A1. Observing the commmunity activity (page 52)

A2. Questionnaire (page 55)

A3. Interviews (page 57)

B1. Community map (page 62)

B2. Swot analysis (page 66)

B3. Analysis of media articles ( page 72)

C1. Multiple voting (page 78)

C2. Decision matrix (page 80)

C3. Preparing the decision (page 82)

• From L (curricular subject) to a practical application / design thinking ... and how that can connect several subjects and also be useful within the community >>S

• From S (needs of the community) to L: what curricular knowledge we need in order to be able to find solutions; what subjects we need to bring to the table? what specialists we need to invite to teach us?

SL makes learning relevant and meaningful and also educates the new generations to contribute to the society.

E1. Gantt chart, page 115

E2. Risk matrix, page 117

E3. CMP chart, page 120

I.1. Brainstorming, page 165

I.2. Kipling Method, page 172

I.3. Mind Mapping, page 173

Tools availabe for learning planning:

F1. Hand model

F2. Quadrant method

F3. Personal development plan

F4. Letter to myself

D.2.1. Forum Theatre, page 94

D.2.2. Legislative Theatre, page 96

D.2.3. Invisible Theatre, page 98

D.2.4. Photo Voice, page 99

D.2.5. Storytelling, page 101

D.2.6. Living Library, page 104

D.2.7. Street actions – Flashmob, page 107

D.2.8. Living Exhibition, page 109

G.1. Consultative groups and working groups page,139

G.2 Appreciative Inquiry , page140

G.3. World Cafe , page145

G.4. Open Space, 149

H.1. Participation in decision-making, page 156

H.2. A visual map of participation levels, page 158

H.3. Traffic Lights, page 160

H.4. “H” Assessment, page 161

Tools for participative evaluation within the community:

J.1. Assertions, page 181

J.2. Analysis of the scope of influence, page 183

J.3. Smiling Face Scale, page 185

J.4. Focus group, page 188

J.5. A dialogue with the community, page 191

J.6. Most significant change, page 193

K.2. A solidarity project – Yes or no?, page 200

K.3. Finish the sentence, page 204

K.4. A solidarity project in an fishbowl, page 203

K.5. Sweet reflection in colours, page 205

K.6. What I plant in the future, page 206

K.7. From the beginning, 207

Should we really celebrate every project at its own end (or wait for them all to wrap up)?

Have older students who had already done such a project come during prep to help to inspire and encourage younger kids.

Be honest about the challenges and how we solved them.

Be prepared to know what might happen - older peers'/kids' views might be more listened to than more advice from the teacher!

Day of Open Doors - use that existing tradition to introduce the school SL to the community, staff a table with the SL students- they can answer questions and interact with the public.

Kids need to know that their work is rewarded.

But, the celebration might be more than a material reward - what else do they appreciate (praise, acknowledgement, mutual gratitude)

Celebrate small targets - don't wait until the final is done, show off meeting smaller targets as a way to model persistence with complex SL steps.

How do you integrate the SL and prep for the showcase without it seeming like extra work?

Integrate generating and collecting information throughout the process (integrate and use data from the steps on Evaluation and Reflection)

An exhibition made by all who were involved (all partners outside the school too) could be part of the celebration.

Try formats like an e-book, and even give them to the community (some have QR codes to download a copy free).

Work with book/exhibit creators who want to use a certain photo in order to come up with a caption is also a learning opportunity - people do not interpret a scene of photo the same! The act of collectively curating is a productive one too!

Encourage them to use collaborative websites like Canva - it's fun, you can decorate the pages, accepts photos, text, - and it becomes a book to share.

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Erasmus can be a great help in finding partners (in EU), use exchange partnerships

Try parallel projects (ex. of 5 countries) and have them be "there" for the celebration

include time online to socialize and "be kids together" in addition to formal speeches and

Having a problem to solve can be a great impetus to launch a SL program

Include art teachers - create a wallpaper, Zoom background, even a Canva shared site to create a collective project

Gather things about the process- that is part of the show versus just final projects

Use Keynote, Trailer (films), Kunstmatrix (virtual exhibit), SlidePro (?), templates together to create co-authored presentations around a synthesis topic

Sometimes the kids know of new software and skills

What was someone's greatest success?

"Most significant change," template for an exercise - teachers, kids, partners each write or draw something

ask them for (individual as well as group) high lights, Low lights - present these as a gallery walk - explain it to those who were not part of it as well as partners from the community

the guests also appreciate the opportunity to meet with kids, not just listen to speeches

use a real or digital guestbook - and then screen the comments - for a final synthesis

A virtual room for a celebration