272
edits
Animation: Difference between revisions
m
fix titles
(Automatic translation from french with DeepL) |
m (fix titles) |
||
| Line 1: | Line 1: | ||
Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed. | Each facilitator will run the workshop in a different way. However, there is a framework that should not be changed. | ||
= Introduction | = Introduction = | ||
== Ice breaker == | == Ice breaker == | ||
| Line 7: | Line 7: | ||
It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc | It can be useful to start with an introduction that relaxes the atmosphere: do a first name round, introduce yourself briefly, massage your earlobes in pairs, play a game of evolution, organize a bomb and shield game, etc | ||
== Briefing and start-up | == Briefing and start-up == | ||
Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning. | Briefing the teams is quick as you only need to explain that you need to put the cards back in the order of cause and effect. Also emphasis the importance of team collaboration: everyone must participate (it is up to you to make sure this is the case, too). Finally, give them some timing elements. To start with, it is advisable to shuffle the cards of batch 1 on the table (otherwise they are almost in order) and not to give instructions to read the back of the cards. This way, teams will more easily fall into the trap of the ice pack not raising the water level. Once all the cards in set 1 are placed (usually in a row), and not before, tell them to read the back. Getting it wrong and correcting yourself is very effective for learning, that's why there is a trap at the beginning. | ||
| Line 74: | Line 74: | ||
Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities. | Here, in a few steps, is the path taken by many climate activists. It's an individual journey and it's important to respect each person's pace. Talking about de-growth to someone who is only at the beginning of their awareness is premature and counterproductive. It can trigger reactions of rejection. It is therefore up to the facilitator to guide the participants during the debriefing, adapting to their level of awareness and their sensitivities. | ||
== Tip for starting the debate | == Tip for starting the debate == | ||
Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going: | Most of the time, the hardest part is to start the debate. After that, the participants respond to each other. Here are some methods to get the debate going: | ||