Activities
Students develop ideas and write a practical project for resolving or adding new value to a poverty problem they have identified.
- Ask what is the problem, where is it experienced and when did it start? who questions – and most importantly, why?
- How might this situation be improved/solved/resolved?
- Who is involved? contact someone involved that is trying to resolve the problem
- Reflect on what has been achieved or changed. have you changed?
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Teacher in Accounting: Using the four quadrant approach:
- Think of the binary opposites of two challanges (for example, formal vs. informal systems/open to change vs. closed to change).
- Place the four factors in a four quadrant.
- Describe a future scenario that would be typical of these four situations (Formal-open/formal-closed/informal-open/informal-closed).
- plan a lesson that you could practically apply to one of the scenarios.
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plan a lesson that you can practically apply to one of the scenarios.
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Radiation Science Teacher: We use debates as assessment. Ultimately this could be used for any competence and any SDG. We set the debate topic and can record the session for reference. In debates, students need to
- Use facts: train in what is a reliable source
- Take different perspectives (alternative could be assigned as playing the role)
- Show critical thinking
- Discuss for one hour/student (2 hours total for one session)
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Environmental Science Teacher: I use student centred participatory learning with the climate Fresk workshop to inspire action for climate change.
It is a science based collaborative excersices that helps particpants to understand the causes and consequences of climate change. It is simple to implement and all ages can get involved. You don’t need to know science to be able to take part and learn.
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