Learning resource
Migranti bi morali spremeniti način življenja, če se želijo v celoti vključiti v družbo
- Soočenje udeležencev z resničnostjo diskriminacij v življenju
- Razvijanje spretnosti za odzivanje na nepravičnosti in zagovarjanje pravic.
- Razvijanje spretnosti za kritično presojanje informacij in njihovo povezovanje z vsakodnevnimi izkušnjami.
- Spodbujanje občutkov odgovornosti, solidarnosti, pravičnosti in enakosti.
- Razvijanje kritičnega mišljenja in spretnosti za analizo kompleksnih problemov.
- Razvijanje komunikacijskih spretnosti in spretnosti aktivnega poslušanja.
- Razvijanje sposobnosti empatije.
- Učence/dijake senzibilizirat na to temo.
- a.Migracije: odprta razprava o tem, zakaj ljudje migrirajo.
- b. Pripravite seznam osnovnih pravil za razpravo in sprejmite le tiste, s katerim se strinja večina (učitelji in učenci/dijaki). Preglejte in objavite pravila pred razpravo.
Agree on discussion conventions (ask students to use ‘I agree/ I disagree with‘ to start contributions. This will make them pick on what the previous speaker said.
Dogovorite se o konvencijah razprave (učence prosite, da uporabljajo 'se strinjam/ ne strinjam se', ko pričnejo s svojim prispevkom). Na tak način bodo nadaljevali, povzeli prispevek prejšnjega govorca. Prosite učence/dijake da se medsebojno poslušajo in omogočijo vsakomur, da sodeluje.
Ask students to listen to others and allow everybody to get involved.
Encourage students to talk with each other and maintain eye contact with their interlocutors. Encourage and teach the use of reasoning and supporting arguments: Why do you say that? Can you give me a reason?
Clarifying concepts: What do you mean by that?
Being sensitive, showing empathy: Is it always the case? / Would you argue the same if….?)
- c. Organise the debate: give students the instructions on how to organize a debate.
Get students in two groups; assign the Affirmative (for) and the Negative Groups (against)
Set the rules for the debate.
Ask each group to decide on two arguments. Then divide each group into two subgroups (each subgroup having to prepare one argument). Preparation of one argument to support the case consists of one argument + reason: an example, explanation or description. Students prepare their arguments and then they present them. Ask students to consider the consequences of their statements if applied to a real social context. (Invite each group to take notes on their opponent group and spot weak points.)
Students prepare their refutation and present it. Preparation of rebuttal and summary: discuss within their teams the points the opposition made and decide how to refute them and argue against what the opponent has argued for.
Students exchange their roles (the group who was against is now for and the other way round). Monitor the debate with the new structure: preparation of arguments, presentation and refutation.
- d. Debriefing and following up
Review what was understood and learned from the debate; identify and work on sensitive issues raised by the debate.
What did you learn? Do you still have questions about? What was the most interesting thing you learnt from this activity?
Are we any closer to understanding processes of integration? What else do we need to know to better understand migrants?
Ask students to reflect upon their debate experience:
How did you feel in both situations? Why?
Were the situations difficult to deal with? Why? Which was more difficult to handle? Why?
How do people show respect for others’ ideas, even if they disagree?
Conclusions: Reinforce positive messages by having a talk on the common set of values the debate has focused on. Encourage students to think critically about current situations and look for constructive approaches to global problems by taking non-violent action to demonstrate their solidarity with others (examples of non-violent actions).
Further remarks/recommendations:
Set the ground rules to guide the discussion and debate process with all students‘ contribution and adopt only those which have been commonly agreed upon by the majority.
Identify and work on all sensitive issues.
Make sure everybody is given an opportunity to speak.
Be a facilitator of the discussion and focus on its topic and objectives.
Encourage and positively reinforce constructive engagement in the discussion. Respond to aggressive verbal and non-verbal behaviour promptly according to the established rules.
Don’t accept statements and opinions without supportive arguments.
Reinforce positive messages.
Izroček: pesem First They Came for...('Prvo so prišli po...') (Martin Niemöller)
1 učitelj/moderator
Glej: Poročanje in spremljanje ali vprašalnik za učence/dijake
a) priporočljivo je, da z vsakim udeležencem govorite individualno in se mu zahvalite za njegov pristevek v razpravi. Povejte jim, da so upravičeni do lastnega mnenja, a morajo pri tem pokazati spoštovanje do drugih.
b) učence/dijake senzilibirajte na položaj opazovalcev; predložite jim prilagojeno pesem Martina Niemöllerja (Glej izroček Razprava)
c) Poglejte video posnetek in se z učenci/dijaki pogovorite o sporočilu: The lunch date: https://www.youtube.com/watch?v=epuTZigxUY8
d) Vprašalnik + pogovor o empatiji: https://psychology-tools.com/empathy-quotient/ ali https://psychology-tools.com/toronto-empathy-questionnaire/
e) Pogovor o čustvih: Razmislite o preteklem dogodku, ki je v vas vzbudil močna čustva. Kako ste se počutili? O čem ste razmišljali? Kaj ste storili? Če bi se lahko vrnili v tisti čas, kaj bi naredili? Osredotočite se na negativna čustva (kako jih lahko obvladamo)
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