Позакласна робота з англійської мови

Відеоконференція 

Date of videoconference: 21 February 2020
Time (GMT): 09:00
Duration of videoconference: 60 minutes
Age of students: 15
Module: Power of Narrative
Resources: https://generation.global/resources/

Dialogue

Being prepared for a video conference means two things:

1. Your students should have been taught and have practiced the very important dialogue skills as outlined in The Essentials of Dialogue. They will mak e use of these dialogue skills both to teach others and learn from others about their lives, their thoughts, beliefs and values. There are some excellent videos for you to view and share with your students on various dialogue skills that you can access here: YouTube or Vimeo. Your students should have worked through the relevant module. They need to have spent time thinking about the topic and about how their lives are directly affected by it. In Generation Global dialogue we aim for dialogue that focuses on "personal meaning and significance" and this means that a degree of self-reflection should have happened prior to the VC. All of our modules encourage this.
2. Please do not have your students read from notes - while notes might be useful as prompts, reading from scripts does not open up dialogue.

Please do not direct your students with what to say. You can find guidance on your important role as the teacher in the attached document (see the dos and dont's)

A note about language, if your students do not feel that they can express themselves clearly in the agreed language of the VC then they should feel free to speak in their native language with the teacher translating where necessary. The dialogue is the priority, not the practicing of speaking in a foreign language. I may suggest this during the course of the dialogue if I feel that the dialogue is being compromised by the limitations of the language.

Content

With regard to the agenda, please consider the below points and let me know if there is anything here that you would like to modify:

Narratives move and influence us: shaping our sense of self and our communities, whether these are urban legends, folklore, religious stories, political discourse or what we see and hear online. Stories are used to influence how we think and how we feel. In this dialogue students will have the opportunity to share the stories that shape their lives and values, where they see narratives being used to influence for good and ill and how they themselves use storytelling as a tool.

Sharing: Students share with one another a story or narrative that has impacted on them personally.

Enquiring: Students ask questions of one another focused on what they have heard in the sharing session as well as to explore the power of narratives in their communities.

I will be on hand, if required, to support students in developing threads so that they can use their dialogue skills to delve deeper into the main themes that emerge at this stage of the dialogue.

Challenge: Perhaps students would like to think of some lines of enquiry around the more challenging aspects of the rights of the power of narratives: Does it matter if a narrative is real? How should we respond to the global phenomena of ‘fake news’? I hope they will have challenging questions of their own!

Reflection: A couple of students from each class will be called upon to summarise key learning points and to comment on the dialogue skills of their own class and of students in their partner class. It is also encouraged that students comment on they FEEL about the dialogue experience.