Workshops

Our Workshops

The theme-based workshops allow groups to be established according to their age, interests, circumstances, and context. This ensures that participants benefit from learning to share reflections and experiences with each other.

Individual situations are shared and expressed. A new understanding develops within the group dynamic as the participants get to know each other and they reflect upon the topic, which brings them together, to open or expand perspectives.

What are the workshop objectives?

  • To face the day to day by taking responsibility for what needs to be done.
  • To understand what is desired and how to achieve it.
  • To resolve conflicts and learn to live together.
  • To be clearer and more concrete communicating.
  • To make decisions that respect others.
  • To actively participate decisions.
  • To carry out a personal and group project.

The protagonists of our workshops are the participants. We invite them to think for themselves in a playful and creative way. We propose activities that allow them to explore, test, cooperate, argue, confront and resolve conflicts.  What lies at the centre of our workshops are the participants. 

LEGO® WORKSHOPS FOR CHILDREN AND TEENAGERS

Workshops with Lego® bricks facilitate group communication. The connection between Lego® bricks and the imagination, through speech, allows stories to be built and shared. This opens a range of surprising options. There is no “correct solution”, nor predetermined lessons to learn. It is a group project where what matters is the “here and now”. The present is lived to then reflect upon and develop guiding principles that result from active and participatory learning.

  1. Workshop

    COVID19: EMOTIONAL SUPPORT FOR STUDENTS

    Facilitators

    Cristina Andrés, Sabrina Kraus y Helena Valldeperes

    Duration

    Three-hour and thirty-minute session, with two 15-minute breaks.

    Presentation

    The educational system changed from one day to the next due to the health crisis caused by Covid-19.  The educational process has been tested in the face of abrupt and unprecedented change. A change that implies a passage that requires reflection and asking questions.

    In this workshop, we propose a work in small groups to think differently and work more as a team to resignify educational links.

    Workshop aimed at both Primary and Secondary students with their reference teacher.

    Program

     

     

    First part: collective reflection of the impact of covid

     

    Second part: individual reflections

     

    Third part: construction of connections and elaboration of shared principles.

  2. Workshop

    BULLYING AND CONFLICT RESOLUTION

    Facilitators

    Cristina Andrés, Sabrina Kraus, Helena Valldeperes

    Duration

    Three sessions of two hours each weekly

    Presentation

    Bullying has become a word ingrained in our collective imagination, becoming a present reality in educational centres. One in three adolescent students, according to the UNESCO Institute for Statistics, has suffered bullying. We understand bullying as a modern-day social symptom, a symptom that speaks of the social ties that operate at the group level.

    How do adolescents respond to Bullying? In our Bullying and Conflict Resolution Workshop, we give teenagers a space where they can discuss with their peers what bullying means to them.

    Conflicts will arise in a way in which adolescents can express themselves on equal terms, opening an authentic dialogue and generating solutions with positive effects. The purpose of the workshop is to promote initiative and autonomy to resolve situations in which bullying occurs.

    Program

     

    Session 1: How does the victim feel? What are their options?

     

    Session 2: What is the aggressor's motive?? What can the observer do?

     

    Session 3: Establish principles of action to respond to bullying.

     

  3. Workshop

    PROFESSIONAL GUIDANCES FOR TEENS

    Facilitators

    Cristina Andrés, Sabrina Kraus, Helena Valldeperes

    Duration

    Three sessions of two hours each weekly

    Presentation

    The question that lingered during childhood suddenly becomes urgent: what do I want to be when I grow up? It suddenly becomes essential to work it out and to make decisions about it.

     

    Young students have doubts and often times more than just a few. It is seldom that a young student is clear about their future and they need (whether they have a clear vision of their future or not) their environment to supports them.  It is not only about choosing what their future profession will be, but also about finding a path where they feel there are options.

     

    However, for an action to have an impact, it must come from the process of personal reflection. Is there a better way to do it, than to do it with peers? The PG workshop for teens is done through play and decision making. What we bring forward is a way to explore possibilities and allow a deep analysis in a fast, effective and connected way based on the interests of the adolescent. It is a personal discovery workshop, done in a collaborative group and guided by facilitators who are experts in group dynamics.

    Program

    Session 1: Reflections on personal identity:  What have my interests been so far? Who am I? What do I want to be?

     

    Session 2: The environment and its possibilities. How can I connect to my potential?

     

    Session 3: Analysis of options and simulation of decision-making to establish principles of action.

  4. Workshop

    DIVERSITY AND CREATIVITY

    Facilitators

    Cristina Andrés, Sabrina Kraus and Helena Valldeperes

    Duration

    Three sessions of two hours each weekly

    Presentation

    The digital revolution has created a new economic and social ecosystem. One of its effects is the accentuation of individuality to a point of exaggeration. In this context, there is more flexibility and freedom, but there is also more uncertainty. Our world is so effervescent and dynamic that ties become volatile and temporary. There are no unique truths and, for this reason, diversity is recognized but paradoxically there are difficulties in accepting the difference.

    Against this background, without anchor points to guide the adolescent, how can they find their way? Our objective for this workshop is to enhance creative capacity as a tool to face a world that is continuously changing. Participants in this workshop experience what happens to them when they create while learning to discover their creative capacity within a group.

    Program

    Session 1: Creation of a model to answer questions about everyday life: Who am I?, Where am I going ?, How do I live my life?

     

    Session 2: Creation of a landscape where models can be viewed globally.

     

    Session 3: Creation of a shared model where the most outstanding parts of each of the members of the group are represented.

     

     

  5. Workshop

    BRICK BY BRICK (SPECIAL NEEDS EDUCATION)

    Facilitators

    Cristina Andrés, Sabrina Kraus and Helena Valldeperes

    Duration

    Three sessions of three hours each weekly

    Presentation

    We use the LEGO game in special education to support the social and emotional development of their students. Therapy based on LEGO play facilitates social interaction, communication and emotional well-being of neurodivergent children and young people.

    Program

    Session 1 and  2

     

    Group construction of a model to be chosen by students and teachers. Each student will have a role in the process of constructing the model.

     

    Session 3

     

    Individual construction of a model to be chosen by the different students participating in the workshop.

LEGO® SERIOUS PLAY® WORKSHOPS FOR TEACHING PROFESSIONALS

LEGO® SERIOUS PLAY® is a methodology, based on LEGO® bricks, that facilitates the development and transformation of teams. It is specifically designed to develop skills that enable organisations to innovate, improve and built more creative spaces.

  1. Workshop

    RESOURCES FOR A TUTORIAL ACTION

    Facilitators

    Sabrina Kraus and Helena Valldeperes

    Duration

    12 hours

    Presentation

    Society poses multiple demands to the education system. Many are related to curricular aspects (languages ​​in Early Childhood Education, incorporation of IT, communication, integration of immigrant students). Others have to do with more social issues due to the work and private situations of families.

    The challenge for education is to pay attention to the growing diversity of classrooms. Working on the ability to respond to these challenges involves coordinated work supporting the figure of the teacher so that he or she is more than a teacher applying programs, a teacher capable of generating learning spaces, seeking the integral development of the student and the person.

    The figure of the teacher-tutor becomes a key element in carrying out this transformation of educational spaces that involves developing skills such as conflict resolution, application of group techniques, school guidance and even family, conducting individual monitoring of the student.

    Program

    Session 1 Analysis and diagnosis of the figure of the tutor in our school.

     

    Session 2 Proposals for improvement by building bridges from the various individual perspectives of the center’s team members.

     

    Session 3 Elaboration of the principles to improve the Tutorial Action Plan that would involve working on the resources of the tutorial action.

  2. Workshop

    LEGO® SERIOUS PLAY® FOR WORKING ON COMPRENHENSIVE EDUCATION IN SECONDARY SHCOOLS

    Facilitators

    Sabrina Kraus and Helena Valldeperes

    Duration

    12 hours

    Presentation

    Secondary schools must respond to complex socio-educational needs (absenteeism, school failure, school rejection, coexistence difficulties, and classroom conflict).

    The integral development of the adolescent needs the support of the educational  that respond to the needs of the students, with those responsible for their education working as a team.

    Program

     

    Session 1 Analysis of how the team is coordinated for the work of integral development of the students.

     

    Session 2 Establish bridges between the different perspectives of the members of the teaching staff.

     

    Session 3 Elaboration of principles of Integral Education based on the reality of the center and the environment.