3. Creativity and Innovation

Learner outcome

Creativity and Innovation

Development activity for outcome:

Future Workshop

Duration Eight hours (two sessions of four hours), plus a final event bringing learners together with decision-makers
Room requirements A computer room for the second session
Learning aim
  • Learners to come up with new ideas in order to solve problems. They make connections between different ideas.
  • Learners to think creatively about how they might engage with change in local, national and international contexts
Description of activity (step by step)
  Future Workshops are based on a participatory process aimed at enabling learners to voice their needs and proposals democratically, as active young European citizens, to their Local Authority and/or other decision-makers.

This methodology allows learners to express their views on a chosen global issue, permitting them first to critically analyse aspects of the issues and then to reflect upon what they would like their Local Authority or other decision-makers to do in order to change the situation for the better.
The Future Workshop method consists of three phases, which can be covered in two four-hour sessions.

First session – four hours

Context analysis phase: Two hours
Designed to draw out difficult issues, thus stimulating critical analysis.

  1. Use brainstorming to make a list of global issues that the learners consider important and challenging. Write them up as a numbered list on large flip-chart paper.
  2. Ask the learners to vote for the issues which they consider the most important.

Proposal phase I: Two hours
This phase aims to convert issues into concrete proposals that can be further explored to be implemented. Proposals don’t have to be strictly linked to the most popular issues.

  1. Take the top five issues and discuss with the class how they could be changed into proposals (for example, “Climate change is affecting the livelihoods of poor farmers’ around the world” could be changed to “We must find ways to support poor farmers whose livelihoods are affected by climate change”).
  2. Write the proposals up as a numbered list on large flipchart paper.
  3. Ask learners to vote for the three, four or five proposals that they consider the most important. The number of proposals chosen depends on how many groups will then work to develop each proposal. (In a class of approximately 25 learners, this is usually four/five groups). Learners are encouraged to come up with real, concrete proposals – something which CAN be done.

Second session – four hours

Proposal phase II: Two hours

  1. Ask learners to form small groups and to choose a proposal that they would like to develop. The groups then develop their chosen proposal following a given outline: why (Why have we chosen this proposal? What’s the issue at hand?), what (What would we like to propose?) and how (How we would like to develop our proposal?). The developed proposals are usually written on flip-chart paper or in PowerPoint and are given a catchy title. Learners are encouraged to use the Internet during this phase so that they can research their issue/proposal better. They can also decorate their proposal with drawings, cut-outs, photos, etc.

Feasibility analysis phase: Two hours
Learners share their proposals to gain feedback from others and to undergo a “feasibility analysis”. This aims to demonstrate whether the proposals could be implemented feasibly.

  1. Arrange for learners to share their proposals together including a recap of the previous phases with an “audience”. Within a school setting, this is usually in front of head teachers, other classes and teachers who have been invited to this initial “feasibility analysis”. The audience gives their feedback. The learners can respond if they want to.
  2. Ask learners to go to another room and work in their groups to discuss the feedback they’ve received. Did they find it helpful? Did they agree with it? Ask them to incorporate it into their proposals, as the next step will be to present the final proposals to Local Authority representatives or MPs.

Final event for learners and decision-makers

Organise an event at which the learners present their proposals to decision-makers. Try and agree with the Local Authority representatives/other influencers that they will respond to all the learners present and select one specific proposal to implement. Follow-up from each of the final workshops should be communicated via the Schools for Future Youth website (on the Youth Wall) and learners will be encouraged to continue discussing their global issues with their peers in their own and in the SFYouth Partner countries as well as with Local Authority/other decision-makers thus continuing to be actively engaged as young European and global citizens.

Materials flip chart, markers, papers, computers
Comments The activity can be split into separate sessions or teachers can choose to implement only parts of it.



Learner outcome

Creativity and Innovation

Evaluation activity for outcome:

Different proposals

Assessment criteria (these statements are written in the first person but could be used for teacher assessment of learners as well as for self-assessment by learners).
Early Developing Secure
I come up with new ideas to solve problems.

I enjoy working in new ways.

I am familiar with how I might use creative outputs (e.g. social media, music, drama) to engage others

I come up with new ideas to solve problems.

I introduce and discuss my new ideas with others.

I explore possible technical solutions to local, national and international challenges.

I use creative outputs (e.g. social media, music, drama) to engage others.

I come up with new ideas to solve problems.

I think about the future and plan innovations to initiate change within local, national and international contexts.

I use creative outputs (e.g. social media, music, drama) to engage others in global issues.

Room requirements This could be done in small groups or as one class.
Evaluation activity description (step by step)
  Six Thinking Hats is a time-tested, proven, and practical thinking tool. It provides a framework to help people think clearly and thoroughly by directing their thinking attention in one direction at a time – the white hat is for facts, the green hat for creativity, the yellow hat for benefits, the black hat for cautions, the red hat for feelings, and the blue hat for process.

It's a simple mental metaphor. Hats are easy to put on and to take off. Each hat is a different colour, and the colour signals the type of thinking.

In a class setting each member thinks using the same thinking hat, at the same time, on the same thinking challenge – we call this focused parallel thinking.

Six Thinking Hats is a powerful tool that facilitates productive, critical thinking, collaboration, communication, and creativity. It enables each person's unique point of view to be included and considered. Argument and endless discussion become a thing of the past. Thinking becomes more thorough.

Choose an issue and follow the Six Thinking Hats method to facilitate the discussion. Observe learners and evaluate them according to the level of fulfillment of the assessment criteria.

Materials blackboard, markers, pens
Comments More information about the Six Thinking Hats on YouTube