1. Adult Multicultural Εducation and Εuropean Ιdentity (A. M.Ed.E.I.) Las Palmas, March 2011

2. Report from trainings organized by polish partner Educational Assosiation ‘Common Knowledge’

3. Participans in two organized trainings was unemployed people. One group was only women, the other one was only men. Each group consisted of 14 persons In both groups there were adult persons, age 20 - 60. In both groups the training courses was conducted according the same scenario. One scenario was prepared by Educational Assosiation ‘Common Knowledge’, the second one by ERIFO

4. The group of enemployed men which took part in training courses

5. The group of women which took part in training courses

6. 1.Educational Association’s scenario – Blind’s guide Objectives: developing mutual trust increasing concentration developing self-definitions Place: Classroom Duration: 15 minutes Instructions: The group is divided into pairs. One person in each pair has his/her eyes closed. The other person gives directions, instructions about the movement. The guide cannot touch the blind. The guide changes the pace of guidance. It is advisable to choose starting and ending points and place obstacles on the way. After some time the participants change roles. A variation can be introduced with instructions being not exactly verbal, but based on sounds, e.g. double sound means „forward”; single sound means „stop”. A variation in sounds may also prove interesting.

7. Debriefing: * This social exercise is an attempt at establishing closer relationships within the group. Since it is again based on a need for trust, the activity requires and develops intrapersonal as well as interpersonal qualities of an individual. *To actively and fully cooperate with a partner, every participant needs to prove creative, active and concentrated. Especially the need for concentration seems to be a fruitful element as it often creates a sense of rivalry between pairs. Adult participants may find it hugely motivating. *This, in turn, contributes to effective development of interpersonal skills – allows participants to find common objectives and difficulties and urges the pairs to find their own ways of communicating. *Creation of their own systems of messages may as well serve as a proof how difficult (but successful) interpersonal communication can be.

8. Summary: -That task was easy one for both groups – women and men responded well, regardeless of age. -Participans admited that they treated it as a fun game, but after all they realized some important things about interpersonal communication.

9. 2. ERIFO’s scenario - What is intelligence? What is intelligence? Objectives: After completing this worksheet, the learners will understand that: - Intelligence is simply a way of acting, not an attribute - what we are interested in is how to go about learning in an intelligent way - there are simply intelligent ways to learn and dumb ways to learn. Place: Classroom Duration: 20 minutes Materials/ equipment/ Use a teacher-focused presentation: a seating arrangement in which students sit in rows facing a blackboard or overhead projection screen. Methodology-procedure A teacher-focused presentation.

10. The training course in group of women.

11. Intelligence as a fixed attribute First you will need to debunk the idea that the limits of our mind is a matter of how much intelligence we have. There is the idea that intelligence is a fixed attribute of a person, that each person has a fixed quota of something called intelligence. This notion of intelligence means that learning is not an action or course of action; it is something that happens to you, something beyond control; it means the ability to learn is outside your control – you can’t improve your learning capacity. Students find it very liberating to be told that we are not all marked at birth with a little tick or cross on our brains saying “intelligent” or “dumb”.

12. Intelligence as a way of acting We then argue that intelligence is an attribute of actions, not of people; therefore its primary use is an adverb – “intelligently”. You do things intelligently or stupidly. We point out that any action or course of action can be done intelligently or stupidly: - you can handle your relations with your children intelligently or stupidly - you can wash a car intelligently or stupidly - you can do the shopping intelligently or stupidly - you can have an argument with someone intelligently or stupidly - you can look after your health intelligently or stupidly Anything can be done intelligently or stupidly. Anything can be done efficiently, gracefully, fluently, ensuring that there are no hassles or break downs. So, intelligence is not confident to school learning. You can do anything intelligently or stupidly, including school learning. And this learning can include learning anything, not just learning abstract knowledge in school.

13. Summary: - This scenario wasn’t appropriate for that groups. Participans reacted too emotionally and it was negative emotions. - Women felt afraid that was some kind of trick or a trap. - Men thouth that it was a little offensive – that we wanted to „just check” their knowledge. - That kind of recations we explain that people who stay unemployed for very long time have low self-esteem and they feel less intelligent and valuable than others.

14. Thank you for listening.