Much more than a method: a living hub of TEC wisdom for trainers & TEC community
Practices submitted
Browse our ever-growing library of inspiring TEC methods and resources.
Submit yours HERE or browse below among the ones already proposed by other TEC trainers.
Nature Immersion (Accessible Forest Practice)
Author:
Dagna Gmitrowicz
Main details:
In which phase do you use it?:
MTEWhat does the practice aims at?
Getting to know each other, Group creation, Emotion managementDuration:
>2hWhat criteria lead you to say that this is a good practice?
It stimulates participants’ self-reflection, It helps collaboration and active participation, It is very versatile, It is suitable in any context and training, It is simple, It is intuitive, It can be used by anyone , It is easy to implement, It does not require a lot of theory to achieve the desired result, Works on multiple expressive/sensory channels, The method is suitable for people from different cultures, empowers connection with natureShort description:
Key facilitation principlesYou invite, you do not instruct. The language is choice-based and consent-based, with different levels of participation always welcome.
The practice is inclusive. You adapt invitations to different bodies, minds, languages, cultures and access needs.
The approach is trauma-informed: autonomy, pacing, and emotional safety come first.
Nature is treated as a participant, not a backdrop. The aim is relationship, not completing tasks.
Sharing is simple and non-analytical. The group shares only in response to one question: “What are you noticing?” No interpretation, no commentary, no fixing.
Preparation
Choose a place and route that support accessibility and regulation: stable paths, opportunities to rest, nearby facilities if needed, low sensory overload where possible, and a general sense of safety.
Walk the route beforehand to check pacing, potential stress points, and suitable places for stopping, sitting and gathering.
2-hour structure (Universal Walk flow)
When you enter the natural spot:
Phase 1: Arrival and sensory activation (about 20–25 minutes) Ask people to find a space in nature and sit, stand comfortably for next few minutes. Ask if they hear your voice. Make a guided meditation.
Intention: to arrive, slow down and shift from everyday mode into embodied presence.
How you guide: you set a gentle frame, then offer short sensory invitations such as noticing scent, sound, textures, temperature, light and movement in the environment. You leave space between invitations and keep the pace slow.
When you finish, all people for a sharing circle, who ever wnats to share: what are you noticing?
Phase 2: Deepening with the surroundings (about 35–40 minutes)
Intention: to deepen connection with nature in a self-directed way, allowing each person to find their own relationship with the place.
How you guide: you offer open invitations that invite attention and meaning without forcing it, for example: “Notice what is drawing your attention,” “Find a place that feels welcoming,” or “Let one natural element keep you company for a few minutes.” Participation can be solo, in pairs, or in small clusters, depending on what supports the group.
After each invitation, call people for a sharing circle: what are you noticing?
Phase 3: Solo time in nature (about 15–20 minutes)
Intention: to integrate the experience through quiet presence and personal reflection.
How you guide: you invite participants to find a spot to sit, stand, observe, write, sketch, or simply be. You keep facilitation minimal and discreet, staying attentive to safety. If “solo” is not appropriate for a given group, you adapt it (e.g., quiet paired sitting at a comfortable distance).
Phase 4: Closing and community return (about 25–30 minutes)
Intention: to come back together, reflect without analysing, and return gently to everyday life.
How you guide: you gather the group and invite a simple sharing circle with one question only: “Is there anything you would like to share to feel complete?” People may speak or stay silent; both are welcome. You do not interpret or probe. You then close with a picnic or a tea ceremony as a warm, grounding transition back into social connection.
Facilitator stance (how to keep it non-directive)
Keep invitations short, spacious and optional: “You might like to…”, “If you wish…”, “In your own time…”.
Normalise different responses and different levels of engagement.
Prioritise regulation: monitor pace, weather, energy levels and sensory load, and offer pauses and alternatives.
Links to the full description:
Materials needed:
Choose the outdoor space in the nature park, a small forest.Use materials, tips and tricks and templates from www.accessibleforest.com
Planting Stories
Author:
Dagna Gmitrowicz
Main details:
In which phase do you use it?:
OATWhat does the practice aims at?
Reflecting on personal project, Emotion management, Daily reflections, Overcoming cultural shock / learning how to cope with a different cultureDuration:
60'What criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, It helps to achieve individual and group learning objectives, It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It is suitable in any context and training, It is simple, It is intuitive, It can be used by anyone , It is easy to implement, It does not require a lot of theory to achieve the desired result, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
Key ideaWe connect to a plant first (sensory attention, presence, drawing/writing), and only later connect to people (sharing highlights in small groups, then harvesting a collective takeaway). The plant becomes a neutral, cross-cultural “bridge” and a safe container for meaning-making.
Facilitator safety frame (60–90 seconds)
This is personal reflection.
Participants share only what they choose; “pass” is always allowed.
No advice-giving unless someone explicitly asks.
We listen for what is meaningful, not for a “perfect story”.
Step 0. Opening with the gentle plant-connection animation (3–5 minutes)
Play the short visual intro/animation (use the provided link as your starting point). https://youtu.be/K_lqEUBe8qs?si=4cPDgQr-J0xx55sD
After the video, offer one sentence to land it:
“Let’s meet the plant first. Then we’ll meet each other through what the plant helps us notice.”
Step 1. Choose your zine (2 minutes)
Invite participants to pick one:
Option A: Peace Lily zine (quick, sensory, drawing-based: lines/colours/details/stillness/free writing).
Option B: Zine 11/11 “My plant” (a guided journey: readiness, plant relatedness, choosing a topic, then exploring leaves/stems/roots and what they reveal).
Instruction: “Choose the one that fits your mood today. Both are valid.”
Step 2. Individual plant encounter (10–15 minutes)
Invite participants to sit with a plant (their own or one nearby).
Ask for silence during this phase.
Give one grounding prompt:
“Notice shapes, lines, colours, and the feeling of being near the plant. Nothing to achieve.”
Then participants follow the zine exercises:
If using Peace Lily, suggest this mini-sequence:
Lines: observe the plant’s lines; draw freely; then draw “lines within you”; connect the two sides.
Colours: notice colours in the plant/around it; then colours within you; combine them.
Stillness: sit still with the plant for a few minutes; notice what happens.
Free writing: write without editing or judging.
If using Zine 11/11, suggest this mini-sequence:
Getting ready check-in (ready/eager/comfortable) and one small adjustment to feel more at ease.
Plant relatedness: what role have plants had in your life so far?
Choose a “topic” that emerges while observing the plant (a question, a word, a theme).
Explore one plant part (leaves OR stems OR roots) and note what it “reveals” about your topic.
Facilitator role during individual work
Keep time gently.
Protect silence.
If someone gets stuck, offer one of these rescue prompts:
“Just draw one line you can see.”
“Write one sentence that begins with: ‘Right now, I notice…’”
“Choose only one plant part and stay there.”
Step 3. Pair or trio “highlights only” sharing (8–12 minutes)
Create clusters of 3 (or pairs if the group is small).
Sharing structure (no advice, no analysis), 2–3 minutes per person:
1. “One thing I noticed in the plant…”
2. “One thing I noticed in myself…”
3. “One sentence the plant could ‘whisper’ to me today…” (metaphor, optional)
4. “One small thing I want to carry forward…”
To strengthen cross-cultural connection, add one extra question:
“What in your reflection might be understood across cultures without needing many words?”
Step 4. Harvest: collective takeaway (8–12 minutes)
Bring everyone back.
Harvest in a simple, non-therapeutic format:
Round 1 (one word): each person offers one word for the group wall: “What I’m taking with me is…”
Round 2 (pattern): facilitator reflects back 3–5 themes they heard (e.g., gentleness, patience, rootedness, protection, growth).
Round 3 (bridge sentence): ask the group to complete:
“Plants help us connect across cultures because…”
Optional closing gesture (30 seconds)
Everyone looks at a plant once more and silently says “thank you” in their own language (internal or spoken softly).
Links to the full description:
Materials needed:
Print the following ZInes:https://www.kulturnest.org/_files/ugd/a17d42_bc455db8e2fc4067b991c73e296c3286.pdf?index=true
Or/and
https://www.kulturnest.org/_files/ugd/a17d42_4da68360d58a4b53a5a644ce5af83f6b.pdf?index=true,
and share the link with participants, the link to the following video, as an introduction: https://youtu.be/K_lqEUBe8qs?si=4cPDgQr-J0xx55sD
Indoor plants (one per person if possible; minimum one per 2–3 people)
Printed zines (at least two options): Peace Lily (4/11) and Zine 11/11 “My plant”
Paper (A4/A3), clipboards or hard surfaces
Pens/markers/coloured pencils (simple set is enough)
Projector/screen + audio for the short animation/video intro (use your PDF link as the entry point for the visual intro)
Positive, instrumental background music (low volume) as a backup to keep arousal regulated and the emotional tone held
Room set-up
A calm space with plants placed around the room or on tables.
A quiet individual work area (seats with writing surface).
Then move into clusters (3–4 people) for sharing.
If you can, keep lights soft and avoid interruptions.
Visual dialogue - (Eye Contact + Co-Drawing)
Author:
Dagna Gmitrowicz
Main details:
In which phase do you use it?:
OATWhat does the practice aims at?
Getting to know each other, Communication, Emotion managementDuration:
45’What criteria lead you to say that this is a good practice?
The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, People tell me that the training has helped them to make coherent choices, It helps to achieve individual and group learning objectives, It helps to achieve results, It has a great impact on the people who participate, It is suitable in any context and training, It is simple, It is intuitive, It can be used by anyone , It is easy to implement, It does not require a lot of theory to achieve the desired result, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
Core approachDrawing becomes a form of dialogue. People can “ask”, “respond”, “agree”, “disagree”, soften, intensify, or create distance through lines, shapes, colour and space. The facilitator can frame the process with open visual questions (more freedom) and closed visual questions (more structure and emotional containment).
Layout options
Option A: Pairs. Two people face each other with one sheet of paper in between.
Option B: Long paper. Many pairs sit opposite each other along one continuous strip. Each pair has a shared zone.
Safety rules (30 seconds)
Silence during the whale looking into the eyes and drawing phase. No explaining, no interpreting.
You can pause, slow down, or stop at any time. Agree a simple non-verbal signal (for example: hand on the paper means “pause”).
We respond to what is on the paper.
Process (about 20–40 minutes total)
Step 1: Arrive and regulate (2–3 minutes)
Invite everyone to ground: feet on the floor, one slow breath.
Start the instrumental music quietly (optional, but helpful).
Step 2: Eye contact (1–2 minutes)
In pairs, look into each other’s eyes in silence.
Silent prompt: “Notice what is present. No need to do anything with it.”
Step 3: The first mark (10–15 minutes)
Offer one open prompt, for example:
“What is alive in me right now?”
One person makes the first line/shape/colour on the shared paper. The other waits, then adds a visual response. Then they continue drawing mutually as long as the music is on.
No talking. Participants continue to respond visually.
Encourage a “dialogue mindset.
Remind them that the goal is not aesthetic quality, but presence and responsiveness.
Step 5: Completion in silence (2–3 minutes)
Prompt: “When it feels complete, stop. Leave the image as it is.” the music is going down.
Then one minute of quiet looking at the finished drawing together.
Step 7: Spoken debrief (12–15 minutes)
Only after the silent phase, invite speech first in the pairs and then close with a whole group..
Keep it non-interpretive and grounded:
Round 1: “What did you notice in the process?”
Round 2: “What felt supportive or difficult?”
Round 3: “What did you learn about how we meet each other?”
Facilitator notes
Watch intensity.
Finish while there is still energy. This method can go deep, and ending slightly early protects safety.
Links to the full description:
Materials needed:
Paper: A3/A2 for pairs, or one long roll of paper for a whole line of pairs of people sitting in front each otherDrawing tools: markers, crayons, pastels (choose one set to keep it simple), water paints, water, brushes
Pillows or chairs + table, or floor seating
A timer
Instrumental, uplifting/grounding music at low volume (as a supportive emotional “container”)
Colours of feelings and needs
Author:
Dagna Gmitrowicz
Main details:
In which phase do you use it?:
MTEWhat does the practice aims at?
Getting to know each other, Group creation, Communication, Emotion managementDuration:
1h30What criteria lead you to say that this is a good practice?
The participants tell me that the training has changed them, The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, It stimulates participants’ self-reflection, It helps collaboration and active participation, It is suitable in any context and training, It is intuitive, It is easy to implement, It does not require a lot of theory to achieve the desired result, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
Safety guidelines (30–60 seconds at the start)“We are guessing the character from the card, not the truth about the person.”
“You can say ‘pass’ or swap your card at any time.”
“Everything in this method is an invitation, not an obligation.”
This fits the NVC spirit: curiosity, non-judgement and empathy.
Process (75–90 minute version)
Warm-up: “Which of my needs are at least partly met right now?” (5–8 min)
Lay out the needs cards. Ask everyone to choose one need that already feels at least a little met in this session (e.g., curiosity, safety, connection).
In pairs: show your card and say one sentence: “This need is met today because…”
This works as a gentle icebreaker.
Creating a character: 2 cards = 1 character (15–20 min)
Each person draws or chooses:
one FEELINGS card (intuitively, without overthinking),
one NEEDS card.
Using these two cards, each participant creates a character (as in a theatre prompt):
How does this character walk?
How do they speak?
What do they do when they meet others?
What is their “superpower” and what do they avoid?
Character walk + “one word about you” (10–12 min)
Everyone moves around the room as their character.
Every 30–40 seconds, on a signal, stop in front of someone. Each person offers just one word to their partner, based only on the partner’s “set” (e.g., courage, calm, tension, closeness).
This helps people notice similarities and sparks curiosity without going into private stories.
Trio improv: relationship–place–situation (15–20 min)
Form groups of three (for example, the “best-matching” characters).
The rest of the group suggests:
a place (e.g., a bus stop, kitchen, forest, corridor),
a situation (e.g., being late, asking for help, a new task),
a relationship (e.g., strangers, long-lost friends, colleagues).
The trio improvises a 2–3 minute scene in which the characters handle the situation through their feelings and needs (no need to name the cards; you can play it through movement, voice and tone).
After the scene, the audience gives feedback only in this form: “I saw a need… and a feeling…” (no judgement).
Closing game: “Bus” (10–15 min)
One person is the driver and holds the “tickets” (cards). The bus collects passengers from stops. Each passenger receives a ticket (a feelings or needs card) and gets on the bus, showing it through body language/gesture/voice. The rest of the bus mirrors the new passenger’s expression for a few seconds.
A quick, joyful closure that boosts connection.
Integration circle: meeting each other “as people” (8–12 min)
Each person shares two sentences (as themselves, not the character):
“Today I would like there to be more… (need) in this group.”
“When that need is met, it’s easier for me to bring… (a quality/resource).”
This completes the “getting to know each other” aim in the language of values and cooperation, not biography.
Facilitator role (very practical)
Keep the pace (the process can deepen, so it helps to hold time boundaries).
Ask short questions; don’t interpret:
“What kind of character is this?”
“How do they show this need?”
“What changes when they meet another character?”
Watch intensity: if someone drifts into heavy material, return to form: “Show it through movement,” or “Let’s stay with this one scene.”
Links to the full description:
Materials needed:
Feelings and needs cards https://cardsoffeelings.wixsite.com/cards (you can print them out)(best laid out on the floor or tables, face up; in multilingual groups, cards without text work particularly well).Space for walking.
Me Time cards
Author:
Dagna Gmitrowicz
Main details:
In which phase do you use it?:
MTEWhat does the practice aims at?
Getting to know each other, Group creation, Understanding the 8 key competences, Daily reflections, EmpowermentDuration:
60'What criteria lead you to say that this is a good practice?
The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, People tell me that the training has helped them to make coherent choices, It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It helps collaboration and active participation, It is simple, It is intuitive, It can be used by anyone , The method is suitable for people from different culturesShort description:
Core Principles (from the MeTime approach)The participant gives the card its meaning — the “glossary” may help, but it is not the only truth.
Metaphor works because it is open: each person reads the image through their own experience.
We use deepening and clarifying questions (e.g., “And what else?”) instead of interpreting people.
Working with metaphors can be energy-intensive — finish while the group still has energy.
Process (60–90 minutes)
0. Opening and Psychological Safety (5 minutes)
Say clearly:
“There are no wrong answers. We don’t interpret each other like psychologists — we simply share associations.”
“You can say pass at any moment.”
“We speak about ourselves, not about others.”
1. “Metaphor Market” — choosing a NOW Strength card (7–10 minutes)
Lay the cards face up. Invite participants:
“Choose one card that best describes your strength/power right now — for today, for this project, for this moment. Choose intuitively.”
Silent self-prompt:
“What draws me to this card?” / “Which detail feels most important?”
2. Movement + “Guessing” in a Safe Mode (10–12 minutes)
Participants hold their card and walk slowly around the room.
On a signal, they stop in pairs.
Person A shows the card without explaining it.
Person B offers 2–3 sentences using this structure:
“I can see…” (a concrete detail)
“I would guess this strength might be…”
“I’m wondering whether…”
Person A responds:
“Yes / no / partly” + “and what it means for me is…”
Switch roles. Do 2–3 rounds, changing partners each time.
This widens the meaning of strengths through other people’s mirrors — without forcing interpretation.
3. Circle Sharing: naming and refining meaning (15–20 minutes)
In the circle, each person shows their card and speaks for 60–90 seconds:
“My strength right now is… because…”
The facilitator asks one deepening question (max):
“And what else?” / “What kind of (this strength) do you mean?”
Collect key words on the flipchart — not as evaluation, but as the group’s shared vocabulary.
4. Timeline: PAST – NOW – FUTURE (15–25 minutes)
Instructions:
Choose a trace card (or any card as “where it comes from”):
“What story or experience shaped this strength?”
Choose a bubble card (or any card as “direction”):
“Which strength do I want to develop / have in the future?”
Arrange the three cards in a line: Past → Now → Future
Work in triads:
One person shares for 2–3 minutes.
Others ask only:
“What does this card say about…?”
“What is the relationship between cards X and Y?”
5. Group Agreement based on Strengths: PLAY / PAUSE / STOP (10–15 minutes)
On the flipchart create three columns:
PLAY: what we bring and strengthen (behaviours that feed strengths)
PAUSE: how we signal something isn’t working / is too much
STOP: red flags — what damages safety
Ask the group, based on the strengths they heard, to add 3–5 rules to each column. This turns integration into practical collaboration agreements.
6. Closing: a micro-commitment (3–5 minutes)
Each person ends with one sentence:
“In this project I will nurture my strength by… (one concrete action).”
Or:
“One thing I will ask the group for, to support my strength, is…”
Extra: Facilitator Question Bank (short, MeTime-style)
What draws your attention in this card?
And what else?
What does this card say about your strength (now / in the past / in the future)?
What kind of [courage/calm/strength] do you mean?
What is the relationship between card A and card B?
Variations (to fit different groups)
Large group (20–30 people): run steps 2 and 4 in pairs/triads; in the circle do only “one sentence + card”.
Low trust group: skip “guessing”. Instead do “silent galleries”: participants place cards on a table and others add sticky notes with safe associations (“I see…”, “This suggests…”).
Multilingual groups: allow sharing with one word, a gesture, or a small drawing — the images carry the meaning. This aligns with the idea of multiple “visual languages”.
https://www.go-visual.eu/me-time/files/
Links to the full description:
Materials needed:
Internet and mobile phone - working in an online platform : https://metimecards.eu/Or printed cards and instructions https://www.go-visual.eu/me-time/files/. A4 papers and markers.
Space on a floor or big table for cards.
Take a step forward
Author:
Rosario (Saro) RossiMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Intercultural learning, Communication, Conflict management, Emotion management, SolidarityDuration:
1h30What criteria lead you to say that this is a good practice?
The participants tell me that the training has changed them, It helps to achieve results, It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It is very versatile, It is suitable in any context and training, It is simple, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
A classic activity of human rights education adapted to international voluntary context to work on the topic of equality in Europe and conflict in European Society . It can be a starting point for European Citizenship module:Step by step:
1. Create a calm atmosphere with some soft background music. Alternatively, ask the participants for silence.
2. Ask participants to take a role card out of the hat. Tell them to keep it to themselves and not to show it to anyone else.
3. Invite them to sit down (preferably on the floor) and to read carefully what is on their role card.
4. Now ask them to begin to get into role. To help, read out some of the following questions, pausing after each one, to give people time to reflect and build up a picture of themselves and their lives:
• What was your childhood like? What sort of house did you live in? What kind of games did you play? What sort of work did your parents do?
• What is your everyday life like now? Where do you socialise? What do you do in the morning, in the afternoon, in the evening?
• What sort of lifestyle do you have? Where do you live? How much money do you earn each month? What do you do in your leisure time? What you do in your holidays?
• What excites you and what are you afraid of?
5. Now ask people to remain absolutely silent as they line up beside each other (like on a starting line)
6. Tell the participants that you are going to read out a list of situations or events. Every time that they can answer "yes" to the statement, they should take a step forward. Otherwise, they should stay where they are and not move.
7. Read out the situations one at a time. Pause for a while between each statement to allow people time to step forward and to look around to take note of their positions relative to each other.
8. At the end invite everyone to take note of their final positions. Then give them a couple of minutes to come out of role before debriefing in plenary.
Debriefing and evaluation
Start by asking participants about what happened and how they feel about the activity and then go on to talk about the issues raised and what they learnt.
• How did people feel stepping forward - or not?
• For those who stepped forward often, at what point did they begin to notice that others were not moving as fast as they were?
• Did anyone feel that there were moments when their basic human rights were being ignored?
• Can people guess each other's roles? (Let people reveal their roles during this part of the discussion)
• How easy or difficult was it to play the different roles? How did they imagine what the person they were playing was like?
• Does the exercise mirror society in some way? How?
• Which human rights are at stake for each of the roles? Could anyone say that their human rights were not being respected or that they did not have access to them?
• What first steps could be taken to address the inequalities in society?
Tips for facilitators
If you do this activity outdoors, make sure that the participants can hear you, especially if you are doing it with a large group! You may need to use your co-facilitators to relay the statements.
In the imagining phase at the beginning, it is possible that some participants may say that they know little about the life of the person they have to role-play. Tell them, this does not matter especially, and that they should use their imagination and to do it as best they can.
The power of this activity lies in the impact of actually seeing the distance increasing between the participants, especially at the end when there should be a big distance between those that stepped forward often and those who did not. To enhance the impact, it is important that you adjust the roles to reflect the realities of the participants' own lives. As you do so, be sure you adapt the roles so that only a minimum of people can take steps forward (i.e. can answer "yes"). This also applies if you have a large group and have to devise more roles.
During the debriefing and evaluation it is important to explore how participants knew about the character whose role they had to play. Was it through personal experience or through other sources of information (news, books, and jokes?) Are they sure the information and the images they have of the characters are reliable? In this way you can introduce how stereotypes and prejudice work.
Links to the full description:
Materials needed:
- Role cards- Large space where participant can move forward in a long line (a yard/parking/terrace/ very large room/corridor)
- Music player (optional)
How tall is Alfred ?
Author:
Rosario (Saro) RossiMain details:
In which phase do you use it?:
PDT, OATWhat does the practice aims at?
Communication, Conflict management, Emotion managementDuration:
45’What criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It helps to achieve results, It has a great impact on the people who participate, It stimulates participants’ self-reflection, It is simple, Works on multiple expressive/sensory channelsShort description:
How tall is Alfred is an exercise on communication which can help international volunteers to reflect on intercultural communication mechanism in voluntary projects, including on line communication.Step by step:
1) Facilitator divides participant in groups of 4 or 5, seated in circle facing outwards with postman in the middle. The group members each have a position number (i.e. position 1, position 2, etc.) written on the back of their chair. They cannot talk to each other, they must communicate by sending “mail” to the other position numbers using the postman in the middle.
2) At the beginning each person receives 1 clue from the first round of clues. they have to signal to the postman to give them blank sheets of paper so they can write messages to the other group members (i.e p1 –p3 .......(message)......) which they give to the postman to pass on.
After 2 minutes, they receive 1 more clue from the 2nd round of clues. they must use the 10 minutes available to write as many messages as necessary to try to reach the objective of the game: to find out how tall is Alfred.
3) When the ten minutes are finished, the results of each group (if there is more than 1 group) is written on the flip chart and a detailed de-briefing is facilitated by the trainer:
Example of questions for the de-briefind:
- What happened?
- how did your group works?
- what communication problems did you have?
- what went wrong?
- do you experience similar communication in real life?
- do you met similar obstacles in communication in your voluntary project?
The activity can bring some frustration in learners due to the time pressure of the activity (they've to find out how tall is Alfred in 10 minutes)
Links to the full description:
Materials needed:
CHAIRS, THE TEN CLUES With information about Alfred (see handout) , FLIP CHART, MARKER, PENS, SMALL BLANK PIECES OF PAPERMotivation flow
Author:
annamaria simeoneMain details:
In which phase do you use it?:
PDTWhat does the practice aims at?
Reflecting on ESC project, Reflecting on personal projectDuration:
60'What criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It has a great impact on the people who participate, It is suitable in any context and training, It is simple, It is intuitiveShort description:
This practice is a non-formal education activity designed for European Solidarity Corps (ESC) pre-departure training. It supports volunteers in reflecting on their motivation, expectations, emotions, concerns, and personal resources before starting a long-term volunteering experience abroad.Through creative writing, emotional awareness using the Wheel of Emotions, small-group sharing, and collective reflection, participants increase self-awareness and emotional readiness for mobility. The activity creates a safe space for peer learning, normalises mixed emotions related to departure, and helps volunteers identify both individual and collective resources.
The practice strengthens group cohesion, encourages emotional literacy, and connects personal motivation to ESC values and learning processes, preparing volunteers for adaptation, intercultural learning, and personal development during their project.
Links to the full description:
Materials needed:
Pen and paperMIssion Impossible
Author:
Rosario (Saro) RossiMain details:
In which phase do you use it?:
PDT, OAT, MTE, Annual EventWhat does the practice aims at?
Getting to know each other, Group creation, Intercultural learningDuration:
60'What criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It helps to achieve results, It has a great impact on the people who participate, It helps collaboration and active participation, It is very versatile, It is suitable in any context and training, It is simple, It is easy to implementShort description:
A group building and getting to know each other activity in small groups to be used at the beginning of a residential training activities with volunteers.Step by Step:
1) trainers should divide participants in teams of of 3 -6 people maximum
2) Activity concept is introduced to the group with a short presentation (MIssion impossible theme song can be used as well as background music) . Handouts with the tasks that each group have to complete in the assigned time are given to the groups. Short time to answer to questions and after the activity starts (countdown can be shown on the screen of the room). Maximum 15 minutes plenary session
3) after the countdown is closed, the teams present results of their "mission impossible". Symbolic prizes could be given to the groups that complete the tasks. A short de-briefing about what happened and how the group worked is facilitated by the trainer/facilitator. Approx 30 minutes of closing- feedback- de-briefing are needed.
Tasks to be completed by the group can be various and different can include for example:
- tasks related to learn names, countries/cities where participants come from/ crossing presentations of participants in which they've to learn about other people of the group
- tasks related to exploring the venue of the training the environment around the venue;
- tasks related to local culture of the training venue with possible interview to local people (if available around (i.e. about local food, cultural heritage, history, etc
- tasks related to learn something as team (i.e a dance, a song, a physical challenge, etc
Links to the full description:
Materials needed:
Handouts with instructions with list of tasks to be completed in short assigned time by each group.The immigration/asylum in Europe board game
Author:
Rosario (Saro) RossiMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Reflecting on personal project, Intercultural learning, Overcoming cultural shock / learning how to cope with a different culture, Reflection on EU identity and EU valuesDuration:
60'What criteria lead you to say that this is a good practice?
It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It is very versatileShort description:
A board game to explore and experience obstacles and challenges of migrants and asylum seekers in accessing to European Union countries with a special focus on Italy (but the board game can be adapted to any context).The idea is that volunteers can experience the point of view of a migrant/asylum seeker in his/her journey to Europe, the motivation , the feelings , the rules and regulation with make difficult daily life of migrants/asylum seekers in EU and the reasons behind that.
During the de-briefing it is possible to work with volunteers on each one attitude and opinion about immigration phenomena , trying to explore the roots of the problems .
Links to the full description:
Materials needed:
Board game table printed.Board game for each number printed
Asylum request form printed
Corners (Prison, immigration office, etc set in different corners of the room)
BidibiBODYbibu
Author:
Rosario RossiMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Group creation, Communication, Conflict management, Emotion managementDuration:
1h30What criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It helps collaboration and active participation, It is very versatileShort description:
A dynamic exercise to experience conflict and group management, but also useful to introduce organisational management and cooperation in an ESC project.Links to the full description:
Materials needed:
2 different rooms are necessary , better if they're far one from the other. Even better if they're on different floors.Blindfold (1 per team for the role of the "VOICE")
Pencils, paper, rubbers (1 per team)
Activity handouts including image to be copied from one room to the other
Materials for MR Time tasks
Questions for self-managed de-briefing (in teams)
Mime the Job!
Author:
Vera CamachoMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Understanding what is a competenceDuration:
60'What criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, It is very versatile, It is suitable in any context and training, It is simple, It can be used by anyone , It is easy to implementShort description:
I run a short, active workshop where small teams mime real jobs for 45–60 seconds, then turn what they observed into a simple Competence Canvas (Tasks → Skills → Knowledge → Attitudes/Behaviours → Evidence). Roles rotate (mime, observer, scribe, speaker), and a second round highlights transferable skills across different jobs. We end with a quick gallery share and one evidence-based competence statement per participant.Links to the full description:
Materials needed:
“Job prompt” slips (20–30 varied roles; see list in the complete description)Timer/chime
A4 “Competence Canvas” sheets (one per team): Task → Skills → Knowledge → Attitudes/Behaviours → Evidence
Sticky notes (2 colours), markers
Optional: role cards (mime/observer/scribe/speaker), large paper/flipchart, name tags
Dunford Fling
Author:
Domagoj Kovacic
Main details:
In which phase do you use it?:
OATWhat does the practice aims at?
Project managementDuration:
>2hWhat criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, It helps to achieve individual and group learning objectives, It has a great impact on the people who participate, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
This is a simulation exercise to improve participant's project management skills (managing different resources like time, human resources, talents of the group, skills...)Links to the full description:
Materials needed:
Cardboard, glue, scissors, paint or color pens, markers, rope, plastic bags, paper, pens, 1 phone (optional), straws or thin branches, tape, glasses and cutleryResilience and emotional management – The BASIC Ph Model
Author:
Petar Dukic
Main details:
In which phase do you use it?:
OAT, MTEWhat does the practice aims at?
Emotion management, mental healthDuration:
2hWhat criteria lead you to say that this is a good practice?
It generates self-awareness in the participants, It stimulates participants’ self-reflection, It can be used by anyone , Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
This tool helps participants become aware of different coping startegies in difficult situations, help them identify tools for self-regulation and dealing with difficult emotions. It can be done alone or in a group.Links to the full description:
Materials needed:
Printed 4 stationsArt material
pen, paper
Cultural Shock Does Not Shock Me
Author:
Tamara VujovicMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Sharing experiences, Reflecting on ESC project, Intercultural learning, Overcoming cultural shock / learning how to cope with a different cultureDuration:
1h30What criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, The participants tell me that the training has changed them, People tell me that the training has helped them to make coherent choices, It helps to achieve results, It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It helps collaboration and active participation, It is simpleShort description:
In “Cultural Shock Does Not Shock Me”, teams investigate realistic case files, sort facts vs. interpretations, and use a simple 3A tool (Assume less → Ask → Adjust) to design concrete next steps for their context. The approach is inclusive and finishes with one practical sentence each participant will try in real life.Links to the full description:
Materials needed:
Printed Case Files (3–4 different), 1 per teamEvidence cards (quotes/emails/photos) in envelopes, 1 set per team
Fact vs. Interpretation sorting mat, 1 per team
3A worksheet (Assume less → Ask → Adjust), 1 per team (+ a few spares)
A3 or flipchart paper (1–2 sheets per team)
Sticky notes (2 colors) and markers (1 set per team)
Tape/Blu Tack and a timer/chime
Out of my confort zone is my confort zone
Author:
Tamara VujovicMain details:
In which phase do you use it?:
PDTWhat does the practice aims at?
Sharing experiences, Reflecting on personal project, Emotion management, Future opportunitiesDuration:
1h15What criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, The participants tell me that the training has changed them, The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, People tell me that the training has helped them to make coherent choices, It helps to achieve individual and group learning objectives, It helps to achieve results, It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It is simple, It is easy to implementShort description:
In “Out of My Comfort Zone Is My Comfort Zone”, we introduce the Comfort–Stretch–Panic model in plain words, map personal zones, then rotate through low-risk challenge stations (two levels, “pass is okay”) to practice small, safe stretches. I keep it trauma-aware and inclusive (equivalent options to speak/write/pair), protect 10 minutes for reflection, and end with one micro-commitment for the week. Light evaluation (one-minute exit slip + 2-week check-in) tracks what shifted without pressure.Links to the full description:
Materials needed:
sticky notes in three colors (at least 10–15 per participant), markers or pens (1 per person + a few spares), A3 or flipchart paper (1 sheet per participant + 3–4 extra for posters), masking tape or Blu Tack, timer (phone is fine) and a soft chime/bell, 5–8 printed challenge station cards (2–3 copies each so groups don’t queue), “Comfort Coins” (paper tokens or small stickers), name tags (optional), a whiteboard/flipchart + markers, water and a small “quiet corner” sign (for opt-out/regulation), music device/speaker (optional), and a camera/phone for photos of posters (consent-based). For larger groups (20–30): extra station card sets, more markers, and floor arrows to direct rotation. If running low-stimulus/accessible: printed prompts in large font, noise-reducing option (earplugs), and a few clipboards. If remote/tech-enabled: slides or virtual whiteboard, breakout rooms, countdown timer link, and a short exit form (3 questions).Fotoromanzo
Author:
Jan Lai
Main details:
In which phase do you use it?:
OAT, MTEWhat does the practice aims at?
Getting to know each other, Group creation, Sharing experiences, Reflecting on ESC project, Communication, Emotion managementDuration:
>2hWhat criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It helps to achieve results, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It helps collaboration and active participation, It is very versatile, It is easy to implement, It does not require a lot of theory to achieve the desired result, The method is suitable for people from different culturesShort description:
Simulation Exercise, Group Building ActivityThis creative team-building activity uses the fotoromanzo—a photo-novel format combining images and comic-style speech bubbles—as a tool to foster collaboration, communication, and intercultural learning. Participants work in small groups to create and act out a short visual story using photos they take themselves and assemble into a presentation.
The process simulates a real-life project cycle: from brainstorming and role distribution to planning, execution, and final presentation—often under pressure and with limited resources. The activity ends with group presentations and a short reflection on teamwork dynamics, challenges faced, and lessons learned.
Flexible in duration and easily adaptable to different themes (e.g. identity, inclusion, community, rights), this method blends creativity with experiential learning, offering both fun and deep insights into group work in diverse settings.
Links to the full description:
Materials needed:
The activity requires a large, open space for plenary sessions—where introductions and presentations take place—as well as access to indoor or outdoor areas where small groups can move freely to take their photos. Ideally, the environment should offer a variety of settings for different storytelling needs.In terms of materials, you’ll need sample fotoromanzo pages (either printed or digital), smartphones or tablets with cameras, and access to laptops or computers for editing. A projector and screen will be necessary for the final presentations.
The shorter version of the activity takes about two to three hours, while the extended simulation may require half a day or even a full day, depending on group size and goals.
To ensure the activity is inclusive, pay attention to the different strengths and preferences within the group. Some participants may feel more comfortable with technical tasks, while others shine in creative or performative roles. Make sure every participant can contribute meaningfully, and adjust for any accessibility needs—whether related to space, language, or technology.
Co-development session
Author:
Martina SirolMain details:
In which phase do you use it?:
MTEWhat does the practice aims at?
Conflict management, Emotion managementDuration:
60'What criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, It has a great impact on the people who participate, It stimulates participants’ self-reflection, It is suitable in any context and training, It does not require a lot of theory to achieve the desired result, The method is suitable for people from different culturesShort description:
This activity uses a peer-consultancy method to help participants reflect on and address challenges in their volunteering experience. Working in triads, each participant takes turns as the “client,” presenting a personal challenge, while the others act as “consultants.” Through a structured process of sharing, clarifying questions, brainstorming, and reflection, participants receive constructive input from different perspectives. The method encourages active listening, problem-solving, and peer support, while fostering deeper understanding and new approaches to personal challenges.Links to the full description:
Materials needed:
Poster with instructions for participants (visible to them through the exercise), timer.My ESC River
Author:
Eleni Stamouli
Main details:
In which phase do you use it?:
OATWhat does the practice aims at?
Reflecting on ESC project, Reflecting on personal projectDuration:
45’What criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It stimulates participants’ self-reflection, It can be used by anyone , Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
This is a reflective activity for volunteers, that is based on the visualisation of their volunteering project as a river and of themselves as the captain of a boat floating towards their goal. There is a picture we use as an inspiration. The activity aims at supporting the volunteers reflect on what their goal is, which values guide their journey, who is supporting them, what are their fears etc. After they use approximately 20 min to draw and think about their lives, we ask them to share with someone else, so that they express themselves and learn from one another.Links to the full description:
Materials needed:
-A printout or projection of a river image with a boat and the different elements (as inspiration).-Blank A4 sheets of paper.
-Markers, coloured pencils, pens.
-Quiet space and optional soft music for reflection.
Interculturality session
Author:
Mehdi MRIBAHMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Sharing experiences, Intercultural learning, Communication, Overcoming cultural shock / learning how to cope with a different cultureDuration:
1h15What criteria lead you to say that this is a good practice?
It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It is suitable in any context and training, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
It consists of three consecutive activities that make up a half-morning or half-afternoon session. This combines movement, sight, hearing, and reflection (social norms, cultures, prejudices, and stereotypes).Links to the full description:
Materials needed:
Greeting cards from around the worldThe story of ABIGAIL
Hero's journey
Author:
Martina SirolMain details:
In which phase do you use it?:
MTEWhat does the practice aims at?
Sharing experiences, Reflecting on ESC project, Reflecting on personal projectDuration:
2hWhat criteria lead you to say that this is a good practice?
The participants in the different training activities are always very satisfied, The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, People tell me that the training has helped them to make coherent choices, It helps to achieve results, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It is very versatile, It is suitable in any context and training, It is simple, It is easy to implement, It does not require a lot of theory to achieve the desired result, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
Hero's Journey is a method used on the MTE. It is used for volunteers to reflect upon their experiences so far. It is done through a walk-and-talk session with guided questions.Links to the full description:
Materials needed:
Questions for participants. Each question set needs to be printed in a quantity of 'no. of participants/2'.Map of the stations through which to walk (optional).
Piece of cake - key competences
Author:
Rosario (Saro) RossiMain details:
In which phase do you use it?:
OATWhat does the practice aims at?
Reflecting on ESC project, Understanding what is a competence, Understanding the 8 key competences, Introduction to YouthpassDuration:
1h30What criteria lead you to say that this is a good practice?
It helps to achieve individual and group learning objectives, It has a great impact on the people who participate, It generates self-awareness in the participantsShort description:
An interactive activity to explore 8 key competences , getting familiar with each of them, introduce simply the concepts of learning to learn, learning styles, etc.Links to the full description:
Materials needed:
Piece of cake handout , see linkThe Labyrinth of Learning
Author:
Dagna GmitrowiczMain details:
In which phase do you use it?:
MTEWhat does the practice aims at?
Getting to know each other, Group creation, Sharing experiences, Reflecting on personal project, Future opportunities, Daily reflectionsDuration:
1h30What criteria lead you to say that this is a good practice?
The participants tell me that the training has changed them, The feedback I received after the session/activity reveals that after the session/activity, participants had clearer ideas on how to set out their professional path, It helps to achieve individual and group learning objectives, It helps to achieve results, It has a great impact on the people who participate, It generates self-awareness in the participants, It stimulates participants’ self-reflection, It helps collaboration and active participation, It is suitable in any context and training, It is intuitive, It can be used by anyone , It does not require a lot of theory to achieve the desired result, Works on multiple expressive/sensory channels, The method is suitable for people from different culturesShort description:
Aim: can be adapted to the group’s needs and the character of training, e.g. the group’s getting to know one another, drawing attention to mutual relations or self-reflection related to a selected issue (e.g. what do I need now? what’s my purpose?). The stage of constructing the labyrinth is at the same time a very good team building exercise.Procedure: explaining to the participants the rules of building the labyrinth and its history, emphasising that the labyrinth is about following the mapped out path for the purpose of free contemplation, meditation, and in no way is it aimed at losing one’s way. The participants themselves decide about the size of the labyrinth, its location and materials it should be built with (the path should
be wide enough to let two people pass each other, and the material should be heavy enough not to be blown away by a gust of wind). The participants create the labyrinth together. When the group decides it’s ready there is an official opening of the Mother Earth Labyrinth and from this moment on one cannot cross its lines. Before entering the labyrinth the participants can ask themselves a question which is bothering them or just get ready for a pure experience which will possibly bring a reflection or an idea. You can also put an object into the labyrinth – a symbol representing an issue, question or dream.
The participants enter the labyrinth one by one, it’s important that at a certain point the whole group should be in it. Each participant get to the centre of the labyrinth and then turns back following the same way out, going past the other participants on the way. It’s a good idea if the leader (trainer) stands by the labyrinth entrance/exit and symbolically welcomes every exiting person. Those who have completed the passage wait for the others in silence. Once the last participant has left the labyrinth there is its official closure. The group decides if they should leave it in the place, or whether it should be destroyed. After the whole experience it’s important to allow time for individual and small group reflection and a general summing-up with the whole group.