Understanding, defining and developing the dimensions of the DARE+ Competences

If you see that the group is knowledgeable, proceed to 1a.

If not:

1a. In group of 4-5 participants describe a relevant activity each (give time for participants to describe activities in enough detail for the others to understand the dynamics, the aims, etc.)

2a. Facilitator shares the rubrics and asks which activities (if any) of those shared in small groups can help students develop this particular aspect/dimension of IC (and possibly - from which level to which level of this dimension the activity can take students // and which level(s) this activity is appropriate for).

3a. If any gaps are identified, the facilitator runs an activity focused on this particular aspect (if more than one gap are identified, the facilitator ask the participants to choose which aspect they feel is important but do not know how to address - and runs an activity on this aspect).

4a. Facilitator shares the activities descriptions prepared by DARE+.

5a. In pairs, participants develop descriptions of two activities they shared in 1a (new descriptions if the activities were not covered by DARE+ descriptions or adaptations if they were).

Distribute DARE+ activities descriptions (1 per participants)

Facilitator shares DARE+ IC rubric. Participants - in small groups - are asked to decide which aspects (dimensions) of IC competence (at up to which level) each of “their” activities can help students develop.

When this is done, the whole-group mapping is done.

Next, you have two scenarios (both aiming at having participants act out and experience at least one activity)

Scenario 1: participants choose the aspect (dimension) they consider to be the most important one for their contexts. An activity of facilitator’s choice covering this aspect is done.

Scenario 2: ask if any of the participants (have realised that they actually) know a relevant activity not present in the DARE+ activities description materials.