Experiential Learning Cycle for

Youth Workers

Trainer & Learning Designer:

Alina Burlacu
Facilitator & project coordinator:
Asif Khan
 Experiential Learning cycle for Youth Workers
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Preface

This brochure is an outcome of the training course „Experiential Learning for Youth Workers –
ELC4Yow”, oganized by Active Youth Skane. The TC took place in Malmo, Sweden between 21 and
28th of July 2016 and was funded by the European Commission through the Key Action 1 „Learning
Mobility of Individuals” within the Erasmus + and supported by the Swedish National Agency.

The training was opened to all educational practitioners interested into using experiential learning to
design and implement training & learning activities for youth.

The aim of the project was to enforce the synergies between formal and non-formal education by
creating a toolkit with tested experiential tools, available for free for youth workers.

Youth workers from Sweden, Malta, Italy, Estonia, Romania, Czech Republic, UK, Turkey and Poland
worked intensively for 6 days to create new tools for learning when approaching subjects like: human
rights, intercultural dialogue and (social)entrepreneurship.

Background
The TC was organized as a laboratory space where trainers, facilitators and youth workers could create
tailor-made methods through working together and sharing experiences and best practices. Also, we
considered it the perfect framework to develop new training activities that are able to actively involve
youth in projects related to the social entrepreneurship, human rights and intercultural dialogue
topics.

Therefore, we designed and implemented this TC with the following objectives

To enhance the competencies and experiences of youth workers, trainers, youth leaders from 9
partner countries in designing, managing and delivering new activities based on the experiential
learning model;

To understand the synergies between formal and non-formal education by creating a toolkit with
tested experiential tools, available for free for youth workers;

To capitalize the power of experiential learning for organisational development of the partners and
participants involved.
 Experiential Learning Cycle for Youth Workers
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Introduction

All the activities in this brochure are the result of the workshops and sessions carried out during the
TC and have a very practical approach based on the „learning-by-doing” principle. They can be used in
different context and for a variety of needs. Some of the activities incorporate “classical non-formal
education methods” such as living library, world café, fishbowl, image theatre mixed with all kind of
artistic methods

The activities were structured by the following this design flow:

Objectives

Learning points

Theme, group size, time and context

Instructions and materials

Debriefing and evaluation

Variations
 Experiential Learning Cycle for Youth Workers
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Guidelines

When designing the activities, the participants followed the next guidelines:

To do
Clear
Relevance for
relationship Capacity to
youth ->
Smart between generate
objectives
To feel objectives –
Meaningful
behavioral
content and
activities & change
purpose
impact
To know

In order to achieve all the points mentioned above, all the activities had to:

Be able to transform
objectives into reality

Be inspiring and
engaging for
participants

Use classical learning

& training methods

Have a diversity of
use: target groups,
topics, contexts
Experiential Learning Cycle for Youth Workers
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Intercultural dialogue
 Experiential Learning Cycle for Youth Workers
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Atractive museum
Objectives

Involving wider public into social issues and topics;

Adding an interactive dimension to stimulate empathy;
Make people aware of the importance of intercultural dialogue;

Learning points

Discover other cultures particularities;

Practice tolerance toward other cultures;
Understand the meaning of „being different”;

Theme, group size, time & context

Depending on the country where it takes place, the theme can be „ Country X and
acceptance”;
The groups can be between 20 – 55 participants;
Time: 45 minutes;
It has a great impact in contexts where the issue of accepting other cultures has a
special and important place on the public agenda;

Instructions and materials

Participants will set up an open air museum in a touristic area or a crowded public
square/place;
By using image theatre or any kind of artistic representation, participants will set up
some real-life scenarios inspired by the refugees situation nowadays;
The public will be invited to visit the museum and discover the stories behind the
scenarios and share their opinion towards the exhibition;
A big tent is needed or even a large picnic area where participants can put into place
the real-life scenarios;

Debriefing and evaluation

After interacting with the public for a couple of hours, the participants will share
their feeling towards the experience and will expose the reactions that people had,
their comments and behaviour;

Variations

One part of the museum can be organized like a living library where refugees can
actually share their real-life stories with the people visiting the museum.
 Experiential Learning Cycle for Youth Workers
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Equality chase

Objectives

Becoming more aware of the social challenges;

Getting a more active role into society;
Develop youth empathy toward others;

Learning points

How to use social media and technology in order to find valuable resources;
Being prepared for real life situations;

Theme, group size, time & context

The theme is connected to different kind of discrimination that people from different
backgrounds are facing;
The activity is appropriate for secondary school teenagers, aged between 14-16;
16 participants grouped into teams of 4;
Time: 1 hour and 30 minutes

Instructions and materials

Every participant will receive a starting profile: (e.g.) pregnant teen, refugee, person
with physical disabilities, orphan, engineer;
For each round, the participants will have to answer a set of questions from the
perspective of the profile that they received; (e.g.) What opportunities are
open/closed to this person?/ what incentives does their community (NGO`s, Gov.,
family) offer?/ what kind of expenses do they face?/ what discrimination/judgement
dangers can they face?

Debriefing and evaluation

Discussions how everyone felt while impersonating a certain profile;

What can be done in order to improve the status of the profiles?;
Why do these kinds of situations appear?

Variations

Depending on the topic you can create all kind of profiles, containing more
information about them;
After one round of discussion, participants can change their profiles between them in
order to try different roles.
 Experiential Learning Cycle for Youth Workers
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Circle debate

Objectives

To overcome stereotypes;
To feel connected to other people from different cultures;
To be aware of your own culture;

Learning points

Public speaking and debate skills;

Active listening skills;
Discovering the concept of “culture”;

Theme, group size, time & context

The activity is meant for an international summer camp or project;

Group size – 20 participants, aged between 16-19;
Time: 45 – 60 minutes;

Instructions and materials

The group is divided into 2 teams. One team forms an inner circle. The other team
creates an outer circle by pairing back to back with a person from the inner circle. For
the first round the participants from the inner circle share their opinion and
knowledge about his/her outer circle pair culture. After everyone talks, the outer
circle participants share the same information about their inner circle pair culture.

Debriefing and evaluation

Plenary session of debriefing: How did you feel when your pair was talking about your
culture? Where the information they provided accurate? What have you perceived as
being a stereotype about your culture? How would you describe your culture in a few
words for the others?

Variations

Participants can create a puppet from recycle materials to present the culture of their
pair.
A social drama exercise can be used in order to show the connections and similarities
between the different cultures.
 Experiential Learning Cycle for Youth Workers
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Statements

Objectives

Cultivate a sense of empathy and understanding towards one another;

To reduce biased opinions;

Learning points

Getting to know what bias is and differentiate it from objective facts;

Discover ways to diminish social inequality which results from biases;

Theme, group size, time & context

Social prejudices/bias topics

Group of 30 divided into 3 teams of 10 participants aged between 13-20;
Time: 1 hour and 30 minutes;

Instructions and materials

Participants are divided into groups of 3. Each group is given a profile and 5 min to
discuss/ take the role of that person. The group lines up in the middle of a large open
space/room. They`ll receive statement sheets while statements are read out loud by
facilitator. Group makes a step forward for agreeing with the statement or a step
backward if they’re not. After statements have been read, each group stays in place
and announces their profile.
Statements:
 My opinion is important
 I always feel safe on the street
 I had a secure and well provided childhood
 I can afford to buy new clothes every season
 I can hang out with my love partner publicly
 I can practice any religion freely
 I can invite friends for dinner
 I can express my political views
 I am comfortable with my heritage
 i think i can provide for myself
 i believe i have a bright future
 i am a very respected person
 Experiential Learning Cycle for Youth Workers
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Debriefing and evaluation

The facilitator creates a reflection group in circle for all to share their feeling and
thoughts about their experience. The participants are challenged to think why the
inequality happened and what are the effects or possible impacts. Participants are
encouraged to avoid bias by coming up with ways how to avoid this situations.
Reflection questions:
i. how did this experience make you feel?
ii. How did it make you feel when you had to step backward/forward?
iii. Was it easy to assume the role?
iv. What determinates the progress?

Variations

There can be changes in group size, change in time allocated for discussion, change of
Profiles and change of statements according to the context.
Experiential Learning Cycle for Youth Workers
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Human Rights
 Experiential Learning Cycle for Youth Workers
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My city has rights

Objectives

Increase awareness on human rights;

To feel empowered about our role in the community;
To find solutions to improve human rights function in the community;

Learning points

Notify problems in the city and take an active role in order to solve them;
Associate representations of human rights within the community;
Identify instances/situations of hate speech;

Theme, group size, time & context

Teams of 3-5 participants, all ages;

Time: 1 day

Instructions and materials

Each team has to draw the map of the city and then receive some profiles. Afterwards
they are asked to walk around the city and read the signs on the walls, reflect upon
their meaning and impact.
The first stop on the human rights’ road is the bus stop- they have to connect the city
with some human rights that are being respected or not; 2nd stop is to present the
city; 3rd stop- reflection, 4th stop- define the concept of hate speech; 5th stop- action
– what can we do?; last stop- commitment step – what can I do?
Materials- paper and pens, profile cards, hate speech cards

Debriefing and evaluation

Did your map have a high concentration of rights? / Where are the human rights best
represented in your city? What rights would you add?

Variations

Emphasize the fact that acceptance of human right shouldn`t be only at low level but
also in everyday` interactions. The game can be conducted further with focus on the
NO HATE SPEECH MOVEMENT
 Experiential Learning Cycle for Youth Workers
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Brave new world

Objectives

To be made aware of various human rights and their importance;

To perceive the importance of justice;
To act in respect of human rights;

Learning points

Teamwork, critical thinking, debate skills & political activism;

Theme, group size, time & context

Theme: freedom of speech, democracy, equality;

Group of 20 divided into teams of 5, all ages;

Instructions and materials

Each group is told that they are founding a new society, so they have to choose a
name and to design a flag for it. From a list of human rights, they have to pick 3 to 5,
and explain why those are important to them. The group has to elect a leader from
the group but the facilitator may decide to stop a student from participating in the
electoral process. The facilitator may also choose the leader instead and this tends to
create frustration due to unfairness + undemocratic system. Students are asked to
note how they feel because they`re being treated this way. Similarly, each group is to
be given more tasks to perform, with certain students given preferences + facilities
whilst others are made to do more work for achieving the same result as others.
This process is meant to make the students aware of how disrespecting human rights
leads to insecurities and injustice.

Debriefing and evaluation

How did you feel when your right wasn’t respected?

Do you find this kind of situations in your community?
What can be done in order to prevent these injustices?

Variations

Create scenarios for each injustice that could take place in a community;
Ask participants to come up with their own examples.
 Experiential Learning Cycle for Youth Workers
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Box of human rights

Objectives

To improve critical thinking;

To recognize human rights;
To rise awareness on the issues of human rights;

Learning points

Team work skills, debating & argumentation, linguistic skills

Theme, group size, time & context

Time: 45 min;
Group age 16-19 years old;
Group size 4-5 persons
A board with 3 concentric cases: in some cases, in most cases, always

Instructions and materials

Each group is given a game board and cards. Level 1: each group member gets 3 cards
and decide by himself where to place them on the board (in some cases, in most
cases, always)
Level 2: group discuses about each card`s place and rearrange if necessary
Level 3: all groups compare and discuss their boards and share ideas.
.Level 4 each group has to change the meaning of sentences placed on „in some
cases” in order to move them in „ in most cases”
Level 5: each group has to change the meaning of sentences placed on „in most
cases”, in order to move the cards in „always” box.
Cards: one must not kill, one must not torture, one must not hold in slavery, one can
speak and write whatever he/she wants, one can criticize its government, one in
prison must know exactly why he`s being held in custody, one can have his own
religious beliefs etc.

Debriefing and evaluation

Form new groups so each member is from different previous groups and encourage
them to discuss about: how did they feel during and after this experience, why were
the answers different, why aren`t human rights universal, what can be done to
diminish the problem and what can you do personally?

Variations

Add/ change as many cards as you like; the topic is variable ( laws, culture etc.)
 Experiential Learning Cycle for Youth Workers
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The game of life

Objectives

To know and understand the consequences of violating human rights;

To establish actions that each and every one of the participants can take in their
communities;

Learning points

Empathy, initiative, critical thinking, decision making skills, active citizenship

Theme, group size, time & context

Time: 60-90 minutes;

Target audience: 18-23 years old participants from different countries, groups of 4;

Instructions and materials

The goal is to finish the 10 cards given first. Every card has a situation with 2 actions to
choose from (e.g. When you see someone being aggressed in the bus, what do you
do? A. You call the police? B. You ignore it). Each action leads to a different outcome
in their community (e.g. A-> more people will follow your example; B-> the number of
aggressions in the public areas will increase)
Materials: 25 situation cards, 50 A/B cards, paper and pens.

Debriefing and evaluation

What happened? Outcomes? Avoid violations! Do differently! Take action! Raise

awareness!

Variations

It can be used for different kind of topics: active citizenship, youth involvement, civic
leadership.
 Experiential Learning Cycle for Youth Workers
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SociSoc
i (Social)Entrepreneurship
 Experiential Learning Cycle for Youth Workers
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Social hub for you(th)

Objectives

To know where/when/how to find relevant information to start a business;

To feel more empowerment & have confidence in your skills;

Learning points

Project design;
Research to find resources & handle them;
Discuss theoretical models;

Theme, group size, time & context

Group size; 20-25 persons divided into 4/5 teams;

Time: 2 hours and 30 minutes;

Preparations and materials

Make/upload videos on (social) entrepreneurship topics, followed by a world café.

Each group will have to come up with a social enterprise idea which will be discussed
with an expert during the world café. The experts from each table will give feedback
and suggestions to the groups on different levels (relevance of the idea, opportunities
for funding, etc.). The groups will have to modify their presentation of the business
idea according to the received feedback. Materials: 4 online videos, Wi-Fi, PC

Debriefing and evaluation

Presentation of the groups projects and experts interventions on the final results.

Variations

The activity can be organized as a month – long workshop/project

 Experiential Learning Cycle for Youth Workers
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Stand up for Joe

Objectives

Recognize social issues & their impact;

Know social entrepreneur solutions around the world & understand them in
connection with your own community issues,
Defining social entrepreneurship;

Learning points

Empathy, tolerance, communicating in society;

Good practice examples;
Finding solutions.

Theme, group size, time & context

Age of participants: 20-25 years old

Time: 2 hours x 2 days

Preparation and materials

Every group of 4-5 people have to create a tree of social issues that affect their local
communities (cause -> problem -> effect). Then, the groups will create scenarios in
which these problems are badly affecting the life of some people (called JOE’s). By
using image theatre or any kind of artistically representation the groups will present
their scenarios.
In direct connection with the problem tree and by mirroring it, participants will have
to design a solution tree (instruments/actions -> solution -> impact/results).

Debriefing and evaluation

What are the most common social problems communities are facing nowadays?
How can social entrepreneurship answer to these problems?
What participants can start doing in order to be part of the solution tree perspective?

Variations

The scenarios can be adapted to any kind of contexts and Joes

 Experiential Learning Cycle for Youth Workers
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Wannabe entrepreneurs
Objectives

Discover what social entrepreneurship is;

Know how to recognise problems in the communities and how to address them

Learning points

Team work, critical thinking;

Theme, group size, time & context

Group size: 6 teams of 5 people

Time: 30-40 minutes

Instructions and materials

Create 1 profile consisting on problems, causes and effects and draw it as a tree shape
on the flipchart paper (roots – causes, trunk – problems, branches – solutions).
Divide the large group into 6 teams of 5 and ask them to find together solutions for the
identified problems, the activities that must be carried out and the impact of these
solutions. After they finish, the leader of each group will present their ~solution tree~.
A plenary session where the other teams come up with ideas and input for the
presenting team solution tree.
Materials: problem profiles, pens and paper.

Debriefing and evaluation

Could you apply this concept in your community?

What other problems would you see to benefit from social business?
How did you felt by being part of the solution?

Variations

Either 1 profile for 6 groups and several solutions for the same problem ( 6 profiles -1
for each group = 1 solution for 1 problem); either leave blank spaces in the problem
tree for the participants to add their ideas.
 Experiential Learning Cycle for Youth Workers
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Creating social enterprises

Objectives

To discover what social entrepreneurship is;

To integrate people with disabilities through social enterprises;
To bring awareness about the use of recycling materials;

Learning points

Group work, organizational skills, crafting skills, creativity;

Theme, group size, time & context

Group size: 20 people with disabilities and without, aged between 12-18 years old
Time: 1 week

Instructions and materials

Collect all the recycling materials that you can find;

Organize a workshop about how to use recycled materials for crafting;
Create handmade products that can be sold (toys, jewelleries, puppets, etc);
Organizing a fair where locals can buy the handmade products;
All the money earned during the fair can be invested to support some local social
causes.

Debriefing and evaluation

What was the most challenging part in organizing the activity?

How did they felt by being part in a real-life business process?
How can this kind of events solve some social local problems?

Variations

In order to raise more awareness about the importance of social enterprises in local
communities, some artistic moments can be organized during the fair.
 Experiential Learning Cycle for Youth Workers
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Partner Organizations

Active Youth
Skane

Malta UNESCO
Barrier Free
Youth
Youngsters
Association

Association of Aktif
Intercultural
Mediators
Mutesebbisler
Network Dernegi

Centrul de
Dynamiczni
mlodzi Excelenta
Academica

NGO Pro
Asociace DICE
Consensio
Experiential Learning Cycle for Youth Workers
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Toolbox creators and contributors

•Maria Kavouri
•Asif Khan
•Stavroula Petakou
•Sabina Zulfiqar •Angela Santori
•Falak Salman •Francesca Soavi
Chaudhry
•Alessandro Rapezzi

•Dounia Bakira
•Mark Attard •Mustafa Seyrek
•Elton Grech •Mohammed
•Maria Barbara Elbadawi

•Maciej Sowinski
•Ott Oja
•Aleksandra Wolska
•Gerda Rohi
•Paulina Obara
•Grete-Stina Haaristo
•Volodymyr Solovey
•Tanja Zvereva
•Marianna Modzelewska
•Kaspar Laanisto

•Lucie Jerouskova •Burlacu Alina

•Otta Macek •Irina Itu
•Michal Hobl •Irina Balas
•Petra Popelarova •Irina Botezatu
•Liudmila Gasina •Adrian Sion
Experiential Learning Cycle for Youth Workers
(ELC4YoW)

Sneak peek into the design process …

Experiential Learning Cycle for Youth Workers
(ELC4YoW)

Experiential Learning cycle for Youth

Workers
Malmo, Sweden
21-28th July 2016

ACTIVE YOUTH SKÅNE