![\"\"](\"https:\/\/blogs.sch.gr\/ggyftoula\/files\/2018\/09\/video-300x128.jpg\")
<\/h2>\nInstructions<\/h2>\n\n\u00a0Step 1<\/strong><\/h2>\n<\/div>\n<\/div>\n\n\n\nWhole Class Discussion Based on Short Film Extracts <\/strong>
\nTime: Approximately 1 hour<\/p>\nWe started the activity by watching two episodes of Virago <\/i>in class. Virago<\/i> is an online series, led by the actress Aude Gogny-Goubert, and \u00a0it portrays women who took important actions in their life. Each episode lasts about 3 to 4 minutes and is realised in a humorous and dynamic way, Aude GG playing both the role of a chronicler and of the woman character. At the end of each video, I asked my students the following questions:<\/p>\n\n- What action did the portrayed woman take?<\/li>\n
- What principal qualities did she show in order to accomplish this action?<\/li>\n<\/ul>\n
The students were invited to answer the questions on \u00a0post-its on the board. We read them all together, and followed with a whole group discussion:<\/p>\n
\n- How would you qualify the action this woman took? Why do you think it is so?<\/li>\n
- Did her background help her? Do you think it was easy for her to do so?<\/li>\n
- What do you think about the personal qualities she showed: do you think these are common qualities? \u00a0Have any of you shown such qualities at any time?<\/li>\n
- What do you think she felt after having done what she did?<\/li>\n<\/ul>\n
Here are a few comments my students came up with at the end of this discussion: :<\/p>\n
\n- We see an action as remarkable when it is something that we ourselves \u00a0have never done, but that corresponds to our set of values<\/b>. In that sense, it is an inspiring<\/b> action that we somehow admire.<\/li>\n
- Taking action depends less on one\u2019s background than on the circumstances<\/b>, and the ability to seize an occasion<\/b>. In that sense, anyone can take action<\/b>, if he\/she accepts the responsibility<\/b> to act in \u00a0a given situation.<\/li>\n
- The qualities that the presented women showed can be considered common qualities that anyone can have but not everyone can show in action.<\/b>.<\/li>\n
- The portrayed women must have been proud of what they did because they acted accordingly to their beliefs and values.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n
\u00a0Step 2<\/strong><\/h2>\n\n\nPair Work
\n<\/b>Time: 30 minutes<\/p>\n
Secondly, I invited the students to stand in pairs for a first step towards \u00a0teamwork. Since the aim of the activity is to break the ice and meet with each other, I didn\u2019t let them choose their mate.<\/p>\n
The \u00a0pairs were invited to follow these instructions:<\/p>\n
You are a journalist, and you have to \u00a0conduct an interview with your classmate. Each of you will have to find out \u00a0the following information about your partner:<\/i><\/p>\n\n- Name, surname, age and place of birth;<\/i><\/li>\n<\/ul>\n
\n- A true story of something that your classmate has done and that he or she is proud of.<\/i><\/li>\n<\/ul>\n
I advised all the students to take precise notes of what was \u00a0said.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n\n\n\n\nStep 3<\/h2>\n
Cooperative Work <\/b>
\nPartly in class, partly out of school\u2026<\/p>\n
Once all the students had their interviews done, I mixed up the pairs to make groups of three students (four if necessary). I paid attention to the fact that no one would be in the same group as before. Here is what I asked them to do:<\/p>\n
For each interview, you will create \u00a0a short film inspired by Virago\u2019s format (1 minute-film maximum), which will present your classmate and \u00a0\u00a0his or her achievement. In each group, there will be:<\/i><\/p>\n\n- One or two filmmakers in charge of the scenery and the video.<\/i><\/li>\n<\/ul>\n
\n- One actor playing the role of the chronicler;<\/li>\n<\/ul>\n
\n- One actor playing the role of the student who\u2019s being portrayed.<\/li>\n<\/ul>\n
The roles have to be distributed among the group participants and can either be fixed or flexible.<\/i><\/p>\n
The students had 10 days to make the videos and were finally asked to send the final products to me \u00a0by email<\/p>\n
\u00a0Step 4<\/h2>\n\nWatching the Videos
\n<\/b>Time: A few minutes at the beginning of the lesson over several weeks.<\/p>\n
The final step was to watch \u00a0all the mini-documentaries in class \u2013 two or three videos at a time at the beginning of the lessons, in order to create a convivial climate in the class.<\/p>\n<\/div>\n
Debriefing<\/h2>\n\n<\/div>\n<\/div>\n<\/div>\n\nAt the end of the whole session, I facilitated \u00a0a debriefing with the students around the following questions:<\/p>\n
\n- How did you feel during the interview session? Was it easier to interview or be interviewed?<\/li>\n
- How did you distribute the different roles for the cooperative work? Why? Was distributing the roles easy or uneasy?<\/li>\n
- In general, how did you feel during this activity? And how do you feel now?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n\n\n
4 Reasons I Tried this Activity<\/h2>\n\n<\/div>\n<\/div>\n<\/div>\n\n\n\n- \n
Multiplying Contact<\/h4>\n<\/li>\n
- \n
An Overview of Methods<\/h4>\n<\/li>\n
- \n
A Positive Outlook<\/h4>\n<\/li>\n
- \n
Activity and Creativity<\/h4>\n<\/li>\n<\/ul>\n<\/div>\n\n\nWhen talking about \u201cmeeting the students\u201d, I usually thought about my meeting them. But I realized \u00a0that one of the first classes of the year could also be an occasion for the students to meet, not only as friends or classmates \u00a0but as work partners, belonging to the same team. With this activity, I wanted to enable them to discover classmates with whom they wouldn\u2019t spontaneously have talked. Furthermore, being presented by someone else and having the responsibility to present someone else \u00a0can be as much a way of strengthening contacts between the students as a way to give food for thought about truthful representations .<\/p>\n<\/div>\n<\/div>\n<\/div>\n
\n\n\nMeeting my new students is always exhilarating!<\/h2>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n\n\nTips for Teachers<\/h2>\n\n<\/div>\n<\/div>\n<\/div>\n\nSome colleagues and friends who had a look at my project to give me some feedback raised two questions about it. Here they are, and the answer I gave them.<\/p>\n
First, what if some students refuse to talk about \u00a0about themselves or say that they never accomplished anything that they could be proud of? Actually, I had to face this situation with one of my students. This gave me the opportunity to have a first informal talk with her, to see if I could help her. In the end, since she couldn\u2019t find anything she was proud of, I ended up telling her that it didn\u2019t matter for the activity, but that she would still be free to tell a story of her own if ever she could think about anything in the future. This helped \u00a0me realize that I have to pay extra attention to this student and find ways to make her more confident. Secondly, what if some students \u00a0produce videos that might mock the others or present a provocative action? Since the students have to \u00a0email me the videos, I\u2019ll be able to screen such behaviours in advance. Tensions, conflicts, mockeries are things happening in a class. I think that it is better to face them as soon as possible. There again, my intention would be to lead a discussion with the students.<\/p>\n
In any case, what I hope through this activity is to develop a good relationship with every student and promote dialogue, curiosity, respect and cooperation \u00a0to build a good community that can solve eventual problems together.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"
An activity to help team building and communication in class. by Audrey Cheynut published at https:\/\/www.learntochange.eu\/2018\/09\/15\/tous-extraordinaires\/ Instructions \u00a0Step 1 Whole Class Discussion Based on Short Film Extracts Time: Approximately 1 hour We started the activity by watching two … <\/p>\n
\u00a0Step 1<\/strong><\/h2>\n<\/div>\n<\/div>\n\n\n\nWhole Class Discussion Based on Short Film Extracts <\/strong>
\nTime: Approximately 1 hour<\/p>\nWe started the activity by watching two episodes of Virago <\/i>in class. Virago<\/i> is an online series, led by the actress Aude Gogny-Goubert, and \u00a0it portrays women who took important actions in their life. Each episode lasts about 3 to 4 minutes and is realised in a humorous and dynamic way, Aude GG playing both the role of a chronicler and of the woman character. At the end of each video, I asked my students the following questions:<\/p>\n\n- What action did the portrayed woman take?<\/li>\n
- What principal qualities did she show in order to accomplish this action?<\/li>\n<\/ul>\n
The students were invited to answer the questions on \u00a0post-its on the board. We read them all together, and followed with a whole group discussion:<\/p>\n
\n- How would you qualify the action this woman took? Why do you think it is so?<\/li>\n
- Did her background help her? Do you think it was easy for her to do so?<\/li>\n
- What do you think about the personal qualities she showed: do you think these are common qualities? \u00a0Have any of you shown such qualities at any time?<\/li>\n
- What do you think she felt after having done what she did?<\/li>\n<\/ul>\n
Here are a few comments my students came up with at the end of this discussion: :<\/p>\n
\n- We see an action as remarkable when it is something that we ourselves \u00a0have never done, but that corresponds to our set of values<\/b>. In that sense, it is an inspiring<\/b> action that we somehow admire.<\/li>\n
- Taking action depends less on one\u2019s background than on the circumstances<\/b>, and the ability to seize an occasion<\/b>. In that sense, anyone can take action<\/b>, if he\/she accepts the responsibility<\/b> to act in \u00a0a given situation.<\/li>\n
- The qualities that the presented women showed can be considered common qualities that anyone can have but not everyone can show in action.<\/b>.<\/li>\n
- The portrayed women must have been proud of what they did because they acted accordingly to their beliefs and values.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n
\u00a0Step 2<\/strong><\/h2>\n\n\nPair Work
\n<\/b>Time: 30 minutes<\/p>\n
Secondly, I invited the students to stand in pairs for a first step towards \u00a0teamwork. Since the aim of the activity is to break the ice and meet with each other, I didn\u2019t let them choose their mate.<\/p>\n
The \u00a0pairs were invited to follow these instructions:<\/p>\n
You are a journalist, and you have to \u00a0conduct an interview with your classmate. Each of you will have to find out \u00a0the following information about your partner:<\/i><\/p>\n\n- Name, surname, age and place of birth;<\/i><\/li>\n<\/ul>\n
\n- A true story of something that your classmate has done and that he or she is proud of.<\/i><\/li>\n<\/ul>\n
I advised all the students to take precise notes of what was \u00a0said.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n\n\n\n\nStep 3<\/h2>\n
Cooperative Work <\/b>
\nPartly in class, partly out of school\u2026<\/p>\n
Once all the students had their interviews done, I mixed up the pairs to make groups of three students (four if necessary). I paid attention to the fact that no one would be in the same group as before. Here is what I asked them to do:<\/p>\n
For each interview, you will create \u00a0a short film inspired by Virago\u2019s format (1 minute-film maximum), which will present your classmate and \u00a0\u00a0his or her achievement. In each group, there will be:<\/i><\/p>\n\n- One or two filmmakers in charge of the scenery and the video.<\/i><\/li>\n<\/ul>\n
\n- One actor playing the role of the chronicler;<\/li>\n<\/ul>\n
\n- One actor playing the role of the student who\u2019s being portrayed.<\/li>\n<\/ul>\n
The roles have to be distributed among the group participants and can either be fixed or flexible.<\/i><\/p>\n
The students had 10 days to make the videos and were finally asked to send the final products to me \u00a0by email<\/p>\n
\u00a0Step 4<\/h2>\n\nWatching the Videos
\n<\/b>Time: A few minutes at the beginning of the lesson over several weeks.<\/p>\n
The final step was to watch \u00a0all the mini-documentaries in class \u2013 two or three videos at a time at the beginning of the lessons, in order to create a convivial climate in the class.<\/p>\n<\/div>\n
Debriefing<\/h2>\n\n<\/div>\n<\/div>\n<\/div>\n\nAt the end of the whole session, I facilitated \u00a0a debriefing with the students around the following questions:<\/p>\n
\n- How did you feel during the interview session? Was it easier to interview or be interviewed?<\/li>\n
- How did you distribute the different roles for the cooperative work? Why? Was distributing the roles easy or uneasy?<\/li>\n
- In general, how did you feel during this activity? And how do you feel now?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n\n\n
4 Reasons I Tried this Activity<\/h2>\n\n<\/div>\n<\/div>\n<\/div>\n\n\n\n- \n
Multiplying Contact<\/h4>\n<\/li>\n
- \n
An Overview of Methods<\/h4>\n<\/li>\n
- \n
A Positive Outlook<\/h4>\n<\/li>\n
- \n
Activity and Creativity<\/h4>\n<\/li>\n<\/ul>\n<\/div>\n\n\nWhen talking about \u201cmeeting the students\u201d, I usually thought about my meeting them. But I realized \u00a0that one of the first classes of the year could also be an occasion for the students to meet, not only as friends or classmates \u00a0but as work partners, belonging to the same team. With this activity, I wanted to enable them to discover classmates with whom they wouldn\u2019t spontaneously have talked. Furthermore, being presented by someone else and having the responsibility to present someone else \u00a0can be as much a way of strengthening contacts between the students as a way to give food for thought about truthful representations .<\/p>\n<\/div>\n<\/div>\n<\/div>\n
\n\n\nMeeting my new students is always exhilarating!<\/h2>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n\n\nTips for Teachers<\/h2>\n\n<\/div>\n<\/div>\n<\/div>\n\nSome colleagues and friends who had a look at my project to give me some feedback raised two questions about it. Here they are, and the answer I gave them.<\/p>\n
First, what if some students refuse to talk about \u00a0about themselves or say that they never accomplished anything that they could be proud of? Actually, I had to face this situation with one of my students. This gave me the opportunity to have a first informal talk with her, to see if I could help her. In the end, since she couldn\u2019t find anything she was proud of, I ended up telling her that it didn\u2019t matter for the activity, but that she would still be free to tell a story of her own if ever she could think about anything in the future. This helped \u00a0me realize that I have to pay extra attention to this student and find ways to make her more confident. Secondly, what if some students \u00a0produce videos that might mock the others or present a provocative action? Since the students have to \u00a0email me the videos, I\u2019ll be able to screen such behaviours in advance. Tensions, conflicts, mockeries are things happening in a class. I think that it is better to face them as soon as possible. There again, my intention would be to lead a discussion with the students.<\/p>\n
In any case, what I hope through this activity is to develop a good relationship with every student and promote dialogue, curiosity, respect and cooperation \u00a0to build a good community that can solve eventual problems together.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"
An activity to help team building and communication in class. by Audrey Cheynut published at https:\/\/www.learntochange.eu\/2018\/09\/15\/tous-extraordinaires\/ Instructions \u00a0Step 1 Whole Class Discussion Based on Short Film Extracts Time: Approximately 1 hour We started the activity by watching two … <\/p>\n
Whole Class Discussion Based on Short Film Extracts <\/strong> We started the activity by watching two episodes of Virago <\/i>in class. Virago<\/i> is an online series, led by the actress Aude Gogny-Goubert, and \u00a0it portrays women who took important actions in their life. Each episode lasts about 3 to 4 minutes and is realised in a humorous and dynamic way, Aude GG playing both the role of a chronicler and of the woman character. At the end of each video, I asked my students the following questions:<\/p>\n The students were invited to answer the questions on \u00a0post-its on the board. We read them all together, and followed with a whole group discussion:<\/p>\n Here are a few comments my students came up with at the end of this discussion: :<\/p>\n Pair Work Secondly, I invited the students to stand in pairs for a first step towards \u00a0teamwork. Since the aim of the activity is to break the ice and meet with each other, I didn\u2019t let them choose their mate.<\/p>\n The \u00a0pairs were invited to follow these instructions:<\/p>\n You are a journalist, and you have to \u00a0conduct an interview with your classmate. Each of you will have to find out \u00a0the following information about your partner:<\/i><\/p>\n I advised all the students to take precise notes of what was \u00a0said.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n Cooperative Work <\/b> Once all the students had their interviews done, I mixed up the pairs to make groups of three students (four if necessary). I paid attention to the fact that no one would be in the same group as before. Here is what I asked them to do:<\/p>\n For each interview, you will create \u00a0a short film inspired by Virago\u2019s format (1 minute-film maximum), which will present your classmate and \u00a0\u00a0his or her achievement. In each group, there will be:<\/i><\/p>\n The roles have to be distributed among the group participants and can either be fixed or flexible.<\/i><\/p>\n The students had 10 days to make the videos and were finally asked to send the final products to me \u00a0by email<\/p>\n Watching the Videos The final step was to watch \u00a0all the mini-documentaries in class \u2013 two or three videos at a time at the beginning of the lessons, in order to create a convivial climate in the class.<\/p>\n<\/div>\n At the end of the whole session, I facilitated \u00a0a debriefing with the students around the following questions:<\/p>\n When talking about \u201cmeeting the students\u201d, I usually thought about my meeting them. But I realized \u00a0that one of the first classes of the year could also be an occasion for the students to meet, not only as friends or classmates \u00a0but as work partners, belonging to the same team. With this activity, I wanted to enable them to discover classmates with whom they wouldn\u2019t spontaneously have talked. Furthermore, being presented by someone else and having the responsibility to present someone else \u00a0can be as much a way of strengthening contacts between the students as a way to give food for thought about truthful representations .<\/p>\n<\/div>\n<\/div>\n<\/div>\n Some colleagues and friends who had a look at my project to give me some feedback raised two questions about it. Here they are, and the answer I gave them.<\/p>\n First, what if some students refuse to talk about \u00a0about themselves or say that they never accomplished anything that they could be proud of? Actually, I had to face this situation with one of my students. This gave me the opportunity to have a first informal talk with her, to see if I could help her. In the end, since she couldn\u2019t find anything she was proud of, I ended up telling her that it didn\u2019t matter for the activity, but that she would still be free to tell a story of her own if ever she could think about anything in the future. This helped \u00a0me realize that I have to pay extra attention to this student and find ways to make her more confident. Secondly, what if some students \u00a0produce videos that might mock the others or present a provocative action? Since the students have to \u00a0email me the videos, I\u2019ll be able to screen such behaviours in advance. Tensions, conflicts, mockeries are things happening in a class. I think that it is better to face them as soon as possible. There again, my intention would be to lead a discussion with the students.<\/p>\n In any case, what I hope through this activity is to develop a good relationship with every student and promote dialogue, curiosity, respect and cooperation \u00a0to build a good community that can solve eventual problems together.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" An activity to help team building and communication in class. by Audrey Cheynut published at https:\/\/www.learntochange.eu\/2018\/09\/15\/tous-extraordinaires\/ Instructions \u00a0Step 1 Whole Class Discussion Based on Short Film Extracts Time: Approximately 1 hour We started the activity by watching two … <\/p>\n
\nTime: Approximately 1 hour<\/p>\n\n
\n
\n
\u00a0Step 2<\/strong><\/h2>\n
\n<\/b>Time: 30 minutes<\/p>\n\n
\n
Step 3<\/h2>\n
\nPartly in class, partly out of school\u2026<\/p>\n\n
\n
\n
\u00a0Step 4<\/h2>\n
\n<\/b>Time: A few minutes at the beginning of the lesson over several weeks.<\/p>\nDebriefing<\/h2>\n
\n
4 Reasons I Tried this Activity<\/h2>\n
\n
Multiplying Contact<\/h4>\n<\/li>\n
An Overview of Methods<\/h4>\n<\/li>\n
A Positive Outlook<\/h4>\n<\/li>\n
Activity and Creativity<\/h4>\n<\/li>\n<\/ul>\n<\/div>\n
Meeting my new students is always exhilarating!<\/h2>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
Tips for Teachers<\/h2>\n