Name
Children & Parents – Reflecting on Family Values
Topic
Reflecting on family values: Do families put into practice the values they stand for? Do children have the same understanding as their parents, regarding the family values?
Learning time
2 hours
Designed time
Size of class
20-25 (parents and children)
Description
We aim to address parents/ families and children, and make them reflect upon family values and the way they are perceived and shared by their sons and daughters.
Aims
• To find out how parents/ families relate to their family values (their own perceptions) • To think about the difference between the values we stand for and the values we put into practice • To clarify the subjectivity underlying values as opposed to the ethical and moral principles that rule communities/ society • To share points of view, exchanging roles (parents putting themselves in their children’s shoes).
Outcomes
Affective learning outcomes
Editor
lopes
Edit
Our children watch us . . . Actions are more important that words!
0 minutes)
  • Discuss
    1
    Brainstorming: What are values? Register on seamless background paper/ interactive board or use the application 'Padlet'.
  • Produce
    0
    Written record of the values that characterise each participating family .
  • Discuss
    0
    Sharing (two) values: ranking activity. Ordering them from the most to the least important); Discussing the relevance of each value; Completing the initial brainstorming mind map.
  • Read Watch Listen
    1
    Watching a video: "Who would you invite to have dinner with you?"
  • Discuss
    0
    Thinking about/ discussing parents and children’s common values.
  • Read Watch Listen
    2
    PowerPoint presentation – What are values? (theoretical framework). Trainers may consider including references to documents, such as the Universal Declaration for Human Rights or Charter of Fundamental Rights of the European Union.
  • Practice
    1
    Group dynamics: “World Café” A café-like environment should be set (water, tea, coffee, cookies, low background music, etc.). The idea is to get mind maps (with ideas, drawings, links, associations, etc.) After the two-hour discussion, 4 issues/ values are selected (the most relevant). 4 groups are built randomly (with both parents and children) – ICT tool Team up Each group is given a paper towel, as well as pictures, markers, post-its, etc. The purpose is to use this material to register any ideas and opinions. The group moves to another table and uses the material there to do the same about a different issue, leaving what they have done behind and adding and complementing what the other groups have started. Each group is assigned one of the questions/ issues. One person of the group becomes the spokesperson of the group/ issue first assigned. The spokesperson never leaves the first table and, in the end, gives feedback on what everyone has shared during the activity or not. In the end, everyone gets back to the table where they started from. On the paper towel/card paper/ seamless backgroung paper, ideas can be registered according to different criteria (parents or children’s ideas) using different colours, spaces, etc. parents and children’s ideas can be registered separately (for example using different colours or dividing the writing area in two. As the groups move from one table to the other, they will have to summarize and prioritize the most important aspects of each issue. A time limit should be set (for example, 10 minutes at each station/ table). The trainer in charge of the activity should monitor the activity and the time spent. The following guidelines should be given beforehand: Contribute by sharing your thoughts Listen and help others listen Keep focused on the activity Help summarising main ideas Bring ideas together Speak from the head and from the heart Write and draw Have fun
  • Discuss
    0
    The spokesperson from each group shares the ideas on the table he or she has monitored. Participants should be motivated to share what they felt like during the dynamics of the activity. This should help in the general discussion of the issue addressed. The trainer summarizes the most important ideas, considerations and conclusions of the session.
Notes:
Trainers should manage the time spent on each activity according to the group of participants. The whole session should take about 120 minutes.
Resources linked: 0

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.