Extraordinary Team – Each one is original

The value of diversity


Participants will understand the concept of diversity and will recognize the importance and values of cultural diversity in their closest social interaction group as well as in their society.

Specific objectives:

• participants will be better able to understand the impact that stereotypes can generate in the receiver, which can be anyone

• generate greater respect among the peers, emphasizing the importance of their differences, starting from the idea that the particularities of each person, is what makes him or her original

• provide the conditions that favour the cohesion of the participating group, through the strengthening of acceptance and interaction relationships among its members


Expected Outcomes

Participants will learn about diversity, specially about cultural diversity, not only as part of each person, but also part of the cultural heritage and wealth of a nation and of all Humanity.  Through the Encoding-Decoding Model of the Freire’s “Conscientization” Methodology, understood as a model that represents an existential situation or situation-problem, which implies the decoding as a process whereby the people in a group begin to identify with aspects of the situation until they feel themselves to be in the situation and so able to reflect critically upon its various aspects, thus achieving understanding of the problem as part of a whole.


Target group

The workshop is focused on groups varied in terms of culture, nationality, ethnicity, gender, socio-economical level.

Youth between 13 and 17 years old

The number of participants: 20-30 people



(1 - very easy, 5 - very difficult)

The degree of expertise needed - 1

The amount of work to prepare and implement the scenario - 1

The relative overall cost predicted - 1



2 hours (with a break of 5 minutes)


The most suitable space for the accomplishment of the session would be a room with capacity for 25-30 people, with enough chairs for each participant, initially arranged around the projection screen but for  the formation of the working groups, they should have enough space between them, in order to allow a better concentration and listening



Slide projector and projection screen. Also slides about diversity, cards of stereotypes and pictures of real characters that come out of social schemes.


For the activity 1 – “Someone is different”, facilitators should have cut out the stereotype cards (Annex 2) and cut pieces of tape to paste them onto participant’s backs.  Print the pages with the pictures of real characters of Annex 4, Contrasts.




Facilitator begins by introducing his/herself and immediately requiring each participant to introduce him/herself by saying only his/her name.  Trainer gives to the participants a paper tape and marker to write their names on it and stick it in a visible place of their bodies.

Then, the facilitator explains in broad terms the objective of the session and mentions the activities according to the structured order, the exact time stipulated for the session included. (10 min)



Presentation about diversity (15 min)

The facilitator presents the slides (Annex 1) referring to this topic, which are brief and clearly explained, emphasizing the cultural diversity that we all have and the positive aspects of it.

After the theoretical presentation of the theme of diversity, facilitator continues with the activity 1, which is divided into two sections and aims to put into practice one the main problem situations related to this subject, such as stereotypes.  In the first section, the participants can be seen reflected in certain traits or attributes, encoded in social categories of stigmatization and stereotyping.  This in order to facilitate the introduction of the participants to the subject and to the critical way of thinking their world, being able to recognize themselves in the aforementioned categories.

Subsequently, in the second section, the problem-situation decoding  is carried out through the facilitator-group and participant-participant dialogue, with which it is intended that the facilitator allows participants the descriptive narration of their experience and the externalization of their sensitivity, their perception of reality, to finally problematize the reality, initially encoded.


Activity 1 - Someone is different (25 min)

Facilitator pastes a different stereotype card on the back of each participant (Annex 2). None of them will know which card now identifies him/her.  Participants can not reveal the character of the card.  After everyone has own cards, the facilitator gives the instruction for the activity.  Everyone has to walk around the room slowly and, when they meet someone in front of them, tell him/her an adjective like: dirty, liar, hard worker, intelligent, beautiful, referring to the character that has the person on his/her back.  They should say the first thought that comes to the mind. It is recommended that participants passing by each other, in addition to the adjective add something else, promote a little dialogue or show a non-verbal reaction, for example “Oh, poor, do you need help?”. Each participant must guess which character identifies him or her.

After the activity, in plenary, each one narrates his/her experience, telling what his/her character was, if was easy to guess own character and what he/she felt when received the comments of his/her peers, what he/she liked and what not. In the end facilitator gives to each participant card with the example person he/she represented during the activity (Annex 4).The facilitator can ask participants, how they feel after getting to know their characters and if they would change the adjectives described each person.


Round of questions about diversity (15 min)

 In plenary, participants are asked to respond to the following questions:

1) Do people express love in the same way in all countries of the world? What do you think?

2) Do women in all parts of the world enjoy the same rights and have the possibility to make their own decisions?

3) How many religions are there in the world? What are they and what do you think has the greatest number of practitioners?

4) Does each country have a single culture? What is the most culturally diverse country on the planet and why?

5) Do teenagers, like you have the same possibilities to attend to the school in all countries?

After the participants answer each question, the facilitator gives the correct answer (Annex 5).


Break (5 min)


Activity 2 - Competition “The most original group of the school” (30 min)

This activity aims to encourage the group to discover its cultural differences, highlighting the variety of aspects that distinguishes not only the regions of the world, but also the people, which also makes them more interesting and provides them with a broader view of the world.

Participants are organized into three groups of equal number of people.  They must choose a spokesperson for each group. Then, the facilitator asks the questions in the Annex 3, and each group has one minute to find the answer among the members of their groups and after that minute, the spokesperson gives the answer aloud.  They can note the answer, so that they do not forget it.  They receive 1 point for each “divers” or “positive” answer.  The group that obtains more points for diversity wins and can be named “The most original group of the school”.



Brief recap by the trainer/facilitators (10 min)

Facilitator presents some proposals about what to do to avoid stereotypes and what are the advantages and the positive factors of cultural diversity, listening as well commentaries from the participants.

Evaluation of the session  (10 min)

The facilitator gives each participant and evaluation sheet of the activity so, that they will complete it briefly.


Support tools

Slides about diversity

Cards of stereotypes

Questions for the concourse “The most original group of the school”



An overview of Diversity awareness.  The Pennsylvania State University.  College of Agricultural Sciences.  2.5M10/01ACG ICT4463, 2001

Fichero de actividades para trabajar la solidaridad. Instituto de Estudios sobre Desarrollo y Cooperación Internacional : http://www.ub.edu/valors/Estilos%20UB/Articlesdinternet/Ed.%20per%20a%20l%27%C3%88tica%20i%20la%20Solidaritat/Actividades%20para%20educaci%C3%B3n%20de%20la%20solidaridad,%20HEGOA.pdf

Codificación-Decodificación en Paulo Freire : http://www.reproduccionsocial.edusanluis.com.ar/2017/05/codificacion-decodificacion-en-paulo.html

“Conscientization”.  Concepts used by Paulo Freire : http://www.freire.org/component/easytagcloud/118-module/conscientization/

How different cultures of the world express love to “the chosen one” : http://blog.u2guide.com/how-different-cultures-of-the-world-express-love-to-the-chosen-one

How to express love around the world : https://globein.com/blog/love-around-the-world/

7 ridiculous restrictions on women´s rights around the world : https://www.washingtonpost.com/news/worldviews/wp/2013/10/27/7-ridiculous-restrictions-on-womens-rights-around-the-world/

Wikipedia: List of religions and spiritual traditions : https://en.wikipedia.org/wiki/List_of_religions_and_spiritual_traditions

Wikipedia: Cultural Diversity : https://en.wikipedia.org/wiki/Cultural_diversity

Wikipedia : List of the Countries ranked by ethnic and cultural diversity level : https://en.wikipedia.org/wiki/List_of_countries_ranked_by_ethnic_and_cultural_diversity_level

Tour de Stfu. 10 Nations that don’t allow girls to go to school : http://www.tourdestfu.com/2016/02/10-nations-that-dont-allow-girls-to-go.html


Ideas for action

In case of limited time it's possible to  split this session in two separately (each for 1 hour):

Session 1: to recognize the importance and values of cultural diversity, which includes: presentation about diversity, the round of questions about diversity and the activity 2 - Competition “The most original group of the school”;

Session 2: to understand the impact that stereotypes can generate in the receiver, which can be anyone, included: Assumptions (Annex 6), the

Activity 1 Someone is different and the debriefing focused in the following reflections:

- each of us is different and unique;

- in interaction with others, making assumptions is an impulsive and unreflective  attitude, which distorts information;

- because of that, it depends to each of us, to reflect upon a given information, searching for facts and ‘cleaning’ it from the noise that leads to assumptions and prejudices;

- deconstructing stereotypes implies, first of all, to have conscience of this fact, and then to act in concordance.


For the activity of stereotypes, the facilitators can present slide images of the people identified on the cards, in order to improve the activity and provide more ideas to the participants.

For the round of questions, the facilitators can use slides to graphically support their responses.


If the facilitator prefers to work only to deconstruct stereotypes and preconceived ideas, he/she should substitute the activity 2 for the Inferences activity (alternative activity 2) using the text and the questionnaire in annex 6.

In this case, he/she will follow these steps:


Activity 2 (alternative) - Inferences (30 min)

The facilitator explains to the participant (s) that he / she will read a text and that they will have to complete a questionnaire, stating if each sentence (inference) is true, false or if they do not know it. It will be an individual exercise.

The facilitator hands each participant a questionnaire (Questionnaire Inferences) and then reads the text aloud. (Explanation and reading of the text: 5 min).

The participants fill in the questionnaire individually.

After everyone has completed the questionnaire, they check if they have answered all the 'inferences' and each one communicates their answers to the group. They compare their answers.

The facilitator then reveals the correct answers that are "I do not know" to all because the text does not provide us enough information to let us know if the sentences are true or false.

In case this activity is performed together with the first one ("Someone is different"), the set of questions for debriefing will be as follows:


- Did you find any relation between activity 1 (“Each one is original”) and activity 2 (“Assumptions”)?

- Activities have helped you understand that the process of making prejudices, judgments and assumptions occurs almost naturally, but that if you are aware of it you can change your behaviour and avoid judgments?

- Would you change anything in your behaviour after this session?



Annex 1:  Slides about diversity

Annex 2:  Cards of stereotypes

Annex 3:  Questions for the concourse “The most original group of the school”

Annex 4:  Slides “Contrasts”.


Annex 5:  Answers about diversity.

Annex 6:  Assumptions.


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