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51 recipes for teachers. How to cook with a volunteer group at my school


The recipes and proposals presented herein, you will be able to create your own training and actions programming, adapted to the group that you accompany. You will also be able to choose the evaluation that fis in better with your context and group. And, fially, you will have the opportunity to learn about the successes and good practices experienced by other teachers, who, like you, engage in accompanying young girls and boys in processes involving the transformation of reality from their schools.


Didactical proposal

Who are we?

This is a cooperation game wherein the people participating in the same attempt to place the columns on the different boards and levels of Palazzo Paletti, adding an extra level every time a person is blocked at the last level. Teamwork will be recognized.

I’m falling

We ask them to walk around the room. From time to time, when we give a signal establishing visual contact with them, one of the girls or boys will say: “I’m falling!” and will let herself/himself drop to the floor. The rest of the group must react quickly and move closer to try and prevent him/her from falling and hurting himself/herself. When the person has been “rescued”, the game will continue until the next signal is made, repeating the formula and generating an ambience of union and group confidence.

The blind train

The large group is divided into several small groups, and each group will set up a train where the train driver (the last person in queue) can’t talk and the passengers have their eyes covered and can’t see. Each train must move around the space without crashing against the rest of the trains and, to this avail, must follow the indications made by the train driver, who, as he/she cannot speak, will use signals and pat the shoulders of the person before him.

Our group

We will encourage the group to undertake the following exercise: they will spread around the room and must walk, moving around the same, and each time they bump into another person, they will greet each other with more and more closeness. Then a team reflection is proposed with the help of the materials to put the name of the group.

Outlook for the future, sharing dreams

The reality of refugees is worked with “Outlook for the future” publication. The boys and girls from the group will organize the texts and the drawings that they have received, classifying them into three moments, depending on how they feel that they have been drawn. After working in couples for a while, they share how they have classified the testimonies and the drawings with the large group, and how they have felt after gaining more insight into that reality. They can conclude by reflecting on what we have to do to try to make all the person’s wishes come true.

Binta and the great idea

It is about the reflection about “Binta and the great idea” short film by activities before and after watching it.

In the rucksack

It consists in stepping into the shoes of a refugee choosing 10 objects that you would take if you had to run away from your surroundings.


A photocopy with the boxes and instructions is distributed to the girls and boys. They must fill in as many boxes as possible, obtaining information from the rest of the participants. When someone is able to answer a question, they must fill in the name of the country and of the person who has provided the information in the corresponding box. When a row of boxes has been completed, they must shout: Globingo! The person who has shouted must mark the countries that have been written down in his/her page with stickers on the map. The game will continue and the same dynamic will be repeated until the group fills in all their boxes and the map is full of stickers marking countries.

Colouring mandalas for the Millennium Development Objectives

We will explain the global situation as regards Millennium Development Objectives in the world. After presenting the subject, we will leave a space for personal reflection, leave paints and mandalas all over the room, so that each boy or girl can pick up the drawing that he/she likes most and can begin to colour the same.

Free Conflict Technology

The group is divided into small groups and the photographs are distributed to each group. We ask them to think about the itinerary that a mobile phone follows from the moment it is “born” until it “dies”; afterwards, they will have to indicate this on the cardboards and explain it to the large group. To finish off, we ask them to think about the impacts and what we can do to eliminate them, or at least, reduce them. We write our proposals on a cardboard with the ideas that have been drawn from the debate.

Religions in the world

We divide the class into groups and each one will belong to an area of the world. Each group will have to find information on religious movements present in their assigned area. After this, the information will be presented to the rest of the group in a summary table which contains the most significant characteristics of each one of them. After the sharing process, we will open a debate.

True or false? Or, is it relative?

We begin by contextualizing the reality of India. Individually, they will reply to some questions and afterwards we shall share each one in the group. With each assertion, they will share their points of view, giving reasons and arguments.

Tai Chi Chih

We present the origin of Tai Chi as a martial art, and we contextualize it as an inner being activity, to connect boys and girls with their own being, with others, and to learn other techniques and other cultures. For 30 minutes, the group will guided by the teacher who accompanies them to carry out a series of Tai Chi Chih movements, and other more traditional Tai Chi movements.

The Papalagi

The teacher will ask the group to draw the Papalagi as they visualize them, while the text is read out loud. After this, the drawings are shown and talks begin about the Papalagi and their traditions, and why they have drawn them like that and what they imagine they do. After the debate, the identity of the people represented by the Papalagi is unveiled and a group discussion commences about diversity, prejudices, etc.

Talking maps

The first thing to do is to present the definition of what a talking map is: that which can be used to gauge the different perceptions that the people who live in a town have. The group will prepare a talking map of their neighbourhood, village or city, and to this avail, they will be divided into smaller groups and for 45 minutes, they will go for a walk, observe, look at things and talk to people, etc. The information obtained will be gathered during the second session, analyzed and transferred to the map.

The world market

We divide the group into smaller groups. Each group will have to look for labels for products that have been made in a Southern country. After this, they will think of the different steps that they product undergoes until it reaches the shop in their neighbourhood and will calculate the percentage of the final price that the agents who intervene in the commercialization. Finally, a map of their neighbourhood will be drafted, indicating the points where one can find the products that have been analysed. They will be asked to analyze which persons benefit from the same and which persons do not benefit from this distribution, and what can be done to ensure a fairer distribution.


Game that consists in writing rights and duties and putting them in pieces that are going to be placed on both sides of a weighing scale without losing its equilibrium. The dynamic finishes with a reflection.

Where am I?

Relaxation and meditation exercise that can serve to introduce other activities.

A uniform world. A diverse world.

The person who pumps up the group proposes that they describe and imagine what a planet, or a specific territory where the uniformity consignment is a priority issue, would be like. They must describe how they would eat, dress, the language spoken, who would manage it, the priority production, the currency used, etc. Then, a proposal is made to imagine and describe a planet or specific territory where the slogan: “Let’s join capacities. For an inclusive education”. Finally, conclusions will be written in a cardboard and some questions will be answered.

What glasses do you wear?

They will begin by brainstorming their ideas on a blackboard, creating the different categories of people whom they think they have in their environment. They will select one or two of those categories in pairs and they will build a pair of glasses each, which will represent a vision of the reality that the person whom they have selected has on his/her day-to-day activities. The game will consist of each person in the group wearing a pair and trying to see the reality from that point of view.


Different nationalities of origin or cultures are written on a masking tape. The teacher places one of the tapes on each person’s forehead, not allowing the person to see which one has been attached; a white sheet of paper will also be placed on each person’s back. As from that moment, they are asked to walk around the space seeing what each person has on his/her front and writing on the back what that culture suggests, how they react when they meet someone with that nationality … they are encouraged to write “the first thing that comes to mind”, without racking your brains. After 10 minutes, they will sit among the large group and will remove the sheet of paper. Each person will read what they have written and will have to guess what their bit of masking tape says. Once they have guessed, the large group will debate on the thoughts that have been written.

What are public budgets destined for?

Before the session, the group is asked to find news about war conflicts that are taking place at international level, cut them out and take them to the classroom. Once they are in the classroom and with the news, the group will be divided into smaller groups. These data will be used in the classroom, municipal expenses will be investigated and data from Antimilitarist Coordinator Kakitzat will be analyzed. We will finish with a reflection.

What is citizenship about…

The word Citizenship will be written on the blackboard vertically, with the letters separated. The boys and girls in the group are asked to come to write the first word that comes to mind when they read “Citizenship” on the blackboard. They will do it like a game of Scrabble, linking the words with one of the letters that they share in common.

Leadership dance

It is a session of reflection and meditation in which it is proposed to follow some steps of the “Leadership dance” to create a connection and community feeling between everybody.

The most beautiful in the world

The topic of the song of “Canteca de Macao” band is worked.

Betting slip for participation

Share the photocopied betting slip among all the people in the group, the betting slip for participation. They must fill it in individually, and you will give them enough time so that they can reflect on their responses calmly. Once completed, divide the classroom into two, applying masking tape on the floor. Read the statements one by one, and the people from the group will position themselves on one side, the centre, or the other side, depending on their reply. With each new statement, and once they are positioned, the people from each side will explain and argue about their positions, and they will be able to move if anyone makes them change their opinion during the debate.


One person from the group will place himself/herself over the brown paper and his/her outline is drawn on the paper. The outline is divided into two equal parts. On the right hand side, the stereotype that other cultures have of this culture will be written or drawn. On the left hand side, they will represent their own vision of their culture, how they see themselves from within. When the exercise has finished, they will have an outline that represents the people’s different points of view, also recognizing lack of information and lack of knowledge of the different realities. You will encourage them to think of the reasons for not being well informed and proposals for reconciling each one’s ideas about the data that form part of the same body.

Another world is possible

Divide the large group into smaller groups. Each group will be a chip, a character or colour, and the game will begin. The objective is to advance on the board looking for clues for transforming the reality, overcoming tests or answering questions that will lead to the end of injustices. This is based on the traditional game of the goose, and girls and boys will throw the dice and continue with the boxes until a fairer world is attained.

Building new paths with words

Information on various literacy campaigns undertaken in different countries, either through governments or NGOs specializing in education will be searched by participants working in pairs. When each pair has collected the information, they will share it within the large group. Each group will present their campaign and will place a post-it note with the name of the same over the corresponding country on a Peters Map. After this has been carried out and in a large group, they will debate as regards the actions that should be undertaken to launch a literacy campaign in their community.

We can change our history

Divide the large group into three smaller groups. Each group will be responsible for sketching their neighbourhood or city, from a bird’s eye view, at a specific moment in history. One group will represent the past (50 years ago), another group will draw the present, and the other group the future (in 50 years’ time). After doing the sketch, the groups will explain what they have drawn and why. Once the projection to the future has been observed, the teacher will ask the class if they all share the same vision. They will be asked if there are things that they deem probable, but not desirable.

Subtle ill-treatment and girl’s things

Activity about gender violence which consists in reading data extracted from “Violencia psicológica en las relaciones de noviazgo” research, watching a video and reflecting about the topic.

© 2011 ALBOAN - Padre Lojendio, 2, 2º 48008 – Bilbao - Teléfono: 944 151 135 CC Licencia de Creative Commons