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4. Participation and teamwork

Learner outcome

Participation and teamwork

Development activity for outcome:

Hands Up

Duration 45 minutes
Room requirements Learners have to be able to work in small groups
Learning aim
  • Young people get involved and work well with others in activities that support social justice or democratic engagement.
  • Young people work together to agree responsibilities and goals. They listen to others and participate in joint decision-making.
  • Young people make choices and decisions, and recognise the consequences of them.
Description of activity (step by step)
 
  1.  Divide the class into groups of three to five people. Give each group a blue and a yellow piece of paper.
  2. Present a series of statements on global issues to the class; for example, “We are responsible for climate change”. You can either read the statements or show them on a PowerPoint presentation.
  3. Ask the groups to work on a common opinion on the issues presented. After each statement groups have one minute to decide whether they agree or disagree with it. Decisions have to be taken after a short discussion but the way to take them is decided by the group (it can be by voting, by consensus or through another method). After one minute ask the teams to show one of their pieces of paper: blue for YES, yellow for NO.
  4. After the groups have voted on a statement, choose two or three of them and ask them to give a reason for their opinion. Facilitate the discussion so that learners can hear and exchange different points of view.
  5. Examples of statements for discussion:
    • By eating less meat I save water
    • In case of a humanitarian crisis in global south countries, European countries should be involved in providing humanitarian assistance.
The statements you choose will depend on what is most topical, most appropriate in your context and best suited to your purpose.
Materials Set of yellow and blue sheets of paper

 

Learner outcome

Participation and teamwork

Evaluation activity for outcome:

Projections

Assessment criteria (these statements are written in the first person but could be used for teacher assessment of learners as well as for self-assessment by learners).
Early Developing Secure
I take part in activities within my school that other people lead.

I work well with others in small groups and help others to participate.

I work effectively with others on an activity which supports social justice or democratic engagement.

I agree goals and responsibilities with others. I encourage everyone to participate and take all ideas seriously.

I accept group decisions.

I evaluate and reflect on the success of the activities.

I am an active learner, leading others on an activity that supports social justice or democratic engagement.

I agree goals and responsibilities with others. I encourage everyone to participate and take all ideas seriously.

I evaluate evidence and contribute to informed decision making.

I accept group decisions.

I work with others to complete the activity to a high standard.

I evaluate and reflect on the success of activities.

DURATION 50 to 60 minutes
Evaluation activity description (step by step)
Part I
0.00 1. Split the class into small working groups.
5.00 2. Ask each learner to write down “Two positive characteristics that describe myself”
15.00 3. Ask them to identify and write down “Two things I would like to improve in myself”
20.00 4. Ask them to share their thoughts within the small groups and to write three common positive characteristics on sticky notes.
30.00 5. Bring the groups together in plenary and invite them to share their common characteristics with the whole class. Lead a discussion on how those characteristics can promote participation and teamwork.
50.00 Highlight the fact that each of us has something good to share and that it can be strengthened if it becomes part of something bigger.
Part II
0.00 1. Give each learner a handkerchief or paper towel and ask them to use it to wrap up the item they brought from home representing themselves.
5.00 2. In the school grounds or in the classroom, ask learners to find something that represents their contribution (in values) to the class (for example: a pencil to represent creativity; a glass to represent honesty; grass to represent strength;a flower to represent peacefulness).
15.00 3. Split the class into groups.
25.00 4. Ask learners, working in their group, to put their contribution (the pencil, the grass, the flower, etc.) onto a handkerchief and explain to the group why they chose it and how can it complement the contribution already in the handkerchief.
50.00 5. Bring the class together and ask the groups to show their sculpture to the class and explain its significance.

6. Reflections:

  • Request each group to reflect about the relation between values and actions.
  • Request each group to think about how each of us has something good to share and could be strengthened if it becomes part of something bigger.
Observe learners and evaluate them according to the level of fulfillment of the assessment criteria.
Materials Glue, sticky tape, handkerchieves or paper towels for each learner, paper, sticky notes, markers
Description Before the lesson, ask learners to bring from home a small item that represents them
Comments This tool can be very effective in new classes, or in classes where there is a lack of cooperation and respect among learners.