Contents Foreword and acknowledgements ............................................................2 General background .................................................................................5 CAMP LEADER TOOLKIT........................................................................8

Being a leader .....................................................................................8 Posture 8 Leader’s roles 9 Self-questioning 9 Leader’s missions 10 Camp leaders to do list 11

Ice breaker / Meeting people ............................................................. 13 Name / Sing 13 Alphabetic Order 13 Name ball 14 The Blanket 14 Lucky Luke 14 Portrait / Draw my face 15 Clock game 15 The Hand 16 Human Bingo 18 Line Game 20 Human knot 20 Blind Snake 20

Energizers ......................................................................................... 22 Inhabitants, houses and storm 22 Samurai 22 YA energizer 23 Flamingos vs penguins 23 Bunny Bunny (Korean game) 24 Chasing Love 24 Kangaroo 25 Foot to Foot 26 The Magic Carpet 26 Rock-paper-scissor supporter 27

Team Building / Group cohesion........................................................ 28 Group Dynamic Tips 28

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Roles for community life's rules 29 Working together 29 Leave me the chair 30 The Tower 31 The Bridge 33 Global warming 34 Chocolate River 34 Hands and Feet game 35 Look at me 36 Cupidon / The murderer 37 Time’s up 37 The Orange game 38 Touch the sky 39 Clown's games: « All chiefs » 39

Workshops / Discussions ................................................................... 41 Expectations, fears and contributions 41 Silent Debate 41 Snowball 42 Stickers: playing for inclusion 42 Abigail 43 The Derdians 46 Resources game 49 Moving debate 50 Canadian Boxed 50 Triangle debate 51 Big Debate 52 Ginkana 53 The chair game 54 Werewolf 56

Evaluation .......................................................................................... 57 Blob tree 57 Which animal are you? 59 Sandwich 59 Evaluation with different “hats” 61 Reflection group 61 Spider net 61 Final Evaluation 62

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General background Concordia is working since 1950 on volunteering, mobility and non-formal education and is part of the European Alliance of Voluntary Service Organisations and the Coordinating Committee for International Voluntary Service (CCIVS) networks. With this project, Concordia wished to widen its field of action and explore new possibilities of exchange and improvement through the Erasmus+ programme Key Action 2. We participated to several projects of Capacity Building in the field of youth and during our past discussions, our partners mentioned the need for support in order to improve their practices and adjust their youth projects, international workcamps and voluntary services. We decided to set up this project on International Voluntary Service implementation in order to answer our needs, learn new practices from each other, improve our project management skills in the field of youth, strengthen our cooperation and intensify our volunteers’ exchanges. Project Management Empowerment by Trainings in EU and South America (PRO.M.E.T.EU.S) was a long-term project funded under the Key Action 2 of the Erasmus+ program. The project aims to exchange and improve youth working competences and good practices between Concordia France, Lunaria Italy, FPEC Ecuador and BVBP Peru through mobility activities, youth workers and volunteer exchanges. The main goal was to promote the cooperation between youth organizations in the education and training fields, launch, test and implement youth work practices, recognizing the contributions of youth organizations of volunteering and developing approaches on cross-border mobility of young volunteers. This project aims to strengthen the capacity of the consortium to organise international workcamps by sharing practices with a focus on project management, communication and training. We planned to reach our aims through the mobility of Long-Term volunteers (EVS) and youth workers in job shadowing periods as well as international training and the implementation of local training courses and workshops.

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The objectives of the project were:

• To improve the knowledge and competences of the project partners in workcamp organisation and management

• To train coordinators and leaders both in Latin America and Europe • To increase the quality standards of the workcamp projects organized • To capitalize and share the experiences and competences developed.

This project was also contributing to the implementation of European policies as follow: Strategic framework – Education & Training 2020 main objectives:

• Making lifelong learning and mobility a reality • Improving the quality and efficiency of education and training • Promoting equity, social cohesion, and active citizenship

European Strategy for Youth Field of Actions objectives:

• Participation: Developing quality standards on youth participation • Social inclusion: Realising the full potential of youth work and youth

community centres as means of inclusion, developing intercultural awareness and competences for all young people

• Volunteering: Recognising the contributions of youth organisations of volunteering, developing approaches on cross-border mobility of youth

• Youth and the world: Promoting volunteering opportunities with regions outside of Europe Supporting the development of youth work on other continents.

Erasmus+ programme Capacity building in the field of youth objectives:

• Promote the cooperation between youth organisations and organisations in the education and training fields

• Enhance the management, governance, innovation capacity and internationalisation of youth organisations in Partner Countries

• Launch, test and implement youth work practices, such as: o tools and methods for the socio-professional development of

youth workers and trainers o non-formal learning methods, especially those promoting the

acquisition/improvement of competences o new forms of practical training schemes and simulation of real-

life cases in society; new forms of youth work, notably strategic use of open and flexible learning

o cooperation, networking and peer-learning activities fostering efficient management and leadership of youth work organisations.

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PROMETEUS is also based on the experience of PANDORA’S BOX Young Women, Community Development through EU and LA Cooperation, organised by Lunaria in 2015-2016. During the implementation of Pandora’s Box, we realised the interest of Latin American partners in our training methods and their demand to improve cooperation in order to exchange good practices and competences. It’s important to highlight that even though the organizations taking part in PROMETEUS have different sizes, experiences and fields of specialisation, they all have the same goals and they all stand for the same values as stated in the Alliance of European Voluntary Service Organisations Constitution: National organizations involved in Voluntary Service, who promote international understanding, peace and voluntary service, common search for human betterment, and encourage and support wherever possible local voluntary programs enabling people, especially youth, to make new friends, encounter and understand different cultures, with an educational objective. According to our values, we didn’t expect to “teach” to the Latin-American partners how to improve their workcamp projects, but rather to create a positive environment where we could all learn from each other, exchange tools and good practices and, as result of that process, define improved common standards. For that reason, each member was essential to PROMETEUS and all our skills and attitudes were complementary to increase the quality of our projects.

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CAMP LEADER TOOLKIT

Being a leader

Posture There is no perfect leader or way to lead. Even if this sentence seems easy to say, it is not easy to understand. When we face challenges, we want the answer to solve it, when we have difficulties, we want the perfect tool to solve it etc. None of those perfect things exist but still there are things that are more efficient than others according to each situation. Being a "Facilitator” is an "art", a meeting point between theory, practice and constant evaluation is the way to progress. Everyone is different and we suit posture in a different way, the idea is not to find the perfect way but our way, what is good for you will not be good for me. And we use to say that a facilitator is one facilitator only when he-she takes part of the team. Boat theory A Leader Role Theory explains that the success of a mission depends of different points: imagine that there is a bath that represents the mission; for the mission to go well, the bath needs to be always full. To fill it there are 4 taps :

• You • The volunteer • The project (the tasks to do, the project’s meaning, the objectives…) • The context or externals elements (weather, accommodation etc.)

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You can control only one tap, yours. That means the success of the mission do not belong to you only, you don't own the whole responsibility. But if the other taps are closed, that means you have to open yours at maximum and if the taps are fully open, close yours. Adapt yourself to the other tap in order to find the good equilibrium so that the bath is always full.

Leader’s roles A leader has often to play multiple roles in a project because the drive behind it comes from leadership. If the leader needs to influence the group, the same kind of mentality and approach does not work in every situation, therefore there are a lot of "Roles" a leader can take to make the influence significantly greater. A leader needs to wear a lot of "hats" in his work in order to reach people easier depending on how the people look at the work, how they process information, where they get their energy from, how they execute task, develop ideas etc. All these ways help a leader to choose a suitable role and at least speak the same language with the group or with a participant. All of these postures (for example 'Authoritarian', 'Relaxed', 'Psychologist', 'Democratic…) are not mutually exclusive, as a leader you can switch and play different roles with different participants. Knowing how his-her behaviour comes across and how s-he express and provide direction can help a leader to understand which roles to play more and realize that at some point a leader needs to change and use many roles to be more effective.

Self-questioning "There is no good way to facilitate… there is your way…" Being a facilitator, a leader, a trainer or whatever is an endless self-questioning. We are still learning all the time, improving, each time we face new challenges. Each time we take this position, we do it with a new group, new aim and new colleagues. When we work with humans, it cannot be the perfect receipt. But we really think that there are some keys that can help, that can make us reflect and improve, some keys that allow us to do a step aside, observe and overcome challenges or at least identify what we have to work on. We have to adapt, be critic about ourselves, and most of all, know ourselves, be honest with ourselves, assume ourselves, our strengths as much as our weaknesses.

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Flower’s metaphor: Imagine a big tree and a little flower when a strong wind blow. The big tree with a very rigid body can’t be moved and falls apart. On the contrary, the little flower with its flexible body can be very easily moved and adapts to the wind. In nature, adaptation is one of the keys to evolution and survival. The same happens in many aspects of our lives. If we face a difficult situation with rigidity, not being willing to adapt to the circumstances, we will probably fail. A good leader should be able to adapt to the changing circumstances in order to provide volunteers with what they need in each different case.

Leader’s missions The camp leader is a community manager

through his/her attentive listening and availability, s-he takes into account the specificities of each participant

by giving references and rules, s-he establishes a frame that promotes mutual respect, mutual trust and conviviality,

there is a consistency between what s-he says and does s-he favors relationships between participants and fosters autonomy

The camp leader is a communication facilitator

s-he suggests actions or activities and supports the ones submitted by participants

s-he promotes creativity and exploration, in particular through games s-he can adapt to his-her public by offering different and various

methods

The camp leader is a responsible person

s-he constantly ensures the physical and emotional security of all, s-he has a structuring role : s-he gives limits and defines a framework in

which everyone can evolve safely, s-he is respectful of other people’s ideas as well as has his/her own that

s-he knows how to express and debate s-he trusts participants and considers them as responsible and capable

human beings Leaders should bear in mind that every volunteer has specific needs and motivations, try to know them individually and adapt to them in order to be able to motivate the volunteers. This is important to define the different profiles of volunteers and the general difficulties that each profile can have.

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To motivate volunteers:

• Develop volunteers’ motivation: social proximity/autonomy/competences • Give a clear goal • Give them responsibilities / a challenge they can achieve, then they can

get involved and reflect • Divide tasks: make sure the volunteers are part of the project

To create a good environment → create a safe zone:

• Know the persons you are working with • Make volunteers express themselves freely (Example of Tool: Moving

debate) • Provide tools to inspire them autonomy • Help collective decisions

Camp leaders to do list Normally camp leaders arrive at least two days before the beginning of the workcamp. Below you will find a list of tasks to do and to think about, 2 days before the beginning of the workcamp and during the 2 first days. 2 days before the beginning of the workcamp:

• Meet the local host • Organize the work and check material for the work • Explore the possible extra activities • Check arrival times of the volunteers • Check the accommodation and food • Prepare a panel of the rules of the place • Put up information for the toilet, bathroom, bedroom, kitchen use and

rules • Think about possible activities you want to propose for the first days

(Name games, Icebreakers, Team building, Visit of the place etc)

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2 first days of the workcamp:

• Present to the volunteers the project of the workcamp and the different actors (local host)

• Present the work that have to be done • Present the rules of the place • Implement the first activities (Name Games, Icebreakers, Visit) • Present the tasks schedule

Remember that the 2 first days are very important for the rest of the project and the group cohesion. Do you best to welcome the group in the best conditions, make them feel comfortable, like at home. A kind thought or present at the arrival may be appreciated. You can for example prepare a nice arrival meal for the volunteers.

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Ice breaker / Meeting people

Name / Sing TYPE: Energizer / Ice breaker MATERIAL: None KEYWORDS: Learn the names / Getting to know each other AIM: To remember the names, to make participants interact. NUMBER OF PARTICIPANTS: At least 6 DURATION: Depending on the participants, 15 minutes max. DESCRIPTION: Participants are in a circle, one of them starts saying his/her name out loud to the group and has to make a movement/sound related to his/her passion. The whole group repeat the name and the movement at the same time right after. The game is over when the group says and makes the last name and movement of the last participant in the circle.

Alphabetic Order TYPE: Ice breaker / Name game MATERIAL: Adhesive tape KEYWORDS: Learn the names / Getting to know each other / Group creation AIM: To make the group refresh the names; to acknowledge that there are several, different types of communication and that there are also many ways to communicate non-verbally. NUMBER OF PARTICIPANTS: At least 6 DURATION: 20 minutes DESCRIPTION: It’s explained that a competition is starting, and participants are divided in 2 groups, each one representing a team. Two long adhesive tape lines are stuck on the floor and participants are asked to create a line and to touch the line with their feet. The game has to be played in silent, participants have to find “alternative ways” to communicate and when they have to move from their position, but their feet cannot leave the strip. The first task is to create the alphabetic order of the team from A to Z. The group that believes to have fulfilled the task as a first have to raise the arms. The second task is to create the age order of the team from the younger to the older. The group that believes to have fulfilled the task as a first have to raise the arms.

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Name ball TYPE: Energizer / Name game MATERIAL: Ball KEYWORDS: Learn the names / Getting to know each other / Team building AIM: To remember the names, to make participants interact. NUMBER OF PARTICIPANTS: At least 5 DURATION: 10 minutes max DESCRIPTION: Trainer invite participants to stand in a circle, in the first part of the game, every participant has to throw the ball to another participant saying his/her name. In the second part every participant has to throw the ball to another participant saying the name of the person that is receiving the ball.

The Blanket TYPE: Energizer / Name game MATERIAL: A large blanket KEYWORDS: Getting to know each other / Team building AIM: To remember the names, to make participants interact. NUMBER OF PARTICIPANTS: At least 6 DURATION: 20 minutes DESCRIPTION: The activity is organized accordingly to the following steps: Step 1. Participants are divided in 2 sub-groups: the participants of each group will receive a number. Step 2. The two groups are divided by a blanket kept by the facilitators. Step 3. When one of the facilitators calls a number, the persons of the two groups with this number have to get closer to the blanket and when the blanket fall, they have to guess the name of who is standing in front. The fastest wins.

Lucky Luke TYPE: Energizer / Name game MATERIAL: None KEYWORDS: Getting to know each other / Team building AIM: To remember the names, to make participants interact. NUMBER OF PARTICIPANTS: At least 6 DURATION: 10 minutes DESCRIPTION: 1/ Ask participants to stand in a circle, and one person has to stay in the middle.

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2/ The one in the middle has to point out someone in the circle saying his or her name and the person should lower down. The two persons on his/her right and left side should guess, as faster as possible, the name of the other one. 3/ The person who makes a mistake, goes to the centre and we begin again!

Portrait / Draw my face TYPE: Ice breaker / Name game MATERIAL: A4 papers and markers (with a lot of different colours) KEYWORDS: Team building AIM: To get to know each other’s NUMBER OF PARTICIPANTS: At least 6 DURATION: 20 minutes DESCRIPTION: Ask participants to make a circle. Everyone has to take a A4 papers and a marker 1/ Write your name on the top of your paper 2/ Pass your paper to the right: ask everyone to draw the shape of the person wrote in the paper 3/ Each clap pass by the paper sheet to the right the paper, and progressively participants have to complete the face (one element by one element) according trainer order with ear, mouth, eyes, hair, etc! 4/ When the draw is complete, give it back to his owner. A rope with clothespins can be drawn in a corner of the training room. The beginning of the rope will have a happy emoji and the end of the rope, a sad one. Each participant will be asked to hang his/her portrait according to how he/she feels for the time being. This activity is especially interesting for trainings which last several days as the trainers will require the participants to adjust the position of their portrait on the rope according to their mood.

Clock game TYPE: Ice Breaker / Team building MATERIAL: Papers, pens at least one per participant KEYWORDS: Getting to know each other / Team building AIM: To get to know each other, to help remember names NUMBER OF PARTICIPANTS: At least 6 DURATION: 25-50 minutes DESCRIPTION: 1/ Participants are asked to draw on a paper a clock with the hours. 2/ Participants have about 5 min to take appointments with different persons for each hour.

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3/ Once everybody has a “busy schedule”, the leader of the game will say: “It is 3 o’clock!”. Participants meet their 3 o’clock appointments. A question will be asked, and participants will have 2 or 3 minutes to talk about it. 4/ Repeat this action as much as you want with different time and different questions. Set of questions: - Who are you? - Tell me more about you and your organization! - What's your favourite quote? - If you had to bring one object on an island, what would it be? - How did you hear about this training and why did you choose to participate? - When was the last time you laugh? - Sing your favourite song? - My best experience of volunteering? - Where do you see yourself in 10 years? - When was the last time you did/experiment something for the first time? - A value which represent you? - If I was a hero and I had a superpower, what it would be?

The Hand TYPE: Ice Breaker / Team Building MATERIAL: A4 paper, pens KEYWORDS: Getting to know each other / Team building AIM: To get to know each other, creation of a group spirit DURATION: 30 minutes DESCRIPTION: The activity is organized accordingly to the following steps: Step 1. Participants are divided in circle and the facilitator explain them that they have to take a piece of paper A4 and have to draw their hand. Each finger is representing a specific question:

• Thumb: what I really like • Index: where I come from and where I would like to go • Middle finger: something I dislike • Annular: important values for me • Little finger: something disturbing me • In the centre of the hand: what I want to share with the group or a

symbol which could represent me Step 2. Participants are asked to fill their hand with the respective, personnel answers. Step 3. Each one, in circle, presents to the rest of the group, their hand and answers.

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Human Bingo TYPE: Ice breaker / Team building MATERIAL: A4 copy of the questions, pens for each participant KEYWORDS: Getting to know each other / Team building AIM: To get to know each other, to make participants interact and get in touch in an interactive way NUMBER OF PARTICIPANTS: At least 5 DURATION: 30 minutes DESCRIPTION: The activity is organized accordingly to the following steps: Step 1. Each participant is given the A4 with the Human Bingo model and one pen. The task is to make “Bingo!” before the others, having answered all the questions. Step 2. It is asked to meet the other peers. In every round it is allowed to ask only one of the questions in the list. If the peer answers “no”, the question remains in the A4, and another person must be found to answer it. If he/she answers “yes”, his/her name has to be included in the grid for the question answered. In this moment the grid should be ticked in the Bingo sheet, and another person should be found to answer the next question. NOTE: The facilitator can change the questions if he/she considers them more pertinent for the group profile. To make more dynamic the process we can ask someone who has answered “yes” to make a demonstration (e.g. “can you tell a good joke?”) or to tell us the story behind (e.g. “have you already travelled in 2 continents beside your own?”). Set of questions:

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Line Game TYPE: Team building / Ice breaker MATERIAL: A line on the ground KEYWORDS: Getting to know each other / Team building AIM: To help remember names and have a first contact game NUMBER OF PARTICIPANTS: At least 10 DURATION: 10 minutes DESCRIPTION: Ask the participants to stand on the line and explain them it's forbidden to touch directly the floor; they can only walk where there is the line. Then tell them it is forbidden to talk. Then, ask them to put themselves in alphabetic order. You can ask too with the date of birth, the nationality or the foot size, whatever.

Human knot TYPE: Team building / Ice breaker MATERIAL: None KEYWORDS: Team building / Group cohesion AIM: To make a decision all together in a difficult situation, to have a first contact game NUMBER OF PARTICIPANTS: At least 10 DURATION: 10 minutes DESCRIPTION: The participants are standing in a circle with their eyes closed. They all come closer (as much as they can), eyes closed, with their hands in front of them. Everyone has to find other hands and grab one on each hand. When all find their hands, everyone opens their eyes and look together for a solution to dissolve the “knots” of the human circle, and to decide how to make a new clean circle.

Blind Snake TYPE: Ice breaker / Team building MATERIAL: paper, marker, tape, scarf (to cover the eyes). Be creative with material! If you do not have something replace with something else which you find around you :) KEYWORDS: Team building / Group cohesion / Communication / Cooperation AIM: To build trust between participants in a group and support group dynamic. NUMBER OF PARTICIPANTS: From 12 to 30 people DURATION: Max. 10min(strategy) + 25 min (realization of the game) = 30 min DESCRIPTION: Rules:

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• All group build/creates a line • They relate to each other by putting hands on the shoulders of the

person before them • All the group close their eyes except the last person in the line • Nobody can speak during the game • Last person is the driver of the snake. • Signals from the driver have to go through the line including every snake

member in the process. • Only the first person can use his hands to reach the strategic points

indicated by the camp leaders. Description: Facilitator explains the rules of the game. Gives around 10 min (changeable) to let them find a strategy for communication during the game. After everybody build a line and all the people close their eyes or put a scarf except the last one. When the group is ready to start facilitators are placing the points in the area where the game will take place. And the GAME STARTS!!! Difficulties—Tips:

• The group does not understand and accepts importance of the preparation time (strategy) and does not take the game seriously then build the atmosphere (with some other game, for example, blind couple etc.)

• The area where the game takes place is not suitable or is dangerous for the participants of the game. Remove dangerous objects if it is possible, if NOT – please make the surroundings as safe as possible.

• If during the activity the group gets bored, frustrated, try to think about what you could change, for example, move the points in direction of the snake.

After the game there is a debriefing time (very recommended) of the game. It is good to know the feelings of every person of the group. Ideas of questions:

• How did you feel during the game? • How did the last person of the group/first person of the group feel? • What was the most difficult for you? (Everybody personally) • How can you connect the game with life?

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Energizers

Inhabitants, houses and storm TYPE: Energizer MATERIAL: None KEYWORDS: Game / Observation / Communication AIM: To energize the group before the following activity NUMBER OF PARTICIPANTS: At least 6 DURATION: 15 min max DESCRIPTION: Ask participants to make groups of three people. Two of them stand face to face, joining their arms like a roof (they are the house). One stays under them: he/she is the inhabitant. One participant is left alone: he/she has to find his/her place. In order to do so, he/she can say 3 words: 1. Inhabitant: the inhabitants have to change houses. While they are moving, the participant tries to steal someone else’s house. 2. Houses: the inhabitants stay at their place and only the houses can move. The walls can separate from each other. While they are moving, the participant tries to take wall’s place. 3. Storm: inhabitants and walls have to move. Inhabitants can turn into walls and walls into inhabitants. While everybody is moving, the participant will try to find his/her place. Note: Depending on the groups, this game can be quite physical: make sure that everybody feels OK and remind the group that it’s game to have fun, not to compete. Stop the game while people are still having fun, don’t wait too long.

Samurai TYPE: Energizer MATERIAL: None KEYWORDS: Game / Observation / Communication AIM: This game is named after ancient Japanese warriors. All of us will get in the role of one of these fighters now. We have to be focussed to protect ourselves and our friends and when we attack others. NUMBER OF PARTICIPANTS: 6 DURATION: 15 min max DESCRIPTION: Let's stand in a circle. This game works without touching each other. We don't really "attack" ourselves. We'll just send impulses to each other.

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When I want to attack you, I'll do a samurai movement and shout "Ha". You (the person I just attacked) receive the impulse, do this movement and shout "Ha". Now the two persons next to you defend you. They do this movement and shout "Ha". At the end you attack somebody else by doing this movement and shouting "Ha". It's very important that moving and shouting happens with a certain rhythm. It should be "Ha" – "Ha" – "Ha" – "Ha"… Here a video to better understand how this energizer works: https://en.wikibooks.org/wiki/Interlingual_Energizers/Samurai

YA energizer TYPE: Energizer MATERIAL: None KEYWORDS: Ice breaker / Team building / Communication AIM: To get to know each other’s, work on the voice projection and breathing NUMBER OF PARTICIPANTS: At least 5 DURATION: 10 minutes DESCRIPTION: Shaping a circle, one next to the other, someone starts by saying “ya”. We must imagine that we are going to play with the energy so we must say “ya” in a loud and clear voice, taking a deep breath before as if we were doing karate. With “ya” and the gesture of our hand towards one of the persons, we send the energy in that direction. This person can answer with a “ya” towards someone or a “block” (forearm raised, to make the energy stop and go again to the person that sent it to you), or “shuba” (both hands in the direction we want to send the energy). There are other words to shout that make everybody react and then the person who shouted has to shout again to give a direction to the energy. Those words are: “bowling” (everybody jumps as if the person threw a bowling ball around the circle), “fireball” (everybody bends and covers his/her head), “matrix”. All the words must be shouted in the same way as “ya”.

Flamingos vs penguins TYPE: Energizer MATERIAL: None KEYWORDS: Ice breaker / Team building AIM: To get to know each other, to get silly and have fun together NUMBER OF PARTICIPANTS: At least 6 DURATION: 10 minutes DESCRIPTION:

https://en.wikibooks.org/wiki/Interlingual_Energizers/Samurai

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1/ The facilitator shows the participants how flamingos (big steps, legs outstretched, imitating the bird) and penguins (small steps at a fast pace, arms along the body) walk 2 / One participant volunteers to be the flamingo (or is designated by animator). The flamingo's role is to chase the penguins (the other participants). In order to catch a penguin, the flamingo must touch it with his nose or leg. 3 / Once the penguin is touched, he becomes a flamingo and chase after them penguins. 4 / The game ends when there are only flamingos. PS: Do not be shy! PS: You can change the roles and use: stupid tourists with cameras (as penguins, walking slowly) versus zombies (as flamingos, walking faster)

Bunny Bunny (Korean game) TOOL TYPE: Energizer MATERIAL: None KEYWORDS: Game / Communication AIM: Receiving and sending a message – Being attentive to the group’s dynamic Target: Any group of more than 20 people even people in wheelchair or deaf or mutes. DURATION: 15 minutes DESCRIPTION: Rules: The participants are in a circle. One starts by making the Bunny Bunny move which is: each hand in the position of a C opening and closing twice, towards your mouth, saying “Bunny Bunny”. And then, opposite to your mouth twice, saying Bunny Bunny. Like sending the Bunny Bunny to another person in the circle. The one who receives, should do the same to pass it on to someone else. At the same time, the 2 neighbours of the Bunny Bunny holder have to do the Carrot Carrot move, which is: one arm and the opposite leg go up, then the other arm and the other leg move the same way, saying “Carrot Carrot”. When somebody does something wrong or too late, he sits on the floor, and doesn’t play anymore. Then the game continues with the rest of the group, considering as a neighbour the closest standing person. Tips to the leader: This game can be played seated.

Chasing Love TYPE: Energizer MATERIAL: None KEYWORDS: Ice breaker/ team building

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AIM: Catch your love before it finds another partner. NUMBER OF PARTICIPANTS: At least 10 DURATION: 15 minutes DESCRIPTION: Rules: The participants are divided in couples, spread around the place, one by the side of the other one. 2 people are free running around and one trying to catch the other. The person that is being chased becomes safe standing next to a couple. The person that is standing opposite to the person that arrives be-comes the chaser and has to catch the first chaser.... and going on this way. When somebody is caught, he becomes the chaser. Tips for the leaders: The best way to explain is to show an example.

Kangaroo TYPE: Energizer MATERIAL: None KEYWORDS: Ice breaker/ team building AIM: Waking up and having fun together NUMBER OF PARTICIPANTS: At least 10 DURATION: 15 minutes DESCRIPTION: Rules: A circle is made and someone goes in the middle, he will be the one who will tell the others what character they have to do by pointing at them and saying the name of the character.

• The elephant: the one pointed at does the elephant’s trunk with his arms. His two neighbours (the one on the left and the one on the right) have to do the ears: one arm up and one down to show the shape of the ear.

• James Bond: the middle one has to stand still, puts his right arm up and touch his right cheek with his right hand doing the gun’s shape with his fingers and his left arm supports the right one. His two neighbours have to act like big fans, touch him and saying, “Oh James!”

• Marilyn Monroe: the middle one moves from left to right with his waist and with his arms does the movement of a flying skirt. His two neighbours crouch down and act like the wind is blowing on Marilyn’s skirt with the sound “wouu”

• The toaster: Middle one has to jump. The neighbours have to lift their arms to surround the bread.

• The puking kangaroo: Middle one has to jump while making the puking sound and leaning over. The neighbours do the “puking basket” in front of the kangaroo where the kangaroo will lean over.

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• The washing machine: Middle one has to lean over and move his head all around. Neighbours have to lift one arm up and the other down to do the window of the washing machine where the middle one will lean.

• The mixer: the one in the middle lift his right and left arm up the neighbours’ heads. The neighbours have to turn under the power of the mixer.

• The tree: Middle one has to lift his arm up his body and make waves with his hands. Neighbours have to surround the tree with their arms.

• The plane: Middle one has to do the goggles with his hands. Neighbours have to do the plane’s wings on the side.

When someone makes a mistake, he has to go in the middle Tips: Try not to say all the characters at the same time, adapt it to your group and add them one by one. Every player is welcomed to add new characters or even create some. Try to tell the one in the middle to do it as quick as possible.

Foot to Foot TYPE: Energizer MATERIAL: None KEYWORDS: Ice breaker/ team building / Group proximity AIM: Always stay in touch with somebody else’s foot NUMBER OF PARTICIPANTS: At least 5 DURATION: 10 minutes DESCRIPTION: Rules: The participants form a circle and each foot stands next to the foot of the neighbour. And one starts by moving one foot (A) to go close to any foot (B). Foot B goes to touch another foot (C). Foot C moves to touch another foot (D)...etc The players have to help each other keeping balance. Tips: Think about proximity that could not suit to any group. This game creates funny positions to take photos. There is no end, no winner, so it’s to the appreciation of the facilitator to stop the game.

The Magic Carpet TYPE: Energizer MATERIAL: None KEYWORDS: Ice breaker/ Team building AIM: Inclusion, get involved and used to the idea of body contact. NUMBER OF PARTICIPANTS: At least 10 DURATION: 20 minutes DESCRIPTION:

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Rules: The carpet is magic because it flies. Players must stay on the carpet during the flights. If someone falls the game starts from the beginning. The time of the flight to each destination decreases and changes from 25 to 5 seconds and they count all together. After each destination the players get off the carpet and the carpet are folded in 2. They get on again on the reduced carpet and continue to the next destination. The airhostess/facilitator will take care of them and check that all feet are on the carpet. Difficulties—Tips for leaders: Stressful situation. The facilitator has to support and encourage the players and make sure they are not in a not awkward emotional situation. Pay attention at the game needs to have a possible and successful solution: you can give them a little more carpet place if it’s too difficult.

Rock-paper-scissor supporter TYPE: Energizer MATERIAL: None AIM: To energize minds and bodies by playing, to show some variation of a classic game where nobody really loses. DURATION: 5 minutes or more DESCRIPTION As with the classic “rock-paper-scissors”, we make a fight of symbols with the hand. Symbols are the rock, the scissors, the paper. The rock wins the scissors by breaking them The scissors win the paper by cutting it The paper wins the stone by covering it. We walk in the space and at one “Top”, everybody finds a fighter next to him/her to begin the first fight, won in 3 points. The one who loses becomes the best supporter of the one who wins, and he/she follows the winner in all his/her fights. The same with all rounds until there is one winner and a big happy and noisy team of supporter.

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Team Building / Group cohesion

Group Dynamic Tips Facilitating the group dynamic process all along the training in order to facilitate the group dynamic:

• Intercultural evening: Ask the participants to organise an intercultural evening. This includes a short activity and also an international buffet.

• Story of the project: Draw a comic book of the project telling a heroic

fantasy story. Each part of the story is related to an activity and day by day the story gets laid out on the wall so that everyone can see the progress. This technic allows an appropriation of the project by the participants and bring a bit of imagination and fun into it!

• Graphic facilitation: Every production of the project is laid out on the

wall: day by day the wall becomes more and fuller of stuff. It helps the appropriation of the space by the group and contributes to the feeling of being home. It also helps to create bound with the different contents and to identify the connexion between different subjects.

• Chilling space: As we all need informal time to meet, create a chilling

space, putting some banquets on the floor and bringing some board games to relax between the activities. You need a space to gather during the night where people feel comfortable, with music etc…

• Informal time: Take time and give time for the group to disconnect from

the project like 2 hours for lunch, breaks, free afternoon to discover the place. It is also a good for the facilitators to have time to work together.

• Buddy: At the beginning of the training, create couples, they become the

buddy of each other. The buddy is the person you take care of and you are responsible of especially to be on time for the activities.

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Roles for community life's rules TOPIC/S: Roles and Responsibilities AIM: To define what roles and responsibilities we need to respect the community life’s rules TOOL TYPE: Organization schedule MATERIAL: Paper and pen DURATION: 30 minutes DESCRIPTION: Begin by discussing about which roles and responsibilities we need to allow the establishment of the community life's rules. We choose together which ones we really need and when. It leads to the creation of some schedule where people can write their names to participate to the necessary roles. As a cooperation process, people are aware of the roles and can all participate for the collective organization.

Working together TOPIC/S: Working as a group AIM: To make participants set common agreements on how to live together and how to work together all along the project TOOL TYPE: Individual work, work in group and plenary discussion MATERIAL: Post-it, A4 paper, pens, markers, 1 big flipchart DURATION: 45 minutes DESCRIPTION: The activity is organized accordingly to the following steps:

• Step 1. Individual work: Participants receive a post-it and should think about common rules to live together and common working agreements to be applied for the whole duration of the project.

• Step 2. Work in group: Participants are gathered in different groups (approximately 5) and share the main outcomes. Then they have to create a common list of rules and working agreements.

• Step 3. Plenary discussion: The groups are back in plenary and moderated by a facilitator, they present the common list of rules and working agreements they have prepared. During the presentation the different elements are listed on a flipchart. The aim of the activity is to, in the end, use the consensus methodology to create a list of common rules to live together and common working agreements to be applied for the whole duration of the project. The flipchart will remain on the wall for the duration of the project and possibility will be left to participants to propose adjustments or new elements.

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Leave me the chair TOPIC/S: Team building, Communication exercise, Group building AIM: To make participants interact, to develop cooperation, to stimulate active listening and active observation TOOL TYPE: Team Building and Group dynamics MATERIAL: “X” number of chairs, accordingly to the number of participants DURATION: 30 minutes DESCRIPTION: The activity is organized accordingly to the following steps:

• Step 1. Participants are invited to sit on the chair and the activity is introduced by a trainer standing in the middle of the room. The aim of the person standing in the middle of the room is to take a chair and sit. But in order to do that he/she has to walk in the room trying to steal an empty chair. At the same time all the participants sitting have to move (not simultaneously) to other chairs, but they also have to find a way so that the person standing doesn’t take the empty chair. The game starts.

• Step 2. The facilitator exits the room and gives 2 minutes to the group to find a common strategy. When he/she enters back the game starts again.

• Step 3. The facilitator exits one more time the room and give 3 minutes to the group to find a common strategy. When he/she enters back the game starts again.

• Step 4. This time two facilitators enter the game, both standing in the room and their goal is to steal two chairs. In the same time all the participants sitting have to move (not simultaneously) to other chairs, but they also have to find a way to prevent the persons standing to take the empty chairs. The game starts.

• Step 5. The facilitators exit one more time the room and give 4 minutes to the group to find a common strategy. When they enter back the game starts again.

NOTE: This activity is proposed as an energizer, even if it is also related to team building; for this reason we recommend to avoid the debriefing when it is over, but to include it in the final debriefing that will be run at the end of the following activity “The Tower”.

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The Tower TOPIC/S: Construction, Communication exercise, Group building AIM: To make participants interact, to develop cooperation and to stimulate active listening TOOL TYPE: Team Building and Group dynamics MATERIAL: Different objects (e.g. pieces of paper, cardboard, scotch tape, leaves, small pieces of wood ...), Handout DURATION: 50 minutes DESCRIPTION: The activity is organized accordingly to the following steps:

• Step 1. Participants are divided in 4 groups (approximately 6/7 people in each group). Each group receives different objects in equal number and instructions are given: they have to build the highest and more resistant tower in the world! (5 minutes)

• Step 2. The activity starts and each group has at disposal fifteen minutes to create the tower. (15 minutes)

• Step 3. Each group should visit the other group’s stations, to see their towers. (5 minutes)

• Step 3. A debriefing in plenary is not organized straight away; it will be run after the next activity (“The Bridge”), but the groups gather and discuss within their group what has happened during the activity. The Handout below is distributed in each group to facilitate the reflection and the discussion.

See Handout below.

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The Bridge TOPIC/S: Communication, Interaction with others AIM: To develop communication skills, problem solving and creative thinking TOOL TYPE: Team building MATERIAL: Flipcharts, cardboard boxes, paper, markers, post-it, scotch tape, rope DURATION: 90 minutes in total (10 minutes for the explanation + 10 minutes for the design + 5 minutes for the ambassador meetings + 30 minutes for the building + 5 minutes for putting the bridge together + 30 minutes for the debriefing) DESCRIPTION: Using the material provided, two teams must work together to build a bridge, with each sub-team constructing half the bridge each. During the challenge, teams cannot see each other and must rely on their communication skills to build an identical design. Setting: 2 different spaces for 2 groups that should not see each other where the same material for each group are put in a pile. The activity is organized accordingly to the following steps:

• Step 1. The activity is presented and facilitator divides participants in 2 groups, explaining the rules of the activity.

• Step 2. Each team has to go to its assigned space where they find a pile of different material. They have 10 minutes to decide upon a strategy to build half of a bridge and to choose an ambassador.

• Step 3. After some minutes the ambassadors of the two teams meet in order to decide upon a common strategy to build the bridge. They have 2 minutes at disposal, and they can only use verbal communication.

• Step 4. The ambassadors return to their teams and start building the bridge.

• Step 5. After 15 minutes the ambassadors meet again for a 2 minutes discussion.

• Step 6. The two groups finalise building the 2 halves of the bridge. • Step 7. The two groups put the bridge together. • Step 8. Debriefing in plenary, including the activity "Leave me the chair"

and "The Tower". Key questions for the debriefing:

• What happened inside the group? How was the dynamic? • How did you work together? Did you equally participate? • What challenged did you face? How did you overcome them? • Who played which role? (link with “The tower”) • Were the roles different than in the previous activity? • How were the decisions made?

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• What is needed to have an effective team? NOTE: For the debriefing we suggest starting from the first activity "Leave me the chair", then to pass to the second "The Tower" and then to the third “The Bridge”.

Global warming TOPIC/S: Interaction with others, group cohesion AIM: To overcome physical barriers in a progressive way. TOOL TYPE: Team building MATERIAL: Paper A4 per participant NUMBER OF PARTICIPANTS: At least 10 DURATION: 10 minutes DESCRIPTION: The activity is organized accordingly to the following steps: 1/ Give one piece of paper per participant and ask them to step on it, they have to be spread in the room. 2/ Participants are now penguins and you have to ask them to "swim" (move) in the room. The papers remain on the floor. 3/ Unfortunately, while they are swimming, the global warming makes the "icebergs" (piece of paper) melt. To symbolise this, remove some pieces of paper (10%). 4/ Ask the participants to go out of the water and stand on the icebergs. Several participants will have to step on the same paper/ iceberg. 5/ Keep doing these steps: swim, remove some icebergs, get out of the water, step on the icebergs etc. Stop the activity when it is impossible to remove more icebergs.

Chocolate River TOPIC/S: Team building, Cooperation AIM: To create group dynamic and reflection on how the group works together TOOL TYPE: Team building MATERIAL: Pieces of paper and a space to symbolise the chocolate river. NUMBER OF PARTICIPANTS: At least 10-12 DURATION: 1 hour max DESCRIPTION: Explain to participants that in the room there is a big river (about 5 meters wide). The participants are on one side of the river and the goal is to go to the other side. Facilitators have to create the situation; be creative, you can say the water is boiling or you can say the river is made out of chocolate but there are creatures living inside.

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Then explain to the participants that they have to cross the river, in order to do so, they can use A4 papers as a boat BUT participants have to touch constantly the boats or else, they boars will sink or they will be eaten by the crocodiles. If someone touches the river, EVERYONE has to start from the beginning. The participants have 45 min to cross or they will fail. Last rule, you are the master of the game and every decision you take cannot be discussed. This rule allows you to adapt the rules if needed). You have to be clear and be sure that all the rules are understood. As facilitators you have to be naughty, catch the boat and destroy it if they let it alone on the river. Try to make guilty the one who failed etc. Be prepared to face the disagreement of the group. Reduce the 45 min into 30 or 20 so you'll create more challenge. (This could be debriefed as "always keep in mind how much time you get when you organise an activity”). Don't let the group lose except if it's your aim. Take a role and explain it to the group so that they will be prepared for your bad behaviour. Difficulties —Tips : After the game there is a debriefing time (it is a training game and it has to be debriefed) Ideas of questions: What happened? How did you feel during the game? How did you manage to decide? Did you define a strategy? When someone failed, what did you do? How was the group dynamic? How did you watch your time? Which role did you take during the game? How was the facilitator’s behaviour? How did you react regarding his-her decisions? How can you connect the game with life? You can make a conclusion about the different characters/roles which usually appear on a group (leader, follower, "bad ass") and then introduce concepts as cooperation or group dynamic.

Hands and Feet game TOPIC/S: Team building, competition and cooperation AIM: Team building game with physical contacts. How to decide in a group TOOL TYPE: Team building MATERIAL: Paper or board to write NUMBER OF PARTICIPANTS: From 10 to 50 (you have to create at least two groups) DURATION: 15-20 minutes DESCRIPTION: Rules: Create two or more groups. Then explain that you will show how much Hands and Feet have to be touching the floor for each group (example: I want 8 hands and 6 feet). Knees and anything else cannot touch the floor, they cannot use walls, chairs… The first group who succeeds gets one point and we start again. It has to be harder and harder.

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Difficulties—Tips: After the game there is a debriefing time (depends if you do this in a training or not) of the game. It's good to get the feelings of every person of the group. Ideas for questions:

• What happened? • How did you feel during the game? • How did you manage to make a decision? • Did you set up a strategy? • How was the group dynamic? • How can you connect the game with life? Etc.

PS: This game can be linked with Clipper Game and Chocolate River to talk about "Aims of the games".

• You have to be clear and be sure that all the rules are understood. • If someone contests the point it's up to you, make it fun or do it in an

authoritarian way, it depends on your personality but be prepared. • Use improvisation, always adapt the decision you take to the group. • Don't let a group lose 0-10 if it is not your aim. • Be sure that the group is ready to be in a physical contact (to succeed

some rounds, people have to climb on each other...)

Look at me TOPIC/S: Thinking game AIM: To experience how it is to be excluded. To make pairs of people. TOOL TYPE: Team building MATERIAL: None NUMBER OF PARTICIPANTS: From 10 DURATION: 15-30 minutes DESCRIPTION: Rules: The group makes a circle, an object is put on the floor in the middle of the circle. Explain the rules. The group has to focus on that object. At your top (3-2-1-top), they have to look at one person on the circle – and only one! They can't change their “target”. If the person they are looking at is looking at them, they are a pair and leave the circle (ask them to keep quiet). The game will be repeated as long as everybody finds his/her partner. Start the game. After the game there is a debriefing time:

• How was it to be the first to find his/her partner • How was it to be the last? • How did you feel looking at someone who wasn't looking at you? • Did you make any strategy?

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• Were you confident or not? • Did you fear not being chosen? • What did you learn?

This game can make some people feel very uncomfortable: take care of it during the game and during the debriefing time: people should be able to say to you and/or to the group how they really felt. If you choose to use this game to make pairs, be sure that the group can express their feelings: it is not an innocent game.

Cupidon / The murderer TOPIC/S: Thinking game AIM: To find who is the cupidon/the murderer TOOL TYPE: Team building MATERIAL: None NUMBER OF PARTICIPANTS: From 15 DURATION: 10 minutes DESCRIPTION: Rules: The group sits in a circle; one person goes out of the room. The group decides of who’ll be Cupidon (or the murderer), Cupidon will send love through a blinking eye gesture and the one touched will die of a heart attack and fall on the ground. The one out of the room, once they’ve decided who is Cupidon, will go in the middle of the circle and will try to find who is Cupidon, he has 3 chances. If he finds Cupidon then Cupidon goes out and here, you go again! You can play it a different way: the conductor. Instead of Cupidon or the murderer there’s a conductor who decides of a music gesture (clapping hands, clapping cheeks...etc) and the others have to follow him and do it too. The conductor/Cupidon/the murderer have to be discreet and the others shouldn’t look at him too intensively so that it’s more difficult for the one in the middle to find out who it is. Make sure the one outside or just hiding his yes and covering his ears is not cheating, make someone go and fetch him.

Time’s up TOPIC/S: Cooperate by playing, informal time AIM: Team building, to play games that use different kinds of communication TOOL TYPE: Game, team building MATERIAL: Pieces of paper, pens, hat, timer. DURATION: 1 hour DESCRIPTION:

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Ask each one to write secretly on a piece of paper the name of a famous character, real or fictive, that he-she supposes everyone knows. Collect all the papers fold in a hat. Split the group in different teams. There are different steps in the game, after each step count the points, collect all the papers and start a new round with the SAME papers.

• Step 1: One of the team stands up and has 45 seconds to make his-her team guess as many characters as she-he can. For that, can be used only the description of the character. If the person doesn't know one of the characters, this person can pass. When the time's up, pass the hat to the next team etc. Until there are no more papers in the hat.

• Step 2: Same process but to make the team guess, the person can just say one word and only one, the person can pass just once.

• Step 3: Same but no words, just mimes and the person cannot pass (we suppose everyone knows all the characters of the hat at this stage).

• Step 4: If there is still energy in the group you can guess with a pose. • Step 5: Hidden behind a curtain, make the team guess with sounds. • Step 6: Make guess with only your hand visible and no sound. • Step 7: Make guess with the expression of your face.

You can invent new steps, adapt the game to the energy of the group, 3 steps are quite enough. For this game you’ll need between 25 papers minimum and 40 papers max. Adapt the time according to the skills of the group, for some groups 30 seconds is better…

The Orange game TOPIC/S: Cooperate by playing AIM: Team building, understanding by playing how a group can work: roles and decision making TOOL TYPE: Game MATERIAL: 1 orange, 1 pen, 1 rope, 1 scissor, scotch. For the debriefing, flipchart with feelings written on it DURATION: 35' DESCRIPTION: A square is delimited in the space. In the centre there is a white paper which cannot not be moved, and all the material given. Nobody can enter this square. The aim of the game is to write a word or a draw with the material provided. The time given to the group is 30 minutes. The facilitator can give some information during the game according to the group but always as an indirect way. He/she gives some time information “only 15' “, to put the group into pressure. Facilitators observe what's happening into the group during all the game, taking some notes with sentences said by people for the debriefing.

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Debriefing time: • What happened during the game in the order? What were facts? Which

roles into the group did you see? • What did you feel during this activity? (add a paper with many feelings

written on to feelings written on to allow everyone to have a support to define how they felt; it's not an easy exercise because often we don’t learn to analyse how we felt)

• Analysis time: Did you all agree with the decisions taken? Did you all participate?

Touch the sky TOPIC/S: Cooperate by playing AIM: Understanding by playing how a group can work: roles and decision making TOOL TYPE: Game MATERIAL: None DURATION: Between 2-15 minutes DESCRIPTION The only information the group has is the aim of the game: “You have to touch the sky as a group”. There are many ways to succeed according the imagination of the group. Debriefing time:

• What happened during the game in order? • What did you feel during this activity? • Analysis time: How did you take the decision to act? Did you feel

involved? For you, is the most important the achievement of the objective or the process to reach it?

• To conclude, what did you learn? In a group, all people have different skills, personalities, leadership, and all specificities are important and participate to the group’s dynamic and the group's achievement. All participants can have roles and responsibility at some moment. In a cooperative process, everyone is responsible of the group's dynamic and the cooperation. We can adapt our postures.

Clown's games: « All chiefs » TOPIC/S: Leadership AIM: To play a game where all participants can be leader one by one. To allow the people that are not used to be leader to experiment it, to allow the people not used to be follower to experiment it. TOOL TYPE: Game MATERIAL: None

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DURATION: 5 minutes + DESCRIPTION: Presenting as a narrator: “In this family of Clowns, they believe that not having a chief in a group is chaos! So, they decided to be all chiefs one by one. They have a really serious way of moving together, a bit as army organization. At each time they hear “Onions Row” they run to place themselves just behind the caller. The chief (the caller) ask if the safety distance is ok: it corresponds to the distance between the arm and the shoulder of the person in front. It works as: the chief tells or does something, the person behind reproduce it, and the person behind the 1st follower reproduce exactly what he/she does. The same organization for all the rows. The chief begins to walk the way as creatively he/she wants. When he/she doesn't want to be the chief anymore he/she runs behind all the group and the 1st follower becomes the chief! “

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Workshops / Discussions

Expectations, fears and contributions TOOL TYPE: Workshop MATERIAL: Flipchart for each type / reflexion, post-it in 3 colours, pens. KEYWORDS: Group, sharing AIM: To share with the rest of the group our own fears, expectations about the project and contributions NUMBER OF PARTICIPANTS: At least 4 DURATION: 45 minutes max DESCRIPTION: 1/ Ask participants to make a circle. Show them the 3 different flipcharts: - the turtle who wants to reach the sea → expectations - the tourist who payed attention to nothing (just his cell phone) and is a threat for the turtle → fears - the sea → contributions 2/ Expectations: individually, ask each participant to write their own expectations about the training in one post-it. When everybody is ready – still in circle- we will pass one by one the post-it to your left. For each proposition of each post-it you have to put a stick if you agree. Continue to pass the post-it and tick or not them until you receive again yours. Count the number of sticks for each expectation. In the end, we will stick all the propositions on the flipchart “expectations” and propose a graphic restitution on another flipchart. 3/ Fears and contributions: Now distribute different colours’ post-it. One idea per post-it. Fears are anonymous but for contributions you have to write your name. When the participants are ready, they stick their Post-it on the corresponding flipchart and are invited to read what the others wrote. As facilitators we will also give a graphic sum-up of the fears and contributions of the group. NOTE: Participants can write more than one post-it per type. Invite the participants to continue to fill the contributions during the project and to include them in the planning for the rest of the group!! Invite them also to go back to the different flip chart and graphic facilitation in order to measure their one fear and expectation (link with the final evaluation).

Silent Debate TOOL TYPE: Silent debate KEYWORDS: Debate AIM: To debate without domination's issue allowing everyone to participate, to debate with time of Introspection

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MATERIAL: Big papers with written questions, pens DURATION: 15' + DESCRIPTION: In silence, participants turn into the space to answer to questions written on big paper settled on table. They can put drawings, questions, sign of agreement or disagreement, ideas, reflexions… During this time, participants continue to turn between tables to read new writings and add new comments, reactions.

Snowball TOOL TYPE: Workshop KEYWORDS: Definition, collaboration, International workcamp, brainstorming AIM: To develop a common definition, to gather individual ideas into a collective idea. MATERIAL: Paper, Pen/ pencils NUMBER OF PARTICIPANTS: At least 6 DURATION: 30 min max DESCRIPTION: This activity can be used to develop collective definition or to reach agreement among a group. The methodology is quite simple and needs to be adapted according to the number of participants. Step 1: Ask the participants to reflect about a subject. Then ask them to write on a piece of paper their opinion about the subject. Step 2: Create a couple and ask to them to reach a common agreement about the subject and write it on a piece of paper. Step 3: Each couple works with another couple and they have to reach a new agreement together etc. Step 4: Up to you now to ask each group to do a restitution or organise a work according to the production the group created. To do so, you can organize a mind mapping, where all the productions are put on the floor to create global organisation between them. This tool is used to introduce collective intelligence and to promote the participation of everyone.

Stickers: playing for inclusion TOOL TYPE: Workshop KEYWORDS: Inclusion / exclusion AIM: To tackle the concept of inclusion/exclusion MATERIAL: Stickers with different colours NUMBER OF PARTICIPANTS: 6 at least DURATION: 1 hour or more

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DESCRIPTION: Ask the participants to group together in a circle with their eyes closed. Explain to them that you are going to stick a sticker on their forehead. You will pick out different colours. Some participants will have a sticker with the same colour, some others won’t. You can even give those two stickers or none at all. Once you are done, they can open their eyes. The participants must proceed to form a group without talking. When they are satisfied with the outcome, they need to raise their hand. The solution is to create one and only one group. Stop the game when it's done and start the debriefing. Ask what happened and the different feelings then analyse the process of exclusion and inclusion. Conclude with the definition of inclusion, exclusion, segregation and integration.

Abigail TOOL TYPE: Workshop KEYWORDS: Values, exchanges AIM: To deepen the definitions of prejudices and stereotypes and to explore the gender role models MATERIAL: Handout of Abigail NUMBER OF PARTICIPANTS: 6 at least DURATION: 1 hour or more DESCRIPTION: Abigail's story is a tale that shows how people view the world from different perspectives, have different values and reach different conclusions out of the same information. The activity is organized accordingly to the following steps: 1. Each participant receives a printed version of Abigail’s story. They have to read the story and rank the five characters from the most offensive character to the least. 2. Divide the participants within 4 groups in which they will share and discuss their ranking until they find a new one, common to all participants. 3. Once they have found a consensus, the groups present their ranking while the facilitator takes notes on a flipchart. During the debriefing session, the participants are asked to analyse the different rankings and to provide a justification. As the facilitator, you can conclude this activity by presenting the Iceberg model.

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The iceberg analogy of culture is very commonly used to remind us that only a small proportion of cultural aspects are “visible” and therefore more obvious than many other facets of a culture which, while far less tangible, are just as essential to our understanding of how cultures work. These “sub-surface aspects” in fact directly influence the visible aspects of a culture. For example, relationship to animals will impact gastronomy, religious beliefs can influence holiday customs or conception of beauty impacts the arts. “Non-visible aspects” can be subdivided in three main categories: - Values: Concepts of justice, equality, liberty, of good and evil, notion of

time, space… - Beliefs: mythology, legends, cults…

- Behaviors :

o Family scale: children education, rules of propriety, role of the mother/father…

o Work scale: tempo of work, patterns of superior/subordinate relations… o Individual scale: conception of “self”, patterns of handling emotions, body

language…

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ABIGAIL HANDOUT: Once upon a time there was a very beautiful girl called Abigail, who was living with her mother in a small village. Abigail loved Tom, who was living on the other side of a river, and she was using the only bridge that was crossing the water stream to meet him. One night, a huge storm flooded and destroyed the bridge. Abigail was really sad because it will take months to build the bridge again. One day Abigail saw a little boat tied on a lap in the river, so she went to speak to the owner of the boat, Simbad. “Could you please bring me to the other shore of the river?” Abigail didn't know the man; however, he seems to understand the problem and was willing to help. The girl smiled, but then Simbad said to her: “I bring you there if you sleep with me”. Abigail ran away crying. She went to her mother to ask for advice, but she didn't give any and just told her to do what she was thinking was correct. So, she decided to find Simbad and accepted his proposal. After she slept with him, he brought her to the other shore. When she met Tom, she told him everything she did in order to meet him, but he become very angry and screamed to her: “You cheated on me!”, then kicked her out of his house. Abigail run away, when she met the best friend of Tom, Bob, she explained everything she has went through. Bob got really angry by the behaviour of Tom and punched him in the face. Then, he went to look for Abigail.

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The Derdians TOOL TYPE: Workshop on intercultural exchanges KEYWORDS: Interculturality AIM: This game is a simulation of a meeting of two cultures. Find the key to foreign cultural behaviour, analyse the effects of meeting with a foreign culture. A team of engineers goes to another country in order to teach the people there how to build a bridge. MATERIAL: Strong paper (cardboard), glue, scissors, ruler, pencil, game descriptions for the Derdians and the engineers. Two rooms. NUMBER OF PARTICIPANTS: From 12 (divided into 2 groups) DURATION: 1 hour 30 - 2 hours DESCRIPTION: Depending on the size of your group, have 4-8 people play a team of engineers, who will teach the Derdians how to build the bridge. They receive the instructions for the engineers and are brought to a separate room. The rest of the group will be Derdians. They receive the Derdian instructions. If you have too many people, you can also make a team of observers, who just watch and take notes. These observers should not be introduced to the Derdian culture beforehand, so keep them with the engineers in the beginning. Debriefing: After the game the two groups of participants take a piece of flipchart and note their comments to the following three points:

1. Facts 2. Feelings 3. Interpretations

The following points should be discussed in plenary:

• We tend to think that others think the way we do. • We often interpret things right away, without being aware of the

differences in cultural behaviour. • How were the roles distributed/ What role did I take? What does that

reveal of my identity? Did I feel comfortable with my role? • Is that image I have the same that was perceived by the others? • What influence did my cultural background have on the role I took on?

Cards:

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The Derdians Instructions for the Derdians The Situation: You live in a country called Derdia. The village you live in is separated from the next city where there is a market by a deep valley. To reach the market you have to walk for two days. If you had a bridge across the valley, you could get there in 5 hours. The government of Derdia made a deal with a foreign firm to come to your village and teach you how to build a bridge. Your people will then be Derdian’s first engineers. After having built that first bridge with the foreign experts you will be able to build bridges all over Derdia to facilitate other people’s lives. The bridge will be built out of paper, using pencils, rulers, scissors and glue. You know the material and tools, but you don’t know the construction techniques. Social behaviour: The Derdians are used to touch each other. Their communication doesn’t work without touching. Not being in contact while talking is considered very rude. You don’t have to be in direct contact, though. If you join a group, you just hang on to one member and are instantly included in the conversation. It is also very important to greet each other when you meet, even when you just pass someone. Greetings: The traditional greeting is a kiss on the shoulder. The person who starts the greeting kisses the other on the right shoulder. The other then kisses on the left shoulder. Every other form of kissing is insulting! Shaking hands is one of the biggest insults possible in Derdia. If a Derdian ever is insulted by not being greeted or touched while being talked to, he/she starts shouting about it. Yes/No: Derdians don’t use the word no. They always say yes, although if they mean ‘no’, they accompany the ‘yes’ with an emphatic nodding of the head (you should practise this well). Work behaviour: While working, the Derdians also touch a lot. The tools are gender-specific: scissors are male, pencil and ruler are female. Glue is neutral. Men never ever touch a pencil or a ruler. The same goes for women and scissors (I think it’s got something to do with tradition or religion). Foreigners: Derdians like company. Therefore, they also like foreigners. But they are also very proud of themselves and their culture. They know that they’ll never be able to build the bridge on their own. On the other hand, they don’t consider the foreigner’s culture and education as superior. Building bridges is just a thing they don’t know. They expect the foreigners to adapt to their culture. But because their own behaviour is natural to them, they can’t explain it to the experts (this point is VERY important). A Derdian man will never get in contact with another man unless he is introduced by a woman. It does not matter whether the women are Derdian or not.

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The Derdians Instructions for the engineers The situation You are a group of international engineers working for a multinational construction company. Your company has just signed a very important contract with the government of Derdia in which it committed itself to teach Derdians how to build a bridge. According to the contract signed, it is very important that you respect the deadline agreed, otherwise the contract will be cancelled, and you will be unemployed. The Derdian government has a great interest in this project, which is funded by the European Union. Derdia is a very mountainous country, with many canyons and deep valleys, but no bridges. Therefore, it always takes many days for Derdians to go from the villages to the market in the main city. It is estimated that with the bridge the Derdians could make the trip in only 5 hours. Since there are many canyons and rivers in Derdia, you can’t just put a bridge there and take off again. You’ll have to instruct the Derdians how to build a bridge themselves. Playing the simulation First you should take time to carefully read these instructions and decide together about the way you are going to build the bridge. After a specified time, two members of your team will be allowed to go and make contact for 3 minutes with the Derdian village where the bridge will be built (e.g. to check the natural and material conditions, make contact with the Derdians, etc.). You will then have 10 minutes to analyse their report and complete the preparations. After this the whole team of engineers goes to Derdia to teach the Derdians how to build the bridge. The bridge The bridge will be symbolized by a paper bridge. The bridge will link two chairs or tables over a distance of approximately 80 cm. It has to be stable. At the end of the building process it should support the weight of the scissors and glue used in its construction. The pieces of the bridge cannot just be cut out and assembled in Derdia because otherwise the Derdians would not learn how to do it themselves. They have to learn all the stages of the construction. Each piece needs to be drawn with pencil and ruler and then cut out with the scissors. MATERIAL The bridge will be made with paper/cardboard. You can use for the planning and building: paper, glue, scissors, ruler, pencils. Time For planning and preparation before going to Derdian: 40 minutes to teach the Derdians to build: 25 minutes

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Resources game TOOL TYPE: Workshop KEYWORDS: Adaptation, problem solving AIM: To reflect on sharing, resources, individualism, solidarity. MATERIAL: “Resources” (12 per participant), it could be sticks or something else small but really easy to catch on the floor. A board with one line per participant and (1 + 3 + 3 + 4 columns, one for the names of the participants, 3 for the first round, 3 for the second round and 4 for the third round) NUMBER OF PARTICIPANTS: 10 DURATION: 1h30 DESCRIPTION: Create a circle of chairs, not facing the middle. Fill the board with the name of the participant on the first column (you can also choose to put the name of a country which represents the participant). Create the situation. You are the president/leader/dictator of your country, you need resources for the population of your country (show what is resources), There are three rounds divided on three sessions. During each session, you need at least 4 resources to survive but you can take more!!! If you survive to the first session you can take part to the second, if you survive to the second you can take part to the third. Now close your eyes because we are going to spread resources in front of you. At the first top, stand up and catch them all!!! At the second top sit down and we will check who survived... Then start again and again. Everyone will come back to life at the beginning of each round. Add a rule on the second round: if you get more than 4 resources at the end of the first session, you’ll have an advantage and you'll wake up early. When the second session of the second round starts, at the first top, ask the one who got more than 4 resources to wake up and catch resources. At the 62 second top (5 seconds later) ask the others to wake up and catch resources. At the third top, they all have to stop catching resources. Add a rule on the third round: if you have more than 4 resources, you'll still wake up earlier. The half of the resources that you picked will be recycled and spread again in front of you. This round has 4 sessions. Difficulties—Tips After the game THERE MUST BE a debriefing time: this game aims to start a reflection on different subjects (world resources and sharing, individualistic behaviours, solidarity, group dynamics, environment issues, politic...) According to what topic you want to speak about with your group, the debrief will be different. Ideas of questions: What happened? How did you feel during the game? Did you get a strategy? How was the Group dynamic? Did you talk to everyone? How was the animator behaviour? How did you react faced to his decisions? How can you connect the game with life? Etc. Is recycling the solution? Note: You have to ADAPT the game from what you want to do, you also have to adapt your debriefing. Say at the end that there were just enough resources for everyone to survive and that you never said they could not share resources.

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Don't do this game if you’ve never played it before and/or if you don't know how to do it. Rules have to be very clear. Congratulate the one who got the most resources or who got advantage (You are the best!!!) and blame the "losers". You have to encourage them to take more than 4 resources Don't let them to take ALL the resources at the first step. Be careful if there are people who know the game that they don’t spoil it to the others: tell them to act like they didn’t know, to act as they did the first time they played. Maybe tell them to encourage the others to take more than 4, it can be a subject of debriefing about brainwashing/manipulation.

Moving debate TOOL TYPE: Workshop KEYWORDS: Exchanges, opinions AIM: To reflect on some sentences asking themselves if they agree or not. MATERIAL: 2 Papers, each with AGREE and DISAGREE written. NUMBER OF PARTICIPANTS: 6 at least DURATION: 1 hour DESCRIPTION: It is a method of debate that aims at allowing the exchange, from one assertion which lead to a controversy or a contentious, we invite the participants to take physically position FOR or AGAINST. 1. The facilitator displays the 2 paper in each side of the room. 2. The facilitator reads again the papers and says some sentences to the group. The participants have to move towards the paper that better represents their point of view. 3. Once everyone has taken a position, the facilitator asks randomly to the participants why they have chosen that particular place. The idea is to promote active listening and avoid exchanges only between two people (who might potentially disagree on the topic). NOTE: The aim is not to convince other people but to explain your point of view. It is about individual choice and ability to defend your point of view. Nevertheless, participants can change camp as often as they want: it means that they have just heard or understood a relevant argument. When they change place, it is necessary to explain why (it gives the opportunity to people who speak little of expressing themselves).

Canadian Boxed TOOL TYPE: Debate KEYWORDS: Exchanges, argumentation AIM: To develop communication and debate skills NUMBER OF PARTICIPANTS: At least 6 MATERIAL: A ring

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DURATION: 30 minutes DESCRIPTION: For this activity you need some polemic questions you can answer by yes or no. Create two teams of 3-6 participants and ask the question. One team will have to defend the yes and the other one the no, regardless of their personal point of view. Explain before starting the concept and be sure they understand that the arguments they will use are not the ones they truly believe in; it's a role play game so don't take things personal. Give each group two minutes to find arguments and then start the debate, each question is discussed around 4 -6 minutes. After each round ask the groups to mix, by doing so it will "kill" the confrontation between the teams, but you can choose to let them as they are and strengthen the competition by using points, rewards, a battle cry for each team created before they fight... You can use different rules for each round of question like:

• You as facilitator give the speech and share it according to your will. • You can say “No ping pong” (when there is a monopolisation of the

speech by two people) • You can give a time for expression like 20 seconds maximum to

force people to speak clear and short. • You can give a stick of speech, only the one who holds it can speak. • You can create a line of speech, where everyone has to speak. • You can let them organise by themselves the discussion.

At the end of the activity you can organise a debriefing in two steps, the first one as participants and another one with a step aside to analyse the methods and the tool.

Triangle debate TOOL TYPE: Workshop KEYWORDS: Formal, non-formal and informal education AIM: To reflect on the different learning approaches MATERIAL: Flipcharts with the following words: Formal, Informal and Non-Formal NUMBER OF PARTICIPANTS: At least 6 DURATION: 1 hour DESCRIPTION:

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First step: We established three different posts in the space: Formal, Informal and Non-Formal Education. The participants have to take position (Formal, Informal or Non-Formal Education) related to the different situations that we propose. Then we ask them to share one argument to explain why they choose this place. The different situations are: 1. The « Resources » game is... (Formal, Non-Formal or Informal Education) 2. It’s the first working day in your workcamp, the technical leader explains you how to use the motor chain 3. Yesterday, during the trekking Giuliana explain us what the primary, secondary and cloudy forest is 4. During the lunch with a Peruvian volunteer I learnt about the carnival in Peru 5. During the workcamp I give English courses to the local children 6. The president of your organisation comes to the workcamp and present the organisation by using a power point 7. In the workcamp recognized by UNESCO a local inhabitant explains that the San Francisco church of Quito is 500 years old. 8. Our camp leader proposes a workshop about gender equality during my workcamp. 9. During my workcamp in Bolivia, my friend Leyla explained to me that the role of the nature is something fundamental to the Bolivian society. 10. The Intercultural evening is (Formal, Informal, Non-Formal) Second step: We divided the group in three small group: Formal – Informal – Non-Formal Education. All the group have 15 min to think about the definition of each type of Education and prepare restitution by drawing or using keywords. Then in plenary the three groups have to present their definition.

Big Debate TOOL TYPE: Workshop KEYWORDS: Discussion AIM: To organise a discussion according to a certain methodology that avoid getting lost in the debate. MATERIAL: Flipchart and pens. NUMBER OF PARTICIPANTS: Any DURATION: 1-hour maximum DESCRIPTION: The activity is divided in different steps: the results at the end of the activity are represented as a tree. Step 1: Identification of the problematic; each group has to elaborate a problematic, that includes the definition of the actors and the context of the problematic.

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Step 2: Each group works on the Exploration of the problematic, searching for the causes and effects of the problematic and creating logical connexions between them. This part takes place on the roots of the tree. Step 3: Each group work on the Utopia, their dream, they have to imagine how it should be for them without limitations of any kind. This part takes place on the branches of the tree. Step 4: Then the last part consists to find actions that connect the roots (problems) to the branches (Utopia). Step 5: Restitution on the actions that each group found Step 6: A little debriefing about the methodology: what was easy, difficult, why? Are you satisfied about the actions you found? This tool is useful to introduce radical thinking, to understand the problematic in a deeper way. This tool forces the group to focus and go step by step. This methodology can be adapted to many different thematic and allows a lot of discussions. The people struggle mainly in the second part, take care of it. The restitution is quite complex, here we chose to organise it with the shape of a tree to make it clearer.

Ginkana TOOL TYPE: Workshop KEYWORDS: Participation, active listening AIM: To learn the main pillars on the project management:

• the project timeline; • the 5 W (Who, Why, What, When, Where); • the inter-relation between problems, causes and effects

MATERIAL: Flip Charts, paper, markers, post-it, handouts NUMBER OF PARTICIPANTS: At least 6 DURATION: 70 min = 10 min explanation and group division + 20 min each pool DESCRIPTION: Setting: Trainers should create 3 different stations representing:

• project timeline • 5 W • problems/causes/effects

NOTE: in case of big groups we recommend creating 6 stations, with 6 facilitators, 2 for the project timeline, 2 for the 5 W and 2 for the problems/causes/effects. Possibly two separate rooms: 3 stations/facilitator in each. The activity is organized accordingly to the following steps: Step 1. The activity is presented, participants are divided in 3 groups (or 6 groups), and the rules of the activity are explained.

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Step 2. Each team has to move from station to station, searching for as much information as possible about what the station is about and performing the tasks assigned in each station. In each station they have to stay 20 minutes. One of the trainers gives the time for the rotation. See Handouts below. 1 Identify the problem/s you want to address 2 Identify the needs of the local context (diagnostic) 3 Identify your target groups 4 Identify the needs of the target groups 5 Identify the stakeholders 6 Define the objectives 7 Identify the action/s you want to implement 8 Create a timeline of the actions 9 Identify the methodology/s you want to apply 10 Plan how to organize the action/s 11 Organize the logistic 12 Run the ongoing monitoring 13 Run the final evaluation 14 Organize the follow up 15 Find economical resources 16 Identify human resources

The chair game This game has been developed by ITECO (http://www.iteco.be/) TOOL TYPE: Workshop KEYWORDS: Inequalities AIM: To understand the demographic, economic and ecological imbalances and inequalities between region of the world. MATERIAL: One chair by participant, one green paper by participant and 5 geographical area posters. NUMBER OF PARTICIPANTS: From 20 participants to 30 (maximum) DURATION: About 1 hour DESCRIPTION: 1. World population distribution The participants enter in the room "Welcome in the world …" where the 5 five geographical posters have been spread in different places. The facilitator explains to the participant that we are going to symbolize the distribution of the world population. If this room was the world and the group its population, every participant would be supposed to represent x millions of inhabitants! Then, the facilitator asks to the participants to divide up in the room and to group together under each geographical area poster to represent the most exactly the world

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population distribution. When the group is stabilized in its movements, the facilitator can indicate the correct number of the population of the geographical area. The group can correct gradually its errors until they reach the real figures. 2. World wealth distribution The facilitator explains that for the second step they are going to distribute the world wealth and that the wealth is symbolized by the chairs. The facilitator can say how many billions of dollars each chair represents. And such as the population the group is invited to share the wealth. After some negotiation the facilitator can indicate the correct figure and number of chairs by geographical area. All the inhabitants should occupy every chair. For that purpose, the facilitator expresses an unclear instruction: “no chair has to stay unused and inhabitant can stay on the ground”. The facilitator has to observe carefully at this moment the action of the group and especially the way used to solve some problem: sharing, division, negotiation, squat, theft…. For this step the wealth is represented in the game by the indicator of the GDP (Gross Domestic Product). The facilitator should explain to the participants what exactly the GDP is. But at the end of this step, the facilitator should question the participant about this economic indicator. What are the limits of this indicator? Do you know another indicator? The animator should put into question the concept of wealth! 3. Ecological footprint distribution The facilitator explains that for the third step they are going to distribute the ecological footprint of the world and that the ecological footprint is symbolized by the green paper. The participants have to divide up the green papers between their geographical areas. Of course, the facilitator has to explain what the ecological footprint is. Once again after the first sharing of the participants, the facilitator restores the figures. We can notice that up to approximately twenty participants, the number of papers corresponds exactly to the number of chairs. So, the facilitator explains that the ecological footprint seems directly linked or connected to the wealth creation, especially in our dominant model of development. But the facilitator has to inform the group that the current ecological footprint of the world is 21 % superior to the regeneration capacity of the productive surfaces of the planet. So, we are consuming « 1.21 planet ». To allow the planet to stay balanced, we need to reduce the global ecological footprint. The animator asks the participant to reduce the number of green papers according to the environmental limit of the planet. For example, with twenty participants, it is a question of reducing the number of green papers to 16. The participants have to negotiate between geographical areas to know where this reduction should take place. After this negotiation the facilitator can underline the difficulty of current negotiations on the issue and make a link with current debates (right to pollute, Kyoto, Copenhagen Summit etc.). If North America agrees to give back two papers for example, does it also imply that it gives back two chairs? 4. Debriefing

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The game should lead to a collective debriefing/debate or discussion. Some examples of questions: > What happen during the game? > What feelings did the participants feel? > What shows the game? > What does it not show? Annexe:http://www.iteco.be/IMG/pdf/jeu_des_chaises_-_iteco_-_population_2015.pdf

Werewolf TOOL TYPE: Role playing game KEYWORDS: Group decision making AIM: To experiment through an activity different kinds of collective decision process MATERIAL: Characters cards NUMBER OF PARTICIPANTS: At least 8 DURATION: 1 hour 30 minutes + 45 minutes of debriefing DESCRIPTION: This activity is a role-playing game where different characters are represented, the villagers and the werewolves. The game takes place in a village where days and nights alternate. During the day, all the participants have to decide and exclude someone they guess is a werewolf. During the night the werewolves choose a villager to eat. The aim of the villagers is to find out who all the werewolves are and save the village, the aim of the werewolves is to eat all the villagers. Some villagers have extra power like Cupidon, the witch, the hunter, the priest, the wisdom, the ancient, the dumb etc. The village has to elect a mayor during the day and the mayor has extra power. During all the game facilitator introduce different ways to reach collective decision making concerning the way to elect the mayor and the way to choose which villager is going to be excluded. There is a progression in the process of decision making from a dictatorship to a "democracy" introduced by the facilitator of the game which is also the narrator. Debriefing: Come back to all the different kinds of decisions the group experienced and ask them to comment how they felt, the strength/weaknesses and how we use this process in our society. Ask them, which is the most democratic and why, what process they like the most and the worst. Then analyse what is important in the group decision process to make everyone "happy"/ "comfortable" and the limits. You can also play this game during the free time (and in the evenings) without the indication about the process of decision!

http://www.iteco.be/IMG/pdf/jeu_des_chaises_-_iteco_-_population_2015.pdf

http://www.iteco.be/IMG/pdf/jeu_des_chaises_-_iteco_-_population_2015.pdf

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Evaluation

Blob tree TOOL TYPE: Reflection group KEYWORDS: Self-Evaluation AIM: To enhance the individual and collective reflection MATERIAL: Handout printed and pens/markers DURATION: 15 minutes DESCRIPTION: Setting: for this activity you will create a cocooning space and with the help of the Blob Tree you will facilitate the discussion. The activity is organized accordingly to the following steps: Step 1. With a small group, the facilitator will propose a discussion. The main goal of this discussion is to share feelings and feedbacks regarding the workcamp. Step 2. The facilitator will ask a series of questions to the group and ask which Blob are they in the tree:

• Regarding their place in the group • Regarding the work • Regarding the daily life/group dynamics

NOTE: This technique can be also used as midterm evaluation. In any case it’s useful to run it in a small group to facilitate the intimacy and the sharing.

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Which animal are you? TOOL TYPE: Reflection group KEYWORDS: Self-Evaluation AIM: To enhance the individual and collective reflection MATERIAL: None DURATION: 15 minutes DESCRIPTION: The activity is organized accordingly to the following steps: Step 1. Small groups are created. Step 2. In a circle the facilitator will ask the volunteers to choose one animal representing their feelings of the day. Then the volunteer is invited to explain why he/she chose this animal. NOTE: It’s important to run the reflection in a small group to facilitate the sharing. Using animal as a symbol can be also as a poetic way to speak about feelings which can be heavy or challenging for someone.

Sandwich TOOL TYPE: Evaluation KEYWORDS: Midterm evaluation AIM: Have a collective midterm evaluation to analyse how the workcamp is going, to have the opportunity to adjust the elements not working properly. MATERIAL: The sandwich model DURATION: 30 minutes DESCRIPTION: The activity is organized accordingly to the following steps: Step 1. In a circle and in a quiet space, is presented the sandwich model.

• The top of the sandwich represents your feelings. • The middle of the sandwich represents something to improve. • The bottom of the sandwich represents something good.

Step 2. Participants have to think and share their own sandwich within the group. Step 3. After having listened to all the participants, a discussion about the solutions and how to adjust regarding the feedbacks can follow. NOTE: When the volunteers are speaking, it’s important to take notes of their feedbacks, even more for the things to improve. It will help the discussion about solution.

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Evaluation with different “hats” TOOL TYPE: World cafe KEYWORDS: Self-Evaluation AIM: To share feelings and facts that happened in the project, to be aware of what succeed and failed, to learn from what failed to readapt the organization. MATERIAL: Flipcharts, pen DURATION: 15 minutes DESCRIPTION: Divided in 3 tables:

• Positive criticism, optimistic vision, good moments. • Pessimistic vision, inconveniences, bad moments • Which tools did you use? How can you better organize yourself?

The group is divided in three sub-groups, each one takes 5 minutes to express about one topic and goes to another table where there is one facilitator who writes the main points. Each group reads what the precedent one has told before discussing.

Reflection group TOOL TYPE: Group discussion KEYWORDS: Self-evaluation AIM: To create a space where participants can express themselves, can analyse their learning process, learnings of the day... MATERIAL: Flipchart DURATION: 1 hour every day DESCRIPTION: After the activities of the day and before dinner, gather the participants and divide them in small groups (4-6 persons). Ask a volunteer to take notes and lead the reflexion groups. Here is frame divided in different questions: What have we done today? The question of the day? And what did I learn today? When each group finishes, gather all the persons that lead each reflexion group and take the feedback from them. Usually it belongs to the facilitators to lead the reflexion group, we chose to delegate this task to the participants to empower them.

Spider net TOOL TYPE: Group activity KEYWORDS: Final Evaluation

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AIM: To make the final evaluation of the workcamp, sharing feedbacks and comments and creating a free space for participants to express their feelings. MATERIAL: Ball of wool, soft music DURATION: It is not possible to provide a precise timing of this activity because it depends on the duration of the participant’s comments and feedbacks. DESCRIPTION: Setting: Soft music, with candles on the floor and a ball of wool in the middle of the space. This activity is organized accordingly to the following step: Step 1. Participants are sitting in a circle, then the music stops, and the activity is presented. One person starts, taking the ball, blocks the wool strings on a finger, makes his/her comments accordingly to the following points:

• What do I want to say to the group? • What do I want to say to the local host? • What do I want to say to camp leader(s)?

Step 2. When the first participant has finished, another person should stand, the wool ball is thrown to the person who wants to talk, the person blocks the wool strings on a finger and starts talking. The activity is following in this way, until everybody speaks and a spider net is created. NOTE: It should be clearly explained that this is a “free” moment and space to evaluate the workcamp, so each person can decide freely to share what he/she wants to share. It’s very important when a person has finished to speak to wait for another person to express her-himself.

Final Evaluation TOOL TYPE: Individual reflexion and group discussion KEYWORDS: Final Evaluation AIM: To create a space where participants can express themselves, can analyse their learning process and experience different kind of evaluation. MATERIAL: Flipchart, candle, pen, camera etc. DURATION: 1 hour 30 minutes DESCRIPTION: First, you have to create an atmosphere of relaxation with nice music, soft floor, a space where you feel comfortable and cosy. In the room create different spaces where the participants can evaluate the whole training with different tools. Desenergizer: Ask the participants to sit somewhere they are comfortable and to close their eyes. Then walk through the space and touch the forehead of the participants. When you do so, they have to start to do a nice sound. When you

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touch them again, they have to do silence. Create a harmony with all the group sounds and silence it, then start the evaluation. The Target: Draw a target divided in different parts, on each part write a criteria to evaluate like “accommodation”, “methodology”, “free time”, camp leaders”, “activities” etc. Ask the participant to put a dot for each criteria on the target. If the dot is close to the centre that mean they are satisfied. The Scale: Draw a scale that starts from "not fulfilled at all" to "totally fulfilled". The participants can evaluate the objectives by putting a tick on the scale according to what they think. Evaluation form: Ask the participant to individually fill in the evaluation form. Letter to myself: Ask the participant to write a letter to themselves presenting what they learnt from their experience. Portrait / Draw my face: If you have done the portrait at the beginning, take it and stick it on the back of all the participants. With a pen they can around and write something in the back of the participants. The graduation: Distribute randomly to each participants a graduation paper with the name of someone else. Then create a stage and ask a volunteer to come and reward the person written on his-her graduation paper. The person has to tell something nice and to describe in a not too obvious way. When this person recognizes her-himself, stand up and take the graduation then reward someone else etc… Collective picture: Ask each person to come one by one, to take a pose that represent the time together, say one word then stay there. When everyone has joined and created a collective piece of art, take the picture. Individual picture: Create a hidden place where everyone can come, write a message and dress up to take a picture with a message. Last round: Create a circle and ask all the participant to share to the rest of the group for the last time of the project something they want to say to themselves and something they want to say to the group. You as facilitator speak last and close it…

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Notes

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Notes

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The project was co-funded by Erasmus+ programme of the European Union. The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held resmonsible for any use which may be made of the information contained therein.

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A SPECIAL THANKS TO THE PARTNERS ORGANIZATIONS :

FRANCE CONCORDIA www.concordia.fr

ITALIA LUNARIA www.lunaria.org

PERU BRIGADA DE VOLUNTARIOS BOLIVARIANOS DEL PERÚ www.bvbperu.org

ECUADOR FUNDACION PROYECTO ECOLOGICO CHIRIBOGA chiribogaecuador.wordpress.com

FOR MORE INFORMATION :

HTTPS://CONCORDIAFRANCE.WIXSITE.COM/PROMETEUS

camp leader toolkit - concordia · a leader needs to wear a lot of "hats" in his work in...

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