Lesson 10 Opportunity

Lesson 10 Opportunity

Preparation - Checklist telling

• Chairs are arranged in a circle and everyone is seated. Outside the circle there may be tables for writing or clip-boards are used.
• U bereidt een eigen ervaring/verhaal voor over een keer dat u een kans kreeg of over een kans die u iemand anders heeft geboden. U maakt een lijstje van de diverse ervaringen. Vervolgens kiest u er één zorgvuldig uit, rekening houdend met de vertelvorm waarmee u de impact kan modereren. Houd het simpel, niet te groot qua emoties, een gemiddelde ervaring die kleur krijgt door details is meestal het effectiefst. De vorm waarin u vertelt staat model voor de deelnemers. Vertel precies en helder.
• U bereidt de verbindingsvraag voor. In deze les over kansen: ‘Wie van jullie wil vertellen over een keer dat iemand je een kans gaf of dat je zelf een ander een kans hebt gegeven?’
• U bereidt kaartjes met 6x3=18 startzinnen voor, zie dia Start II.
• Dobbelstenen, groepen van zes deelnemers, iedere groep één dobbelsteen.
• Stiften.
• Belletjes of ander instrument dat geluid maakt.
• Een zwarte pen voor alle deelnemers.
• A6-formaat papier.
• A8-formaat papier.
• A6-formaat kaartjes, gelieerd. 
• De docent bereidt A4’tjes voor (liggend) met twee kaders van 10 bij 10 centimeter naast elkaar of (staand) met een kader van 10 bij 10 centimeter midden-hoog gecentreerd. Afhankelijk van de opdracht bij Beeld.
• A4-formaat karton om kaften van te maken en drie ringen om de kaften en bladen mee bijeen te houden. Vanzelfsprekend is hier eigen inbreng mogelijk, zolang het eindresultaat het karakter van een boekje heeft waaraan nog bladzijden kunnen worden toegevoegd.
• Om de deelnemers in gevarieerde tweetallen te laten werken kunt u de deelnemers bij het binnenkomen of voorafgaand aan deze activiteit bijvoorbeeld gekleurde papiertjes laten trekken, waarna degenen met dezelfde kleur samen een team vormen. Een andere manier is deelnemers met opeenvolgende verjaardagen samen te laten werken. En zo meer...
• Als u ook een drieluik wilt maken: bedenkt u vooraf een aantal perspectieven die passen bij het onderwerp, waarmee de deelnemers vervolgens aan de slag gaan. Het kan ook zijn dat in gebruikte lesmodules thema's staan die hierbij kunnen aansluiten.

Checklist vertellen

Uw ervaring dient als voorbeeld voor de deelnemers. U kunt met uw eigen ervaring het onderwerp introduceren en beïnvloeden wat en hoe anderen gaan vertellen. Let daarom op de volgende aspecten bij het vertellen over die ervaring: 

• Begin direct te vertellen, zonder te veel inleiding;
  
• Vertel precies en helder;
  
• Zorg voor variatie in zinslengte en woordgebruik;
  
• Houd de begin-midden-eindstructuur in de gaten;
  
• Kies bewust welke bijvoeglijke naamwoorden u kunt gebruiken om extra kleur (informatie) te geven aan de deelnemers;
  
• Als er dialogen voorkomen in de ervaring kunt u die ook in uw vertelling opnemen;
  
• Neem details in uw vertelling op, waardoor uw ervaring meer tot de verbeelding spreekt;
  
• Neem in de beschrijving van uw ervaring één of meer zintuiglijke waarnemingen op;
  
• Wees zo volledig mogelijk. Vertel bijvoorbeeld met wie en waar u was, wat er precies gebeurde, hoe dat ging, hoe u zich voelde en hoe anderen reageerden;
  
• Stel uzelf vragen als: Wat gebeurde er? Wat deed ik? Wat dacht ik? Wat voelde ik? Hoe reageerde ik? Hoe reageerden anderen? Wat werd er gezegd?;
  
• Vertel uitsluitend over een werkelijk gebeurde ervaring. Plaats de ervaring niet langer terug dan drie maanden tot een jaar. Een uitzondering kunt u maken voor een thema als familie, waarbij de ervaringen zich duidelijk kunnen afspelen in het verleden;
  
• Houd in de gaten hoelang u bezig bent met vertellen;
  
• Vermijd het samenvatten van het verhaal en geef geen conclusie;
  
• Oefen het vertellen van de eigen ervaring en het stellen van de verbindingsvraag met bijvoorbeeld een collega of vriend. Zie bij Instrumenten: Vragen stellen - verbindingsvraag;
  
• Zorg ervoor dat u zich bij het delen van uw eigen ervaring alleen richt op het losmaken van de verhalen van de deelnemers. Het is niet de bedoeling dat u op zo’n moment kennis overdraagt, omdat het puur gaat om iets wat u heeft beleefd en waarover u onbevangen vertelt. U wilt ook dat de deelnemers onbevangen over hun ervaringen vertellen, zodat ze zich niet beoordeeld voelen. Het gaat om de gelijkwaardigheid tussen de vertellers en niet om het checken van hun kennisniveau;
  
• Soms - vooral als deze werkvorm nog onbekend is - wil er niemand vertellen. Dat is niet erg en kan worden opgelost door direct door te gaan met het maken van een lijstje. Maar het heeft de voorkeur dat de deelnemers zich uiteindelijk toch uitgenodigd gaan voelen en hun schroom overwinnen. Het vertrouwen van de deelnemers groeit met de veiligheid die zo worden ervaren;
  
• Wanneer de vertelronde even stilvalt, ligt dat meestal niet aan het onderwerp. Er komen vanzelf weer nieuwe verhalen. Ga na één of twee verhalen in de kring met de volgende stap.
  
• Elke keer lezen als een les eindigt en een eigen boek hebben, betekent dat reflectie zich op natuurlijke wijze ontwikkelt.
  

De bladindeling waarop de definitieve versie wordt geschreven, kan variëren gebaseerd op de inhoud van de les.

In de Beter Verwoorden-serie is gekozen voor een boekje in A4-formaat. In tweede instantie kunnen deze lessen ook uitgebreid worden met meer kennis, onderzoek en praktijk, daarom is er sprake van een drieluik (zie voorbeelden op de Grunberg Academie).

Prior

What will we do?

1. Playing
2. Telling&Writing&Drawing
3. Making
4. Presenting
5. Exchanging

Prior - the room

Time: ± 2 minutes

Explanation: The chairs are arranged in a circle. Everyone is seated. On the board/ flip chart is the structure of the lesson.
You can also discuss this briefly.

Structure

Express with Clarity - Be(come) Yourself:

Start: Starting dynamics I&II (ochre yellow)

1.     Own experience (blue)
2.     Knowledge (dark pink)
3.     Doing - Presenting (red)

Evaluate - Reflect (dark blue)

START I.A.

Wayne Cook 

I.A Wayne Cook

Time: ± 5 minutes

Energetic exercise & play

Explanation I.A: 

• Sit up straight. Place your left foot over your right knee. Hold your left ankle with your right hand and your left foot with your left hand;
  
• Breathe in gently through your nose. Let the inhalation lift your body slightly upward as you pull your leg toward your body with both hands. Exhale slowly through your mouth. Do this 5 times;
  
• Switch feet and repeat the whole process one more time;
  
• Place your legs side by side again. Place your fingertips together and place your thumbs between your two eyebrows;
  
• Breathe in and out slowly through your nose. Do this 4 times. On an exhale slowly spread your thumbs and push the skin of your forehead to the side.

Effect: Calms inner turmoil, makes you focus better, makes you learn better. Makes you calmer when nervous about a presentation or other performance.

START I.B.

I.B Counting Together

Time: ± 5-10 minutes - Groups of six

Energetic exercise & play

Explanation I.B: The participants stand in circles of about six people. Taking turns, but without agreeing on this, the numbers one to ten are listed. No one knows who will say the next number. Speed makes the game. If two or more people call out the next number at the same time, the game starts again at one.

Effect: Stimulate and practice concentration, get a better sense of the group, experience group process.

Passing materials around

Cards
&
Dice

Passing materials around

Time: ± 2 minutes
First, create groups of six participants.

Explanation: 

• You get a stack of cards with sentences on them, take three off for your group and pass the rest to your neighbor from another group.
  
• You get pens, take one for yourself and pass on the rest.
  
• You get a basket or tray of dice along take one per group and pass the rest.
• I put a paper A4 with someone from each group, this is the secretary and the person writes for the group.

You can decide if you choose the reader yourself or if the group can decide that. The person who gets that role reads out the group result. In the group they jointly prepare the reading aloud so that the person who is going to read can do it properly locally this person does not read their own handwriting.

START II

Roll & Associate

II. Dowling association

Time: ± 15 minutes/ Groups of six

Physical activity appropriate to the topic

Explanation: Each group has a die and a set of six cards with three sentences to be completed. Here you can think of sensory sentences and active sentences. For example, someone rolls three and can choose from the following options: 'I'm about to...', 'What does that smell like...', 'They just wanted to...'. Thus, there are 6x3=18 starting sentences per game. One participant writes down the story. At the end, the groups read the result to each other.

You can give each group the same sentences but you can also vary.

Variation 1

Each participant makes a starting sentence for the numbers 1 to 6 on the die. After that, the sentences are used by the inventor himself or one place forward, so that each participant can choose from his or her neighbor's sentences.

Variation 2

For each number on the die, there are three keywords on the sheet, from which one must be chosen each time to make a sentence. Then the next person in the group rolls and continues the story in the same way.

Effect: Stimulate creativity and imagination. It challenges participants in language, exchanging with others. Exploring and developing creativity together. Important aspects in getting comfortable with known and yet unknown others.

Manners

• The person speaking will not be interrupted.

• Questions can be asked after the telling. Questions are asked based on curiosity and about something that is still unclear. 

• No comments on each other.   
    
  

Prior

Time: ± 2 minutes/ Whole group

Explanation: The participants sit in a circle. You discuss manners if necessary. A first time, it is good to agree on the basic rules of exchange together with the participants based on these three/four suggested ground rules.
Everyone knows the manners:

• When someone speaks, the others listen without interrupting. 
• Never ask questions aimed at knowledge at this moment. It is about the experience.
• No commenting on each other.
  

Depending on the participants, a fourth rule can be added: you stay in your own place.

It is helpful to keep the rules visible to all participants. If you think the use of icons would be helpful to your participants, do so. This makes it easier to indicate what behavior is expected without using words and avoids interrupting the flow of the lesson. Clarity promotes safety.

To tell my story

Share personal experiences

Time: ±3+4 minutes - all participants. You may decide on ±2+5 if that seems better to you.

Explication: You tell about a time you were given an opportunity or an opportunity you gave someone else; then questions can be asked*.

If you want to invest time in sharing in the circle ask the connection question-invitation: Which of you wants to tell about a time when someone gave you a chance or when you yourself gave someone else a chance?

You ask the invitation question only when participants have asked enough questions after you have shared your experience story. You can also include this invitation in the assignment to the slide "The Invitation-List-Choice".

You will share your experience with participants, keeping in mind the following:

    Start telling directly, without too much introduction;

• Tell precisely and clearly;
• Keep an eye on how long you are telling;
• Avoid summarizing the story and do not give a conclusion;
• When sharing your own experience, make sure you focus only on disengaging the participants' stories. It is not your intention to impart knowledge at such a time, as it is purely about something you have experienced and about which you talk open-mindedly. You also want the participants to talk open-mindedly about their experiences and not feel judged. It is about equality between the storytellers and not checking their level of knowledge;
• Sometimes - especially if this form of work is unfamiliar - none of the participants wants to narrate. This is not a problem and can be solved by continuing directly with list-making. But it is better that participants eventually start to feel invited and overcome their diffidence. Participants' confidence grows with perceived safety;
• If the storytelling session stops for a while, it is usually not because of the topic. New stories come naturally.
• After one or two stories in the circle, move on to the next step. Or if you have less time you can continue right away with the invitation and list experiences and choose. This lesson is about experiences participants have had with fruit....
• When someone narrates, the others listen until the narrator finishes and then may ask questions about the shared experience.
  

Important*

Provide space for questions about the experience, not questions about knowledge.
You invite participants to ask questions about the related experience about curiosities they have or something that remains unclear.
 

 

Listening and asking questions

Listening and asking questions
Time: depending on the choice you make ±4 or 5 minutes
Explanation: Once you have shared your experience, participants will have the opportunity to ask questions about something they are still unclear about or something they would like to know more about. It is important to indicate that the questions can only be about what you have shared. so not about the basement of shoes or something else like that. If there is opportunity, one of the participants can share an experience of their own that comes up naturally. Even then the others will have the opportunity to ask questions.

Effect: exchanging improves listening and facilitates questioning. 

Participants experience what it is like when others listen attentively to them, what it is like to be asked questions and what they can do with them. This process happens naturally. 

Each time, a storyteller gets better at telling and listeners get sharper at listening.

Passing around materials

A8

Passing around materials

Time: ±2 minutes

Explanation: You are given a stack of papers, take one off for yourself and pass the rest to your neighbor.
You get pens, take one off for yourself and pass the rest on.

The invite - List - Choose

1.

2.

3.

The invite - List - Choose

Time: ±3 minutes

Explanation:

• Write on your piece of paper 1.-2.-3.  See the example on the board.
• Go over with yourself what experiences you have had that someone gave you a chance or that you yourself gave someone else a chance? Choose three and write down each experience in one word. It is only meant so that you yourself with that word immediately remember what you experienced. This is for yourself and remains private. If you don't have three experiences no problem. If you have more experiences you can expand the list.
• Choose the experience you can and want with to share with the group.
  
• Circle this choice.
• Put the pen away.

Sharing in pairs

Sharing in pairs

Time: ±6-10 minutes

Explanation: Divide the participants into pairs (different ways possible) by giving them a number 1 or number 2. Clearly indicate that the pair will sit so that they can see each other. Then they are instructed to tell their chosen experience, number 1 starts. Number 2 listens and waits until the end to ask questions about things that are unclear or interesting. Then switch roles. Make a sound as an indication that the roles are switching.

Participants experience what it is like when others listen intently to them, what it is like to be asked questions and what they can do with them. This process happens naturally. Each time, a storyteller gets better at telling and listeners get sharper at listening.

Effect: Participants practice attentive listening with the methods of Be(come) Yourself. They experience pleasure when their own experiences get the attention they deserve and in turn can give others this pleasure as well. By listening attentively, participants practice focus and concentration at the same time.

Passing around materials

A6

Passing around materials

Time: ±2 minutes

Explanation: You are given a stack of papers, take one off for yourself and pass the rest to your neighbor.

The pen you put away earlier can now be taken out and used again.

Write your story - 1st version 

Write your story - 1st version

Time: ±5-10 minuten - Individual

Explanation: Now write your story on the A6 paper (use it vertically) as you told it to your teammate. Write it as you told it, not abbreviated or summarized.
You check if you can include in your story the things you told in response to your interlocutor's questions.
If you told at length, you can choose a section to write down.
You are going to write down the first version of your text. If you have any questions, please let me know by raising your hand or coming to me.

Depending on the independence of the group, you can walk around or choose a fixed seat.

If you sit in a fixed spot let the participants join one by one. 

Instruction: If you have questions you can come to me but only if no one else is standing. Don't worry everyone will get their turn.

Writing is done first in the draft. You can choose different ways to edit the draft. You can decide whether the participants write the story in LessonUp or on their sheet.
In the direct form, the participant writes version 1 - draft, checks it, corrects it, and finally writes the final version 2 on the "neat" page for his/her book.

Discussing and editing texts can be done in several ways. In the Better Wording series, the shortest way is usually used, ' Fast in the Net - version 2'. If you want to work in teams you can choose 'Longer in the net - version 2'.

Passing around materials

Final page version

Passing around materials

Time: 2 minuten

Explanation: You get a stack of final version sheets, take one off for yourself and pass the rest on to your neighbor.

You can now take the pen you put away earlier and use it again.

Prepare

•  You prepare A4 sheets (portrait) with a frame at the top of about 10 by 10 cm. Below the frame will be two columns. One for the experience and the other for the eleven words poem of their choice.
  

Fast edit- 2nd version

1. Fast edit- version 2

Zelfstandig bewerken - versie in het net

Time: ±10 minutes

Explanation

instruction: Gently proofread your text for spelling errors. Correct in your draft version 1.
When in doubt, raise your finger and ask a question.

You write the answer on the board for other participants to see, a temporary public dictionary.
General instructions you can prepare on the digi/board or large sheet of paper:

• Check if you started sentences with a capital letter and if you used a period at the end of a sentence.
  
• When rereading, check that you have considered the structure of your story: a beginning - middle - end. If they wish, participants can add sentences to add this structure to their story.
  
• We have already discussed these rules, please re-read your text and check if you have used them. You will provide an overview of the rules for grammar, sentence structure or spelling that are currently known to participants so that participants can check their text accordingly. An overview of these can be provided by you on posters/digiboard. The participants can also have a notebook with rules.
  

You may decide to include a more extensive form of editing. This can be done in several ways:

• Editing in pairs - light                     Time: ± 10 minutes (See slide Longer edit in this lesson plan)
  
• Editing in pairs - more intense                                                Time: ± 20 minutes
  
• Classroom editing                              Time: ± 50 minutes
  
• Editorial office                                   Time: ± 55 minutes

Editing in pairs - light

Explanation:

1. You will make pairs and indicate that the participants in their pairs will exchange their texts.
2. Number one reads the text of number two and vice versa.
3. Take your time, prepare the reading aloud and let your teammate hear his text. Reading aloud makes a text sound and brings it to life. It gives the writer an opportunity to hear back his own words and to listen and experience whether his text is correct in terms of rhythm, sentence structure and content. It stimulates awareness of the effect of the written text and how it is understood by the other person.
4. Participants can now edit their own text based on what they have heard and the instructions of the independent editors. It involves tightening up wording and possibly adding additional information that will make your story clearer.

Editing in pairs - more intense

Explanation:

1. You will make pairs and indicate that the participants in their pairs will exchange their texts.
2. The participants each read the text of the other person from their team and underline the words about which they have doubts. Sometimes the reader doubts something but is correct, that is not a problem. All underlined doubts (spelling, grammar and style) should be formulated as questions as much as possible.
3. The idea is for the participants to go through the texts in conversation. The writer gets their own text back with the underlined words. As a team, participants go through all the questions and try to solve them (dictionaries, Ipads/phones and books for support).

All pairs work independently and can ask you questions if they need an expert.
You write answers about spelling on the board, creating a classroom dictionary.
After the texts are discussed, each owner begins rewriting their own text, final version.

Classroom editing 

Classroom work on texts is done by looking together at a text by one of the participants, called the learning text.
This form of work comes from Language Formation.

Explanation:

1. U en een deelnemer spreken af de tekst voor de klas te bewerken.
   
2. De andere deelnemers worden verdeeld in groepjes van drie tot vijf. 
   
3. In elke groep wijst u een secretaris aan door een van de deelnemers in die groep pen en een strook papier te geven. De secretaris schrijft de vragen van zijn groepje op.
   
4. De deelnemer die zijn tekst openbaar laat bewerken, leertekst, kiest een groep deelnemers die zijn googelaars en/of woordenboekspecialisten worden.
   
5. De deelnemer met de leertekst schrijft zijn tekst op het (digi)bord.
   
6. De andere deelnemers lezen de tekst en bereiden per groepje één tot drie vragen voor over de tekst: over spelling, grammatica, stijl en formulering. De opmerkingen die ze hebben moeten in vragende vorm zijn. De secretaris schrijft ze op.
   
7. Als de groep klaar is met de vragen, komt een van hen, niet de secretaris, naar voren om de woorden waaraan de vragen zijn gekoppeld in de leertekst te onderstrepen. Verschillende groepen kunnen een vraag stellen over dezelfde delen van de tekst (elke groep heeft zijn eigen kleur). Nu hebben alle groepen de vragen die in de leertekst staan aangegeven.
   
8. U kunt ook drie vragen stellen en daarmee richting geven aan de kennis die ze wil overbrengen. Zij voegt haar vragen als laatste toe.
   
9. De eigenaar van de leertekst begint zijn tekst te lezen, wanneer hij een vraag tegenkomt, zichtbaar door een teken of onderstreping, stopt hij en vraagt de groep die de vraag heeft onderstreept de vraag hardop voor te lezen. Het antwoord op de vraag mag de lerende tekstdeelnemer zelf geven met de leraar en zijn googelaars/woordenboekspecialisten als ondersteuners.

Als de deelnemer van de leertekst te verlegen is, neemt u een grotere rol op zich. Het proces is gericht op het samen leren van de tekst. Niet om iemand op zijn fouten te wijzen. De vragen worden dus één voor één behandeld. Zo komen verschillende regels van grammatica, spelling en stijl aan bod. De facilitator kan naar behoefte en niveau extra uitleg geven. De deelnemers maken aantekeningen. U kunt belangrijke regels die nog niet algemeen bekend zijn extra ondersteunen door ze langere tijd zichtbaar te houden in de klas. 

De keuze van de vorm waarin kennis wordt aangeboden hangt af van het niveau van de deelnemers en de fysieke mogelijkheden in de leeromgeving. Na de behandeling van de leertekst zijn allerlei punten besproken waarmee anderen nu ook hun eigen teksten kunnen gaan bewerken/verbeteren. Dit kan in tweetallen en individueel (zie Zelf bewerken of Bewerken in tweetallen). De punten kunnen op het digibord staan, op een poster aan de muur of in het notitieboekje/ schrift van elke deelnemer.

Redactiebureau 

Als de groep gevorderd is, kan de begeleider een "redactiebureau" opzetten. Een groep deelnemers controleert de verhalen op spelfouten, interpunctie en zinsbouw. Ze corrigeren de tekst niet, maar onderstrepen wel woorden waarover een vraag bestaat. Ze kunnen ook schriftelijk een inhoudelijke vraag stellen aan de schrijver van de tekst. De deelnemers rouleren zodat iedereen de kans krijgt om te experimenteren met de rol van redacteur.

Longer edit - 2nd version

2. Editing - Longer approach-

Time: 2x10 minutes

Text pre-final version - A. ntermediate reading aloud

Time: ± 1x10 minutes

Explanation: In pairs, participants read each other's text. 

The writer can listen attentively and experience whether his text is correct in terms of rhythm, sentence structure and content. 

The reader practices his reading (pronunciation, comprehension and rhythm). 

Then the roles are reversed. In this way, everyone has heard their text, a preparation for editing.

B. Text pre-final version - version 2

Time: ± 10 minutes/ Individual

Instruction: Now that you know how to adjust your text so that it can be better understood by a reader write your text again. You write on the answer sheet or on the paper specially distributed.* Now write your text exactly below the box. Include any suggestions for improvements. This is the final version of your text. If you have any questions, please let us know.**

When editing, participants can discuss in their teams. They can also approach you with questions. You will write answers about spelling on the board, creating a classroom dictionary.

General instructions you can prepare on the digi/board or large sheet of paper:
Check that you started sentences with a capital letter and that you used a period at the end of a sentence.
When rereading, check that you have taken into account the structure of your story: a beginning - middle - end. Participants can add sentences if they wish to add this structure to their story.
We have already discussed these rules, reread your text and see if you have used them. You will provide an overview of the rules for grammar, sentence structure or spelling that are currently known to participants so that participants can check their text accordingly. An overview of these can be provided by you on posters/digiboard. Participants can also have a notebook with rules.

Writing a final version is a training in precision: reflecting on the draft, improving words and sentence structure and practicing fine motor skills. It requires concentration on many levels. In this way, writers' stories get the attention they deserve.

After writing their final version, participants proceed to create a picture. You can also choose to postpone this task until a time when the energy of the group calls for rest or relaxation.

* The paper on which the text is written in the net may vary depending on the form of presentation. In the Better Words series, an A4-sized booklet has been chosen. In a second instance, these lessons can also be expanded to include more knowledge, research and practice, for this there is a triptych sheet as a form of presentation (see the examples).

**Depending on the independence of the group, the teacher can walk around or choose a fixed place.

  Build your image

 

Square
10 by 10

Build your image

Time: ± 10 minutes - individual

Explanation: On the designed page that accompanies this lesson, participants first draw with a black pen the place where the experience takes place. Then the people. They then draw something large, a detail, which they apply in color to the black and white drawing. 

You hand out the markers randomly or you pass a basket of markers through the group with the instruction that participants choose one color and then pass the basket on.

You indicate each step one by one, it is a guided process.

When the page is finished, participants put it in their booklet.

To prepare

• Black pens.
• Markers.
• A4 sheets (portrait) with a frame of 10 by 10 centimeters, centered high.
  

Passing materials around

Cards
&
Dice

Passing materials around

Time: ± 2 minutes
First, create groups of six participants.

Explanation: 

• You get a stack of cards with sentences on them, take three off for your group and pass the rest to your neighbor from another group.
  
• You get pens, take one for yourself and pass on the rest.
  
• You get a basket or tray of dice along take one per group and pass the rest.
• I put a paper A4 with someone from each group, this is the secretary and the person writes for the group.

You can decide if you choose the reader yourself or if the group can decide that. The person who gets that role reads out the group result. In the group they jointly prepare the reading aloud so that the person who is going to read can do it properly because this person does not read their own handwriting.

Roll & Associate

Roll & Associate - Variation 1 en 2

Time: ± 15minutes / Individual & Groups of six

You choose one of the variations for your group.

Variation 1 - individual

Explanation:: Each participant makes a starting sentence for the numbers 1 to 6 on the dice. 

Then the sentences are used by the creator itself or are moved one place, so that each participant can choose from the sentences of their neighbor.

Variation 2 - groups, 6 or other number

Explanation: For each number on the die, there are three key words on the sheet, from which one must always be chosen to make a sentence. Then the next person  of the group throws and the story continues in the same way.

Effect: Stimulate creativity and imagination. It challenges the participants in linguistics, exchanging with others. Discover and develop creativity together. Important aspects of feeling comfortable with known and unknown others.

Reading in the circle

Reading in the circle

Time: ± 15 minutes

Explanation: The participants read their text one by one and show their drawing to the group. In this way, little by little, they develop a sense of presentation.

You can give instructions so that they read a little louder or clearer while at the same time taking their place and looking at the others. But this must be decided calmly and always with respect for the feeling of security.

At the end you can ask how the participants feel and say this in one word.

Reading every time a lesson ends and having your own book means that reflection develops naturally.

Evaluation

Evaluation

Time: ±5-10 minutes

Explanation: After the presentation there will be a short time to exchange about the experience of presenting.

If you want everyone to participate, you can invite participants to briefly comment on their presenting experience.

You can also invite each team to share a little about how they prepared for the presentation and what it was like for them.

Looking back

How do you feel?
- in one word or one sentence -

Reflection - Looking back

Time: ± 5-10 minutes

Explanation: You invite all participants to say in one word how they felt during the presentation.

In addition, you ask each participant:
"What from this lesson can you use in your daily life?"

I take with me

What of this lesson can you
use in your daily life?

Reflection - I take with me ...

Time: ± 5-10 minutes

Explanation: You ask each participant:
"What from this lesson can you use in your daily life?"

You also have invited all participants to say in one word how they felt during the presentation.