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knowledge techniques and exchange of experiences - Chair technique

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knowledge techniques and exchange of experiences - Chair technique

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Chair technique (my self in the city of origin and my self in the host city).
Those who are migrants will be able to express what they were like in their countries of origin in relation to specific issues (what leisure time was like, timetables, ways of relating with family or friends, at school, etc.) and what they are like in the host country. Those who do not have a migration experience can adapt the technique to the role-play style and imagine how things might be like living in Spain.

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Brainstorming and Discussion - Human Rights

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Brainstorming and Discussion - Human Rights

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Mediante una lluvia de ideas y debates, esta actividad lleva a los participantes a definir qué significa ser humano y relacionar los derechos humanos con las necesidades humanas.
1° PARTE : ¿Qué significa ser humano? (20 minutos) : Escriba las palabras "HUMANOS" y "DERECHOS" en la parte superior del papel cuadriculado o en una pizarra. Debajo de la palabra "humano", dibuje un círculo o el contorno de un ser humano. Pida a los participantes que hagan una lluvia de ideas sobre las cualidades que definen a un ser humano y que escriban las palabras o símbolos dentro del esquema. Por ejemplo, "inteligencia", "simpatía".  A continuación, pregunte a los participantes qué creen que se necesita para proteger, mejorar y desarrollar plenamente estas cualidades de un ser humano. Escriba sus respuestas fuera del círculo y pida a los participantes que las expliquen. Por ejemplo, "educación", "amistad", "familia amorosa".  Discuta  y Explique lo que se relaciona con la dignidad humana, la integridad del ser humano. Todo lo escrito alrededor del esquema representa lo necesario para la dignidad humana. Los derechos humanos se basan en estas necesidades.
2° PARTE : ¿Qué es un derecho? (20 minutos) https://youtu.be/M_HsXzPpYCg

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Culture exchange activity - What is culture?  

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Culture exchange activity - What is culture?  

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The children divided into groups will have to tell about their country and the cultural practices they have. What they find out will be presented by means of a text, a picture or another form of expression. This should enable the other participants to understand the following points:
1- customs and habits
2- food
3-language
4-religion
5-school

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10:00 the story of my name
The mutual presentation can start with a narrative from the beginning. In this activity, the facilitator invites each participant to share the story behind their names one by one.

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Migration: between past and present - Dynamics of migratory morning

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Migration: between past and present - Dynamics of migratory morning

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Three group activities will be carried out to assess the impressions and feelings related to the migratory fact.
1st activity:
drawing the line of migration (analysis of the past).
2nd activity:
A step forward (analysis of the present circumstances).
3rd activity
Manual technique: making or drawing an object that identifies them and is specific to their country.

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A presentation of the migrate project will be given.
Once this activity is finished, the young people divided in mixed groups will have to work on
1- the Erasmus programme and the youthpass certificate https://www.youtube.com/watch?v=ykwdEaRQXW4
https://www.youtube.com/watch?v=TvondHqhKXM
https://www.youtube.com/watch?v=rnQWZKStM7c

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There are 3 rounds with 3 games in this method.
*Game #1: Exploring the Concept of Discrimination
STORY:
You are in a park. and you witness a scene of discrimination. Your task is to explain the concept of discrimination. You will work in a team with two of your colleagues.
RULES:
You have 5 minutes to work with your colleagues and give an explanation of discrimination.
*Game #2: Insider-outsider.
OBJECTIVE:
The main objective is to encourage young people to understand how negative feelings affect the behaviour of others in social situations.
STORY:
Outsiders see themselves as people who felt outside of society. The insiders are vice versa. Then they have a debate.
RULES:
- Participants are divided into teams: Insiders and Outsiders, in each team 4 people.
- Each team has 15 min. to identify aspects of exclusion.
- Teams are not allowed to communicate with each other.
- Teams have 20 min. to present and discuss in turn.
* Game no. 3: Media activity on the internet
OBJECTIVE:
To consider whether social networks have increased, decreased or have no effect on stereotypical beliefs.
RULES:
Each participant works alone and has 15 to 20 minutes to explore their own topic regarding discrimination.

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sería por la tarde no daría tiempo a mucho más

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To help people reflect on the day's activities, make a ball of paper and ask the group to throw the ball to each other in turn. When they have the ball, participants can say one thing they think about the day.

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Paired Share Debrief
Form small groups of two or three people. Ask your question and invite each person to share their answers with their partners. Continue to ask questions or exchange partners.
Purpose: the children should discuss the day with their partners, analyse what they have learned and what they have experienced.

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Art in the cultures - we focus on the Art

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Art in the cultures - we focus on the Art

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We focus on Art Divided into groups, each of the children, trying to respect the mix of nationalities, will have to comment on art in their cultures. They will be able to use any tool (visual or their own interpretations) to show and expose art in their cultures. Once the activity is finished, each group will have to find the best method of representation to be able to exhibit the examples in the street activity on the last day.

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After the day on the different cultures and the visit to the city of Pamplona, the children will have to evaluate what they have seen and the day through drawings and stories. 1- drawings 2- stories

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the evaluation activity will be divided into two parts:
1° the kids will have time to write a free text about themselves. They are expected to relate it to the day's activities, telling about their situations, their experiences.
2° activity evaluation of the activities and of the day.

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Emoji Cards
Place all the cards randomly on a table or on the floor.
Gather your group around the cards, giving them a few moments to familiarise themselves with them.
In pairs, ask each person to choose one or two cards that reflect a feeling they experienced during the activity.
Encourage people to share why they chose the card and why it was so important to them.
Allow two minutes for sharing.
If time allows, reconvene your group and invite volunteers to share anything they learned that they think is important.

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Music as a language of communication and cultural expression. Practical examples.                                                    1st activity - each of the children will play a song that reminds them of their culture and explain with a word or adjective why.
2nd activity - through a mix of songs all the young people will dance. This is a free activity to express emotions and overcome shyness.
3rd activity - it is planned that the youngsters will discuss about the origin and meaning of certain songs and styles of music they listen to.
4th activity - the children will reflect on the activities and on the different styles of traditional and contemporary music.

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Escribir el tema de la migración
Hablar de la experiencia erasmus
Hablar de musica, arte y culturas

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16:00

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1-The story behind my last photo
Participants are asked to pair up and open the last picture they took with their mobile phones and think about the story behind it, asking each other questions such as Where was it taken? Why did I take a picture like this? How did it feel? Was it something important?
They are invited to use the last images they have taken, even if they may seem boring or irrelevant (such as a photo of notes they used to study for an exam or a phone number they wanted to remember). The facilitator should encourage them to see interesting stories in seemingly boring situations.
After thinking about the story, participants share in pairs, asking each other questions to discover more details related to the story behind the picture.

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Divided into 4 mixed groups, the young people will have to write down which competences they have developed.

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Through the drawing of the pizza, the young people will have to evaluate these aspects of the project:
1- theme of the project
2- development of the activities
3- leaders
4- company
5- food
6- free time
7- accommodation
8- suggestions

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The Moment  when each of us told our own story was really very excuting to find out what lies behind each person.