Teachers divide students into groups of four. Teachers can praise grouping is recommended. Teachers may groups doing well choose other modes based on actual needs. in certain aspects, as a After the grouping, teachers assign each student with way to inspire other a role in his/her group. (Such as: leader, recorder, groups for overseer and reporter) (Classwide) Teachers use an analysis matrix to categorise organ donors. During discussion, (In groups) Each group has to identify the reasons remind students to why people of different categories are willing or apply good unwilling to donate organs. Following group communication skills. discussion, the reporter of each group is responsible for explaining their group answer to the whole class. * Teachers may ask students to conduct In addition to allowing “self-evaluation” during group learning. At the same time, teachers are students to monitor also advised to assess students’ performance in their group accordance with the on teacher’s performance by “guidelines evaluation”. themselves, individual (Classwide) Teachers use tables to summarise all and group evaluations potential reasons by students, and guide them allow teachers to know to evaluate the prevalence of each reason. what he/she has to (In groups) Each group is responsible for coming up follow up. with solutions for one of the listed reasons. Following group discussion, the groups have to report on their findings by turns. (Classwide) Teachers summarise and fill all solutions listed by students in the relevant tables, and discuss the strengths and weaknesses of the solutions.
Teachers divide students into groups of four. grouping is recommended. Teachers may choose other modes based on actual needs. After the grouping, teachers assign each student with a role in his/her group. (Such as: leader, recorder, overseer and reporter) (Classwide) Teachers use an analysis matrix to categorise organ donors. (In groups) Each group has to identify the reasons why people of different categories are willing or unwilling to donate organs. Following group discussion, the reporter of each group is responsible for explaining their group answer to the whole class. * Teachers may ask students to conduct “self-evaluation” during group learning. At the same time, teachers are also advised to assess students’ performance in accordance with the “guidelines on teacher’s evaluation”. (Classwide) Teachers use tables to summarise all potential reasons by students, and guide them to evaluate the prevalence of each reason. (In groups) Each group is responsible for coming up with solutions for one of the listed reasons. Following group discussion, the groups have to report on their findings by turns. (Classwide) Teachers summarise and fill all solutions listed by students in the relevant tables, and discuss the strengths and weaknesses of the solutions. Teachers can praise groups doing well in certain aspects, as a way to inspire other groups for During discussion, remind students to apply good communication skills. In addition to allowing students to monitor their group performance by themselves, individual and group evaluations allow teachers to know what he/she has to follow up.