| The title of the tool | The snake |
2. The learning objective of the tool | To develop skills of communication and cooperation. To raise awareness on the topic of dis-crimination |
3. Target Group | People in NEET |
4. Duration of the Tool | 90 min |
5. Preparation (Preparation before the implementation, needed materials etc.) | 1.Materials: • 20 bibs or scarves; • A safe space for running the activity according to the size of the group, • Flipchart papers & markers. |
6. Instructions to implement the tool | Preparation Mark out the space of the activity (if necessary). Prepare the bibs/scarves for the teams. Explain the rules and have them clearly stated or posted on a flipchart. Prepare debriefing questions. Preparation for the referee. Instructions Tails – Each participant will be given a bib or a scarf and try to get it from the others without losing their own. The bibs are tucked into the trousers or the shorts at the back of each person. The game can be used as the warm up exercise. Explain to the participants that they must have at least half of the bib on show for others to catch it (5 minutes) Snake – Separate the group into 3-4 teams (the teams should be of around 4-5 people). Give them the instructions. They are supposed to act as a snake with the aim of stealing the bib/scarf which is attached to the last member of the other team (example tucked into the shorts). Catching the bib/scarf will be awarded points only if the chain of people is not broken. |
7. Skills – SDGs – Key Competences Chart | SDG 4 – Quality education SDG 8 – Decent work and economic growth SDG 9 – Industry, Innovation and infrastructure SDG 10 –Reduced inequalities |
8. Sum Up / Debriefing / Reflection at the end of the implementation | *Ask them to describe the activity and their feel-ings, their learning. • What happened during the game? • How did you feel during the exercise? • If any, what were the differences between the three stages/rounds? • Did you learn anything new about yourself? • Did you manage to work together? *Help the group analyse how they worked to-gether and what makes good group work. • What problems did you have getting organ-ised? • What responsibility did each group member have? • How could they improve their performance? • What skills did they need? Responsibility? Listening and responding skills? Cooperation? • What else? *Learning outcomes • Who got the highest score out of all the teams? How did you play to win? • Who has the lowest score? How do you feel? What happened? • Were any agreements between teams made to cooperate? Why? • How did the others (the ones left out of the agreement) feel? *Feedback about the exercise • Did you enjoy the game? What did you like/dislike about it? • Is it an activity you would use/adapt for others? |
9. Any tips / suggestions to the trainers for the further implementations | Tips for Facilitators The role of the referee (introduced from the beginning) is to discriminate one of the teams in the third part of the exercise. This can be any-where from subtle things like high-fiving the other teams and ignoring the discriminated one, giving points for cheering/encouraging oth-ers/team spirit to just the privileged team, taking points away for various reasons from the dis-criminated team. • However, there should be a gradual transition from impartial to clearly helping some teams while disadvantaging the other so make sure the role of the referee is given to a person who can stay in character throughout the session, thus keeping it realistic. • Since this activity often demands a level of emotional involvement, there should be suffi-cient time for the participants to come out of character – especially the members of the dis-criminated team. • Spend time at the end of the activity talking over what people learned and how they see it relating to their own lives and their communi-ties. • Make sure everyone gets a chance to speak so that they know that their opinion and participa-tion is vaˇlued/ appreciated. |
10. Resources / References | Team building activity |
– 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.) |
| Problem solving | SDG 4 – Quality education | Learning to learn |
| Developing strategy | SDG 5 – Gender equality | Sense of Initiative and Entrepreneurship |
| Team work | SDG 10 – Reduced inequalities | Social and Civic Competences |
