Educational learning principles
The toolbox training places emphasis on theoretical knowledge which is put into practice through presentations, discussions, and practical exercises, by testing the tools in the ‘classroom’.
A prerequisite for learning is that participants are actively involved in the training. The facilitator should involve the participants – for example, by having them share their experiences related to the specific dimensions and topics. The facilitator should provide a ‘learning room’ for exploration and experimental behaviour, as these elements promote learning through different methods such as; group dialogue, self-reflection, group work, selected games or role-playing.
The facilitator should initiate learning by, for example, using specific challenges from the participants’ daily lives, and encouraging them to engage in ‘homework’ between each training session allowing them to test their learnings and reflections in practice. Please go the facilitators guide to learn more how to apply cases when teaching and facilitation.
How to work with the activities in the toolbox
Before applying the toolbox activities, we recommend that you read the pedagogical chapter and the content of activities to get an overview of the opportunities of the programme in its totality. Furthermore, the Workshop Facilitators’ Guide provides you with further information about adult learning principles and methods.
The activities are listed in chronological order, indicating a full Live2Work programme.
The toolbox activities are designed mainly to be adapted to group activities. But can be applied to individual programmes (one advisor and one participant).
The toolbox provides a range of activities group in each dimension. Each activity is accompanied by:
A technical sheet for the facilitator
Activity introduction with brief information about the dimension, duration of the activity, group-size, the aim of the activity, methodology, a step-by-step instruction, and suggestions and links to discover more about the theories from each specific activity.
A supporting information sheet
This sheet serves as background information, to help the facilitator learn more about the activity, and the content or the theory of the activity. Working with diversity among a group of participants, this sheet also can serve as activity support information handout for participants that are able to work independently with the exercise. This could apply for participants without language barriers. The supporting information sheet can be used as a tool to assist the more advanced participants in moving forward independently with a task, or for self-study.
A handout for participants
A brief introduction to the purpose of the activity and the exercise, and a step-by-step description of how to apply the exercise (ready to print).
Some activities provide ready to use and printable teaching material, such as printable Value image cards and Character Strengths Cards.
Keep in mind…
The dimensions ‘Self knowledge’ and ‘World knowledge’ can be followed up by the Sum-up activity which allows you to summarise your learnings from each dimension in one poster. The dimension “Transitional skills’ is to be followed up by “My-Global project overview” allowing you to summarise all programme learnings on one global poster.