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18 Add water and stir: A resource bank of CGEA material for LLNP and .com mean. How does this affect the kind of information presented? • If learners are not familiar with saving information in a word document, show them how to do this, modeling as required. • Learners do not need to complete an extensive report for this task. Handout 3 provides some guidance about the kind of information that they could collect. Some questions may not be easy to find the answers for. Assure learners that this is quite OK and they can discuss this when reporting back and sharing knowledge with class. • Once information is saved, learners can store it in a file and return to it at a later stage to access the information and complete the assignment. In order to avoid repetition of long tracts of information, stress to learners that bigger is not better. Just a sentence or two under each heading is enough. Ask learners to read the information to make sure that it makes sense. Ask learners to complete a rough draft of their research, check with teacher to revise and edit, and write a completed piece of around 250 words. • Teachers can set time aside so that learners can share their information with classmates. This does not need to be done as a formal reading of their work One or two of the most interesting things about their award winner is enough. Use Handout 4 to support learners in reflecting on the information. Ask learners to reflect on their information sites: Questions to stimulate reflection could include: ––‘Which was the least useful?’ ––‘Which was the most useful?’ ––‘Which was the easiest to read?’ ––‘Which was the most clearly set out?’ These responses can be part of the class discussion. then ask learners to complete Handout 4 individually.
Hands 2: Community, Facilitator Guide 19 Activity 3: Indigenous heroes This activity will consolidate learners information gathering skills. The idea is to gather a broad picture of Indigenous people who have made significant contributions over time and to share this information with others. Learners will not be required to complete a written report, but to use some writing to support oral sharing of knowledge about social, cultural and political achievements of Indigenous people over time. • Ask learners to access handout 5. After scanning the pages, ask them to select a group under one of the headings. i.e. Warriors political activists etc. Who could be added to this group? Learners can negotiate who could be on their list. Discuss in small and large groups (Many more names could be added – it is a deliberately incomplete list. This is just a starting point to stimulate reflection. The point is to customize the list to the particular interests and contexts of learners. This is not to disrespect the contributions of others but to limit the task to something that is achievable and relevant to the needs of learners.) • Learners may decide to prioritise Indigenous achievers whom they do not know very much about, and would like to know more. • Each group of learners can then be responsible for finding out something about the people named under the heading that they have chosen. Each individual learner can be responsible for finding out a little bit about one individual. Learners can use the internet as for the previous task and consolidate their information accessing skills. They may wish to access other sources such as books, orally transmitted cultural knowledge, TV/video. • Learners do not have to complete a written report for this, however, they can jot/copy down some notes to jog their memories for when they reassemble as a group to share their information. Handout 6 will support the organization of this information so that it can easily be shared with others. • Ask learners to share their knowledge in small groups to prepare what they are going to say. Report back to the wider group. What have they learnt about the person? What have they learnt about accessing information? • Option: Learner groups to produce a poster which profiles a little information about each the people in they researched E.g. landrights/political activists etc.
Page 1: Contents Facilitator guide Overview
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