The following examples show different ways you can work with the Navigation Cards in learning processes. They are not rules and not fixed formats. Think of them as suggestions that you can adapt, shorten, expand or combine depending on your group, your context and your purpose. You decide which cards to use, how much time to give them, and how deep you want to go.Sample text. Click to select the Text Element.
The facilitator gives each participant one position card related to the chosen topic. Participants take a few minutes to read the card and reflect individually, in silence. Afterwards, participants briefly share in pairs or small groups, focusing on what feels present or relevant for them. Based on what comes up, the facilitator chooses a method from the project resources or from their own practice and continues the workshop from there.
Purpose: grounding participants before a workshop and choosing a method that fits their current reality.
The facilitator marks a line in the space, with agree on one end and disagree on the other. The facilitator then reads one statement from a bias card aloud. Participants position themselves along the line according to how they relate to the statement. There are no right or wrong positions. After everyone has chosen a place, the facilitator gives a position card question. Participants reflect on why they are standing where they are and briefly exchange with people nearby. The facilitator then introduces a method that deepens the topic or tension that became visible.
Purpose: making differences visible and embodied, and activating the group early on.
The facilitator starts with position cards to anchor the topic in personal experience. Participants reflect individually or in small groups. Next, the facilitator introduces bias cards. Participants work with them in small groups and talk about which statements feel familiar, challenging or uncomfortable. The facilitator does not aim to resolve the discussion. Instead, they move directly into a method that works with the questions, emotions or contradictions that emerged.
Purpose: preparing participants emotionally and cognitively for deeper work.
The facilitator starts with a method or activity and keeps the explanation minimal. Participants first experience the activity without analysing it. Afterwards, the facilitator introduces position cards to support reflection on personal experience. Bias cards help participants notice assumptions or patterns that appeared during the activity. Consequence cards then help connect the experience to everyday behaviour or real-life situations.
Purpose: making meaning after experiential learning.
The facilitator lays out consequence cards on a table. Participants choose one card that feels important, familiar or relevant to them. Participants place their chosen card on a wall or board and add notes, keywords or drawings in response to a position card question.
The facilitator looks at the wall together with the group, notices clusters or recurring themes, and chooses a method that works with one or two of them.
Purpose: making collective reflection visible and working with shared patterns.
The facilitator invites participants to work in small groups with bias cards. Each group chooses a belief that feels common, problematic or limiting. The facilitator then introduces consequence cards. Groups explore what happens when this belief guides behaviour over time. Using position cards, groups formulate simple agreements, principles or intentions. The facilitator follows with a method that helps the group practice or test these agreements.
Purpose: moving from reflection to shared norms and responsibility.
Participants first respond to position cards from their own perspective. Next, the facilitator invites them to discuss bias cards while intentionally taking on a different role, such as youth worker, decision-maker, newcomer or outsider. The facilitator then introduces consequence cards to explore what happens when actions are shaped by these different roles. A method follows that works with power, responsibility or perspective-taking.
Purpose: developing empathy and awareness of different positions.
The facilitator sets up three stations: one with position cards, one with bias cards and one with consequence cards. Participants move freely between stations, alone or in pairs, and engage with the cards that attract their attention. After the exploration, the facilitator brings the group together and chooses one method that responds to the topic or tension that appeared most strongly.
Purpose: self-directed learning with light structure.
During a longer programme, the facilitator uses position cards to invite reflection on where participants are at this moment. The facilitator then introduces one or two consequence cards to reflect on current group behaviour or dynamics. Based on this reflection, the facilitator adjusts the next steps, pace or methods of the programme.
Purpose: recalibrating learning processes and group dynamics.
At the end of a session or project, the facilitator uses consequence cards to reflect on behaviours or patterns participants want to continue or avoid. Position cards help participants name what they are taking with them. The facilitator then uses a short method to support transfer into everyday life or future practice.
Purpose: anchoring learning beyond the activity.