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Working with Older Volunteers in Manual Intergenerational Projects Method: Intergenerational Exploration of Social Environment Goals/Options: This method enables each participating generation to present the social environment from its generation-specific perspective. This links social environment-oriented learning with biographical learning. Another component of international exchanges involves the possibility to compare. What does my hometown look like, what are the similarities, what are the differences? Brief description: Within the groups, which are initially separated, each generation identifies locations and areas that they would like to present to members of the other generations. These locations should be selected according to the informational value of the generations regarding culture and lifestyle. Thus, generations could present their preferred or typical meeting points, learning areas as well as recreational and cultural facilities. Exchange guests take part in the relevant generation group. Depending on the time available, this exercise can be conducted with or without real excursions to the selected locations. Alternative: A selection of common, generation-neutral locations is made. Within the scope of the intergenerational excursion these locations are explored, while each generation explains their significance. Both alternatives suggest a previous preparation regarding the contributions of the participating groups. To be determined beforehand: With regard to the excursions the physical fitness of the elderly participants needs to be taken into account. Starting point: Preferably, this exercise should be scheduled at the beginning of a meeting. Timeframe: 2-3 hours Group size: not too many, approx. 15 – 20 (larger groups should be divided) Group composition: either international or intergenerational, combination possible with smaller groups Necessary materials: City maps, flip charts, pens Eva-Maria Antz, Julia Franz, Norbert Frieters, Annette Scheunpflug: 2009 Generationen lernen gemeinsam. Methoden für die intergenerationelle Bildungsarbeit. Set of Methods 171
<strong>TRAMP</strong> – Transnational Mobility of Older People in Europe 172 Part II Method: Cooperation as Integrating Factor Goals / Options: Older participants who have little or no command of a common language can communicate on the basis of common interests. This method has the advantage that a contact is established on a non-verbal level rather than on a linguistic level. The connecting element lies in the enthusiasm for a certain task and the exchange of knowledge and skills during a joint activity. Old and young participants join in small parallel groups to work on a practical subproject, while focussing on the mutual learning experience. Children or adolescents may be chosen according to their language skills. Brief description: The different procedural steps of each subproject should first be discussed among the elderly and subsequently re-planned together with the younger participants. It is recommended that one subproject manager is appointed who is responsible for the smooth running of the project. The following list may serve as clues for the detailed planning of tasks in the subprojects: • First, an introduction ro<strong>und</strong> with all participants’ names (make name tags) and, if (linguistically) possible, with references to interests and previous experiences • Presentation of project goal (multilingual visualisation useful) • Joint planning and determination of work stages (multilingual visualisation with text and pictures useful) • Explanation of tools and materials (multilingual visualisation useful / creating lists together) • Joint allocation of participants for specific tasks • Joint execution of tasks of the young with the support of the elderly and vice versa. This will vary depending on the command of tools, process competence or physical fitness. Under- and overestimates will level out over the course of the week. • In the subprojects everyone is responsible for everybody else. Together, all are responsible for the project process and the goal achievement. • Integrated language training in combination with practical activities (joint naming of materials and activities in all relevant languages using means of visualisation and, if necessary, with the aid of vocabulary cards). • After project completion: presentation of all subprojects in the plenum To be determined beforehand: • Interests, capabilities and number of participating partners, elderly and pupils • Subprojects • Cost and financing plan • Personnel plan • Time schedule Starting point: during school hours Timeframe: five half days Group size: maximum of 15 participants per subproject; number of subprojects depends on time expenditure of each subproject and on number of participants Group composition: intercultural, intergenerational Necessary materials: Materials and tools depend on scheduled subprojects
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Part II Set of Methods Chapter 1 De
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Foreword At a workshop in Prague, a
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Working with Older Volunteers in Ma
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Products and results • • •
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The objective of the evaluation was
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Homepage of the TRAMP database Work
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• • Working with Older Voluntee
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Topic language and culture 1. Langu
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7. Domestic Situation Working with
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Manual work as a Means of Education
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Language / Communication Working wi
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Intercultural Learning Working with
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Methods of Planning Process Plannin
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