| 1. The title of the tool | Minefield |
2. The learning objective of the tool | Learning by doing Experiential Learning Leadership managment Increasing the group dynamics among players/participants -Development of self-confidence |
3. Target Group | Mixed gender groups that include visually impaired individuals |
4. Duration of the Tool | 30’ Activity duration 30’ Debrief duration Total 60’ |
5. Preparation (Preparation before the implementation, needed materials etc.) | Place: Outdoor or closed areas Equipment: Equipments such as balls or cups Blinfold |
6. Instructions to implement the tool | The participants are separated into two teams. Each team is consisting of 2 people. Also, 2 referees should be elected by the teams at the beginning of the game. Basic rules of the game: Equipment is distributed in various parts of the floor from one end of the activity area to the other. One person from the team is selected and their eyes are blindfolded. The other teammate guides his partner and gives various instructions to reach the target from the minefield. The guide should not touch his partner. After crossing the minefield (ie the activity area), the partners change places. If a mine is touched during the game, the partners switch places and the game is over. Whichever team reaches the goal the most in 10 minutes, that team wins. |
7. Skills – SDGs – Key Competences Chart | SDG 1: Reducing Inequalities SDG 5: Gender Inequalities |
8. Sum Up / Debriefing / Reflection at the end of the implementation | After the end of the game; you can do the following parts: 1. Reflection 2. Presenting the theory of gender, gender sensitivity learning and reducing of inequalities and its impact on one’s life 3. Evaluation. – Reflection: You can ask reflective questions about how gender plays or doesn’t play a role in your choices. For example: it was easier to direct female actors, etc. |
– Chart of the Section 7:
Reinforced skills (Empathy, Communication etc.) | SDGs targeted (SDG4 – Quality in Education etc.) | Erasmus+ Key Competences (Learning to Learn, Social Competences etc.) |
| Self-Awareness | Gender Inequalities | Learning to Learn |
| Empathy Self-Confidence | Reducing Inequalities | Social Competences |
| Gender Sensitivity | Civic Competences | |
| Communication | ||
| Leadership and Cooperation |
