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The triangle Organisation–Location–Guidance, the Interviews, and applied theories on the
and physical guidelines
TheEuropeanCommissionsupportfortheproductionofthispublicationdoesnotconstituteanendorsementofthe contentswhichreflectstheviewsonlyoftheauthors,andtheCommissioncannotbeheldresponsibleforanyusewhich maybemadeoftheinformationcontainedtherein.ʼ
Intellectual Output 1
cultural
ʻ

Summary

1. Introduction 3

2. ThefindingsofthepreviousESFprojectMOVE 5

2.1. ThetrianglecomposedofOrganisation,LocationandGuidance 5

2.1.1. Organisation 5 2.1.2. Location 5 2.1.3. Guidance 7

2.2. TheAgoramodel 7

2.3. Social Cognition 10

2.4. 21st-Century Skills 12

3. Interviews 15

3.1. Introduction 16

3.2. Partners'goals 17

3.3. Theorganisation 18

3.3.1. OrganisationandengagementduringtheCOVID-19pandemic 21

3.4. Guidance 23 3.5. Location 25

4. Appliedtheoriesontheculturalandphysicalguidelines 28

4.1. JohnDewey 28

4.2. ArthurEfland 29 4.3. LevVygotsky 30 4.4. HowardGardner 31

4.5. DavidKolb 34

4.6. GeorgeHein 36

5. Practicalapplicationinatraining(VanEeckhautetal.,2013) 39

5.1. Thethreeconditionsforcreatingastimulatinglearningenvironment 39

5.2.Thefiveinstrumentstoachievethebasicconditions 41

5.3. Variation in security/freedom/challenge of assignments 42

5.4. Presenttasksfromasupportingapproach 44

5.5.Organisingparticipation 46

5.6. Respond competently to defiant behaviour 49

5.8. Requirementsforeffectivepositivefeedback 51

5.9. Requirementsforeffectivenegativefeedback 52

6. References 53

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1. Introduction

Whyfocusonculturalandphysicalactivitiestosupplementeducationalandreintegration services?Becausethoseactivitiesmoveusandmakeusthinkanddiscovernewworlds.At the same time, they ensure cohesion between the various groups, encourage meetings, provide solidarity, and make issues or problems visible and debatable. We are used to training our brains and learning skills by using classical schooling and reintegration methods. Art and sport are more flexible, have many different training methods and practices, and rely on 21st-century skills. Participation in cultural or physical activities contributestosocialinvolvementandpersonalgrowth.Ithasapersonalelement,affects youemotionally,andincreasescreativity,self-development,resilienceandendurance.

Art and Sport are brilliant ‘schools’ for 21st-century skills

This handbook forms the theoretical basis on which the cultural and physical guidelines arebuiltintheprojectMOVEBeyond.Thestartingpointisthefindingsfromthefinalreport ofthepreviousESFprojectMOVE.ThisreportdescribesvariousbestEuropean practices in which young people are guided, trained and coached through cultural and physical activities. These activities from the field of Sport support and motivate youngsters in a playful, safe and informal way. Activities in the field of Art increase curiosity, critical

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thinking,andnewwaystoseetheworld –notfortheirrecreationalorsportingfunction butfortheirsocialandeducationalfunctioninthebroadestsenseoftheword.

Thefindings distilled from the projectMOVE, namelythe triangle guidance, location and organisation,theAgoramodel,andSocialCognition,havepromptedustoelaboratethese activities in the projectMOVE Beyond as building blocks in developing practical cultural and physical training courses/workshops to complement existing educational and reintegrationtraining.

The handbook also comprehends six applied theories on which we base the training courses/workshops,andbestpracticesintheculturalandphysicalguidelinesfortrainers, distilling the most essential and applicable elements into practice. Despite the fact that therearemanytheoriesabouteducationandlearning,wehaveselectedthesetheorieson thebeliefthatlearningisanactiveexperientialprocessinwhichthelearneriscentraland an active participant in the creation and development of their own knowledge. In this project, we focus on eight 21st-century skills: creativity, critical thinking (and problem solving),communication,collaboration–thefourCs,flexibility,leadership,initiative,and socialskills.Youwillalsofindananalysisbasedontheinterviewsmadewitheachproject partnertoinvestigatesomeaspectsemergingfromtheMOVEBeyondproject.Despitethe different characteristics of the partner organisations, they have multiple similarities concerninggoals,mainobjectiveandmission

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2. The findings of the previous ESF project MOVE

2.1. The triangle composed of Organisation, Location and Guidance

During the final report of the previous ESF project MOVE, the team who worked on it concludedthatcreatinghigh-qualitytheoreticaltraininginArt and Sport is no guarantee for success without being solidly linkedwiththreecriticalaspects: organisation, location, and guidance.ArtandSportlearningspheresareareasthatfavour the development of transversal competencies, those that are necessary for excluded youth to cope with problems associatedwithschoolfailure,schooldropout,unemployment, orminorcrimes.ThroughouttheMOVEproject,wehavebeenabletoverifythepotentiality ofArtandSportinordertofightagainstyouthexclusionbyobservinggoodpracticesinthe threepartnercountries(TheNetherlands,ItalyandPortugal).

2.1.1. Organisation

Theorganisationisanessentialelementforsuccessfultraining.Managementcannotsimply tellpeoplethatthegoalistobeinnovativewithoutchangingthe organisation's structure Whatthismeansisthatleadersmustactinwaysthatpromoteandsupportorganisational innovation. Performance management is fundamentally about giving people ownership overtheirproductandoverwhatitisthatthey'retryingtodo.So,charismaticleadership, support,freedomforinnovationandalternativepathstoachievecertaingoalsandsharing thevisionareessentialconditions.Infact,theadviceforanorganisationisʻtrynottobean organisation’. It is about giving freedom and support to fellow workers to innovate and investinalternativeandinnovativewaysofworking.Itisaboutthewilltosharethesame vision, about charismatic leadership, to concentrate on effective delegation. This is also called‘sharedleadership’.Quiteoftenitincludes,forexample,differentexpertteamswhich havethepowertoleaddifferentprocessesthatrequiredeeperexpertise.Thischallenges theoldmanagementsystem.Tocreateinnovationrequiresthatpeopleengageinexploring new topics, understanding, diagnosing, analysing, modelling, creating, inventing, solving, communicating,andimplementingconcepts,ideas,insights,andprojects.

2.1.2. Location

IntheprojectMOVE,werecognisedconstantlytheinfluencelocationhasonyoungpeople's behaviour and the effect it has on learning and training. The different best practices we visitedandanalysedmadeuseofthiseffectinvariousmanners.Theyshowedthatlocation characteristics are essential to thinking about education, motivation and tackling early schoolleaving. Ineducation,therearemanystudiesaddressingthetopicoflearningand educationalspaces,andnowadaystheeducationalcommunityagreesontheimportanceof puttingtheyoungsterinthecentreoftheeducationalprocess(DeVitis,2018;Biondietal., 2016;Bonwell&Eison,1991).Inordertodothat,itisfundamentaltotransformandadapt spacesaroundyoungsterstoencouragelearningprocessesasmuchaspossible.

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⮚ Relation between location and behaviour

Thephysicalspace and the designof alocation havean effect onthe thoughts, emotions andbehaviourofits‘residents’.AswewillexplainintheAgoramodel,differentbuildings (spheres)havedifferentpurposes.Howwebehave,feel,talk,andlivetogetherwithinthese spheresisreinforcedbythearchitectureandthedesign:inachurchyoubecomequiet,the museuminvitesyoutowhisper,andinsportsarenas,youareallowedtoscreamandshout. Mostofthetimelocationsforlearninganddevelopmentarein‘classical’classrooms.These locationsoftenshowthesamedesignandsetup:theteacherinthecentre,tablesandchairs aroundtheteacher,andmostofthetimeaboardorflip-over.Forthetransferofknowledge fromtheteacher/trainertothestudent,thissetupofcoursemakessense(Ruijterset.al., 2012), but does not always have thedesired effect. In the projectMOVE wesawthat for youngsterswithlearningdifficultiesandatadistancefromthelabourmarket,locationcan have a tremendous effect on their learning abilities and their well-being. Our main proposition in the MOVE Beyond project is that we shift our focus from the work and learning spheres to the sport and cultural spheres. We believe that because of negative experiences these youngsters had within the classical spheres where they should have excelled(schoolclassroomandworkingplace),weshouldtrytodeveloptheirskillswith differentmeans,indifferentspheres.Culturalandsportsactivitiesareextremelysuitable forsupporting,guiding,andtrainingyoungpeopleinadifferentway.

⮚ Culture, sport and location

Activitiesandinterventionsfromtheworldofcultureandsportcallforadifferentlookat the learning environment, design and setup. We can think of space communities where physicalspacefavoursexploration,collaborationandreflection.Agoodlocationshouldbe a welcoming space capable of being attractive also to less motivated students. The educational areas should have permeability quality (outside-in – inside-out), communicability,luminosity,flexibility–functionality,andsoon.

Architectural aspects such as the transferable luminosity between spaces merge with humanaspects(socialandpsychological),suchasthesenseofsecurityandcomfort.These aspectsconcerningphysicalspacecanrevealqualitiesofbeautyintheaestheticsense,that is, provide pleasant experiences that favour communication and sharing between young people and educators, and, therefore, favour learning. However, according to Judkins (2015),thereisalsotheneedtohaveanunorganisedspacewithpotentialforimprovement (hence imperfect) in order to develop both creativity and the ability to improve and be active.

A learning place deserves explicit attention within the design of ‘training’ locations, especiallywithinthedomainsofcultureandsport.Wheredotheinterventionstakeplace? Whatshouldbethefunctionaldesignofthespecifictraininglocation?Itmeanswehaveto

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makeexplicitchoices.Especiallyforthetrainer/teacher,locationisofgreatimportanceto reachmaximumeffect.

2.1.3. Guidance

Withregardtoguidance, werefertothehandbook The profile of the trainer (Intellectual Output4)inwhich,inadditiontothevariousrolesofatrainer,wealsodescribethemost importantcompetenciesnecessaryforbuildingparticipationandinteractionbetweenthe trainer and the participants within the objectives of this project. The goal is to translate intopracticewhatwededucefromgeneralindicationsandtobeabletoreplaythemodel inspecificcontexts.

Apartfromhiscompetenciesandskills,thetrainerhastoknowcertaintechniquesandhow tousetheminordertoinspire,motivateandstimulatehisparticipatingaudience.Therole of the trainer is to reach, guide, trigger, stimulate and support young people, but also to havegoodcommunicationskills,suchasbeingabletohear,generatenewinformationfrom previous information, identify communicational distortions, and negotiate, keeping the coherence.

Thetrainerhasalsoaroleasamediator/facilitatorbetweenthedifferentprospectsofthe participants.Sincewesuggest involvingthe audience, thetrainerneedsskillsto mediate andenrichtheexperientialactivitiesfromtheparticipant'spointofview. Another important role of the trainer is to be a learning counsellor, coach tutor and presenter.Experienceslivedoutsidetheestablishedscholarshipcontext(inartandsport fields,forexample)canleadtounexpecteddeepconversations,exchangeofemotionsand thoughts,discoveringhiddentalents,asastarting(orturning)pointforayoungstertotake furthersteps.

Inthepreviousproject,wefoundthatdifferenttechniquesandtypesofpracticesdeveloped formaleducationalcontext(relatedtoapredeterminedcurriculum,conductedatacertified educational institution), non-formal educational context (which contains alternative activitiesthatrespondmoreeasilytotheinterestsofyoungpeople,withgreaterflexibility andmorefreedomfordiscoveryandinnovation)andinformaleducationalcontext(with naturalandveryexperientiallearningdynamicsthatcangenerategroundedandattractive learningactivities).

2.2. The Agora model

TheAgoramodelisa Bildungsmodel,usedtoprepareyoungpeopleforaworldthatisnot yetthere.ThemodelhasbeendevelopedbytheDutchphilosopher RenéGude(2016)in collaborationwiththeDutchsociologistGerardvanStralen,theGermanphilosopherPeter Sloterdijk and the Dutch philosopher Erno Eskens. It takes a practical stand on the fundamental question: Where is humankind? Gude developed it into a practical model, suggestingconnectingtypesofbuildingswitheachdifferentsphere.Thesomewhatvague

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conceptofasphereistransformedintoa very concrete place. The same buildings come back in any place at any time and giveusaperfectstartingpointtodevelop our young people into all-around, engagedcitizens.

The trick is to reduce the number of buildings around you. Then maybe the world around you looks less complex. Trytominimisethebuildingsaroundyou to their primary function. Then you will seethereareonlyfourkindsoffacilities where you can live: these are private houses (where you live in with your family,ortheprivatesphere),companies and shops (commercial buildings, or privatised sphere), public buildings (libraries and hospitals,forexample,orpublicsphere)andpoliticalbuildings(townhall,parliament,or politicalsphere).Withinthesefourspheres,youcanplayfourroles:thefamilyperson,the entrepreneur/employee,theengagedresident,orthepoliticalcitizen

Fourmoretypesofbuildingssurroundthe agora,inwhichweusuallyspendlesstimeand wherewetrainourselvestobesuccessfulinthefourspheresmentionedabove:inschools, weteachourselvestotakeonacriticalviewbyusingscienceandphilosophy;inreligious buildings, we search for the meaning of life and universal values; in the theatres and museums, we train our imagination and empathy and in sports arenas, we train our perseverance, competition and sportsmanship. All this takes place within the ecosphere, whichisnature.

Why the Agora model?

TheAgoramodelgivesusastartingpointfromwhichwecanlookattheroleswe(can)play inlifeandtheplaceswherewetrainourselvestoadaptandbecomesuccessfulwithinthose roles. There are four training spheres: the religious sphere, the philosophical (school) sphere, theartsphere, andthesportsphere. Inourlives, wetakeon different roles and, mostofthetime,weplaypartsinothersphereswithintheAgoramodel.

⮚ Inventio

Whenyouengageindifferentspheres,youdowhattheRomanscalled inventio.Itderives from the word invenire which means ‘to discover’. You enter a sphere and therefore discoverhowitworks,becomingawarethatyouwillneedtoadjustalittletofitin,butnot as much as you would expect to. This way, you will lose your rough edges and become

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erudite and civilised. You build character because you practice how to engage in those differentspheresandlearnhowtoplaydifferentroles.Ontheotherhand,ifyoustayinone place,onesphere,lookingattheworldonlyfromasingleperspective,thereistheriskof becomingalienatedfromtheworlditselfandbecomingnarrow-minded.Itcantakeonthe shape of reductionism.It can make you persistent butalso immobile. You become stuck, loseyourflexibility,andcannotgetouttodiscovertheworldanymore

⮚ Target group and the Agora model

For young adults from 16 to 27 years old, who can drop out of school and have no appropriateminimumqualificationnortheprospectofworkintheirmunicipality/region, theseexperienceswithinthetrainingspherescouldbenegative.Youngpeoplewhocannot keepupatschool,arenotinterestedinsport,anddonothavesupportivefamiliesrisknot havingtheopportunitytodevelopthemselveswithinthedifferentspheres.Often,theyare stuckintheprivatesphereoftheirhomesandfamilies,andonlyhavethevaluesandmorals (life skills) that their parents taught them. They are not appropriately prepared for the outsideworld.Theyarenotflexibleenoughtoplaythedifferentrolessocietyexpects.

Consequently,thiswithholdsthemfromsuccessfullygettingorholdingajobandbecoming (economicallyand)personallyindependent.Becauseofyoungsters'negativeexperiences within the usual sphere of school, we should not try to engage them and motivate them usingthesamefailingprinciplesthatdidnotworkforthemthefirsttime.Toreintegrate young people, we have to look at other training programmes (training spheres) to push their boundaries and bring them out of their comfort zone, considering their interests. Placestheyareunfamiliarwithofferachancetodiscovernewqualitiesandambitionsand experience success. With these successes, we can teach them new skills, give them new insights,andpreparethemtoreintegratesuccessfullyintosocietyandthelabourmarket

⮚ Art and Sport

Forthisproject,wechosetofocusonthetwotrainingspheresthatareoftenoverlookedor givenlessattention:artandsport.Artandsportaremoreflexibleandhavemanydifferent trainingmethodsandpracticestodeveloppersonalsatisfaction,motivationandindividual success.Theyrelyonotherskills.Thisproject,therefore,looksattheseAgoraspheresfor inspiration and wants to copy the training programmes used in art and sport to try to motivateandengageyoungpeoplefromadifferentperspective.

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What we should remember:

⮚ TheAgoramodelisa Bildungsmodel.Itcategorisesthebuildingsinourworld,teachingusthere areonlyeighttypesofbuildings.Thesebuildingscomebackinanyplaceatanytimeandgive usaperfectstartingpointtodevelopouryoungpeopleintoall-around,engagedandcommitted citizens.

⮚ Theeightbuildingsarecalledspheres.Therearefourlivingspheres(public,private,political andprivatised)andfourtrainingspheres(art,sport,religionandphilosophy).

⮚ TheAgoramodelandtheeightdifferentspheresgiveusastartingpointfrom whichwecan look at the roles we (can) play in life and the places where we train ourselves to adapt and becomesuccessfulwithinthoseroles.

⮚ Youngpeopleinourtargetgroupoftenhavebadexperienceswithinthespherestheyoughtto engage in successfully (especially concerning work or privatised spheres, and school or philosophicalspheres).

⮚ Withinthesetwospheres,thisprojectlooksfortools,methods,andexamplesofbestpractices fromculturalandphysicaltrainingprogrammesthatwecanthenapplyandadapttomotivate andengageyoungpeoplefromadifferentperspective.

2.3. Social Cognition

What Is Social Cognition?

Socialcognitionfocusesonhowpeopleprocess,store,andapplyinformationaboutother peopleandsocialsituations.Itfocusesontherolethatcognitiveprocessesplayinoursocial interactions(Cherry,2020).Thewaywethinkaboutothersplaysamajorroleinhowwe think,feel,andinteractwiththeworldaroundus.Itinvolves:

● Theprocessesinvolved in perceiving otherpeopleandhow wecome toknowabout thepeopleintheworldaroundus.

● The study of the mental processes that are involved in perceiving, remembering, thinkingabout,andattendingtotheotherpeopleinoursocialworld.

● The reasons we attend to certain information about the social world, how this informationisstoredinmemory,andhowitisthenusedtointeractwithotherpeople.

Development

Social cognition develops in childhood and adolescence. As children grow, they become moreawarenotonlyoftheirownfeelings,thoughts,andmotivesbutalsooftheemotions andmentalstatesofothers.Childrenbecomemoreadeptatunderstandinghowothersfeel, learninghowtorespondinsocialsituations,engaginginprosocialbehaviours,andtaking theperspectiveofothers.Whiletherearemanydifferenttheoriesthatlookathowsocial cognitiondevelops,oneofthemostpopularfocusesontheworkofthepsychologistJean Piaget(1952;1959).AccordingtoPiaget,achild'scognitivedevelopmentgoesthrougha series of stages. During the earliest stages of development, children are very egocentric. They see the world from their own perspective and struggle to think about how other

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people may view the world (Piaget, 2015) As children grow older, children become increasinglyadeptatperspective-takingandhaveanincreasedabilitytothinkabouthow andwhypeopleactthewaytheydoinsocialsituations. More recently, research has provided evidence that children develop the ability to think about the perspectives of other people at an earlier age than Piaget previously believed. Evenyoungpre-schoolersexhibitsomeabilitytothinkabouthowotherpeoplemightview a situation. One of the most important developments in the early emergence of social cognitionisthegrowthofatheoryofmind.Atheoryofmindreferstoaperson'sabilityto understand and think about the mental states of other people. It is the emergence of a theoryofmindthatiscriticaltobeingabletoconsiderthethoughts,motives,desires,needs, feelings,andexperiencesthatotherpeoplemayhave.Beingabletothinkabouthowthese mental states can influence how people act is critical to forming social impressions and explaininghowandwhypeopledothethingsthattheydo.

Cultural differences

Socialpsychologistshavealsofoundthatthereareoftenimportantculturaldifferencesin social cognition. When looking at a social situation, any two people may have wildly different interpretations. Each person brings a unique background of experiences, knowledge, social influences, feelings, and cultural variations. Some researchers have foundthattherearealsocollective,culturalinfluencesthatcanaffecthowpeopleinterpret social situations. The same social behaviour in one cultural setting may have a very different meaning and interpretation if it was to take place or be observed in another culture.Aspeopleinterpretbehaviour,extractmeaningfromtheinteraction,andthenact based upon their beliefs about the situation, they are then further reinforcing and reproducingtheculturalnormsthatinfluencetheirsocialcognitions.

Important questions to consider in our contact with others

● Howdowedevelopattitudes?Whatroledotheseattitudesplayinoursociallives?

● Howdoweinterpretotherpeople'sfeelingsandemotions?Howdowefigureoutwhat they are thinking or feeling? What cues or indicators do we use to make these assumptions?

● Howisself-conceptformedandhowdoesitinfluenceourrelationshipswithothers?

● Whatinfluencedoourthoughtshaveonourfeelings?

● Whatmentalprocessesinfluenceourperception;howdoweformimpressionsofother people?

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What we should remember:

⮚ Don't assume a priori thatpeople are not willing to participate or are just playingaround. Maybetheyjustcannotdothatparticularactivityorhavedifferentperceptions.

⮚ AskOpen-EndedQuestions

⮚ Layerinformation.

⮚ Incorporatedifferentkindsofactivities(involvingotherlearningstyles,likewriting,drawing, takingaposeorgestureofaparticularfigureinanartwork,etc.)tomakeroomforresponses youmightnotgetthroughconversationalone.

⮚ Makeconnections(betweeninformationandideas,personalexperiences).

⮚ Reflectonandsynthesisetheideas.

⮚ Realisethatthereisadifferencebetweenunwillingnessandignorance.

⮚ Beawareofculturaldifferences.

⮚ Firstlistencarefullyandrepeatwhatyouhearbeforejudging.

⮚ Don'tletyourexpectationsguideyourbehaviour.

⮚ Watchoutforpossibledeceptionoffirstimpressions

2.4. 21st-Century Skills

There are certain skills, abilities, andlearningdispositionsthathave been identified by educators, business leaders, academics, and governmental agencies as being required for achieving success in 21st-century society and workplaces. New standards for whatstudentsshouldbeabletodo areslowlyreplacingthebasicskills andknowledgeexpectationsofthe past. To meet this challenge, schools, non-formal and informal educationneedtobetransformedtoenableyoungsterstoacquireflexibleproblemsolving, collaborationandcommunicationskills,andingeneral,allthoseskillsthatwillbeusedto besuccessfulinworkandlife.Amongthemainobjectivesofeducationinthe21stcentury, there is the formation of creative, innovative, and effective graduates in order to allow youngsters to be active in the era of globalisation. With this, in the present century, youngsters are expected to master the 21st-century skills, which can be organised into threecategories: learning skills, literacy skills and life skills.

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Wewillfocusonlyonlearningandlifeskillsinthisproject.Withinthelearningskills,also called ways of thinking and ways of working (Binkleyetal.,2012),wewilllimitourselves to four areas: critical thinking (and problem solving), communication, collaboration, and creativity(Aslamiahetal.,2021):

1. Critical thinking (and problem solving):Itisoneofthelearningskillsessentialtobe developedduringtheeducationprocess.Thisskillisrelatedtotheabilitytoobserve and find solutions, analyse problems from different perspectives, and find solutions through logical thinking. This is important in order to be able to make the right decision Infact,youngsterswillbeabletoexpress,analyseandsolveproblems.

2. Communication: These skills are important in order to interpret and express new thoughtsandideas,bothorallyandinwriting.Goodcommunicationskillswillsupport cooperation,negotiationsandpeople'sinteractions.

3. Collaboration: They can be described as skills to work together by showing mutual respect, and making decisions needed to achieve common goals. Collaboration skills canbedemonstratedbytheattitudetohelpeachother.

4. Creativity:Itistheabilitytofindnewsolutionsforeveryproblem,tothinkoutsidethe box, to be innovative. Creativity is related to several other skills, such as critical thinking,makingdecisionsandsolvingproblems,communication,andcollaboration. Within the life skills also called ‘living in the World’ (Binkley et al., 2012), we will concentrateonthefollowingskills: flexibility,leadership,initiative,andsocialskills.These skills are intangible and related to everyday life, both from a personal and professional pointofview:

5. Flexibility: It is the expression of someone's ability to adapt to changing circumstances, deviating from plans as needed. It is one of the most challenging qualities to learn for young people because it is based on two uncomfortable ideas: ʻYour way is not always the best’ and ʻYou have to know and admit when you are wrong ’ .

6. Leadership:Itissomeone'sdesireforsettinggoals,motivatingateamtoaccomplish a goal and walking them through the steps required, and achieving those goals collaboratively.

7. Initiative:Itinvolvesstartingprojects,strategies,andplansonone'sown.Thisisone ofthehardestskillstolearnandpractise.Initiativeoftenmeansworkingonprojects outsideofregularschoolhours.

8. Social skills: These skills mean meeting and networking with others for mutual benefit. If applied properly, these types of skills are excellent tools for forging longlastingrelationships Sincetheriseofdigitalinstrumentsandinstantcommunications

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has changed the nature of human interaction, today's young people possess a wide rangeofsocialskillsthatneedtobeguidedproperlyinaneducationalsetting.

What we should remember:

⮚ Forsuccessin21st-centurysocietyandworkplaces,21st-centuryskillshavebeenidentifiedas required.Theseabilitiescanbeorganisedintothreecategories:learning,literacyandlifeskills.

⮚ Thescientificliterature onthesubjectprovidesuseful tools for assessingthe skillsofyoung adultswith respecttothethreecategoriesidentified, inorderto encourage themtoachieve theobjectivesnecessaryintheglobalisedworldofthe21stcentury(Binkleyet.Al.,2012).

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3. Interviews

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3.1. Introduction

This document presents the analysis of partners' interviews. The intent is to include the practices implemented in the partner organisations within a more general theoretical framework,whichwasidentifiedduringtheMOVEprojectandwhichisconsideredtobe the basis of the MOVE Beyond project. With the interviews, we have gathered points of view,experiences,andexpectationsofeachorganisationwhichispartoftheproject,and wehaveaddressedthreeissues:theirmaingoals,theircharacteristics,andlocation. Wefirstanalysehowthepartnersdealwiththetargetpopulation,howtheycontactyoung peopleandwhatprogrammestheyprepareforthem.Infact,weareinterestedinknowing theprocessesimplementedandtheemerginggoodpractices.

Fromthepointofviewoftheorganisation,wehavedeepenedthemainstrengthofeachof themandthechallengestheydesiretoworkonduringtheMOVEBeyondproject.Wehave exploredthetype ofprofessionalsinvolved, in orderto workwiththetarget population, butalsotheactivitiesputinplacewiththeaimofreinforcingtheprofessionals'knowledge andabilities.Weareinterestedinthedetectionofprofessionalexperiencesthatcouldbe usefultoshareamongEuropeanpartners.

Concerningthesecondtopicofinterest,weanalysetheconceptofguidanceandhowitis used in each organisation. We have investigated the abilities that should have a good mentorortutorinordertoinvolveyoungsterswithsocialexclusionissues.Basedonthat, wehaveaskedtherespondentstoidentifythebasicconditionsthatallowthementorsor tutorstocarryontheirworkinthebestpossibleway.Wehavealsostartedareflectionon thespecificcharacteristicsthoseconditionsshouldhave.

Finally, thethirdtopicanalysedisconnectedwiththelocation, whichemergedasa very important element forthesuccessful overcomingofdifficulties. Forthisreason, we have investigated in which places partners carry out the activities with young people at disadvantage,andwehaveaskedthemthemaincharacteristicsthatthetraininglocation shouldhave

We also discuss the possibility that the location could influence the achievement of the goalsset,gatheringexperiencesonthelocationsusedtoworkwiththetargetpopulation. Finally,wereflectontheimpactoftheCOVID-19pandemiconthewayweneedtorethink places(physicalandvirtual)thatcouldwelcomethetargetpopulation.

TheanalysisofqualitativedatawascarriedoutwithMAXQDAsoftwarethroughafour-step phase characterised by basic coding (first general coding that allows emerging new dimensions and categories); fine coding (development of data-driven subcategories); hierarchizationandmergingofoverlappingcodesorcategories;analysisaftercompleting coding(visualtools,maps).

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3.2. Partners' goals

The interviews were conducted in order to investigate some aspects emerging from the MOVE Beyond project. First of all, we were interested in acknowledging the activities carriedoutbyourpartnerswiththetargetpopulation(youngpeoplebetween16and27 yearsoldatdrop-outandsocialexclusionrisk).Weinterviewedeachprojectpartner,and whenpossible,morethanonerepresentativeforeachorganisation.Despitethedifferent characteristics of the partner organisations, they have multiple similarities concerning goals,mainobjectiveandmission.Theanalysisbroughtoutfourmaingoalsmentionedby thepartners:

Facilitating the transition to the labour market:

Weworkwithunemployedpeople,peoplewhohasproblemstoenterthelabourmarketand mostofthemtheyhavenotsuchahigheducationallevel,theyhadmultilevelproblems

With our courses we prepare for the job market and first of all we give them linguistic competences(howtowriteapropercv,recommendationletter)

Social inclusion:

Thegoalistobringpeopletobeactiveinsociety,alsopeoplewhocan'tworkbecauseoftheir disabilities,theymustdosocialactivities,tobepartofoursociety.

Facing educational poverty:

We develop projects inplaces thatare at riskof educational povertybecause theyare far fromtheplacesofproductionandpromotionofcultureorlifelonglearning

Westartprojectsaimedatsupportingthestudyandcontrastingeducationalpoverty

Our goal? Let no one get lost, start meaningful paths that awaken young people from a situationthatuntilthenseemedabsolutelydoomedtofailure

Guidance and support:

Very often there's no need for guidance or counselling, but sometimes they need more support… helptounderstandwhatshouldbedoneinthenearfuture…Youarehere,youwant toimproveyourself,youwanttofindyourwaytothelabourmarketandwhatwetrytofind outiswhatareyourcapacitiesandcompetences,sothatyouhaveabetterchancetoenterthe labourmarket.

We offer counselling, guidance, help for having their own apartment… guidance and counselling.

The red thread that connects the organisations involved in the MOVE Beyond project crosses the transition path from education to the labour market. Social and educational inclusionarestartingpointsforasmoothtransition,andtheorganisationsinvolvedinthe project experiment with different strategies in order to face the weakest transitions. Contactswiththetargetpopulationtakeplaceinadifferentiatedmanneraccordingtothe characteristicsoftheorganisations.

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The partners interviewed mostly stated that they come into contact with young people thankstothesynergiesestablishedwiththeschools:

Eachaction,eachprojecthasitsownpurposeandobjectiveaimedatthetargetpopulation, wesharetheprojectwithschoolmanagersandwiththerepresentativesofthelocalschools… Working together for us means not offering additional spaces unrelated to the rest, but integratingwhattheyoungpeopledoeverydayintheirpath

Besidesthat,agoodcontactchannelistheprovisionofsocialservices(guidanceinorder tofindajob,educationalinclusion,economicalsupport):

Firstof all, theyhave to come tous because theyneed money, thenwejudge if theyhave righttoreceivethemoney(itdependsoncertaincriteria)

Theothertypeofreportingoccursthroughsocialworkers,especiallyforprojectsaimedat the civic integration seekers, for people that are in a situation of social disadvantage, the communicationcomestousdirectlyfromthesocialworkerswhocontactusbecausewearea knownrealityandwecanprovidethistypeofsupport.

Other synergies mentioned by partners are with associations, families, and reception centresformigrants Talkingabouttools,partnershaveaspecificdivisionthatisincharge ofthecommunication(socialmedia,press,blog)withtheaimofreachingawideaudience ofpossiblebeneficiariesoftheservices. Finally, some organisations get in touch with the target population by ‘going out on the field’ :

We have ouroutreach work going to the streets to meet youngsters andto get incontact withthem…Tryingtomotivatethemtogetsomehelptogofurther…

Whenweestablishacontactinthestreet,workerssaytoyoungest:youcancallme!So,it's quiteeasy,theydon'tneedtomakebureaucraticprocesses,theycanjustcallmeorwritean email or come and visit us… I think it's very easy way to contact the person you have been talkingto.

During the previous stage of the MOVE Beyond project (called MOVE), we found three specific areas impacting on young people's education, job opportunities and social transition: location, guidance, and the organisation's characteristics. Precisely for this reason,wedecidedtointerviewthepartnersabouttheirexperienceinthesethreeareas, about the strengths and challenges they face to reach and keep the target population engaged. Given the specific historical period within which the project is taking place (duringtheCOVID-19pandemic),wehavealsoinvestigatedthestrategiesimplementedby theorganisationstokeepthemostvulnerableyoungstersengaged,despitethesocialand physicaldistanceimposed.

3.3. The organisation

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Intervieweeshavebeenstimulatedtoexpresstheirimpressionsconcerningthestrengths oftheirorganisationfromthemanagementpointofview,andwecandistinguishtwomain dimensions:professionaltrainingneedandautonomy. Amongtheprofessionalfigureswho relatetoyoungpeoplewithasocio-educationaldisadvantage,thepartnersindicatedmore traditional working figures: pedagogists, psychologists, educators; but also specific professionals able to face multilevel problems: counsellors, coaches, peer-educators, art fieldprofessionals.

With vulnerable youngest, we try to have a peer educator, an educator who, by age, experience,origin,issympathetictothechildrenwhoparticipateinthetrainingactivity

Myorganizationhascoacheswhoguidethoseyoungestbacktothelabourmarketorbackto school.

Weworkwithmuseumeducators…peoplewithknowledgeaboutartbutwhohavebased theirworkontherelationshipwiththepublic.Themainroleofthemuseumeducatoristobe abletotakeanartworkandmakeitsrelationshipwiththepublicmeaningful

Giving them some coaching services… now also online… sometimes they have problems withfindingaway,likethelabourmarket,likethefieldofstudy…So,theyneedsomehelpwith coaching.

In addition to the professionals employed by the organisations, partners indicated some professionsasanaddedvalueforworkingwithvulnerableyoungpeople:

We need to work with people with different eyes, looking from different perspectives (musicians,artists),theycanfillthegapandourblindspots.

Peoplewhoknowaboutbiologyculturewhoareinconnectionwiththeland,andartistsare mostlyconnectedwiththeprojectitself…

Onepartnermentionedaveryinterestingproject,whichwouldbetoinvolveyoungpeople duringtheprojectplanningprocess:

Co-planning, if I had resources I would pay the beneficiaries, introducing them in the planning, favoring their point of view for now, we have co-designed with teachers but for activities aimed at young people… instead… I would like to co-design with the target population alsoforhiringthem:Ifyouparticipate,Iwillpayyou!

Relatedtotheorganisations'strengths,theinterviewsmentionedtheabilitytounderstand andsupporttheprofessionals'trainingneeds:

Theorganizationgivesusthepossibilitytoexploreandbecreative Theygivemoneyto each project manager to develop different kinds of activities, hire people, and external contracts.

Infact,itisveryimportantfortheworkers'well-beingtohaveasupportiveorganisation behind them, able to understand their needs and wishes. Besides that, the ability of the organisationtoidentifythetrainingneedsofemployeesisalsoimportant,becauseworking with young people with multilevel problems implies continuous updates and specialisationsoncomplexissues:

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Weneedmotivationalconversation,extrasupportforcoacheswhoneedtotacklevarious problems.

Ihaveplannedabout20differenttrainingsessionsforworkers,andtheyareallrelatedto ourstrategy…Ithinkthatit'sreallyimportanttoofferachanceforthestaffwhohavetraining becauseitgivesthemnewideasandinspiresthemtotry.

Notallpartnersinvolvedintheinterviewshavetheopportunitytoexperimentwithlifelong learning Thesettingoftheorganisationsismorebasedonan ‘up-to-you’trainingmethod, based on workers' demand and initiative, especially for partners from southern and easternEurope:

There is no structured plan let's say a part of this activity is delegated to moments of trainingtogether.

From the interviews, the dimension of autonomy emerged predominantly as input for creativity,problemsolving,andflexibilityinthemanagementofproblems:

Everystaffmemberisself-responsibleandthatmeansthatwegavespacetoeach worker, andtheyhavethepossibilitytomaketheirowndecisions.whenyougivethemspace,alsofor theirowncreativityandtheirownpossibilitiestorisk…thenyouseethatself-responsibilityis growingfromitself.

Furthermore, autonomy also means the ability to make decisions and explore new possibilities.Severalpartnersmentionedtheskilltobuildanetworkasastrengthoftheir organisation:

Wehaveagoodnationalandinternationalnetwork.

Overtime,mostofourprojectshavedevelopedonline,involvingotherschools,associations, localauthorities,andinstitutions

Itisnecessarytohaveabignetworkofcompaniestobeinformedwhat'shappeningdown… andItriedtotranslatethistotransferthatknowledgetoschools…thatiswhyIalsohavelots of contactwithcareercounsellors inschools because theyneed to inform students what are importantdevelopmentsonthelabourmarketandhowtheycanpreparethosestudentsinthe bestway

Thenetworktheytalkaboutisaverycomplexstructurethatinvolvesactorsworkinginthe samefieldasorganisationssuchasschools,companies,localandnon-profitassociations. This network is very important to involve different kinds of professionals, in order to address youth disadvantage. When a single element of the chain is missing, the effectiveness of theactions implemented is less strong. Cooperation and co-planning are the words most used by partners describing their own reference network; these are essentialelementsforachievingtheobjectivesset

Finally, flexibility also means being able to react rapidly to multiple problems or unexpectedevents.DuringtheCOVID-19pandemic,eachorganisationhadtoactivatenew strategiestocopewithunusualwaysofworkingandtobeabletogetintouchwiththemost

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vulnerableyoungpeople.Weaskedeachpartnerwhichpoliciestheyimplementedduring thepandemicandhowtheybecameresilientactorsinsuchacomplexperiod.

3.3.1. Organisation and engagement during the COVID-19 pandemic

The COVID-19 pandemic has imposed the revision and questioning of consolidated strategiesinordertocontinueworkingwiththemostdisadvantagedyoungpeople,innew spacesandwithnewtools.Itisveryinterestingtohavealookatthevisualmap(seeFigure 1)aimedatdescribingwhatpartnersexperimentedduringthisperiod.Thethicknessofthe linesindicatesthefrequencyoftheresponsesinthespecifieddimensions.Atfirstglanceit is possible to observe that the first strategy is the contact (with every possible tool). Organisationsstartedcontactingyoungstersusingtheirdigitaltools:

Wekeepthecommunicationevenfromthephone.

WecreatedaFacebookgroup,wekeepcontactwithWhatsApp(theyareyoungsters,don't callthem!butonlyWhatsAppmessages);weopenaplatformthatyoungpeopleuseforhanging outandtalking…it'sawaytokeepintouch

The ways we communicate with young people have changed a lot. We have completely abandonedourselveswithrespecttoprivacy…Phonecalls,WhatsApp(itisnotatoolthatwas usuallyused)inthesamewayforFacebook.Untilthisyear,theprofiles(IG,Facebook)ofthe teachers were private, they were not to be shared with the students. But this year it was different…wereliedoneverythingwecoulduseasacommunicationchannel.

On our website, where we gave official communication of our presence, you will find: surname and personal telephone numbers… Maybe someday we will change the numbers [laugh]butwehadtobethere!

Privacy seems to be a big challenge for the organisations involved, but this aspect is connectedagainwithflexibility.Thelessflexibletheorganisationis,themoredifficultitis toovercomespatiallimitstomeettheneedsofyoungpeople.Theintervieweestoldusthat, whileatthebeginningofthehealthemergencytheywerenotpreparedandneededthree weekstorestarttheactivities,inNovember2020,whenthesituationworsenedagain,ʻthe daybeforewewereinattendance,thedayafteronlineʼ Theyhaveproventobecontextual andresponsivetowhatisactuallyusefulforvulnerableyoungsters:tobepresent. Unfortunately, despite the effort, it was not possible to maintain contact with everyone. EachEuropeanprojectpartnerexperiencedthefrustrationcausedbytheconsciousnessof havingleftsomeonebehind,especiallyintheinitialphaseofthepandemic:

Some young people don't have good internet connection… we have families with 5 or 6 children and one computer… so it's really hard now, especially now when they had lessons online…theyhadproblemstoparticipateatschool.

We already know that we have lost some more vulnerable young people (migrants living withmanypeopleathome,oftentheydon'thavelaptops/goodconnections…).

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However,withthepersistenceoftheemergency,transversalactionswereimplementedto identify the problems and, where possible, specific actions were taken to provide digital tools.

Oneofthemostimportantchallengeforprofessionalsworkingwithvulnerableyoungsters isfacingtheimpossibilityofphysicallygettingthemoutoftheircomfortzone.Thiselement isparticularlyevidentwhenusingartandsportasspecifictoolstoinvolveyoungpeople:

ForpeoplewhoattendthespacesofPalazzoStrozziinordertohavetheexcusetoleavetheir home, it is not the same thing to do online activities… Their interest is not so much talking aboutart,buttakingthebus,comingtoPalazzoStrozziandspendinghalfadaywithdifferent peoplefromthosewhoseenormally.

Butevenifitwasnotpossibletophysicallymovethem,oneofthestrategiesappliedwas usingtheartisticexperiencetoshareandexpresstheemotionsofyoungpeople:

Istarttoworkwithnaturalelements…Forexample:Whatyoucanseelikeanaturalelement fromyourroomoroutofthat…?or:Drawnanelementofyourfamily…thinksconnectedwith theirnewrealityandmakesthembeawareaboutwhattheyareleavingandnotthinksomuch about‘Ican'tgoout’but‘Let'sseewhereweareandwhatwecando’ .

But some interesting experiences told us that for specific vulnerable groups it has been possibletomaintaincontactandgoonwiththeactivities:

Wealsohadthepossibilitytoreachsomeyoungestinaneasyway,forthisreason,wewill continue with online services even after the pandemic. We need more digital services aside from face-to-face services… Especially referring to special youngsters (HC, physical or emotionalissues)…forsomeoneitcanbeabigstepgoingtotheyouthclubbecausetheydon't knowanyonebutit'seasytologinwithacomputer.

Afinal reflectionisdedicatedtospace. Thepandemichasforced ustolook forspaces of possibilitywherewewerenot lookingbefore:open-airprotectedsituations inwhichwe can work well even in this context. Several partners told us that their relation with ‘educational’spacehaschanged:

Duringthesummerweorganizedasummercamp,whichwehadneverimagineddoingprepandemic…workingoutdoors…wehave alwaysrefused to do summercamps because they are moments in which the expectation is very clear: to have fun! And we are not just entertainment…thisyearwediditandIpersonallyrealizedthepotentialandIwanttorepeat theexperience planningverywell,withtheartists

Wecanalsothinkoforganizingopen-airactivities…outdooractivities.Also,withthetarget group,wecangotoparksforourtraining

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Figure 1: Visual map of the strategies and experiences during the COVID-19 pandemic

3.4. Guidance

Whatarethecharacteristicsthatmaketutors'workwithvulnerableyoungsterseffective? Thisisthequestionweaskedtheprojectpartnersinordertoinvestigateanessentialaspect ofyoungsters'engagement:guidance.Oneofthemostcitedcharacteristicsis experience, withrespecttothetargetpopulation:

[Thetutor]hastohaveexperienceindealingwithyoungsters.

Ifyoudon'thaveexperiencewiththistargetgroup,you'llneedmonthstolearn,butyoucan learnspecificactivities.

Partnersalsotalkabouttheimportanceofvision:

Withyoungpeople,itisimportantnotonlytoseewhatisnow,butalsowillbe,theabilityto makepeopleabstractfromtheirsituation,alternativesexist!

Thischaracteristicisstrictlyconnectedwithempathy,describedas‘theabilitytolivethe momenttogetherwiththeyoungest’ :

Ithinkthetrainersshouldbeemphaticbecausesometimestrainersfeeltoosmartandwhat theysayit'stheonlytruth,buttrainersworkingwithvulnerableyoungpeople…Theyshould thinkaboutthisgroup,theyshouldthinkhowharditistodosimplethings…youneedtobe emphatic

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Wealwaysneedtostartourrelationshipwithyoungpeopleaskingthem:Howareyou?How doyoufeel?

Agoodmentormustalsobeabletomakeindividualplans,inordertoanswerspecificneeds (botheducationalandworkneeds):

Young people participate in individual interviews, in which they bring out their needs Thankstothisworkoftakingcharge,therecanbearedirectionoftheyoungestwithrespectto whathewants.

The activities are conceived and organized starting from the needs of the beneficiary, in termsofschedules,timeandspaceinwhichtocarryouttheactivities

Foreveryonewemadeanindividuallessonprogram…forallourstudentsImakeindividual programs.

Duringtheinterviewsalsoemergedtheimportancetobecreative.Infact,agoodmentor must also be able to solve problems easily and to find new tools in order to answer emerging needs. The ability to listen is another expression used by partners to describe mentors'strengths:

Whatdoyouwant?…Ifweaskthat,itcanopentheroutes…theyoungestcanreallyfeel‘I'm inchargehereandthey'rehelpingmewiththeissuesIhave’

Whichisyourdream?Howcanwegoclosertothat?

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Too often, the tendency is to transmit (transversal) skills without listening to young people's needs. Everyone has their own values, and mentors must be open to understandingotherpointsofviewwithoutjudgement.

Figure 2: Visual map of features that a good tutor or counsellor should have

3.5. Location

The concept of location also contains the methodology used in the place; it is not only a shellbutalsothesoulthatiscontainedinit.Thepartnersinterviewedareveryawareof theimportanceofeducationalspace.Infact,theytoldusaboutthecharacteristicsitshould have,aswellasthesettingandthevalue:

The place has a strong value for vulnerable youngsters, but also for families and stakeholders.Iffamiliesperceivethesolidityofthe place,theywillinglyentrustthem…ifthe youngoneperceivesthewelcome,theyattendmorelessons Ifthestakeholdersperceivethe valueoftheplace,theywillbemorewillingtosupportit.Thesethreeaspectsmustbereadall together withoutoneofthese,everythingislost.Ifyoungpeopledon'twanttoattend,ifthe familiesdo notrecognizethe locationas their place andifstakeholders donot recognizethe

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placeasamodelthatcanbereplicated,theywillnotattend,supporttheirchildrentoattend lessonsandgivefunding.

The care of space isnecessarytotakecareofpeople'sexperience

The creation of the materials, the arrangement of the space it took me a long time to understandthis,butthepreparationofaplacewhereyouenterandoftenthereisanalmost ceremonialdimension Ifthespaceiswellprepareditallowstheconductortoactivitynotto be preponderant if you have to replace the inadequacy of space with a lot of information, solicitations,youdon'tworkontheemancipationoftheparticipantintheactivity.Ontheother hand,ifyoupreparethespacewell,youallowserenityandgivegreaterfreedombywelcoming individualaction.

Withrespecttothecharacteristicsthatlocationsshouldhave,themostimportantissafety. Agoodlocationmustbeasafeandinvitingplace.Theyoungonesmustbeabletoexpress theirvulnerability Itisalsoimportanttorethinklocationsafterthepandemic:

The place has to be large enough to give the possibility of getting the distance from each other… since my relation with young adult has to do with art, the place has to have a good naturallight

Whenwechoosearoomwherepeopledon'tfeelcomfortable…ifthere'snotenoughspace foreverybodyforfeelgood,cancompromisetheatmosphereoftheworkshop…

Ifyouenhancethespaceyouenhancetheexperienceandifithasvalue,youparticipateina more immersive context. The place is even more importantif we work with people who are usedtolivingincontextswithoutcare Finally, an interesting category that emerged from interviews is called ‘outside-in –inside-out’ : it is very important to make the space permeable, to let people live in environmentstowhichtheydonotusuallyhaveaccess.Itisalsoveryimportanttotakethe activitiesforyoungpeopleoutoftheorganisationbutalsotobringthemintoorganisations (museum,municipality,school,enterprises).Infact,sometimesitisbettertoremoveyoung people from their contexts (and give them new perspectives); other times can be more suitabletoapproachthemwithintheirfamiliarandsafeplaces.Therefore,theconceptof permeabilityisconnectedtoaccessibility.Forinstance,tomakeartaccessiblebytakingit out of museums, but also to bring young people to live in new spaces, far from home, in order to create new experiences and get them out of their comfort zone. Making spaces accessibleandpermeablealsofavourstheencounterbetweendifferentterritorialrealities: schools and companies(in order to favour the transition to the labour market), but also schoolsandart(concertsandtheatre)tosowpossibilitiesandinputsforexperimentation among the most vulnerable young people. The enhancement of skills cannot pass only throughformaleducationbutmustfollowlesstraditionalpaths,tobringoutpotentialand passionsthatareoftenhidden:

Nowwewaitforpeopletocometoourlocationbutwhatwedon'tdoisgooutside…Iwould like to involve people, preparing concert/cooking sessions with the youngest, inviting entrepreneurs,alsoinaplayfulway

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Iwouldliketoinvolveyoungstersinthecreationofthebuildingspaces(colors,murals…), tomakethespaces welcoming,suitableforyoungpeopleandtoreducethedistancebetween theinsideandtheoutside thespaceshouldnotbeformal,butthebeneficiariesmustbeat ease

I would like to create a workshop for vulnerable youngsters, but also open to the community… artists and citizens can work together in order to create something that is a contributionfortheregion.

When we bring our activities outside the organization, we try to bring out beauty, as the valueoftakingcareofothers,whichiswhatwetrytodoeveryday

Figure 3: Visual map of features that a good location should have in order to develop effective activities with the target population

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4. Applied theories on the cultural and physical guidelines

4.1. John Dewey

JohnDeweywasanAmericanphilosopher,psychologistandeducationalreformerwhose ideashavebeeninfluentialineducationandsocialreform.AlthoughDeweyisknownbest for his publications about education, he also wrote about many other topics, including epistemology,metaphysics,aesthetics,art,logic,socialtheory,andethics.Concerninghis ideasaboutartandphysicalactivities:

● art is found instantly through the senses, and children develop a relationship that influencesemotionthroughtheexpressionofart;

● art gives children the ability to actively use their imagination by taking simple, subconsciousexperiencesandapplyingthemthroughartisticexpression–everysingle experiencecountsinart;

● knowledgeofhowtheworldisconstructedandhowonemustliveandtheabilityto effectivelyusethatknowledgearefosteredthroughphysicalactivity;

● physical education teaches individuals what they and others want and it allows an individualtogrowinvarioussettings

ʻ

Thelearnerisnotablankslateuponwhichideasaretobewrittennorishisorher mindacabinetintowhichfactsaretobefiledaway…Inhisvieweducationalways reflectsthecircumstancesofthetimesandstudentsinvolved,itshouldevolveasthese elementschange.ʼ (Hickmanetal.,2009,p.26)

Inhisbook Art as Experience,Dewey(1980)expandedideason artandeducation,focusingonindividualityandcommunity.

● He argues that art is a language, essential to the social developmentofhumanbeings.Insteadofarepeatingactivity, artconstructsandrevealscreativity.

● Inordertoachieveindividualityandcommunityinart,Dewey states that no work of art is created by only one element. Instead, many factors of a work of art are related to each other,anditisimportantthatthesefactorsworkinunisonto createanaestheticexperience.

● Dewey describes this aesthetic experience as ʻemotionally intuited’ , ʻimpressive’,andʻimmediatelyexperienced’.Thesequalitiesareonlyfelt,not seen.Aestheticexperiencemustincludeaʻmedium’,whichlinkstheartist'smindand materials. Dewey criticised theories of art that fail to take into account this medium becausethemediumenhancesthefirstexperienceanddevelopsthelanguageofart

● Individuality itself is originally a potentiality and is realised only in interaction with surroundingconditions.Inthisprocessofintercourse,nativecapacities,whichcontain anelementofuniqueness,aretransformedandbecomeaself.

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What we should remember:

Themediahasoftenanegativecontributiontothewayyoungstersvaluethings–theyhavedeterminingvaluesandperspectivesbasedonthemedia'sopinionson howweshouldliveourlives.Therefore,arteducationshouldhelpchildrendevelop theirsenseofwhatavalueisandwhatkindofperspectivetolivelifebyinstead.

➢ Itisimportantforchildrentopayattentiontotheirownjudgementstowardsartto developaproductivecommunicationthatkeepsindividuality,thinkcriticallyas opposedtosimplyagreeingwitheverythingtheothersays–expand,question, furtherthethinkingandreconstructthethoughts,thusmakingameaningful conversation.

4.2. Arthur Efland

Eflandwasaleadingfigureinthefieldofarteducation.Heembracesanintegratedtheory ofcognition,whichholdsthateachindividualconstructshisownviewofrealityinthelight ofhispersonal,social,andculturalcontext.Accordingtothisintegratedtheory,eachofus isguidedbyourowninterestsandpurposesinseekingtounderstandtheworldthrough ourexperienceofit.Yet,weinevitablyemploythecognitivetoolsprovidedbytheculture inwhichwelive,toolsrangingfromlanguagetoabodyofscientificknowledge.Inprinciple, therefore,whileEflandrecognisesthecrucialinfluenceofculturalcontext,hedoesnotdeny the efficacy of the individual as a thinking and acting being. Efland traces the related emergence of three major traditions in cognitive theory: 1) symbol processing, 2) the sociocultural or situated tradition, and 3) the constructivist tradition. He also lays the foundation for advancinghisownmodifiedconstructivist theory oflearningthroughthe arts(Efland,2002)

The social Reconstructionist current is thethird approach in art education. According to Efland,artisticproductionwasattheserviceofsociety'sneeds,thatis,Arthadasocialrole

➢ Beawareoftheindividualityofyourstudentsandaccommodatetheirteachingtothe situation. ʻ

(Efland,2002,p.166)

ofinterventionandcouldcontributetoimprovingpeople'squalityoflife.Everyonehadthe ability to create. The experience of creation was itself a learning process with others. Project work is the most explored methodology in the teaching–learning process. Teamworkisvalued,givingimportancetotheconsensualconstructionofanartisticteam proposal.Creativity,criticalsense,teamspiritarestronglyencouraged.

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Theunderstandingofaworkofartrequiresittobegraspedinrelationtothesocial andculturalrealmsinwhichittookformandreciprocallyhelpsthelearnerto comprehendthesocialandculturalworldsitmirrors.ʼ

Inhisbook Art and Cognition,Efland(2002)demonstrateshowart contributestotheoveralldevelopmentofthemind.Heoutlineshow thedevelopmentofartisticinterestsandskillsisanimportantaspect of cognition and learning, and shows how art helps individuals constructculturalmeaning,acrucialpartofsocialcommunication–a foundation for lifelong learning, including art. He argues that Art shouldbedeterminednotonlybyaffectiveorsensorimotoraspects, but that cognitive aspects are also very essential. He explains the cognitive nature of learning in the visual arts – unmasking the intractable perceptionof art as only emotional, and looks at recent understandingsofthemindandintelligencetodeterminehowthey bearonquestionsoftheintellectualstatusofthearts:

● howacognitivelyorientedconceptionof teachingwillchangethewaysthat thearts aretaught;

● inwhichwaysnewdevelopmentsincognitivesciencecanbeappliedtoarteducation;

● howtheartscanbeusedtodevelopcognitiveabilityinyoungsters

What we should remember:

➢ Teach youngsters about art through their own experiences (cognitive, affective and sensorimotor),bylookingatartfromthepastandpresent,atthecreativeprocessesof others.

➢ Teach youngsters to thinkabout the role ofart, aboutwhatisimportant(analysis and reflection), or what they can or want to make themselves (problem finding). Viewing worksofartrequiressomeintellectualabilitytoextractvaluablemeaningfromawork ofart.

➢ Helpyoungsters learntodeveloptheirownartisticandcreativeabilitiesbydoingvisual research themselves, by learning through experience how to apply their knowledge flexibly.

➢ Encourage imagination: the act or ability to form mental images of that which is not present,orwhichhasnotbeenexperiencedbefore.Itisalsotheactorabilitytocreate newideasorimagesbycombiningandreorganisingpreviousexperiences.

4.3.

Lev Vygotsky

LevVygotsky(1896–1934)wasaRussianpsychologistandsocial constructivist whose sociocultural theory emphasises the importance of culture and interaction in the development of cognitive abilities. Vygotsky's sociocultural theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society (Daniels, 2017). He believed thatapersonhasnotonlyasetofabilitiesbutalsoasetofpotential abilities that can be realised if given the proper guidance from others. Vygotsky developed theories on teaching that have been adoptedbyeducatorstoday.

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Learningismorethantheacquisitionoftheabilitytothink;itistheacquisitionofmany specializedabilitiesforthinkingaboutavarietyofthings.ʼ(Jingetal.,2019,p.85).

Zone Of Proximal Development (ZPD) - SOCIAL DEVELOPMENT THEORY

BY VYGOTSKY - GROUP: MOCKINGJAY (google.com)

Vygotsky'sbest-knownconceptisthe Zone of Proximal Development (ZPD), a key construct in Lev Vygotsky's theory of learning and development (Vygotsky, 1978). TheZoneofProximalDevelopmentisdefinedasthespace between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable and skilled peers. The term ‘proximal’ refers to those skills that the learner is ‘close’ to mastering. It is a theory where a teacher or a peerwithmorerelevantskillshelpsthelearnerreach their full potential. A good teacher or moreknowledgeable-other (MKO) identifies a learner's ZPD andhelpsthemstretchbeyondit.ThentheMKOgradually withdrawssupportuntilthelearnercanperformthetask unaided. Otherpsychologistshave appliedthemetaphor ofscaffolds(thetemporaryplatformsonwhichconstructionworkersstand)toVygotsky's theory. Scaffolding is the temporary support that an MKO gives a learner to do a task. Everyone hashidden potentialthat canbereachedwithpropersupport, andone should never ‘judge the book by its cover’. It is important to note that the terms cooperative learning,scaffoldingandguidedlearningallhavethesamemeaningwithintheliterature.

What we should remember: ⮚ InordertodeveloptheZPD,thetrainershouldconsider/elicitthepreviousknowledge fromthelearners ⮚ Artandphysicalactivityhelpyoungpeopletoreachtheirfullpotential,theirZPD ⮚ Assigntasksthatstudentscannotdoontheirownbutwhichtheycandowithassistance andprovideanenvironmentthatenablesstudentstodohardertasksthanwould otherwisebepossible.Artandsportsettingsaregoodexamplesofsuchenvironments.

4.4. Howard Gardner

HowardGardneristheJohnH.andElisabethA.HobbsResearchProfessorofCognitionand EducationattheHarvardGraduateSchoolofEducation.Heisalsoanadjunctprofessorof psychology at Harvard University and senior director of Harvard Project Zero. He has received numerous honours and, in recognition of his contributions to both academic theory and public policy, he has received honorary degrees from 31 colleges and universities.HehasbeenelectedamemberoftheAmericanAcademyofArtsandSciences, theAmericanPhilosophicalSociety,theNationalAcademyofEducation,andtheLondonbasedRoyalSocietyfortheEncouragementofArts,Manufactures,andCommerce In1990,

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he was the first American to receive the University of Louisville's GrawemeyerAwardinEducation.

In his book Multiple Intelligences, Gardner (1996) defines intelligenceastheabilitytoprocessinformation,solveproblemsor create products that are valuable to a particular community or culture.Heseesthatabilitycomingbackindifferentareasofhuman activity. His vision is pluralistic: he tries all kinds of ‘intelligent behaviour’toprovideaplaceandtotakeintoaccountthedifferent ways in which people know and can. During his studies, Howard Gardner identified different kinds of intelligence: linguistic intelligence,logical-mathematicalintelligence(whichtogethermake thetypicalconceptofintelligence,measuredinconventionaltests), spatial intelligence, musical intelligence, physical-aesthetic intelligence, interpersonal intelligence,intrapersonalintelligence,andthenheaddedthenaturalisticintelligence.

1. Linguistic-Verbal intelligence:

⮚ referredtoaslinguisticintelligence; ⮚ someone who is linguistically strong uses language as ameans of understanding the world, solving problems, and making products by asking for explanations, reading, puttingwordsintowords; ⮚ youfindthisintelligencemostlyinprofessionssuchaswriters,poets,journalists.

2. Logical-Mathematical intelligence:

⮚ analytical,logical,orderedandsystematicintelligence,inwhichconceptsandideasare entirelydissected; ⮚ someonewhoislogically-mathematicallystrongalwayswantstoknowpreciselywhat thesituationis; ⮚ itisanecessaryintelligenceforscientists.

3. Visual-Spatial intelligence: ⮚ basedonthespatialorvisualproposalsofconceptsandideas; ⮚ thisintelligencecanbecreatedbybothimagesandlanguage; ⮚ itistypicalforvisualartists,pilots,architects,chessplayersandsurgeons.

4. Musical intelligence: ⮚ shouldnotnecessarilybeidentifiedwithsingingorplayinganinstrument; ⮚ itisprimarilyaboutfeelingandrecognisingsounds,rhythm,repetition,pattern; ⮚ itisindispensableformusiciansandsingers

5. Bodily-Kinaesthetic intelligence:

⮚ peoplewhoarestronginthisintelligence(alsocalledtactical-motorintelligence)learn andcreatebymanipulatingthings,doingthingsthemselves; ⮚ itisessentialfordancers,athletesandmechanics.

6. Interpersonal intelligence:

⮚ those who have strong interpersonal intelligence are good at understanding and interactingwithotherpeople;

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⮚ these individuals are skilled at assessing the emotions, motivations, desires, and intentionsofthosearoundthem,andarecooperative.

7. Intrapersonal intelligence:

⮚ individuals who are strong in intrapersonal intelligence are good at being aware of theiremotionalstates,feelings,andmotivations;

⮚ they tend to enjoy self-reflection and analysis, including daydreaming, exploring relationshipswithothers,andassessingtheirstrengths;

⮚ peoplelikephilosophersandwritershavethisintelligence.

8. Naturalistic intelligence:

⮚ itischaracterisedbytherecognitionofbroaderconnectionsorinterconnections; ⮚ individualswhoarehighinthistypeofintelligencearemoreintunewithnaturebut justaswellinsociety;

⮚ theyareofteninterestedinnurturing,exploringtheenvironment,andlearningabout otherspecies;

⮚ professionslikebiologists,conservationists,gardeners,farmershavethisnaturalistic intelligence

https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

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Cherry,Kendra,(2021). Gardner’s Theory of Multiple Intelligences.Verywellmind.

What we should remember:

⮚ Asatrainer,youneedtobeawarethattherearedifferenttypesofinformationanddifferent waysofprocessinginformation.

⮚ Thateveryonehastheirstrengthsandweaknesses,buttheycanalsoevolve.

⮚ Notonlydowealllearninacertainway(onebyreading,theotherbydoing,athird byschematising,andsoon)butwealsoexpressourselvesindifferentways:throughwords, images,schedules,movement,etc.Ofcourse,inamultidisciplinaryactivity,youwillgetsome choiceinthisdomain,butitisgoodtohaveaneyeforthisinothersituationsaswell.

4.5. David Kolb

DavidKolbisalearningandorganisationalpsychologist whoisbest knownforhisresearchintothedifferentwaysinwhichpeoplelearn fromtheirexperiences.HeisaffiliatedwiththeWeatherheadSchool of Management at Case Western Reserve University in Cleveland, Ohio.Hisbest-knownworkis Experiential Learning. Experience as The Source of Learning and Development from1984.Hebasedhimselfon theworkofJohnDewey,KurtLewin,andJeanPiaget.Buthewasalso inspiredbyCarlJung,PauloFreire,JeromeBruner,L.S.Vygotsky,and WilliamJames.

Asthenamereveals,theExperientialLearningTheoryinvolveslearningfromexperience. Inhisbook Experiential Learning,Kolb(1984)clarifiesthatexperientiallearningcanbe definedasalearningprocesswhereknowledgeresultsfromthecombinationofgrasping andtransformingan experience.Kolbsuggestedthat learningrequirestheacquisition of abstractconceptsthatcanthenbeappliedflexiblyinawiderangeofsituations.Therefore, knowledgeiscreatedthroughthetransformationofexperience.ThisisthecoreofKolb's ExperientialLearningTheory.Itincludestwoparts.Thefirstpartdetailsafour-stagecycle that the learning experience follows. According to Kolb, by going through the different stages,learnerscanconverttheirexperiencesintoknowledge.Thesecondpartfocuseson the cognitive processes that occurred for learners to acquire knowledge. The theory highlights how individuals can demonstrate their understanding or learnings when they areabletoapplyabstractconceptstonewsituations.

Experiential Learning Cycle

Themodeldescribestwowaysofgraspingknowledge:concreteexperiencesandabstract conceptualisation.Theothertwomodes,reflectiveobservationandactiveexperimentation help learners transform their experience into knowledge. Each of these stages acts as a foundationforthenextstage.

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a. Concrete Experience (CE)

At this stage, learners encounter an experience. This could be either a completely new experienceorareimaginedonethathasalreadyhappened.Kolbbelievedthatthekeyto learningliesininvolvement.Accordingtohim,itisnotenoughforlearnerstojustreador watch demonstrations to acquire new knowledge. As such, each learner should actively engageinanexperience.Thiscouldinvolvebeingexposedtoanewtaskoranewwayof carrying out a project they are already familiar with. While the experience is usually a personal one, it might also be a shared experience. In this situation, learners acquire knowledgebyobserving,hearingorreadingaboutsomeoneelse'sexperiences.Thiskind ofsociallearningcomesloadedwithbenefits.

b. Reflective Observation (RO)

Concreteexperiencesarefollowedbyreflectiveobservation.Assuch,afterengaginginan experience, learners should step back to reflect on the task or activity. This stage in the learningcycleallowsthelearnertoaskquestionsanddiscusstheexperiencewithothers. For most individuals, this is where seeing and doing transforms into the real-time absorptionofnewinformation.Inpractice,thiscouldmeanasituationwherea personis shown how to accomplish a goal. They then look at how it could be applied in different circumstances. Communication is vitalas it allows learners to identify any discrepancies between their understanding and the experience itself. Discussing the experience with othershelpstoeasethereflectionprocessbyintroducingotherpointsofview.Atthisstage, learnerswillalsotrytoplacetheexperiencealongsideotherpreviousexperiencestolook forpatternsornotabledifferences.

c. Abstract Conceptualisation (AC)

Reflectiveobservationleadstoabstractconceptualisation.Inthisstage,learnersformnew ideas or alter their current understanding based on the reflections that arose from the previous stage. Learners move from reflective observation to abstract conceptualisation whentheybegintoclassifyconceptsandtakeconclusionsfromtheeventsthatoccurred. Assuch,abstractconceptualisationgiveslearnersthechancetoassesshowtheirnewideas canbeappliedintherealworld.Theycandosobyinterpretingtheexperienceandmaking comparisonstotheircurrentunderstandingoftheconcept.Whenlearnersreturntoatask, they can then return with the goal of applying their conclusions to new experiences. In otherwords,theygenerateabstractprinciplesthattheycanapplytofuturesituations.After all,thefocusliesindrawingconclusionsandlearninglessonsbasedontheexperience.This showsusthat informationisaloteasiertoretainifitisrelevanttoourlivesandweare givenanopportunitytoapplyit.

d. Active Experimentation (AE)

The last stage of the cycle involves active experimentation. At this stage, learners apply theirnewideastotheworldaroundthem.Thisallowsthemtoseeifthereareanychanges in the next occurrence of the experience. As such, this stage offers an opportunity for learnerstotestouttheirnewideasandlessonsgatheredfromtheexperience.Byactively experimenting with different concepts, individuals can learn how to associate what they have experienced with new ideas and innovations. This experimentation results in new concreteexperiencesthateffectivelytriggerthebeginningofthenextcycle. Afterall,life effectivelyamountstoaseriesofinterlinkedexperiences.

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4.6. George Hein

GeorgeHeinisaneducationtheorist,educationresearcher,chemist, museum educator, and Professor Emeritus at Lesley University in Cambridge, Massachusetts. Alongside an academic and research career, his work in education began as part of the Educational Development Center in the Elementary Science Program, growing from there to programme evaluation and valuation of cultural institutions. In 1972, he founded the Program Evaluation and Research Group (PERG) to evaluate the educational work of museums and arts organizations and has been active in museum education and evaluation ever since. He has systematically elaboratedanddescribedthemodelofaconstructivistmuseumand related ‘learning in museums’ to educational theory. PERG also served as the evaluator for major American national programmes and began major evaluation work for NASA education programs, among other assignments Hein has had experience as a curriculum developer, science educator, and director of national programmestofacilitatesystemicschoolchange.

GeorgeHeintheorisesaconstructivisteducationthatconsistsofacertaincombinationof Knowledge theory and Learning theory to be put into practice through pedagogy, called Education Theory. Hein classifies educational theories based on three components: a theoryofknowledge(epistemology),atheoryoflearning,and,derivingfromthefirsttwo, atheoryofteaching(pedagogy).Heplacestheoriesofknowledgeonacontinuumranging fromtherealistposition,thattherealworldandknowledgeofitexistindependentofthe mind,totheidealistposition,thatknowledgeexistsonlyasconstructedbytheindividual mind (Hein, 1998). Theories of how people learn also are spread along a continuum. At oneendisthepositionthatlearningoccursby addinginformationbitbybittoanessentially passivemind.Attheotherextremelearningis seenasanactivementalprocessresultingina restructuringofthemind(Hein,2006) These twoparametersareessentiallythe‘what and how of learning’.Bydrawingadiagramwith these two continuums at right angles, Hein formsfourquadrants,eachrepresentingapair of positions with respect to learning and knowledgethatcharacterisesaparticular educational theory. He labels the theories as didactic, expository; stimulus–response; discovery;andconstructivism,andforeachhe also describes what the most appropriate pedagogy would be. By this analysis, constructivism is defined as the educational

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1 Hein's model for educational theories Source: Redrawn from Hein (1998). | Download Scientific Diagram (researchgate.net)

theorythat embraces knowledgeas aconstructionofthemind andlearningasan active restructuringofthemind.(Seediagram.)

Didactic, Expository

⮚ Knowledgeispresentedasthetruth.

⮚ Contentisdividedintosmallpartsandpresentedinafixedandlogicalorder(from simpletocomplex)

⮚ Thelearnerhasapassiverole:heabsorbstheknowledge.

Stimulus–Response

⮚ Thefocusismainlyontraining,lessoncontent.

⮚ Itisnotsomuchaboutthetransferofknowledgebutaparticularbehaviourthatone wantstocreateorstrengthen.

⮚ Theintentionisthatthelearnerwilldevelopaspecificresponsetoagivenstimulus, withoutclaimingthatthereisalegitimategroundforit.(Seealsobehaviourism)

Discovery (or Discovery by learning)

⮚ Thelearningpersonisactivelyinvolvedinthelearningprocess

⮚ It is learning by doing things yourself, by experiences, by dealing with objects, phenomenaandpeople,andreflectingonit.

⮚ The different ways of learning and the importance of experiences in the learning processarerecognised.However,thefixedlearningcontentisnotabandoned.

Constructivism

⮚ Theactiveparticipationofthelearningpersonisnecessary,anditisnottheintention toreachcorrectconclusions.

⮚ There is no external norm or truth on the subject against which the conventional interpretationsmustbeassessed.

⮚ Contentmustbemeaningfulwithintheexperienceofthepersonitselfandusefulto baseactionson.

⮚ Within constructivism, an argument is only wrong if it does not correspond to the existingevidence–e.g.youcannotsaythatacircleissquare.Otherwise,therearenot somanymisconceptionsastherearenaiveorpersonalinterpretations.

Constructivismtheoryisbasedontheideathatstudentsshouldengageinlearningthatis relevanttotheirownlivesbecauseitcarriesdeepermeaningandunderstanding.Students inconstructivist-basedclassroomsbecomeactiveparticipantsinthelearningprocessesas they construct their own understanding of concepts, rather than having their learning transmittedtothembysomeothersource.Akeyaspectofconstructivisttheoryistheidea of scaffolding: the support provided to students by a teacher or another student to help extendastudent'slearning(Hein,2004).

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There is a model linked closely to constructivism, and which is especially relevant to learning through physical activities (but can be applied to art too). This is called inquiry-based learning.Thefoundationofinquiry-basedlearningisthatstudentslearn deeplyandauthenticallywhenbeingpresentedwithaproblemorquestioninwhichthey worktofindtheanswer(Purichia,2015).Inquiry-basedlearningcanbeusedasabasisfor the creation of effective learning experiences by posing a skill-based problem for young peopletosolve(i.e.playingagame,tryingtosolveaproblemtogether).Byprovidingyoung people with open-ended, complex, and thoughtful scenarios, they are engaged and are inspired to learn deeply. This helps thegroup use skills such as problem solving, critical thinkingandreflection(i.e.theskillsdescribedearlieras21st-centuryskills).

As constructivist theory suggests that learning is especially a social construct, it is recommendedthattheteacher(whetheryoucallthemateacher,facilitatororcoachisnot important)givestheirstudentsopportunitiestotakecontrolofthelearningprocessandto interact with each other while doing so. Thus, when planning an activity for a group of youngpeopleitisvitaltoacknowledgetheirspecificneedsandplanaccordingly.Teachers need to think about what young people can potentially become. This requires that the teachertakesintoaccountthepastexperiencesofthegroup,whichisespeciallyimportant whenworkingwithgroupsofindividualsinvulnerablepositions.Thiscanthenbeusedas abasisforwhattheyaregoingtododuringtheplannedactivity.

The idea of scaffolding should be implemented so that young people have a chance for reflectionandlearntosupportandrelyoneachother.Thisalsomeansthattheleadermust alwaysbereadytochangetheirplansandreacttotheneedsofthegroup.Cooperationis not something that can be learnt simply by working in groups in a single session. It is insteadbyengaginginaseriesofcooperativeeventsthatstudentslearntobecooperative.

What we should remember:

⮚ Ifyouassume(totheextentpossible)thatpeople(youngandolder)activelylearn,andthat theyhavecontrolovertheirlearningprocess,thenacarefulbalancemustbesought betweenopennessanddirection.

⮚ Itisnottheintentiontoachieveapreciseresult(ortomakeastandard)butthateveryone learnsinthebroadsenseofthewordanddevelopstheirknowledge,attitudeandskills.

⮚ Theessentialisthatpeoplearemotivatedandstimulatedtoenter(andstay)inthatlearning processandtocreateasafeandchallenginglearningenvironment.

⮚ Startingpoints,offeringacompletelearningprocess,adaptingtheactivitytotheneedsof learners,andconfirmingpersonalresultsarekeywordsandrequireextensiveand substantialpreparation.

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5. Practical application in a training (Van Eeckhaut, M., Mooss (2021)

5.1. The three conditions for creating a stimulating learning environment

SAFETY

⮚ Createasafeclimate. ⮚ Encouragerisk,experimentandcreativity. ⮚ Rememberthatthereisnostandardthattheparticipantsmustmeet. ⮚ Valuepersonalinterpretations. ⮚ Dealingwithperformanceanxiety:startingideaandreinforcement. ⮚ Dealingwithpeerpressure:offeringandreinforcingamethod. ⮚ Adoptasupportiveattitude. ⮚ Presentassignmentssafely.

⮚ Thinkcarefullyaboutperformancesandtherelationshipbetweenprocessand result.

⮚ Workgradually.

⮚ Reflecttogetherwiththegroupandsetthecourse. ⮚ Respondtoparticipantsinasafemanner.

⮚ Givepositivereinforcement,feedbackanddiscussion. ⮚ Respectgroupdynamicstotheextentpossible. ⮚ Leaveparticipantsintheirfamiliargroups(notmandatory,dependsonthe situation)

⮚ Fityourselfintothegroupdynamicsystemasatrainer/coach/teacher.

⮚ Createaworry-freeenvironment.

⮚ Becarefulwith:toomuchsafety,humour,lackoftime.

FREEDOM

⮚ Createanatmosphereinwhichrisk,experimentandcreativityarevalued. ⮚ Providesufficientopennessforindividualinterpretationoftheassignments. ⮚ Stimulatetoexplorefreedom. ⮚ Allowvoluntaryparticipationin(partsof)assignmentsandperformances. ⮚ Offersubstantiveparticipation. ⮚ Offerpracticalparticipation. ⮚ Adoptademocraticleadershipstyle:firm,purposeful,warm,flexible. ⮚ Offerneithertoomuchnortoolittlehelp. ⮚ Positivereinforcementofexperimentation.

⮚ Ensureroomsthatallowmanypossibilities.

⮚ Providematerialsthatallowmanypossibilities. ⮚ Allowenoughtime. ⮚ Becarefulwith:toomuchfreedomandgivingquieterparticipantsenoughattention.

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CHALLENGE

⮚ Pushboundaries:pushgetparticipantsoutsidetheircomfortzone.

⮚ Flow:increasechallengesasskillsdevelop.

⮚ Observetheprincipleofgradualness.

⮚ Estimatetheinitialsituationcorrectly.

⮚ Makegoodpreparationforassignments.

⮚ Adaptassignmentstocreatemoreorlesschallenges.

⮚ Monitortheparticipantsʼ involvementcarefullyandcontinuously,adaptingthe challenges.

⮚ Bearinmindthatchallengealsoliesinreflection.

⮚ Daretoleavelooseends.

⮚ Becarefulwith:toomuchchallenge(payattentiontoallaspects)andtoofarfetchedassignments.

Thethreebasicconditionsofsecurity,freedomandchallengedonotstandalonebut mustbealwaysviewedinrelationtoeachother.

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5.2. The five instruments to achieve the basic conditions

EMPOWERMENT

● Offerfunandsuccessfulexperience

● Createapositiveclimateandamutuallyencouragingatmosphere

● Giveplentyofpositivefeedback(focusingmoreonthetaskperformedbytheperson)

● Haveaneyeforthoughtprocesses

● Pleasebecautiouswithnegativefeedback

● Be careful with: feedback that becomes too heavy, not daring to give necessary negative feedback, praise junkies, insecurity among participants as a result of the lack of negative feedback

MODEL-LEARNING

● Allowsimitationasastartorrestart

● Giveexampleswhenpresentingtheexercises

● Joinin,allrepeattheexampletogether

● Encouragethegrouptotakeexamplesandmakethemtheirown

● Setagoodexample

● Becarefulwith:toofewortoomanyexamples,tooperfectorenthusiasticexamples,toomuch emphasisonimitationorjustdisapprovalofimitation

INSIGHT (UNDERSTANDING)

● Offerrationale:what,whyandhowdowelearn?

● Explaintheassignmentssufficiently

● Foster interim discussions: Provide insight into the activity, what was learnt and your own learningprocess

● Provideexplanationsandinterpretation+analysableproblemsandinspiringmaterial

● Createanatmosphereinwhichthegroupcaneasilyaskquestions

● Becarefulwith:toolittleorjusttoomuchexplanation

STRUCTURE

● Startwithachievable,enjoyableassignmentsforeveryone

● Graduallybuilduptochallengingassignments

● Keepintouchwiththegroup'sexperiencethroughinterimdiscussions

● Make sure your structure not only installs security but also the necessary freedom so that participantscantakecontroloftheirownlearning

● Becarefulwith:firmlysticktothepreparedstructure:agoodstructureallowsforadjustments andimprovisation

VARIATION

● Offerseveralleads

● Varywithtypesofinformation

● Varywithwaystoprocessinformation,experienceandexpression

● Varywithaestheticframesofreference

● Createanatmosphereinwhichparticipantscanandwanttolearnfromeachother

● Becarefulwith:variationisnotanobjective,noramenuwheresomeonecanalwayschoose thefamiliar

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5.3. Variation in security/freedom/challenge of assignments

Youcaninfluencehowdifficultoreasyanassignmentisexperiencedbyvaryingthe content,form,andstructuralcharacteristicsofthoseassignments.

VARIATION IN THE OBJECTIVE

Cognitive/emotional/social/technicalobjectives

Make sure that you give attention to those four objectives. The challenge of these goals differsperindividual.Themoretechnicalassignmentsmaycomelaterintheactivity

VARIATION IN THE LEVEL OF TECHNOLOGY

Fromlesstechnicaltomoretechnical

Theassignmentsyougiveinthebeginningmustbeabletobeperformedwithaminimum of technique. If technical knowledge is necessary for the successful execution of an assignment,youshouldfirstpractisethisseparatelywiththegroup.

VARIATION IN COMPLEXITY

Fromsimpletocomplexactionsequences

Assignments that require a sequence of precise actions are more challenging than assignmentsthatrequireonlyasimpleintervention.

VARIATION IN FUN

Fromplayfultomoreserious Assignmentswithhighentertainmentvaluearesaferthanassignmentswhereyouputthe grouptoworkseriously.

VARIATION IN THE SIZE OF THE WORKING GROUP

Fromassignmentswiththewholegrouptoindividualassignments

Inthebeginning,organisemoreeasilygroupwork,andswitchonlyatalatertimetomore complexformsofcollaborationandindividualassignments.

VARIATION IN THE IMPORTANCE OF THE RESULT

Fromnoemphasistoagreatemphasisontheindividualresult

Thegreaterthe(perceived)importanceofaresult,thelesssafethesituationbecomes.You canavoidemphasisingtheresultby:

● a comparison to rule out an external norm in advance and to put forward another objective

● apass-throughsystem,inwhichtheresultisworkedtogethersothatresponsibilityis shared

● afastpacesothatthegroupfeelsthatnoonecanlookproperly,whichreducestheidea thattheresultsofanassignmentreallycount.

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VARIATION IN THE AUDIENCE

Fromnoaudiencetoanattentiveaudiencejustforme

Thetensionincreasesandfeelslesssafewhenthegroupperformingtheassignmentforan audiencebecomessmaller.Themostchallengingareindividualassignmentswiththerest ofthegroupastheaudience.

Youcanreducetheideaofbeingviewedandassessed,amongotherthings,by:

● doingexerciseswiththewholegroup at thesametime(sothat everyone focuseson theirownassignmentwithoutorhardlyanyattentiontotheothers)

● keepingtheexerciseatahighlevelsothatnoonehasthetimetoobserveandjudge theotherparticipantsthoroughly

VARIATION IN THE PREPARATION TIME

Fromlittlepreparationtoextensivepreparation

Pressureincreaseswiththedurationofthepreparation:thosewhoaregivenmuchtimeto complete an exercise get the feeling that the end result must be good. If the result is disappointing,thefrustratingfeelinglingersmuchlonger.Byworkingwithshortexercises followingeachotherinrapidsuccession,muchlessimportancewillbeattachedtothings thatdonotturnoutcompletelyasdesired.

VARIATION IN OPENNESS

Frommoretolessframedassignments

Assignmentswithfewerguidelinesonpossiblewaystocarryoutorsolvethemoftenpose agreaterchallengethanassignmentsinwhichyouasatrainerindicateinwhichdirection thegroupshouldbeworking

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5.4. Present tasks from a supporting approach

EXPLAIN THE PURPOSE OF THE ASSIGNMENT AND INDICATE THE SITUATION AS A LEARNING OPPORTUNITY

● Brieflyexplainthepurposeoftheassignment;

● Present the assignment as an opportunity to learn or to have fun, not as a task that needstobeperformed;

● Emphasisethatitisaboutbeingableto,nothavingto;itisabouttheprocess,notabout theproduct;

● Usephraseslike:

o Youdon'thavetoperform,tryingisjustasgood

o The result does not have to bea finished product, the intentionis to allow youtoexperimentcalmly.

o Goodorbadisnotthepointhere

EXPLAIN WHAT YOU REQUEST, IN PARTICULAR, OF THE PARTICIPANT

● Provideaconcreteframeworkwithinwhichsolutionscanbesought,whileatthesame timeyoukeepthepossibilityopenfordifferentsolutions.Forexample,donotsay:Get toknowthespace;butsay:Walkaroundtheroomandmakesureyoupass byevery cornerof theroomonce.

● Give examples if necessary, but a maximum of one or two, otherwise you limit the options for original solutions from the group. For example, say: Make different geometricfigureswithyourlumpofclay,suchasacubeoracylinder.

● Statethedesiredbehaviourpositivelyandnotintermsofwhatisnotallowedorwhat isexcluded.So,say:Makeallkindsofgeometricfigures;insteadof:Don'tmakeobscure shapes. Inthisway,youpreventparticipantsfrombecomingafraidtomakemistakes.

GIVE A DEMONSTRATION

Give a brief demonstration of the type of result you want with the exercise. The demonstrationmustbegoodbutaboveallafeasibleexample forallparticipants.

SUMMARISE THE EXPLANATION

Brieflyrepeattheinstructionsonemoretime.Thismakesitclearthatparticipantsdonot alwayshavetounderstandeverythingimmediately.Usequestionssuchas:DidIexplainit clearly?

GIVE THE OPPORTUNITY TO ASK QUESTIONS

Donottreatthisasjustaformality,butreallycheckthattherearenomoredoubts

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USE A BRIEF, INVITING, HUMOROUS STYLE

● Keep each part of the presentation of the exercise as short and simple as possible to avoidtheimpressionthattheexerciseiscomplicatedorunclear.

● Use an inviting tone: present the exercise or game as an opportunity to learn, emphasisingthedifferentpossibilitiesofcompletingtheassignment.

● With humour you can present yourself as someone who can put the whole thing into perspective and as someone who does not expect super performances. But do it in moderationtobetakenseriously

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5.5. Organising participation

SUBSTANTIVE PARTICIPATION

● Asatrainer/supervisoryouremainresponsibleforrealisingtheoverarchingobjective oftheactivity

● Youcaninvolvethe group asmuch aspossiblein termsof content if you areableto haveaconversationwiththembeforethestartoftheactivity

● Ifthatisnotpossible,youcanworkwithaprovisionalprogrammewithinwhichyou providemomentsofchoice.Inthecaseofshortactivities,participationwillbelimited; inthecaseoflongeractivities,alittlemoreparticipationispossible.

● Theageoftheparticipantsalsoplaysarole

Preparatory discussion

Duringthepreparatorydiscussion,youlookforaconnectionbetweenyourobjectivesand approach,andthesocialenvironmentanddesiresoftheparticipants

Inthatdiscussion:

● tellaboutthelearninggoalsyouwanttoachieve;

● explainyourworkingmethod;

● envisagetheartisticdisciplinesinwhichyouwillwork;

● letthegrouptellyouwhichcomponentstheyfindimportantandappealing.

Inaddition,youcanexplorethefollowingelements:

● Whydotheyfindtheactivityuseful?

● Whatdotheywanttoachieveforthemselves?

● Whatdotheywanttoachievefortheirgroup?

● Whatdotheywanttodoafterwardswithwhattheyhavelearnt?

● Dotheyhaveanyfurtherplans?

Suchaconversationcaneasilytakeanhour.Ifyouaddawarm-up,youalreadycompleted awholepartofyouractivity.

A preliminary programme with moments of choice

Becauseapreliminarydiscussionisrarelypossibleinpracticalterms,youcanalternatively start with a preliminary programme, in which, for example, you provide enthusiastic tastemakers(appetisers)ofprogrammecomponentsthatcouldbediscussedfurther(you candothisduringtheexplorationphase).Afterthis,youwillprovideamomentofchoice inwhichthegroupisinvolvedindrawingupthefollow-upprogramme.Youcanalsospread this out over several defining moments. Some tips and points of attention for a smooth runningofsuchdefiningmomentsare:

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● Take your time sothateveryonegetsenoughattention

● Don't push your own programme preference butdon'tlosesightofyouroverarchingobjective

● Choose combined solutions Inavote,themajoritygetseverythingandtheminoritynothing,whileyouhavetotry togiveeveryoneasmuchaspossible.Askthegrouptocombinethesuggestedoptions intooneactivity.Ifthisdoesnotwork,youcanformulatesomeproposalsyourself.

● Explain why these conversations are important. Participantsaremoremotivatedwhentheycanchooseforthemselves.Moreover,by looking for a combined solution, we train our social skills (taking care of our own wishes, listening to those of others, democratic decisions, tolerance, clear communication)andourcreativethinking.

● Support the silent participants. Everyone should feel fully involved. So openly invite more quiet and less influential participantstoexpresstheiropinionandasktheotherparticipantstopayattentionto this.

● Clearly define boundaries. You can safely point out that certain proposals cannot be realised. It is essential to communicateclearlyaboutthis,andnottoelaborateonitandgiveitlateradifferent twist,asthiswillunderminethecredibility.

● Note: defining moments can cause agitation. Amongnaturalleadersinthegroupandamongparticipantswhowanttodoeverything (forwhomchoosingmeanslosing),momentsofchoicemayencounterresistance.Ifthe resistanceissogreatthatamomentofchoicewoulddisruptthegrouptoomuch,itis better to postpone the choice. Then, for example, first work with a system in which everyone in small groups can become acquainted with the different choices you proposetopromotegroupdynamicsandparticipants'affinitywiththeproposedparts oftheprogramme.

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ORGANISATIONAL PARTICIPATION

The longer the activity lasts (such as a course or a project), the more you can give participationonanorganisationallevel,especiallywithregardtopracticalarrangements. Anumberofthesearefixed,suchasthelocation(regardingtimeforlunch,useoftherooms, etc.), the organisation (regarding course duration, dates, etc.) and the trainer (regarding useofmaterials,numberofparticipants,etc.).Nevertheless,itisimportantthatyouhave as many rules as possible drawn up by the group itself so that you do not introduce too manyprohibitionsandthatyouapplyrulesflexibly.

1.

Let the group arrange what they can arrange themselves

An environment where everything is arranged to the last detail rather creates a passive, wait-and-see attitude. Even though a group discussion takes time, it contributes to an active,initiatingattitude.

2.

Be careful with prohibitive provisions

Toomanyprohibitionscauseashiftfromimaginativetodocilebehaviour.

3. Rules must be able to change

Flexibilityisimportantinconnectionwithfreedom.Forexample,breaksshouldbeableto be extended or shortened according to the situation. Flexible rules encourage creative thinking:theyencouragetheparticipantstothinkaboutwhattheywant,wheretheystand. Initially,suchflexibilityisnotself-evidentformanyofus.Youcanhelpbyaskingquestions like:Whattimedoyouwanttostartagainthisafternoon?

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5.6. Respond competently to defiant behaviour

Sometimesyouhavetodealwithresistance,fromoneorafewparticipantsoreven from theentiregroup.Herearesometipsonhowtodealwithit.

PREVENTION: START INDIRECTLY AND FRIENDLY

● Startwithagoodintroduction,adaptingyourapproachtothestyleofthegroup.

● Start with a fun, enjoyable series of exercises that is interesting and engaging for everyoneinthegroup.

● Takeontheroleofasupporterratherthanthatofacaptain:showthatyouunderstand theresistanceandoppositionoftherebelliousparticipants.

● Unambiguouslysetboundariesifparticipantsarebotheringeachother,butalsomake itclearthatyoudonotwanttopressurethemtoparticipate.

● Rewardtheparticipants–inthebeginningespeciallytherebelliousone(s)–whenthey performanexercisewell,butdon'tdoittooconspicuouslyortooexaggeratedly,oryou willgettheoppositeeffect.

THE VOLUNTARY SEPARATION

Whenthepreventiveapproachdoesn'twork,youwilleventuallyhavetodiscussitin someway.Youcanusethefollowingguidelinesforthis:

● Showunderstandingfortheresistance/angeroftheparticipantsinvolved

● Don'tlabelthemasanuisance

● Sayyoudon'tlikethissituationeitherandyouwantasolution

● Suggest lookingforawayouttogether

● Youcanproposeoraskthemthefollowing:

o youcangivetheparticipantsthechoicewhetherornottoparticipateinanactivity (butalsoaskthemnottodisturbthosewhowanttodotheactivity)

o letthegroupselectfromtheactivitiestheydoanddonotwanttodo.

Withthisapproach,youcreateasituationinwhichtheparticipantsinvolvedaregiventhe freedomofchoicetoleavethegroup,whicheliminatesthepowerstruggletheyfoughtwith youandgivestheothersthechancetocontinueworkingwithouttheirinfluence.

A SEPARATE SUPERVISOR/TRAINER

Anotherpossibilityisthataseparatesupervisor/trainermakeshimselfavailabletosearch forandworkonactivitiesthatdomakesensetotherebelliousparticipants.Theactivities mayormaynotbeanextensionoftheoriginalobjectives.

EXCLUSION

Incertain circumstances, youwill havenochoicebuttoletgo of disruptiveparticipants. However,ifyouhavemadeyourselfclearandexpendedeffortstoresolvetheconflict,there is a real chance that the group will not experience this radical intervention as an infringementoftheirfreedom.Onthecontrary.

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TRANSVERSAL 1: DIVERSIFYING

● Reinforcingmoreandless

● Imitationbutalsofreedom

● Insightbutalsothepossibilitytotakeasideroad

● Structureasasafeframework,butalsoasanctuary

● Moreandlesscomplexity

● Provideforthepreparation,applyduringtheactivity

● Becarefulwith:losingsightofsilentparticipants,focusingtoomuchontheslowest

TRANSVERSAL 2: FLEXIBILITY

● Daretodeviatefromyouroriginaltrainingplanifthesituationcallsforit

● Dealingwithunforeseencircumstances

● Learntoswitchandimprovise

● Learntomeasureprogressagainstthepremiseoftheparticipants

● Becarefulwith:toomuchflexibility,frustration

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5.8. Requirements for effective positive feedback

GENUINE

● Positivefeedbackisonlyeffectiveifitisgenuine.

● Asafacilitator,youwillhavemanyopportunitiestogivefeedback,providedyoulook attherightdirectionandlookforwhatprogressmeansforeachparticipant.

● By focusing on the participants' own ability to perform, and by being aware of their smallstepsforward,youautomaticallygetmanyopportunitiestoreinforcethem.

● Feedbackcanbeverbalornon-verbalanditcanalsobeshortandconcise.

WELL FORMULATED: SHORT AND CLEAR

Effectivefeedbackmustbeclearandformulatedasfollows:

● in the firstperson:describewhatyousee, thinkandfeelabouttheevent/activityon whichyouwanttogivefeedback.

● Inasconcreteaformaspossible:youdescribetheaction, attitudeorstatementthat provokedthosethoughtsorfeelingsinyou,withoutvagueorgeneralisingterms.

PROPERLY TIMED

Positive feedback is most effective when it immediately follows the intended event/activity.Sodonotpostponethisuntiltheevaluationmeetingafterthesession.You canrepeatthefeedbackintheevaluationinterview

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5.9. Requirements for effective negative feedback

You should only give negative feedback to participants' learning after you have worked withthemforquitesometime.

START BY MENTIONING WHAT WENT RIGHT

The positive feedback is often not heard if you start with negative feedback. Moreover, peoplearemoreinclinedtolistenwhenthepositiveaspectsarehighlightedfirst.

USE THE FIRST PERSON

Present your negative feedback as a personal vision or experience, not something belonging to the participant involved. So say, for example: I don't find it interesting because …;insteadof:Youarenotinterestingbecause …

BE CONCRETE

Describe accurately and clearly the concrete event that is involved and which provokes theseperceptions,thoughts,feelingsinyou.So,don'tusegeneralorvaguetermsanddon't trytoexplainyourperceptionwiththecharacter,feelingsorthoughtsoftheparticipantin question.Forexample:Inoticethatmyattentionfadeswhenyoumoveslowlyandspeak quietly ;andnot:Youarenotdoingitexpressivelyenough, orYouaretooshy, orIwant youtobelesscareful.

GIVE USABLE, MANAGEABLE WORKING POINTS

Convert your criticism into a working point, something that the participants can immediatelygettoworkwith.Also,giveatiponhow theycouldhandlethis.Donotgive negativefeedbackonthingsthattheparticipantswillneverbeabletochangeorwillonly beabletochangeveryslowly(theirbodycharacteristics,theirtalent…)Forexample:You couldpractisenotgivingyourvoiceasoftvolumewhenyouareatagreaterdistance;and not:Yourvoicejustisn'tstrongenough

LEAVE SPACE TO ANSWER

Youformulateyourfeedbackasapersonal,subjectivemessage;therefore,youneedtogive the participant space to see it differently. Give them the opportunity to question and answerwhatyousay.Iftheparticipantrejectsyournegativefeedback,itisoftenasignthat theyarenotreadyyet.Thereisoftensomeuncertaintybehindthis.Inthatcase,don'tinsist, butwait.

RAPIDLY

Givenegativefeedbackimmediatelyaftertheeventyouwanttocorrect;otherwise, your feedbackwillloseeffectiveness.

ONE (WORK) POINT AT A TIME

Toomuchnegativefeedbackisnotonlyunpleasantbutalsonotworkable.Noonecanreact spontaneously when they have to focus on three things at the same time. So select one workingpoint andchooseit carefully, dependingontheobjectivesoftheactivity,andin relationtotheskillsthattheparticipantmostneedstomakeprogressinthatregard.

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No.

6. References

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Baker,A.C.,Jensen,P.J.,&Kolb,D.A.(2002). Conversational learning: An experiential approach to knowledge creation.QuorumBooks.

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Binkley,M.,Erstad,O.,Herman,J.,Raizen,S.,Ripley,M.,Miller-Ricci,M.,&Rumble,M.(2012).Defining twenty-firstcenturyskills.InP.Griffin,B.McGaw,&E.Care(Eds.), Assessment and teaching of 21st century skills (pp.17-66).SpringerScience+BusinessMedia. https://doi.org/10.1007/978-94-007-2324-5_2

Biondi,G.,Borri,S.,&Tosi,L (2016) Dall’aula all’ambiente di apprendimento.Altralinea. Bonwell,C.C.,&Eison,J.A.(1991).Activelearning:Creatingexcitementintheclassroom. ASHE-ERIC higher education report No. 1.TheGeorgeWashingtonUniversity. https://eric.ed.gov/?id=ED336049

Cherry,K.(2020,May30) Social cognition in psychology: The way we think about others. Verywell Mind.https://www.verywellmind.com/social-cognition-2795912

Daniels,H.(2017) Introduction to Vygotsky Routledge.https://doi.org/10.4324/9781315647654

DeVitis,F.(2018).Ilterzoeducativoequalitàdegliapprendimenti:Investiresultalento. Formazione & Insegnamento: Rivista Internazionale di Scienze dell'Educazione e della Formazione, 16(2), 87-94.https://ojs.pensamultimedia.it/index.php/siref/article/view/3030/2653

DeMeester,C.,Lamonica,V.,Nogueira,A.,&VanDerVeer,B.(2019).FinalreportMoveproject 2017-2019.https://www.flipsnack.com/movebeyond/end-report-esf-project-move-20172019/full-view

Dewey,J.(1980) Art as experience PerigeeBooks.(Originalworkpublished1934) Efland,A.(2002). Art and cognition: Integrating the visual arts in the curriculum.TeachersCollege Press.

Gardner,H.(1996) Multipleintelligences InG.Durbin(Ed.) Developing museum exhibitions for lifelong learning TheStationeryOffice

Gardner,H.(2008). Multiple intelligences: New horizons in theory and practice HachetteUK. Gude,R.(2016) Het Agoramodel:De wereld is eenvoudiger dan je denkt ISVWUitgevers. Hein,G.E.(1998) TheConstructivistMuseum Learning in the museum Routledge

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Project MOVE BEYOND

No. ID 2019-1-NL01-KA204-060534

Hein,G.E.(2004) JohnDeweyandmuseumeducation Curator: The Museum Journal, 47(4),pp. 413-427 https://doi.org/10.1111/j.2151-6952.2004.tb00136.x

Hein,G.E.(2006) JohnDewey's“whollyoriginalphilosophy”anditssignificanceformuseums Curator: The Museum Journal, 49(2),pp.181-203 https://doi.org/10.1111/j.21516952.2006.tb00211.x

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Jing,Q.,Rosenzweig,M.R.,d'Ydewalle,G.,Zhang,H.,Chen,H.C.,&Zhang,K.(Eds.).(2019). Progress in psychological science around the world. Volume 2: Social and applied issues: Proceedings of the 28th International Congress of Psychology.Routledge. https://doi.org/10.4324/9781315793184

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Kolb,D.A.(1984). Experiential learning. Experience as the source of learning and development. Prentice Hall.http://www.learningfromexperience.com/images/uploads/process-of-experientiallearning.pdf

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