General objectives
- To share ideas, points of views and opinions without the fear of being noticed, heard, or not agreed with in public.
- To allow the group to reach a consensus on a specific topic, theme, or activity.
- To provide active participation in learning process.
Learning objective
- To solve conflict or take decision about a topic.
This activity can be implemented transversally during the learning path of the students, since it can be used to solve conflicts, to take a group decision, to discuss controversial issues etc. However, the main subjects in which it was used was Literature and Language; Geography; Physical Education; Documentation.
Results, hints and inspirations from the experimentation
Click on the following boxes, each one will show you the results of project experimentation in each country (and useful suggestions for your implementation).
Bulgaria
Age:
15 years old
Subject:
Class education, Physical education
Local adaptation:
The teacher implemented the activity as suggested. To better manage the group, the teacher divided the class into two groups of 14 people. In a distance learning context, this can furthermore help the implementation and interaction among the students.
How did the teachers implement the activity?
Teachers implemented this activity since students in the class had problems with some of the subjects and this came into conflict with classmates. The teachers used this activity as an opportunity to gather different points of view to deal with the specific issue to be addressed.
How did students react to the activity?
This activity helped the students understand that every situation, every problem, needs to be carefully considered and the best solution sought. They also managed to understand that there are many different alternatives for decision making and when working in a team, things get better.
Other comments:
It is necessary to have time to get acquainted with the activity instructions and consider the topic on which to work.
France
Age:
15 years old
Subject:
Documentation
Local adaptation:
This activity has been proposed together with other ones within the framework of the integration week of the 3rd business prep courses.
How did the teachers implement the activity?
The objective was to observe the students on their behavior to facilitate the cohesion of the class, focusing with this activity on their collaborative work. The instructions were followed as proposed in the manual.
How did students react to the activity?
Students showed interest in the activity and their participation increased.
Other comments:
N/A
Latvia
Age:
10-18 years old
Subject:
Latvian Literature, Latvian Language; Geography
Local adaptation:
The activity can be widely adapted, according to the subject which uses it. In one case relating to Latvian language and literature, the teacher used this activity with students who had attended a theater play before, thus allowing to verify the level of understanding of students of the event. With the help of this method, students could express their opinion about the performance, listen to the opinions of their classmates, come to conclusions about the main events, heroes and morals of the performance, find out what is completely incomprehensible or misunderstood. As the performance that the students watched was based on R. Blaumanis’ story, the teacher had the opportunity to supplement and link what the students saw with further resources connected to literature.
How did the teachers implement the activity?
Before starting the activity, teacher suggested to read the story regarding the theatre play, to be prepared and understand better what students would have watched.
How did students react to the activity?
Students expressed more interest on the subject thanks to the new space for discussion. Moreover, putting together this activity with the literature topic, the theatre play and the reading resources made students feel aware of their learning process and experiment different types of learning.
Other comments:
Teachers really appreciated the activity since it gave enough space to the students, who felt to own their learning process. Moreover, the interaction at the basis of the activity allowed to increase the cooperation skills and dialogue in the classroom.