Осы сабақ білім алушылардың

Factor 2

• 
  Working with Others
  

• 
  Thinking, Decision-Making
  

This activity allows pupils to prioritize ideas and information and discuss justifications for their choices. See Diamond Ranking for a further prioritizing activity.

Pupils can work at a board or wall space. Alternatively, groups can work around a table.

1. 
   Pupils in small groups receive a range of cards.
   

2. 
   Pupils arrange them in order of importance/priority. They might do this in a straight line or build up tiers.
   

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3. 
   Pupils might then compare each other’s ranking as a starting point for class discussion of the issue.
   

3. 
   A debrief after this activity might be beneficial.
   

3. 
   Further tools such as Five Questions might be used to explore ideas further.
   

• 
  Working with Others
  
• 
  Thinking, Decision-Making
  

This is a structured information or thought-gathering activity which generates a reasonably concise list of pupils’ thoughts and responses on a particular topic. Pupils work in small groups to convey ideas or to make suggestions as regards the issue at hand. They also have the opportunity to assess collaboratively the ideas of other groups and to use them as a possible basis for forming their own responses to questions. See Opinion Finders or Post-Its Collection for some more useful small group information-gathering activities.

Pupils might need to rotate in groups to different desks in a room. Alternatively, pupils could remain seated and pass their flip chart sheet to the group beside them after the allocated time.

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1. 
   Pupils are divided into small groups.
   

2. 
   Each group is given a flip chart sheet or an A3 sized piece of paper with a question relevant to a particular topic at the top. Each piece of paper might have a different question.
   

3. 
   Pupils work in their groups within a time limit to write down their responses, thoughts and ideas which stem from the initial question.
   

4. 
   Each group might be given a different colour of pen to allow for easy identification of responses afterwards.
   

5. 
   After the allocated time pupils rotate to another sheet with a different question.
   

6. 
   They read the responses of the previous group and discuss whether they agree or disagree. If they agree, they tick. If they disagree, they could justify this by writing an explanation.
   

7. 
   Pupils then write down their own thoughts on the issue. If their ideas have stemmed from the previous groups’ written responses, they could connect the ideas with an arrow.
   

8. 
   The carousel could be continued, if time permits, until each group has had the opportunity to see and respond to each question.
   

9. 
   A debrief afterwards is beneficial.
   

10. 
    Carousel is also a useful evaluation tool. Questions might include: what have you learned today? What was the most surprising/shocking/interesting/useful thing for you today?
    

What might you have done differently?

• 
  Thinking, Decision-Making
  
• 
  Working with Others
  

This role-play strategy allows pupils to gain a quick synopsis of all the issues related to a specific topic. It has the advantage over ‘standard’ role play in that it can be carried out reasonably quickly. It might be particularly useful for younger or less able pupils since they do not have to remain in role for very long. They also do not need to know a great deal of information about the issue as their role card will simply state who they are and how they feel about the particular scenario being discussed. See Hassle Lines for a similar activity involving role-play.

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1. 
   Explain the scenario to the pupils (e.g. a bullying incident that took place at school has resurfaced again in the local youth club. The school has been asked to deal with the situation).
   

2. 
   Then place each pupil into role by giving him or her each a role card which tells the pupil who they are and briefly how they feel about the situation
   

(e.g. a bully, the victim, victim’s friend, bully’s mates, parent, youth worker, form teacher, etc).

3. 
   Get pupils to stand in two lines facing each other with a pathway up the middle.
   
4. 
   Select a pupil randomly and ask them to state their role.
   
5. 
   Ask remaining pupils to think of one statement they would like to make to this individual.
   

6. 
   The selected pupil then walks between the lines and the remainder of the class make their statements as they pass by. (You may need to repeat this a number of times, encouraging pupils to “get into role”).
   

7. 
   Debrief by asking the selected pupil which arguments they found convincing and what their view is on the scenario.
   

8. 
   The activity can be repeated by selecting other pupils to walk in role through the
   

• 
  Being Creative
  
• 
  Thinking, Decision-Making, Problem-Solving
  
• 
  Working with Others
  

This activity encourages pupils to think creatively about a series of (hypothetical) scenarios, options, ideas and events. It stimulates thinking and problem-solving skills and may allow pupils to see issues from fresh perspectives. Pupils work in groups to explore alternatives and to build constructively and creatively on the ideas of others. How does it work?

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2. 
   Pupils might be asked to identify, in their opinion, what the most likely and least likely scenarios are, choosing one option from each of the rows above and putting them together. For example:
   

• Most likely = alcohol abuse – teens – on holiday

3. 
   Pupils may be asked to justify their choices when comparing and contrasting responses with other groups, and to explore whether there are times when even their least likely scenario may possibly happen
   

3. 
   This activity might be used as a planning tool to stimulate creativity with a range of ideas: