The document outlines a didactic grid for planning workshops on topics related to the environment, energy efficiency, sustainable development, and mobility for teachers and representatives from local authorities and schools. The workshops will take place in February and March 2015 in three municipalities and schools in Macedonia. The grid details the target groups, goals, topics, learning phases, methods, social forms, media/materials, space, and time considerations for the workshops.

1. GLAS Workshop / Workshop Design: DIDACTIC GRID

2. Frame/
Institution
Target groups Goal matrix Topics / Content Learning /
Teaching Phase
Methods Social forms Media/Materials
Space
1. Municipality od
Centar
2. Elementary school
Dimo Hadzi Dimov
in Municipality of
KArposh
3. Elementary School
Risto Krle in
Municipality of
Ilinden
Teachers,
Principals,
Representatives
from local
authorities
o Head
Knowledge - cognitive
level
The knowledge of the
participants for the
given topics was
satisfactory but the
need for additional
knowledge is obvious.
Select the content
according to the
orientation of the
participants from:
- Environment
-Energy Efficiency
and housing
- Sustainable
Development
- Mobility
Nutrition and healthy
life styles
o Getting in
o Developing
o Integration
o Evaluation
Your methods on the
teaching/learning
road is led by the
following criteria:
- target group
- current knowledge
of the participants
(detected upon prior
surveys and polls
- topic
Learning is a social process.
It a process of integration.
Choosing a certain social
form we decide upon an
important condition for the
interaction structure on the
teaching /learning road
- Workshops
- Work in groups
- Debates
- Forum theatre
approach
- Contests and
games
What exists already in the room:
o Media
o Materials
o Objects
o Texts
Media – in the form of presentation
of documentary movies or short clips
related to the topic of the workshop.
Materials – in the form of various
created materials specially for that
workshop or materials already created
by the organization related to the
topic.
Objects – in the form of touchable
objects that will relate the participant
to the topic and initiate brainstorm
session.
Texts – stories created within the
project time frame, as part of project
GLAS.
Time:
February and March 2015
Age
29 - 60
o Heart
Emotional level
Changes of approaches
and attitudes
During the tree
workshops as a
conclusion it can be
stated that all of the
participants actually
can distinguish what
is ,,good” and what
is ,,bad” for the
environment, the
society and for their
own life in general. This
was concluded by the
created and spread
questionaries’ among
the participants, prior
to the realization of the
workshops. During and
after the workshops we
had a discussion with
the participants about
Which contents are
important for the
participants at
present and which
are important for the
future?
-For the teachers the
following topics were
of interest during the
workshops: approach
on how to transfer
certain theme to the
students, for example
– energy efficiency,
transport/mobility
and housing. E civil
society sector deals
with these issues, and
we emphasized our
work and the
methods we use in
our daily work with
children and
youngsters. We had a
discussion on how to
teachers additionally
These 4 learning/
teaching phases are not
always there or applied
in the same order.
The phases mentioned
above are always
introduced and realized
during our activities.
The order of the above
mentioned phases is
different in our
approach and it goes as
following:
- Development
part 1
- Getting in
- Development
and
integration
- Integration
- Evaluation
*Learning/Teaching
goals and objectives
*Extent of the
involvement of the
participants
*Concretisation
*Type of activity
* Learning/teaching
phase
*Number of
participants
*Time
*Space
These bullet points
are mentioned and
explained in the
fields in the grid.
o Group work
Always present in our
activities. The group
work is an approach
which we practices
since our
establishment in 2011.
No matter which kind
of topic we are
introducing to the
participants we
practice group work.
For example: we are
creating a certain
document which has
avariety of
assignments and
games which have to
be solved by the
participants
Which belongs to your methods and
social forms?
Everything stated above, except the
object method. We introduced this
method during the time frame of
project GLAS