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Add your tweet-length response in this section, write or speak

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Add your tweet-length response in this section, write or speak

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Download this .doc to record your responses on here to complete the online course and claim your completion certificate. Completing, holds open your recognition with the Global Teachers Award until December 2020, so you can undertake classroom practice and complete the GTA reflective assignment once restrictions are lifted.

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If you would rather talk than write, simply upload your verbal reflections on the critical thinking activities 2.2 & 2.3

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If you would rather talk than write, simply upload your verbal reflections on the critical thinking activities 2.2 & 2.3

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What would you see in a country in Africa?

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What would you see in a country in Africa?

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Try out the preconceptions activity below. How could you use this to bring more critical thinking to your class?
Reflect on how you will adapt or tweak this to use within your own teaching. Post and share your key learning reflections.

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To what extent are pupils' views of countries in Africa stereotypical?
What do I need?

A blank A3 outline map of Africa for each group

A question sheet asking If you visited a country in Africa what would you see?

A pen for each pupil

What do I do?
Timing: 10 minutes

Ask pupils If you visited a country in Africa what would you see?

If prompts are needed, these may be useful, but make sure to use the same ones with all pupils:

'Are there any people, what would they be doing, what would they look like?'

'Are there any buildings, what would they look like?'

'What would you see growing?'

Ask pupils to draw or write their responses on the blank map. Younger pupils may need support with writing down responses; if so record responses yourself or ask colleagues or volunteers to be note takers.

Record any comments made and explanations given that aren't written down by pupils.

Make sure all drawings are labelled as you go, so that they can be easily interpreted later.

How do I analyse the results?

Classify the comments using the following headings, and if there are multiples of the same comment, then note down how many of each.
Natural Environment
(climate, landscape, animals and plants)
Built Environment
(buildings, any development of land by people)
People and society
(daily life, food, relationships, poverty/wealth, health)
Culture and history
(historical events, monuments, aspects of cultural life, language, music)
Energy, transport and communications
(electricity, technology, transport)
Economic activity
(means of earning income, trade, industry, tourism)

Places (countries, cities, rivers, mountains)

Notice what the balance is between the different categories, and the diversity of responses within each category. Do pupils have a single image of the continent? Do they only know about rural lives, traditional cultures, wild animals and poverty, or are they aware of the diversity in landscapes, buildings and people?
How do I measure the change?

Repeat the activity, analyse and compare the results.

Examine the extent of change with the first activity results

Look for a greater balance in pupils' responses, showing an awareness of diversity in all aspects of life in any African country, for example between urban and rural life, rich and poor, traditional and contemporary.

Look for greater awareness of African authors, artists, musicians, scientists and designers.

Note any other changes in awareness of issues surrounding the continent of Africa, for example the impact of globalisation on international trade with African countries, or of the effects of climate change.

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What would you see in a country in Africa? - toolkit.risc.org.uk

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What do I want to find out? To what extent are pupils' views of countries in Africa stereotypical? What do I need? A blank A3 outline map of Africa for each group A question sheet asking If you visited a country in Africa what would you see?

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Try out the photo activity below. Consider how you could use this activity to introduce critical thinking to your class through using photographs.
Reflect on how you would adapt or tweak this to use within your own teaching. Post and share your key learning reflections.

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Explore pupils' perceptions of Brazil and the UK and find out if they recognise the diversity of people and places in both countries. Getting the right answers is less important than finding out why choices have been made.
What do I need?
A series of photographs of Brazil and of the UK that depict people and places that challenge perceptions.

Paper to record comments and reasons given.
What do I do?
Timing: 5 minutes

Show the pupils each photograph, or all the photographs together and ask them to decide whether they think it is Brazil or the UK. You can use photographs of any country that you are interested in.

Decide whether you want pupils to vote for their answers, write them down, or sort the photographs into two piles.

Make sure you record reasons for their choices and any other comments they make. Younger pupils may need support with writing down responses; if so record responses yourself or ask colleagues or volunteers to be note takers

If you want to repeat the activity exactly, make sure not to tell pupils the correct answers.

How do I analyse the results?

Keep a tally of the decision that is made for each photo: how many times it is thought to be from Brazil or from the UK

Keep a record of all comments the pupils make, as well as their justifications for their choices.

Note any critical thinking or questioning of the activity itself or of fellow pupils.

Record any comments made about stereotypes.

How do I measure the change?

Depending on the time between each audit, you can repeat the activity exactly, or use an alternative set of photos based on the same criteria

You may prefer to ask pupils to revisit the original activity, show them their responses and ask them if they would like to change their mind. Record the changes, the reasons and which image they related to.

Look for the extent to which pupils recognise diversity in each country and similarities between the two countries.

Record any references pupils make to diaspora communities in the UK and in Brazil.

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What do I want to find out? Explore pupils' perceptions of Brazil and the UK and find out if they recognise the diversity of people and places in both countries. Getting the right answers is less important than finding out why choices have been made. What do I need?

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The place to post your global citizen and collaborate with others.

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The place to post your global citizen and collaborate with others.

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Generate a global citizen, recording the attributes that you feel young people should have to understand the world and make a difference.

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Global Teachers Award Accreditation - reflective assignment

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Global Teachers Award Accreditation - reflective assignment

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Educators who successfully complete the online programme can apply for GTA accreditation by critically reflecting on a classroom activity. Here is the application form.

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Choose one film from the selection: Reflect & suggest how you could use the film to promote critical literacy amongst your pupils.

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Choose one film from the selection: Reflect & suggest how you could use the film to promote critical literacy amongst your pupils.

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How could the film help your students identify different perspectives and possible assumptions behind them?
Post and share your key reflections.
The West Wing; why are we changing maps?

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Why are we changing maps?  (from The West Wing)

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The Miniature Earth . 2010 edition . Official version

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Here is an assembly that I have used and created for my school on this topic before. Hope it is helpful.

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This is the document that our breakout group put together in the session1 I attended on a previous date.

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Forgive me if this is not required or the wrong place to upload.

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This will be great to use with our partner schools in Kenya and we can create our own bank of similar resources. 

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This will be great to use with our partner schools in Kenya and we can create our own bank of similar resources. 

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This will allow us to open up first with stereotypes that we currently have and allow us to see our similarities and differences. A great way to start a group of sessions and work towards making our own bank of shared resources for the school.