Geen categorie
In groups, students allocate as many of these roles as possible, (starting from the top):
- Facilitator
- Sociologist
- Environmental scientist
- Economist
- Local religious leader
- Computer scientist
- Scientist/mathematician
This makes up the governing body of a local educational institution.
Government policy is to take the institution out of local authority control and make it a ‘free’ school, meaning you are able to decide for yourselves its future direction.
Task A
Group: Discuss what should be the focus/vision from your perspective. Try to win the others around to your idea
Facilitator: Listen and take notes. Decide who makes the most compelling argument/who ‘wins’
Task B
Facilitator: stage another discussion.
This time try to find a focus/vision that can satisfy all members of the group.
A win-win?
Plenary reflect on the different experiences.
Evaluating future scenarios
- Present to students an unsustainable situation of water use/availability and sanitation. Present three possible improvements to the learners showing impact on related stakeholders
- In groups, students think of advantages and disadvantages (possible benefits and/or negative impact) of each option for the various stakeholders.
- Groups then decide which option seems best and why, share and defend their choice and present one possible way to reduce and potential disadvantages.
- In plenary, discuss the challenges of taking decisions when things are uncertain.
Organise a round table discussion regarding “Health as a Public Good”. Invite doctors, people from insurance, people from public and private sectors, patient associations, students, representatives from vulnerable groups, etc. The discussion is expected to reveal the different aspects and interests of the various parties on the issue.
Split students into groups of 3 or 4. Ask each group of students to draw a large outline or silhouette of a person. Ask them to think about what qualities and characteristics an educated person might have. Students should write these in the silhouette of the person.
Next ask them to draw a big circle around the silhouette of the person to represent the world. Students should now discuss what the qualities and characteristics of a world full of educated people would be and write these down.
Students can also add pictures and symbols to their drawing. Ask groups of students to share their ideas.
With students in pairs, ask them to think about the opportunities that could open up as a result of getting quality education. Ask them to come up with a list of five opportunities to share with the class.
Students discuss different responses to bullying e.g. intervene, just look, leave, report the incident to the school manager. The responses are classified in a table and they are discussed to see what values and beliefs underpin each behaviour and how these behaviours can have a positive or negative impact on students’ life and the school’s wellbeing.
Commitment can be facilitated by a personal experience that comes from personal care of each slice of the topic. An example of this. creating, testing, or working on your own project or your own campaign, which is related to a group that is important to the student eg. country, age group.
Game-example: Planet Nomads
Planet Nomads is a singleplayer sci-fi sandbox game of survival on alien planets through block-style building. You are a lone astronaut scientist crash-landing on a strangely captivating planet. Keeping your wit together and securing your basic survival needs that include food, water and building material is the best start towards figuring out a way out of this messy situation.
Planet Nomads delivers a unique gaming experience by combining building, survival and exploration together to make you feel like a true survivor.
Surviving on an inhabited planet is no easy task, but with careful planning, caution and a healthy amount of curiosity, you can do it. As long as you overcome poisonous plants and curious beasts, avoid being slashed to pieces, frozen to death, eaten alive, starved and generally ended.
Features of the game:
- completely mineable voxel terrain
- physics-ruled block-based building
- actual wheel physics for vehicles, rails, traps and gadgets
- three types of wheels
- hover physics
- multiple biomes based on temperature and humidity
- Improved animal AI to catch you off guard
- climate-based creature diversity
- automated mining machines and production blocks
- mobile bases
- survival mechanics embedded to the game’s core design
- constant evolution based on community feedback.
Students research in small groups on how education is funded in different countries in the world.
Students share findings and choose a country where education is poorly accessed and then research a way to support a project that is trying to increase participation.
(See Inman ao, Holding on to our values, London South Bank Un. 2012)
Language Treasure Hunt. For students to experience a situation where they cannot find their way because they are unable to speak the language, to empathise with those who are refugees in a new country.
Consider the students in your class. Are there any learners that can speak an additional language to the one used for instruction in school? These could include languages that use a different alphabet. Gather these students together and ask for their help.
- Ask this group of students to make some signposts in their additional languages for common places you would find in a local community such as ‘Pharmacy’ or ‘Chemist’, ‘Supermarket’, ‘School’, ‘Police Station’, ‘Train Station’, ‘Library’, ‘Hospital’, ‘Shop’, ‘Doctor’, ‘Bus Stop’ etc. Make sure the signs contain only words.
- Ask the children to position themselves around the room or a larger space holding up their signs. Ask them to only speak in their language for the full duration of the lesson.
- Explain to the students that they will be asked to complete some simple tasks, similar to those that a newly arrived refugee might need to complete.
- Tell the students that they can ask for help from others and that if they have access to the internet they can also use that too. Let them set off on their ‘hunt’.
Group activity: Students read true stories about people in need from different parts of the world. They are then asked to express their emotions and feelings and discuss why they feel like that. Students are asked to reflect on how people can raise their resilience and deal with the problems they are facing.
Students visit an NGO e.g. for unaccompanied children in a refugee camp or a charity institution and meet vulnerable people. Discuss with them and with the people that support them, the conditions of living in a host country, ways they are supported and practical ways that students can support.
As a follow up, students organise an action (collecting clothes, toys or first needs goods, or other actions) to support the group.
One way to develop empathy is to use games, simulations, especially live role-playing games (larp), because they allow you to get to know another viewpoint by taking on a role.
An example of a game designed for a relatively well-known post-apocalyptic world: