on a response to be shared with group members to reach the entire class consensus on a group response Call on one member from each Use communication skills such group to share their group’s as active listening and response with the whole class requesting clarification Assess for understanding by Record the group response in listening to student responses the centre of the placemat Use information gained Actively listen as each group’s throughout the activity to placemat is presented inform further teaching Post the chart for further decisions and strategies sharing with the class and as a Have students post the charts record of the topic learned so on notice boards/class wall to that the students and teacher further share their group’s can make reference to it in thinking with the class future lessons In the Hot Seat This creative in-role activity can be a useful tool to encourage discussion about a particular issue and share information. A single hot seat should be placed facing the group. Alternatively, in order to facilitate more relaxed interaction between students, the hot seat might be placed in the middle of a circle. How does it work? Students are allocated a particular character, or alternatively they think of a role themselves relevant to the issue in question. The role can be researched by a group or individually. Other students in groups think up challenging questions for the person in the hot seat. This can be done with the help of the teacher. The character in question is put in the hot seat and questioned by the other students. This can help students to feel empathy for a particular person or viewpoint, particularly a view which they do not normally share. An idea or issue could also be placed on the hot seat, instead of a student. Using this technique, answers can come from anyone in the class. A mystery game could also be played out using this technique, with class members having to guess the identity of the person in the hot seat. A debrief afterwards could involve asking pupils what they learned, what they found interesting and if they would challenge anything which the person in the hot seat said.
on a response to be shared with the entire class Call on one member from each group to share their group’s response with the whole class Assess for understanding by listening to student responses Use information gained throughout the activity to inform further teaching decisions and strategies Have students post the charts on notice boards/class wall to further share their group’s thinking with the class group members to reach consensus on a group response Use communication skills such as active listening and requesting clarification Record the group response in the centre of the placemat Actively listen as each group’s placemat is presented Post the chart for further sharing with the class and as a record of the topic learned so that the students and teacher can make reference to it in future lessons In the Hot Seat This creative in-role activity can be a useful tool to encourage discussion about a particular issue and share information. A single hot seat should be placed facing the group. Alternatively, in order to facilitate more relaxed interaction between students, the hot seat might be placed in the middle of a circle. How does it work? Students are allocated a particular character, or alternatively they think of a role themselves relevant to the issue in question. The role can be researched by a group or individually. Other students in groups think up challenging questions for the person in the hot seat. This can be done with the help of the teacher. The character in question is put in the hot seat and questioned by the other students. This can help students to feel empathy for a particular person or viewpoint, particularly a view which they do not normally share. An idea or issue could also be placed on the hot seat, instead of a student. Using this technique, answers can come from anyone in the class. A mystery game could also be played out using this technique, with class members having to guess the identity of the person in the hot seat. A debrief afterwards could involve asking pupils what they learned, what they found interesting and if they would challenge anything which the person in the hot seat said.
3.%20Draft%20Resources%20for%20Teacher.docx