Communication and voice
|Development activity for outcome:
What is globalisation?
|Room requirements||Possibility of moving chairs and tables around the room according to the stage of the activity|
|Description of activity (step by step)|
The aim of the activity is to open a reflection on the meaning and the consequences of globalisation at global and local levels.
Invite each learner to write on a sticky note or piece of paper five adjectives describing globalisation according to their personal understanding.
Tell learners to share in groups of five what they wrote on the paper or sticky notes and to discuss the reasons behind their choices. They must then write a joint definition of globalisation.
Bring the groups back together and, in plenary, ask a representative of each group to present that group’s definition. Take notes on the blackboard of the main features which are repeated in different presentations.
Place a small selection of chairs in a circle in the middle of the room – one chair per group – and ask each group to nominate a representative to come and sit in the circle and “advocate” for them. The representatives must promote their group’s definition of globalisation as well as agreeing on the three main features of the term on behalf of the whole class.
In this way the class will have reached a common definition of globalisation from the negotiation among the groups’ representatives.
|55.00||The rest of the class can interfere with the negotiation process only by writing notes to their representatives.|
|Materials||Sticky notes, paper, pens, markers, board or flip chart.|
|Training aids & equipment|| A Wikipedia definition at the time of writing:
The term globalisation has been increasingly used since the mid-1980s and especially since the mid-1990s. In 2000, the International Monetary Fund (IMF) identified four basic aspects of globalisation: trade and transactions, capital and investment movements, migration and movement of people, and the dissemination of knowledge. Further, environmental challenges such as climate change, cross-boundary water and air pollution, and over-fishing of the ocean are linked with globalisation. Globalising processes affect and are affected by business and work organisation, economics, socio-cultural resources, and the natural environment.
|Comments||This methodology can be used also for brainstorming on any topic.|
Communication and voice
|Evaluation activity for outcome:
|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)|
|I share ideas and opinions about global / social issues with others both orally and in writing.
I listen to others.
|I present my ideas on global / social issues to groups of peers, both orally and in writing.
I defend my ideas and opinions in order to influence others.
I actively listen to others and disagree in ways that do not discourage others
|I take complex global / social issues and communicate them to others simply and effectively. I present ideas to different audiences in appropriate ways.
I state and defend my ideas and opinions, arguing rationally and persuasively from an informed position.
I understand communication is a two-way process and actively listen and take on board others’ ideas.
|Evaluation activity description (step by step)|
You will need to have selected an issue for learners to communicate about, preferably one that they have learnt about. You will also need to organise a forum in which they can communicate, for example, a community event, exhibition, school assembly, blog or Twitter feed.
Scoring grid for communication and voice
|Scoring criteria for communication and voice||Score (points per criterion)|
|An appropriate communication channel has been chosen, and the style of communication used is appropriate to this channel.||2 points|
|The issue is presented in a simple and accessible way, appropriate to the age and prior knowledge of the audience.||2 points|
|The communication helps to develop empathy.||1 point|
|The communication uses evidence or data where appropriate.||1 point|
|The communication makes a personal connection to the person presenting.||1 point|
|Use is made of real stories or quotations.||1 point|
|It is clear what the audience is being asked to do and why that is important.||2 points|