DAY ONE
ICE-BREAKERS AND INTRODUCTION
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Hello
This activity will set the tone for the workshop: it is easy and
fun, it helps participants to relax and start to get to know each
other.
5 minutes
None
Group work
The trainer gives a short welcome to participants (lasting
about one minute). Then the trainer asks participants to walk
round the room without saying anything, just nodding and
smiling at the others. This should go on for one minute. Then
participants can greet the others while keeping walking
slowly, using different forms of greeting, such as ‘Hello’,
‘Good morning’ or ‘Pleased to meet you’. As a last step
participant start walking faster and greeting the others faster.
Issues to consider
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Issues to consider
Name of the
activity
Objectives
Time
Materials
Show your hobby!
This activity will set the tone for the workshop: it is easy and
fun, it helps participants to relax and start to get to know each
other.
5 minutes
None
group work
• trainers ask participants to stand in circle then ask them to
say their names and show there hobbies without saying
anything
• other participants will guess what it could be
• if somebody is not comfortable with showing his / her
hobby they can say it
My name is
This ice-breaker will help participants to learn each other’s
names
5 -10 minutes
• a soft ball
• or a flower, or nice small object e.g. a doll or a picture
• name tags or stickers with the names of the participants
Method
How to run the
activity
group work
The trainer asks participants to sit in a circle, gives the ball to
one of the participants, who has to tell her/his name to the
others slowly and loudly and throw the ball to somebody
sitting opposite to her/him. The second participant tells
her/his name and throws the ball again. They go on with this
until everybody tells her/his name at least twice.
• If it is not comfortable to throw the ball, a small object like a
flower, a doll or a picture can be passed (not thrown)
around while mentioning the names.
• In the second half of the activity using the ball or the other
objects, participants tell the other person’s name who gets
the ball or the other objects. Go round until everybody’s
name turns up at least twice. Other participants can help if
some names are not remembered immediately.
• At the end of the activity participants can put on name tags
or stickers with their names on.
Issues to consider
WELCOME
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Welcome everybody
This activity introduces the trainer and this is the first
introduction to the aims, objectives and style of the workshop.
It is important that the participants can also ask questions
and make observations.
15 minutes
A flip chart for the most important information and facts of the
workshop
Frontal presentation and discussion
• The trainer welcomes participants and explains everything
about the workshop. He takes notes putting the most
important facts and information on the flipchart.
• My name is … I come from ….
• We are grateful that you have agreed to take part in this
workshop. … This workshop was organized by …
• It is part of a series of workshops running in six different
countries …
• We will have two meetings. Today is our first meeting. This
first day is mainly about the past. About what we know,
what we have learned so far, about what our learning
experiences are. We will be together until …. clock. In the
meantime we will have a coffee break and we will have
•
•
•
•
lunch together. Our next meeting with a similar time table
will be on …. The second day will be about the future,
about our plans, options and opportunities for the future.
We think there are a lot of things to learn in order to make
our life better, more interesting, to engage ourselves in
community life and we can do a lot to motivate and involve
other older adults, who have been inactive so far.
The aim of our workshop …
What are we going to do during these two days?
(Programme/timetable of the WS on flipchart)
What methods are we going to use? We will have
conversations, we will answer questions, we will interview
each other, we will work in pair and in groups, we will
remember the past and we will think about the future …
Do you have any questions or any observations?
Issues to consider
INTRODUCTION OF PARTICIPANTS AND EXPECTATIONS OF PARTICIPANTS
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Issues to consider
Who am I? Who are you?
Getting to know and introducing each other. This activity
expands the introduction of the participants. It collects the
first information about their learning experience, their
interests and this is the first step to gather data for their skills
profile.
60 minutes
• handout
• pen
• working in pairs
• plenary presentation
The trainer gives everybody a copy of the handout.
Participants read the question first. Then they work in pairs.
Everybody takes his partner’s questionnaire, asks the
questions and writes down the information. Participants
should give information only if they feel comfortable with it. It
is not a problem if a few questions are unanswered. When
the questions are answered everybody sits in a big circle and
every participant introduces her/his partner to the others
using the information on the questionnaire.
Handout:
photo
Name:
Address:
Age:
Family background:
What is the most positive thing about you?
……………………………………………………………….
How did you get involved with this workshop?
……………………………………………………………….
What learning programme/activity do you take part in?
……………………………………………………………….
How did you take up/start this course/activity?
……………………………………………………………….
What do you like most about it?
……………………………………………………………….
What are you good at?
………………………………………………………………..
What are your hobbies?
………………………………………………………………..
What are your plans for the future?
………………………………………………………………..
What else would you like to do?
………………………………………………………………..
How could we involve/motivate others?
………………………………………………………………..
Any comments, any remakrs?
………………………………………………………………..
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Great expectations
It is important to know what the participants expect of the
workshop. This can be used at the end to see how much of
the expectations have been met.
15 minutes
• a flipchart for the trainer to put down the essence of what
the participants say
• plenary
The trainer explains that at this stage participants have some
idea about the aims of the workshop. Everybody should
mention one or two things they expect of these two days.
What will they learn, what will they share, what can they use
from what they hear and do, and what, they think, will happen
at all?
The trainer puts down what participants say on the flipchart
under the heading “Our Expectations”.
Issues to consider
SKILLS PROFILE part one
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Our skills – what we have learnt so far and what we
know. What are we good at?
It is very important to know what we know. In this activity
participants will familiarize with different skills, they will collect
and discuss different skills they are good at, skills that that
they could still do with, that other people would need to
improve the quality of their lives, skills that could be the
subject of a learning course or some other kind of activity.
60 minutes
• blank cards (5 for each participant) and prepared cards (15
for every small group of 3-4 people) with the names of
extreme skills (like bungee jumping), things which are not
skills at all (e.g. snoring or watching television) and skills
which are important but presumable will not appear on
participants’ cards (e.g. organizational skills, conflict
management etc. see task …… on skills)
• pens
• a large table to put the cards on
• a flipchart
• individual work
• work in groups, first of 3-4 people then of 6-8 people
The trainer explains to the participants what we mean by
skills and gives a few examples.
Each participant gets 5 blank cards. They put down the name
of 5 skills they think are important (One card –one skill). The
trainer can give a few examples. (E.g. nursing or cooking)
Groups of 3-4 are formed. Each group receives another 15
(prepared) cards with skills (or non-skills) on them. Each
group examines and discusses the skills on the cards,
eliminates identical/insignificant/irrelevant cards, then ranks
remaining cards from the point of view of importance and
usefulness.
Each group takes the 10-12 most important cards and joins
another group. The new groups (now of 6-8) do the same
procedure (of discussing, eliminating and ranking)
Groups place the cards in order of importance on the table
and explain result to the other group(s).
The trainer writes the 10-12 most important and useful skills,
based on the cards on the table, on the flipchart.
Issues to consider
SKILLS PROFILE part two
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Filling in the skills profile
• to discover and face skills acquired during years
• to understand that during our lives we learn in different
situations (formal, non-formal, informal learning)
90 minutes (75 + 15 minutes)
• handout
• pen
Individual work
75 minutes
• trainers explain the activity, the method and introduce the
different parts of the questionnaire
• trainers ask participants to fill in the questionnaire in 3
steps:
1. read carefully the name of the skill and the explanation
and then decide it whether you have it or not
2. think of a concrete example and write it down shortly
3. assess the skill according to the scale
If a certain skill is not relevant, please tick the “not relevant”
box.
Trainers go around and help participants if they have
questions.
15 minutes
• trainers ask participants to look through the skills profile
again and choose the 3 most important skills and write it
down the skills profile form
Issues to consider
• skills profile need to be tailored to the specific target group
we work with
Handout
Skills
Please give an example from your own
experience. How do / did you use this
skill?
Level
Work related skills
1. Interpersonal
Communication
(Being able to communicate
ideas and information to others
and work with a variety of
people)
3. Written Communication
(Being able to present
information in written form, e.g.
reports, articles, minutes of
meetings)
4. Administration
(General office work e.g. filing,
typing, organising meetings,
purchasing supplies)
5. Accounting
(preparing accounts and
managing budgets; listing
income / expenditure, preparing
balance sheets etc.)
7. Organisational skill
(Organising events such as
seminars, conferences, general
assemblies, exhibitions,
competitions, shows etc.)
8. IT
(Using computer programmes,
e.g. Word, Excel, Access; using
internet and e-mail; using
databases; designing websites;
programming)
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
9. Foreign languages
(Understanding spoken and
written language/s; translating
and interpreting; using language
for business purposes)
10. Human Resources
Management
(Recruiting, training, supervising
others, organising
responsibilities and roles)
very good
good
not too good
not relevant
11. Programme management
(similar to organisational
skills!)
(Planning and developing
programmes, defining scope,
objectives, activities, resources
and evaluation steps)
13. Leadership
(Being able to take a lead,
make strategic decisions to
move forward; representing
your organisation externally)
14. Team working
(Contributing to a collaborative
climate; cooperating to reach
common goals, accepting
others points of view)
15. Teaching
(Teaching on an individual basis
or in a group; in an informal or
formal environment)
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
16. Personal Responsibility –
self management
(Showing commitment and
reliability; being able to organise
your time and manage your
work; motivating yourself)
Human relations
17. Stress management
(Conflict management, facing
any human or practical problem)
18.Relationships
(Creating, developing and
sustaining partnerships with
individuals or organisations)
very good
good
not too good
not relevant
very good
good
not too good
not relevant
19. Motivating Others
(Encouraging others to get
involved)
very good
good
not too good
not relevant
20.Problem Solving
(Analysing problems, finding
appropriate solutions to specific
situations)
very good
good
not too good
not relevant
21.Active Listening
(Being receptive to what others
say, showing empathy, not
assuming a major role in the
conversation, responding to
requests for help)
very good
good
not too good
not relevant
22. Being Proactive
(Showing initiative and
creativity, responding to
changing situations; being
flexible)
23. Counselling
(Specialist or general
consultancy; counselling)
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
24.Negotiation / Mediation
(similar to stress
management!)
(Facilitating constructive
debate; finding compromises;
finding satisfactory solutions to
conflicts)
25. Organisational skill
(Organising events with friends,
family)
very good
good
not too good
not relevant
very good
good
not too good
not relevant
26. Decision Making
(Identifying possible options and
assuming responsibility for
choosing best outcome
Family, health care
27. Bringing up children
very good
good
not too good
not relevant
28. Household –
organisational skills,
accounting etc.
very good
good
not too good
not relevant
29. Cooking
very good
good
not too good
not relevant
30. Health care and
prevention
very good
good
not too good
not relevant
31. Care taking
very good
good
not too good
not relevant
Please write as many as you
can…
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
Hobby, leisure time activities
30. Gardening
very good
good
not too good
not relevant
Please write as many as you
can…
very good
good
not too good
not relevant
very good
good
not too good
not relevant
very good
good
not too good
not relevant
Specific skills developed through volunteering
Please write as many as you
can…
very good
good
not too good
not relevant
very good
good
not too good
not relevant
MY SKILLS PROFILE
THIS IS WHAT I AM LIKE
THINGS I CAN DO
THINGS I KNOW
Name:
Date and place of birth or age:
SKILLS I AM VERY GOOD AT
1.
2.
3.
…………………………………………………………………….
OTHER SKILLS I AM STILL GOOD AT:
1.
2.
3.
…………………………………………………………………….
EVALUATION OF DAY 1, SUMMARISING AND GIVING FEEDBACK
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Issues to consider
Smiley ☺ or not smiley ?
It is important to know how participants feel at the end of day
one, what they think of the workshop and of the topics
covered.
10 minutes
• post it cards
• flipchart
plenary
Trainer explains the aim of this activity and gives participants
blank post it cards. He draws three “Smiley” faces on the
flipchart: one smiling, one crying, one neutral. He asks
participants to draw one of these faces on the post it card
according to how they feel at the moment. Participants
should stick their faces on the flipchart below the same face.
We will see how the group feels.
DAY TWO
ICE BREAKER
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
What is your favourite colour?
To do some warming up activity at the beginning of day two.
10 - 15 minutes
• a piece of paper
• pens
group work and pair work
The trainer hands out a piece of paper and a pen to every
participant. Then the trainer explains that (s)he will ask a few
questions and participants should write down the answers on
the piece of paper in one or maximum two words. For
example if the question is “What is your favourite colour?”
The answer is “red”, “blue” or “pink”.
Questions?
1. What is your favourite colour?
2. What is your lucky number?
3. What is your favourite name?
4. What is your favourite food?
5. What are you the best at?
6. What would you like to learn?
Every participant finds a partner and using her/his piece of
paper with her/his own answers, asks her/his partner the
same questions. Then participants find a new partner and
ask the questions again.
Issues to consider
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Issues to consider
Tell a piece of good news!
To do some warming up activity at the beginning of day two.
10 - 15 minutes
None
plenary
Trainer ask the participants to tell something good that has
happened lately to them
ACTION PLAN
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
A JOURNEY TO OURSELVES
A three-step fantasy game around learning and making
plans about learning
It is very important to find out the needs and learning
capacities of older people. There are a few areas where they
could refresh or expand their previous knowledge and there
may be areas where they can learn and do something that is
useful and interesting for them and also for the community
they live in. In the first step we will find out what are the
problems and deficiencies that are caused by the lack of
some knowledge, problems that could be solved with the help
of some learning programs, in the second step we will
imagine and ideal (illusory) situation, where all our problems
will be solved through learning programmes, and finally in the
third step we will find out what is realistic and feasible.
90 minutes (25 + 25 + 10 + 30 minutes)
• complaint cards and dream cards
• handout
• flipcharts
group work and pair work
Introduction
The trainer explains the objectives of this activity.
In the first step we all visit the complaining wall where
everybody can tell us about her/his problems and
deficiencies that are caused by the lack of some knowledge,
problems that could be solved with the help of some learning
programs.
Participants form groups of three.
STEP ONE
THE COMPLAINING WALL (25 minutes)
Participants start talking about the problems which have
something to do with the lack of some knowledge. (E.G. “I
can’t write e-mails to my grandson because I do not
understand computers.”
Everybody receives 2-3 cards, symbolizing problems,
difficulty or hardship.
They write down one problem or one complaint on one card,
e.g. “No computer skills” or “I don’t understand computers.”
The trainer collects the complaints and sticks them on the
wall or the flipchart (the “temporary complaining wall”). All the
participants visit the exhibits on the complaining wall. They
can make comments on the complaints.
STEP TWO
DREAMS HAVE WINGS (25 minutes)
The trainer asks the participants to go back to their groups
and think about an ideal situation in which all their problems
are solved after a learning program. We should imagine that
we have finished one or two courses and we have acquired
new skills. These skills will help us to improve our lives, to be
healthier, to have more fun, to manage our lives better and
so on. So what will be our new skills, our new competences?
Participants discuss in their small groups what are their
dreams, wishes or desires.
Everybody receives 2-3 cards, symbolizing dreams, wishes,
desires.
Everybody writes down 2-3 new skills they would like to
acquire, if they had the opportunity to take part in some
learning programme.
The trainer collects the wishes and sticks them on the wall or
the flipchart (the “flying dreams wall”). All the participants visit
the exhibits. They can make comments on the dreams.
INTERMISSION (10 minutes)
This is the moment when the trainer can ask the participants
what feeling it is to talk about their problems and complaints
and also about wishes and dreams. What is pleasant or
unpleasant about it? What they think whether we should talk
about our problems and also about our wishes in a
community. How can we discuss and find solution to our
problems which have something to do with learning. Who can
help us? Can we help each other?
STEP THREE
BACK TO EARTH (30 minutes)
The trainer sums up the first two steps: from complaining to
dreaming. The results are on the walls. Now it is time to get
back to reality. What are goals included in the dreams and
motivated by our complaints that are realistic? Everybody
should go on working in the small group, thinking about
her/his plans and ambitions and also trying to help other
participants in the group.
The trainer hands out the ‘Action Plan’ handouts. The card
should be titled according to the needs and expectations of
the group. If they do not like the name, it can be changed.
Participants fill the handouts. They can help each other and
of course the trainer can help them.
When all handouts are filled, they are stuck on the flipchart or
the “Planning Wall”. The participants visit the wall and study
other participant’s plans. They can always make
amendments to their own plans.
The trainer sums up the road from the complaints to the
action plans.
If possible, in the next break a final version of the plans is
edited and printed that the participants can take home
together with their skills profiles.
Issues to consider
Examples of complaining cards:
An example of a dream card:
NAME: …………………………………………
MY PLANS
WHAT WOULD I LIKE TO DO?
WHAT WOULD I LIKE TO KNOW?
WHAT ELSE WOULD I LIKE TO LEARN?
1……………………………………………..
2. ……………………………………………..
3. ……………………………………………..
………………………………………………..
………………………………………………..
WHAT DO I HAVE TO DO TO ACHIEVE MY
GOALS?
WHAT DO I HAVE TO LEARN?
Step one ………………………………………
Step two ………………………………………
Step three ……………………………………..
The next steps …………………………………
MOTIVATING AND INVOLVING OTHERS
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Tell us the story
We learn a lot from each other’s stories and experiences in
the field of learning. This is a good opportunity to get
acquainted with other people’s learning experiences and
decide how we can use them for our benefit and for the
motivation of others.
60 minutes
• flipchart
• a prepared story recorded on video or audio
• plenary discussion
• individual work
• pre-recorded example of somebody’s experience
The trainer explains the objectives of this activity.
We learn a lot from each other’s stories and experiences in
the field of learning. Think about those people who are left
out from every learning opportunity, community life activities,
who have hardly any experiences, including learning
experiences, and also positive experiences in their lives, who
always have to solve all their problems on their own.
“Please think about an event or a story from your experience
that could be useful and motivating for those who do not take
part in any learning programmes or community activities and
who would definitely need these activities.
Tell us stories, facts, episodes or any experiences that could
raise the interest of inactive people of your age and stories
that could motivate these people to become active.”
• (participants listen to an example prepared recorded on
video or audio)
• Think about the story for a few minutes
• Everybody tells the story in max. 5 minutes
Trainer takes notes on a flipchart and sums up the most
interesting moments.
Issues to consider
Name of the
activity
Objectives
Time
Who is this person?
To talk about the learning needs of people and to reflect on
how to motivate inactive people.
60 minutes
Materials
Method
How to run the
activity
Portraits (photographs) of elderly people (at least twice as
many as the number of the participants or more) are
displayed on a table.
the combination of individual work and group work
Trainer explains how important motivation is especially for
those who do not take part in learning programmes or
community activities. It is, of course, important to motivate
those who are somewhat active in order to engage them in
more activities and make them share their knowledge. The
portraits (photographs) are displayed on a table.
Participants walk around the table observing the photographs
as if it were a photo exhibition, at first without making any
comments. After one or two rounds participants select a
photograph that reminds them of somebody they know (even
if the resemblance is vague), who is inactive although it
would be very useful for this person to join a learning
programme. Groups of 3-4 are formed and participants
discuss what they think of the photos:
• introduce the person the photo reminds you of,
• what kind of learning programme of community activity
would be good for him,
• how could we motivate and involve this person.
groups report to the other groups about what they have
discussed
Trainer takes notes on a flipchart and sums up the most
interesting moments.
Issues to consider
COMPETENCE MARKET
Name of the
activity
Objectives
Time
Materials
Method
How to run the
activity
Competence market
To build small (learning) communities
45 – 60 minutes
• post it (two different colours)
• pan
• flipchart / board or appropriate surface to put post-it on
Individual work combined with plenary
• Trainer explains how important to share our knowledge,
and this activity is an example how we can build small
(learning) communities
• Using the skills profile and the action plan trainer asks
participants to write 3 things that they would like to learn
and 3 other that they are good at and can teach to others.
(these should be written down to different colour post-it)
• Trainer prepares two flipcharts with the title “I would like
learn…”, and “I can teach”
• Participants put their post-it and group them
• Then they try to find other people who are interesting in the
same thing or who can teach them and create groups etc.
• Trainers sum up the results (how many groups there are,
topics etc.)
• Trainer explains that this works in other communities as
well
Issues to consider
DO’S AND DONT’S
-
-
-
-
-
Some older people are shy and do not like to speak in front of the others. Let’s
help them and let’s not make them act too much or at all. Others have
problems with writing. Let’s write for them or we can ask another participant to
do the writing.
If participants have any doubt, we should explain things again, give examples
and take time. Never haste older participants.
Always adapt activities and timing to the concrete situation in the group.
Sometimes participants get tired sooner, you can shorten activities. Other time
like talking, talking too much or talking about something different. The trainer
should tactfully shorten the contributions or divert conversation back to the
point.
Let us use lunch breaks or coffee breaks for extra or personal issues that do
not fit in the scheduled activities.
The trainer’s words should vary from country to country, from group to group,
taking into consideration special local features, e.g. the composition of the
group, their previous learning activity, their age, the type of the host
organization etc.
The trainer should always closely follow what is happening in the activities. If
somebody gets stuck he should explain again, give examples, if necessary, he
can simplify the activity, do the wording for the participant. To put it short: he
should facilitate the smooth flow of the activity, by providing all kind of help to
the participants. One of the useful ways of assistance is to give examples, to
repeat and explain tasks in other words.
Older adults are normally very grateful when they are takes care of, listened
to, when they feel they are still important, they can learn something. However,
if we expect too much of them, which is beyond their physical, mental,
financial or any other capacities, it can be very frustrating and demotivating for
them.