Nilqgħukom għal Eżerċizzji tar-Randan 2021.
L-eżerċizzji jieħdu madwar 15-il minuta ghall-kull riflessjoni.
Aċċessa l-kontenut kollu billi tagħfas hawn taħt.
Aim:
- To enable brainstorming and idea generation.
Resources:
- Papers
- Pencils/pens/markers
Basic Structure:
- Present a broad question or problem that is likely to result in lots of different ideas or opinion.
- Have the participants generate responses by writing ideas on sticky notes (one idea per note) and placing them in no particular arrangement on a wall or whiteboard.
- Once lots of ideas have been generated, have the participants begin grouping them into similar categories.
- Label the categories and discuss why the ideas fit within them, how the categories relate to one another, and so on.
Variations:
- Have the participants do much of this exercise—recording their ideas and arranging them into categories—without talking at first.
- Participants are asked to re-combine the ideas into new, different categories after the first round of organization occurs.
Adapted from: www.cultofpedagogy.com/speaking-listening-techniques/
Aim:
- To help participants reflect on an experience/session.
Resources:
- Papers
- Pencils/pens/markers
Basic Structure:
- Participants are asked to write down one of the following in exactly one minute:
- the most eye-opening revelations from the session
- the biggest questions they’re left with
- a summary of what was said during the session
- an answer to a reflective question presented by the leader
- what they want to remember from the experience/session
- A timer for 1 minute is set & participants start writing.
Variations:
- One-minute papers can be stuck onto a noticeboard.
- One-minute journals: Participants can be asked to write one-minute papers on a personal journal at the end of every session (journals can be kept by the leaders or by the participants).
- One-minute monologue: Participants can be split into pairs & asked to give a one-minute monologue to their partner about the topic.
- One-minute message: Participants can be asked to write a message for one minute that is then sent to a leader. (This can be a way of receiving feedback of what is actually being retained.)
Adapted from: www.nureva.com/blog/education/15-ways-to-spark-student-reflection-in-your-classroom
Aims:
- To enable critical thinking in discussions
- To help participants consider opposite views than the ones they have.
Basic Structure:
- Divide participants into two groups.
- Assign each group different viewpoints (for example, Group 1 in favour of eating gummy bears for lunch and Group 2 in favour of eating burgers).
- Allocate some time for the group to discuss their viewpoint.
- Groups are to debate against each other on the topic for a set amount of time (for example 5 minutes).
- Once the debate is over, ask each group to argue the opposing view (for example, Group 1 now argues in favour of eating burgers).
- The debate is then repeated (for the same amount of time).
Variations:
- Instead of assigning viewpoints to each group, as participants to group up according to their opinion (without mentioning they will have to argue against their opinion).
- Divide participants into 3 groups and have 1 group act as observers to the debate.
Adapted from: www.linkedin.com/pulse/debate-activities-classroom-farah-najam
Aim:
- To encourage participants to identify those affected by the issue at hand.
- To enable participants to see perspectives which might not be their own.
Basic Structure:
- Explain the topic to be debated.
- As a group, identify as many stakeholders in the debate as you’d like (ie. people whom the issue effects). (Debate title example: “Gummy bears for school lunches”. Stakeholder examples: “Gummy Bear Producer”, “Diabetes Patient”, “Students” ect.)
- Ask individuals to take on the role of the stakeholders mentioned.
- Each stakeholder is to act out his or her point of view in the debate.
- The group can join in by asking questions to the individual stakeholders.
Variations:
- The role-play can also take place in the form of a panel, where those who will be acting out the role of the stakeholders are to sit at the front and answer questions presented by the rest of the participants.
Adapted from: www.linkedin.com/pulse/debate-activities-classroom-farah-najam
