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WHAT IS THE CORRECT PATH:
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Teacher for Teacher lesson plan submitted by: TEAM TURKEY for the Thinking Otherwise project |
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Key Idea
This activity uses a short animation to foster discussion on values - responsibility, conformity, freedom, joy, creativity, love, individuality. The reason why I chose this activity is to help young people become more thoughtful, more reflective, considerate and reasonable individuals. I wanted to enhance children’s thinking and communication skills and boost self esteem.
Who is it for?
12 students aged 16-17 - but very flexible
Key Learning
- To listen carefully to each other
- To explore differences of opinion respectfully
- To value the ideas of others
- To recognise complexity and interdependence
What do I need?
Animated film stimulus "Alike" (CGI Animated Short Film HD "Alike " by Daniel Martínez Lara & Rafa Cano Méndez | CGMeetup}
How long does it take?
1 x 40 minutes
Step 1 - Introduction
Watch video and pause at 4 mins 54 seconds.
Pose an open question:
"Is there anything the father can do?"
Allow time to think and reason individually about the question before facilitating the exchange of ideas and opinions as a group, or community of enquiry.
Pose an open question:
"Is there anything the father can do?"
Allow time to think and reason individually about the question before facilitating the exchange of ideas and opinions as a group, or community of enquiry.
Step 2 - What Next?
After the students have expressed their ideas, watch the rest of the video.
Then pose a closed question:
"Should we surrender to the system?"
Students discuss their response to the question in pairs and share. Encourage students to generate questions of their own connecting, to the contributions made by the group so far. Allow time for everyone who wishes to contribute.
Then pose a closed question:
"Should we surrender to the system?"
Students discuss their response to the question in pairs and share. Encourage students to generate questions of their own connecting, to the contributions made by the group so far. Allow time for everyone who wishes to contribute.
Step 3 - Reflection and Evaluation
Observe students' participation and sharing.
Do they show each other understanding and respect?
Do they show understanding of the values in the story and how these can lead to internal/external conflict and worries?
How can differences be resolved? How can we focus more on finding common ground?
Do they show each other understanding and respect?
Do they show understanding of the values in the story and how these can lead to internal/external conflict and worries?
How can differences be resolved? How can we focus more on finding common ground?
Step 4 - Let's Share
This group had limited experience of communities of enquiry. They expressed how much they were looking forward to the next enquiry. As they increase in confidence, the students could plan and lead similar "circle activities" for younger students, helping them to develop their own communication skills and express their ideas.
The grey walls of state and capitalism, the endless working hours of education, the alienation experienced by people, through a father-son relationship, through the transformative effect of a colour, a music, in our lives, we can get rid of this alienation.
