TASKs for democracy

Activity 32
Maps: describing our reality
DESCRIPTION
Original activity contributed by Tahany Shemeis
Focus: in this activity, participants will go into a hands-on experience in evaluating sources based on a set of
agreed-upon criteria. Teachers will evaluate how these sources are suitable for a given learning objective. It
should guide teachers in selecting diverse and attractive sources that support the content of their teaching,
reflect multiple perspectives of a targeted topic, and thus promote classroom activities that are engaging and
present a balanced perspective on learners’ (historical, social, economic) environment.
Target group: pre-/in-service teachers of age groups 3-5/6-10/10-14/14-18/adult learners
Expected learning outcomes:
A_EPIST_2 Recognition of formal, non-formal and informal learning in a lifelong perspective
A_EPIST_3 Inclination to see things from different perspectives
A_EPIST_4 Readiness to question one’s own and others’ views, beliefs and theories.
S_SELF_1 Capacity to face the challenge of doubt and uncertainty
K_EPIST_1 Understanding of the relativity of knowledge, that theories are social constructs that
remain incomplete and unfinished
Type of activity: Core/main activity
PROCEDURE
Step 1 (identifying representations – whole group work – 20 minutes)
1. Project a slide showcasing different types of historical, geographical and media sources to help participants
engage in a “thought shower” on different types of sources used in educational settings.
2. Ask the participants, “What sources can a teacher use in the classroom to work on a ‘real-life topic’ with
students?”
3. The thought shower should follow the following specific rules.
Define the issue clearly, and lay out any criteria to be met.
Ask participants to individually write their ideas on a sheet of paper.
Each in turn, the participants read their ideas aloud.
Keep the session focused on the issue.
Ensure that no one criticises or evaluates the ideas expressed during the session. (Criticism introduces
an element of risk for group members when putting forward an idea. It stifles creativity and cripples
the free running nature of a good brainstorming session.) Encourage an enthusiastic, uncritical attitude
among members of the group.
Try to get everyone to contribute and develop ideas, including the quietest members of the group.
Let people have fun. Encourage them to come up with as many ideas as possible, from solidly practical
ones to wildly impractical ones. Welcome creativity!
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