Editors: Rolf Gollob, Peter Krapf, Wiltrud Weidinger
Authors: Rolf Gollob, Wiltrud Weidinger
Volume (I) of EDC/HRE Volumes I-VI Education for democratic citizenship and human rights in school practice Teaching sequences, concepts, methods and models
Educating for democracy (Vol. I)
Background materials on democratic citizenship and human rights education for teachers
The objective of this manual is to support teachers and practitioners in promoting citizenship and human rights education. It addresses a broad range of key questions, including objectives, competences, and a whole school approach to education for democracy and human rights.
The manual consists of three parts. Part I outlines the basic principles of citizenship and human rights education as far as they are helpful and meaningful for the practitioner. Part II gives guidelines and tools to design, support and assess the students’ processes of constructivist and interactive learning. Part III provides toolboxes for teachers and students in EDC/HRE.
The other volumes in this series offer concrete teaching models and materials in EDC/HRE for pupils from elementary to upper secondary level.
Table of Contents
- Introduction
- Part 1 – Understanding democracy and human rights
- Unit 1 – What the concepts mean
- Unit 2 – The key to a dynamic concept of citizenship11
- Unit 3 – Educating for democracy and human rights
- 1. The three dimensions of EDC/HRE
- 2. HRE and its connection with EDC13
- 3. Competences in EDC/HRE
- 4. “We create the world in our minds”: constructivist learning in EDC/HRE16
- 5. Professional ethics of EDC/HRE teachers: three principles
- 6. Key concepts in EDC/HRE
- 7. The method carries the message: task-based learning in EDC/HRE
- 7.1 The shortcomings of traditional citizenship education
- 7.2 Teaching though and for democracy and human rights requires active learning
- 7.3 Tasks – the teacher’s tool to support active learning
- 7.4 Task-based learning is problem-based learning
- 7.5 The teacher’s roles in task-based learning sequences
- 7.6 Active learning requires a follow-up
- 8. A human rights-based approach to schooling23
- Unit 4 – Education for Democratic Citizenship and Human Rights Education – A short history of the Council of Europe approach26
- Part 2 – Teaching democracy and human rights
- Unit 1 – Conditions of teaching and learning
- 1. Introduction
- 2. Task and key questions for conditions of teaching and learning
- 2 – Work file 1: How to take students’ skills and knowledge into account
- 2 – Work file 2: How to take my teaching skills and knowledge into account
- 2 – Work file 3: Considering general teaching and learning conditions
- 2 – Work file 4: What are my basic attitudes towards students?
- 2 – Work file 5: Rethinking discipline and order from a democratic point of view
- 2 – Work file 6: Rethinking the teacher’s role from a democratic point of view
- 2 – Work file 7: How to develop a democratic atmosphere in the classroom
- 2 – Work file 8: How to develop school as a democratic community
- Unit 2 – Setting objectives and selecting materials
- Unit 3 – Understanding politics
- Unit 4 – Guiding processes of learning and choosing forms of teaching
- 1. Introduction
- 2. Task and key questions for guiding processes of learning and choosing forms of teaching
- 2.1 Task
- 2.2 Key questions
- 2 – Work file 1: Three stages in a learning process
- 2 – Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”
- 2 – Work file 3: Selecting adequate forms of teaching and learning
- 2 – Work file 4: Five basic forms of teaching and learning
- Unit 5 – Assessment of students, teachers and schools
- 1. Introduction
- 2. Task and key questions for assessment of students, teachers and schools
- 2.1 Task
- 2.2 Key questions
- 2 – Work file 1: Different dimensions of assessment
- 2 – Work file 2: Perspectives of assessment
- 2 – Work file 3: Perspectives and forms of assessment
- 2 – Work file 4: Standards of reference
- 2 – Work file 5: Assessment of students – the influence of assessment on self-concepts
- 2 – Work file 6: Checklist “How do I assess my students?”
- 2 – Work file 7: Assessment of teachers
- 2 – Work file 8: Self-assessment of teachers
- 2 – Work file 9: Working with journals, logbooks, portfolios37
- 2 – Work file 10: Co-operative teaching and peer feedback
- 2 – Work file 11: Assessment of EDC/HRE in schools
- 2 – Work file 12: Quality indicators of EDC/HRE in a school
- 2 – Work file 13: General principles for evaluating EDC/HRE
- 2 – Work file 14: Guidelines for self-evaluation of schools
- 2 – Work file 15: Involving the different stakeholders in evaluating EDC/HRE in a school
- 2 – Work file 16: Governance and management in a school46
- 2 – Work file 17: Focus on democratic school governance
- 2 – Work file 18: How to analyse and interpret EDC/HRE evaluation results
- Unit 1 – Conditions of teaching and learning
- Part 3 – Tools for teaching and learning democracy and human rights
- Unit 1 – Toolbox for teachers
- Unit 2 – Toolbox for students
- 1. Introduction
- Tool 1: Worksheet for students to plan their learning schedules
- Tool 2: Worksheet for students to reflect on their learning
- Tool 3: Worksheet for students to reflect on their achievement
- Tool 4: Researching in libraries
- Tool 5: Researching on the Internet
- Tool 6: Carrying out interviews and surveys
- Tool 7: Interpreting images
- Tool 8: Mind maps
- Tool 9: Creating posters
- Tool 10: Holding exhibitions
- Tool 11: Planning and giving presentations
- Tool 12: Preparing overhead transparencies or a PowerPoint presentation
- Tool 13: Writing newspaper articles
- Tool 14: Putting on performances
- Tool 15: Holding debates
