Dynamics To Work On Values
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ScribdTranslationsDynamics To Work On Values
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ScribdTranslationsDynamics to work on values
1- Stimulating critical thinking
Objectives: to generate a dialogue about moral values.
Necessary time: approximately 30 minutes. The time
it will vary depending on the number of people in the group and the
implication of them.
Group size: it is indifferent.
Place: classroom, hall, or outdoor space where they are located.
comfortable.
Necessary materials: none in particular.
Steps to follow:
The group facilitator will launch a series of questions and will guide the
group conversation. It could be: If you could choose to be someone, who
Would you? If you see someone scratching another person's car and not leaving them a...
Note, how would you act? If you were rich, how would you spend the money? If you see...
someone harassing or mistreating another person, what would you do?
Discussion: telling children and adolescents how they should think
or acting does not prove effective. That is why this dynamic that can
generating debate will yield better results.
2- Clarification of values
Objectives:
1. Demonstrate that each person has different values.
Generate cohesion despite differences in thought among
ones and others.
Time required: approximately 30 minutes.
Group size: about ten people.
Place: classroom, hall or outdoor space where people are present
comfortable.
Necessary materials: blank sheets, pens, and sheets with
the sentences.
Steps to follow:
1.The facilitator explains the dynamics and distributes it to all participants.
from the group, a sheet with three sentences. The following are proposed:
Be generous with other people.
Be your own boss.
Having understanding friends.
2. Each person chooses the phrase they feel most identified with.
3. Subgroups of people who have chosen the same are formed
phrase. Among them, they discuss why they chose that phrase, which one(s)
it was (their) reason(s).
After about ten minutes of discussion, a reflection is made with
the entire group in which they present their reasons.
Discussion: part of the debate in a large group can be directed
how each one felt in the experienced lived in the
exercise.
3- Flags
Objetivos
1. Facilitate an exploration of values through the
interpretation of meanings.
2. Promote a greater understanding of personal values.
3. Provide the necessary conditions that promote the
self-revelation.
4. Check how personal aspirations affect decision making
of decisions.
Time required: about two hours.
Group size: approximately 20 participants.
Place: living room, classroom, or comfortable space.
Necessary materials: flip chart, markers, sheets and pencils
of colors.
Steps to follow:
1. The instructor explains what the parts are that make up a
flag: standards, avatars, shields, etc. Also, how the
flags represent a symbol for a certain group of
people and that some people have even lost their lives because of it
defending them.
Subsequently, they are allowed to think individually about what
flags are remembered and, as a group, the meaning of each one is discussed
of them.
3. Each of them is invited to create their own flag in the
that represent the things that are most important for each
one of them.
4. To conclude, he/she presents in front of the class.
5- Lifeboat
Objectives:
1. Represent a dramatic scene, so that they can
experience it better.
2. Identify the feelings that may arise in this situation.
Time required: between one and a half to two hours.
Group size: 10 people.
Place: living room, classroom, or comfortable space.
Necessary materials: stopwatch.
Steps to follow:
1. The group facilitator asks the group members to
they sit on the ground forming a kind of raft. He asks them to
imagine that you are on a cruise in the Atlantic Ocean and that a
storm forces them to escape in a lifeboat. This boat
It only has space and food for nine people. That is, one
He/She will have to sacrifice himself/herself for the good of the group.
2. The decision must be made by the group. For that, they have one hour.
to decide who should stay out of the boat. If time passes
and they haven't made a decision, the boat will sink with the 10
people inside.
3. While the group discusses, the facilitator will provide information about
how much time do they have left.
4. After some time, this will guide a discussion about values with
those who have encountered along the dynamics.
5- The story of Juan and Juana
Objective: to retrain on the implicit values in the roles of
woman and man in society.
Time required: about half an hour.
Group size: it is indifferent.
Place: classroom or comfortable space.
Necessary material: a ball.
Steps to follow:
The participants sit in a circle and pass the ball to each other.
arbitrarily and quickly. They must create two stories. In
first place, Juana's and then, Juan's.
Every time someone touches the ball, they must add something to it.
the story of the character being discussed. In this way, it is created
a story among us all.
3. Once they have developed the two stories, the values are analyzed.
related to each of the characters. Have they existed
differences related to the gender of each one of the
protagonists? To do this, the facilitator must be attentive to
What adjectives and elements are stated about each one.
6- Negotiating
Objectives:
1. Identify the values that create differences among people.
2. Explore the conflicts that may arise from these.
differences.
3. Negotiate to coordinate different personal styles.
Time required: approximately 1 hour.
Group size: the size is irrelevant but yes, they have
what it means to be a multiple of three.
Place: a spacious area where all the trios can interact
without bothering each other.
Necessary materials: board and something to write on it
(chalk or markers).
Steps to follow:
1. The facilitator presents a list of adjectives that are commonly used to
describe people. For example: assertive, hardworking,
sociable, dynamic, etc.
2.Choose one of these adjectives that is interesting for the
participants and makes them line up in a row where the ends
represent each of the poles of the characteristic and the
Participants position themselves among each other according to the affinity they feel.
3.The people who are at each of the ends
they form a trio along with the one who is right in the middle that
will perform the role of observer. In the same way, they are going
forming all the trios and taking a seat in the room.
In groups, each of the opponents describes themselves.
relating to the chosen characteristic.
5. The couple talks about how their differences end up
complementing each other and, later, how they imply a conflict
in potential.
Each couple negotiates on how they can complement each other.
mutually and how to resolve the conflict, in case it exists,
in a constructive manner.
7. Large group debate on how each of them has felt
they, what tools did they use in the negotiation and counting on
the opinion of the observers.
7- Survival in the Andes
Objective: to explore individual behavior in decision making
group decisions.
Time required: approximately 45 minutes.
Group size: it is indifferent.
Place: spacious room or outdoors.
Necessary materials: paper and pencil.
Steps to follow:
1. The instructor divides the group into four teams and explains to them that
A tragedy has occurred in the Andes when a plane crashed.
The survivors had to resort to cannibalism to
to subsist.
In the first instance, they will have to decide who must die
to be eaten.
Once this decision is made, it will be discussed which part of the
body should start to eat itself.
8- What I love to do
Objective: to raise participants' awareness of their values.
Time required: approximately 30 minutes.
Group size: it is indifferent.
Place: spacious living room.
Necessary materials: sheets and pens.
Steps to follow:
1. The instructor asks each person to reflect individually on
what things he/she loves to do. And list them from 1 (I like more)
to 20 (I like it less).
2. In groups of 5 or 6 people, the members must express their
Values. These questions can serve to guide the debate:
Do I appreciate what I do and do I do what I appreciate?
Do I share my opinion in public when I have the opportunity?
Did I choose this option from a range of alternatives?
Did I choose it after considering and accepting the consequences?
Did I make the decision freely?
Am I consistent between what I think and what I say?
Do I usually act the same way on different occasions?
3. After the reflection in subgroups, the facilitator will lead a discussion.
with the entire group in which the considerations must be taken into account
following issues:
What was your classmates' reaction when they saw that your tastes are
different?, did you feel respected?
Did you feel criticized?
Did anyone try to change the tastes of others by bringing them closer to
yours?
After the debate in subgroups, did you change your opinion on any of them?
about your tastes?
9–The squadron
Objective: evaluate the values of teamwork and the
communication.
Necessary time: approximately 20 minutes.
Group size: it does not matter.
Place: better, outdoors.
Steps to follow:
1. The group is divided into subgroups based on the number of
participants.
Each team must make a flying ship using two sheets of paper. This
it must be able to fly a distance of five meters and cross a
ring of at least 50 cm in diameter. To achieve this, they have 3
attempts.
3. When all the groups have tried it, a debate is generated in
I return to the following questions: What have we learned from this?
game?, What has been the most difficult moment of the game?, What
feelings emerge when we see that other groups have done it.
achieved and we haven't?, What do we feel when we have succeeded?
Our objective?
10 - News for reflection
Objective: to nurture the critical spirit of the group.
Time required: approximately 30 minutes. This time
It will vary depending on the involvement of the group.
Group size: it is indifferent.
Place: classroom or comfortable space.
Necessary materials: newspapers.
Steps to follow:
1.The group facilitator will bring various news related to the
racism, animal torture, war or violence, human trafficking
drugs, school absenteeism, bullying, etc. The topics are
they will be able to adapt according to the level of the group.
2. The news is read by everyone and the following is responded to.
preguntas: ¿qué?, ¿quién?, ¿cuándo?, ¿cómo? y ¿por qué?
3. After answering the questions, one reflects on the topic in
issue and a climate is generated that allows the kids to express their
opinion and share their point of view with their peers
arguing what they think and presenting their reasons.