Introduction to
SDGs in Catering
SDGs in Wellness
SDGs in Non-formal
SDGs in LogisticsIntroduction
Here below the description of the activities and learning resources:
Learning resources:
Materials:
Posters
Prepared questions
Table with the distribution among participants/cookies
Process:
Part I
The trainer leads the activity by giving simple tasks to the trainees.
The trainer hangs posters on the walls with the name of the 7 continents.
The trainees are asked to split into groups which must reflect the actual population of each continent below the appropriate poster.
The trainer reveals the correct subdivision.
Group discussion on the findings.
Leading questions for brief discussion:
Do you feel comfortable in the Asian corner?
Was this the distribution you were expecting? Are you surprised? What aspects are the most surprising?
Part II
With trainees still representing continents the trainer lays out a plate with cookies in the middle of the classroom: the number of cookies must be the same as the number of trainees. The cookies represent the food availability. The term “food availability” is a stretched expression to refer to the actual possibility for inhabitants of a certain continents to get access to food supply. In other word one cookie represent the amount of food I can buy for the number of people I embody in the simulation.
Again, the trainer asks the trainees to distribute the cookies on each continent according to what they think is the food availability.
The trainer then reveals the correct distribution.
Group discussion on the findings.
Trainers’ questions:
Which continent has the most cookies per person/ which has the fewest?
How to you feel about this distribution? What are your emotions/fears/worries?
Those who have few, what would you do to ameliorate your current situation?
Those who have many, what would you do to ameliorate their current situation?
Those who have many, would you donate (number) of cookies to those who have few?
Those who have many, would you welcome some people who have few to allow them to feed on your (extra) cookies? The trainees of each continent are then asked to divide the cookies between them (meaning the continent’s population). The trainer observes and finally leads the conclusive reflection with some prepared questions.
In circle ask to all continents from the richest to the poorest: did you have enough cookies? Are you hungry? Were you satisfied? Who would have liked one more cookie?
Which conclusions can we draw from this activity?
Some suggestions: the unequal distribution of food on the earth's surface, migration, international debts, and investments.
Tips for the trainer:
The trainer shall be prepared to intervene and support the trainees in the case the discussion becomes emotional and the participants show any sign of vulnerability.
In circle ask to all continents from the richest to the poorest: did you have enough cookies? Are you hungry? Were you satisfied? Who would have liked one more cookie?
Which conclusions can we draw from this activity?
Some suggestions: the unequal distribution of food on the earth's surface, migration, international debts, and investments.
Tips for the trainer:
The trainer shall be prepared to intervene and support the trainees in the case the discussion becomes emotional and the participants show any sign of vulnerability.
When distributing the cookies in Asia an interesting insight can be offered by the trainer giving: to one single person one or more full cookies only for him-/herself and to the rest of the people in the Asian continent only one cookie to be divided among everybody. This leads to an interesting reflection concerning the Gini index which is a measure of statistical dispersion intended to represent the income inequality or the wealth inequality within a nation or a social group*.
Never be judgmental, the activity is thought to allow participants to deepen their knowledge and awareness of the sustainable transition. All the participants should feel free to express their opinion without judgment. For example: if the North American group says it wants to keep all the cookies for itself or if the Asian group says it is willing to wage war in order to conquest the necessary cookies for survival, this might be morally unacceptable for the trainer but still it is a very coherent simulation of the reality. The trainer is required to be very respectful and to always stimulate learners to question their opinions.
If the group of participants is too small to recreate the simulation it is advised to conduct the activity on a blackboard/poster/handouts, still allowing the learners to discuss and analyse the same arguments and topics as described above.
Duration: 1 hour - 45 minutes depending on the size of the group
Educational approach: Learning by Playing
The practice of the game (playing) is widespread in training of adults, much more than in the schools and Universities. The pedagogy of the game promotes the development of autonomy, the expression of creativity and adaptability among young people. It also allows trainers to easily conduct training in groups. The game can be performed in a conventional classroom-based format (role-playing game, quiz, trivial pursuits...) or online (Serious games, Apps, augmented reality, social media...). In the context of training, games can meet various needs. The thematic content of a game can be used to inform, illuminate, illustrate, react, understand, share opinions, debate and look for solutions.
Activity 1 – “Group duel for a sustainable catering”
Learning resources
Materials:
Internet access for the trainees to research their topics
Pen and paper to take notes
Blackboard for the trainer for the final discussion for the three topics:
1) Water consumption in the catering industry
2) The use of local or zero-miles products
3) Eco-catering
Learning objectives
This activity aims at stimulating reflection and research. The learners are asked to come up with some opinions about 3 topics and are challenged to support their opinion in front of others. The final group discussion summarises and analyses the most relevant arguments.
Description of activities
The trainer presents 3 topics concerning the issue of food and alimentary sustainability:
1) Water consumption in the catering industry
2) The use of local or zero-miles products
3) Eco-catering
- Students are divided into two groups and are allowed some time to do some research to create and substantiate their opinions.
- For each topic, one group argues in its favour and the other group against it
- For following topics, the two groups (in favour and against) alternate
At the end of the debate, the moderator asks the group questions to see how the discussion went and to draw conclusions. It is important to conduct a final reflection to investigate what the group learned, how they got along with this type of activity, and what topics were not addressed.
Examples of questions:
Which of the two teams made the best discussion and why?
What was the most significant topic and why?
What was the most robust evidence and why?
Was any relevant topic left out? Which one?
What did you learn from this Debate that resonated with you?
Did you change your previous position and why?
Duration: 1 hour
Educational Approach: Research and advocacy
Advocacy is the sharing of ideas and persuading others to understand or agree to own point of view. To do that, trainees must research the topics at hand. Learning all aspects of an issue allows trainees to back up their statements with facts and statistics, and prepare against arguments of possible opponents. Research is indispensable to successful advocacy, it gives credibility, helps to prove a case and note possible changes to a situation/issue.
Activity 2 – Video activity “Zero Food Testimonies”
Learning resources
Materials:
- PC, projector, classroom with audio system and internet connection
- Pen and papers for learners to fill in the table
- Table of contents
Learning objectives
Learners are asked to watch and discuss some video material proposed by the trainer. The aim is to show successful testimonies in lowering food waste in restaurants and catering activities and motivate learners about alternative methods of food use in their personal and professional path.
Description of activities
The trainer explains the activity. The trainer shows three videos to the class and leads the subsequent discussion.
Before showing the videos, the trainer delivers to the students a paper with a table of contents to be filled in while watching the videos (see table below).
Three videos about the direct experience of restaurant managers and bartenders in the fight for sustainable catering transition:
Video 1: https://www.youtube.com/watch?v=Gj38m08QLoE
Video 2: https://www.youtube.com/watch?v=WDRaR4f9Q1Q
Video 3: https://www.youtube.com/watch?v=ccra5J3A4qk&t=560s
The session ends with open discussion of the whole group about their findings.
Trainers' questions:
What kind of good practices, tips or suggestions did you spot in the three videos?
What are the main concerns, critical aspects, and difficulties of an eco-friendly catering environment?
What are the features of the videos which surprised you concerning sustainable catering?
Never be judgmental, the activity is thought to allow participants to deepen their knowledge and awareness of the sustainable transition. All the participants should feel free to express their opinion without judgment. For example: if the North American group says it wants to keep all the cookies for itself or if the Asian group says it is willing to wage war in order to conquest the necessary cookies for survival, this might be morally unacceptable for the trainer but still it is a very coherent simulation of the reality. The trainer is required to be very respectful and to always stimulate learners to question their opinions.
If the group of participants is too small to recreate the simulation it is advised to conduct the activity on a blackboard/poster/handouts, still allowing the learners to discuss and analyse the same arguments and topics as described above.
Duration: 1 hour - 45 minutes depending on the size of the group
Educational approach: Learning by Playing
Learning resources
Materials:
Internet access for the trainees to research their topics
Pen and paper to take notes
Blackboard for the trainer for the final discussion for the three topics:
1) Water consumption in the catering industry
2) The use of local or zero-miles products
3) Eco-catering
Learning objectives
Description of activities
The trainer presents 3 topics concerning the issue of food and alimentary sustainability:
1) Water consumption in the catering industry
2) The use of local or zero-miles products
3) Eco-catering
- Students are divided into two groups and are allowed some time to do some research to create and substantiate their opinions.
- For each topic, one group argues in its favour and the other group against it
- For following topics, the two groups (in favour and against) alternate
At the end of the debate, the moderator asks the group questions to see how the discussion went and to draw conclusions. It is important to conduct a final reflection to investigate what the group learned, how they got along with this type of activity, and what topics were not addressed.
Examples of questions:
What was the most significant topic and why?
What was the most robust evidence and why?
Was any relevant topic left out? Which one?
What did you learn from this Debate that resonated with you?
Did you change your previous position and why?
Duration: 1 hour
Educational Approach: Research and advocacy
Learning resources
Materials:
- PC, projector, classroom with audio system and internet connection
- Pen and papers for learners to fill in the table
- Table of contents
Learning objectives
Description of activities
The trainer explains the activity. The trainer shows three videos to the class and leads the subsequent discussion.
Before showing the videos, the trainer delivers to the students a paper with a table of contents to be filled in while watching the videos (see table below).
Three videos about the direct experience of restaurant managers and bartenders in the fight for sustainable catering transition:
Video 1: https://www.youtube.com/watch?v=Gj38m08QLoE
Video 2: https://www.youtube.com/watch?v=WDRaR4f9Q1Q
Video 3: https://www.youtube.com/watch?v=ccra5J3A4qk&t=560s
The session ends with open discussion of the whole group about their findings.
Trainers' questions:
What are the main concerns, critical aspects, and difficulties of an eco-friendly catering environment?
What are the features of the videos which surprised you concerning sustainable catering?
| GOOD PRACTISES/ TIPS/SUGGESTIONS |
CONCERNS/CRITICISM/ DIFFICULTIES |
UNEXPECTED/ SURPRISING |
|
| Video1 | |||
| Video2 | |||
| Video3 |
Educational approach: Shifting/Moving debate
The moving debate breaks down into 3 phases:
1. The statement and set out of instructions: introduce the idea that at the beginning of a debate a learner may be clear about whether the trainee agrees or disagrees with a given statement
2. The debate: after all aspects of the issue are discussed the trainee may be persuaded to change their mind
3. The exploitation of the collected material: it can identify the many complexities involved in the SDGs issues. It can include dialogue, debate and the resolving of conflict
