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Sum up (slide 24): Quickly recap what skills the students have tried out today and have them

spend some time thinking on when they could use which one, finish off with a general discussion
and ask for feedback.

3.5 Variations (how to adapt the activities to specific target groups and possible risk-
factors during the implementation)
Teachers may, after studying the material, form examples like Anna and Luigi that are more
relatable to their student group. Anna and Luigi serve only as vessels for facilitating
understanding and are thereby interchangeable to examples more related to the context in
which the material is implemented. The skillset is intentionally broad in order to encompass
many aspects to breaking barriers, the blocks are however separate. If students have difficulties
grasping the concepts, studying one block over more time and omitting the other is
recommended.

Risk-factors: Low-skilled students may have patterns of automated “I don’t know”-responding
or learned helplessness. The teacher may therefore need to scaffold, facilitate answers and give
further examples.

3.6 Useful tips and suggestions for trainers
Spend some time beforehand thinking of examples and possible scenarios in each task for your
type of student group, these principles need to be related to the learning contexts and social
contexts in which the students are, teachers understand these contexts better than anyone else.
Doing these activities will be far easier, more inspiring and better memorized if you can provide
students with relatable ideas and examples.