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CISV's Educational Methodology and Approach

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by

Mark Porter

on 31 October 2011

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Transcript of CISV's Educational Methodology and Approach

Active Global Citizenship for CISV Peace Education Learning By Doing ASK DO a concrete action or have a “hands on” experience. GENERALIZE about what you have learned and how it can be applied in a different context. REFLECT about what you have done and name what you have learned. APPLY what you have learned... Learning by doing is a continual process. It can begin with any of the four steps. Just make sure you plan to do them all! "Learning by Doing" helps us to apply our ASK and experiences with THEMES to all areas of our lives, both inside and outside of CISV. Every CISV activity should have moments where you... Attitudes - how we think and behave:
Being open minded
Behaving flexibly
Willingness to include people
Taking responsibility for our own actions and decisions Skills - our ability to/for:
Communicate
Leadership
Self-reflection
Creative problem solving Knowledge - information we gain about:
Population dynamics
Community concerns
Geographical facts
Environmental issues Every program and training in CISV has goals and indicators. Indicators are composed of Attitudes, Skills, and Knowledge (ASK). These ASK guide us on the way to meeting our bigger goals, and “indicate” what we need to be doing to stay on track to reach those goals. ASK help us to work on the THEMES of our educational experiences by giving us tools to overcome the challenges to peace that we face in our world. Interconnected Peace Education Tools Goal 2. Build an inclusive community through friendship
2a) Interact with peers from other countries
2b) Understand the importance of trust within friendship
2c) Understand the benefits of an inclusive community
2d) Contribute to the creation of an inclusive community CISV educates and inspires action for a more just and peaceful world. How? But how do we know if we are good at what we are doing? Program goals and indicators can be found on the Program Directors Planning and Evaluation Form (PDPEF). Each program PDPEF has a particular set of goals and ASK indicators. Evidence is collected on the PDPEF to show whether the ASK have been achieved. Evidence can include observations, discussions, written reflection, pictures, video, presentations, and more! What kind of evidence would you collect for these ASK indicators? The goals and indicators should be introduced at the beginning of a program, and continually revisited as evidence is collected throughout the program The Activity Writing Template is an important planning tool, but it can also help you evaluate your activity as well! Use the parts of the Activity Writing Template to help guide your reflection and evaluation of your activity... Maintaining a “visual GEF" is a great way to keep track of what you are doing well and what you need to work on during a program. Did you use all of the “Learning By Doing” steps effectively ? Did you achieve the ASK? Delegation time and other moments outside of activies can also be good times to evaluate if a program is going well. Educational Evaluation is about having clear goals and a way to determine if you have achieved them. So, why do we use... ? To monitor success and keep improving! To document and share what we are doing well... To show the world we are good at what we do, encouraging financial support! so new people will join and old people will stay! Why is diversity challenging in your context? Why are human rights violated in your context? Why is violence and conflict present in your your context? Why is development harmful or exclusive in your your context? Asking challenging question... can help you find themes for your educational experiences. Themes Diversity Human Rights Conflict and Resolution Sustainable Development Explores the identity of the individual and then asks us to consider ourselves within our own and the wider community. Considers how human rights affect every aspect of our lives and how violations can lie at the root of problems such as poverty, violence and lawlessness. Helps us to understand how conflicts can arise deliberately or otherwise and what can be done to help bring a peaceful resolution. Looks for integrated ways to promote economic and social well-being, while protecting the environment through the responsible use of natural resources. Themes give our educational experiences a concrete topic through which we can gain Attitudes, Skills, and Knowledge (ASK). Did you successfully use your the theme? Themes give a specific focus to our educational experiences. They are created from our four content areas... What are the challenges to achieving diversity, human rights, resolution of conflict, and sustainable devlopment? Answering these questions can be a good starting point for creating a theme. Diversity is difficult because our identity categories have been and continue to be used to discriminate, marginalize, and exploit. Human rights for all will be difficult to achieve as long as the rights of corporations come before the rights of people. Peaceful resolution of conflict will be difficult as long as violence and conflict is used to maintain the social, economic, political and order of our world Sustainable development for all will remain difficult as long as our economy is based upon profit and endless growth. Nationalism creates fear and hatred against immigrant groups. Families are homeless and there is not enough affordable housing The adults and the JB have trouble understanding each other’s needs. The majority of CISV chapters are in Europe and the Americas. and take into account context, participants and practical constraints of that educational experience. Evaluation information is also used by different areas of CISV including national associations and international program, research, and training committees! within the same activity or program. within another CISV experience. within an experience outside of CISV. The Group Evaluation Form (GEF) is used by the staff, leaders, and adult participants to record each participant's progress with the educational goals throughout a program. The Individual Evaluation Form (IEF) is optional but it can be an excellent way to monitor the progress of individual participants and work to fill out the GEF.


This form is generaly used by older participants or the leaders of younger participants. By using our Peace Education tools to create Active Global Citizens!
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