Page 95 - Up_and_Aware_Class_7

UP AND AWARE - 7

Notes to the Facilitator

As Up and Aware for Grade 6-8 is an activity-based series, the facilitators would need the following
list of questions to reflect upon while carrying out activities in the classroom:

1. Is the activity highly structured physically, spatially, and temporally? Do the learners want
to know: Who will they work with? How much time do they have as a group or individually? What
is the process?

2. Do learners know the rationale for an activity? Do they know why they are doing this activity? Do they
know how it will help them improve their abilities?
3. What is expected of them by the facilitator? Do group members know what you expect them to have,
show you, know, or tell others when they have finished the activity?
4. How will the learning activity affect motivation? Will the learners be motivated to participate in the
activity? Is the activity fun? interesting? valuable?

5. Does the activity accommodate various group speeds? When some groups complete the activity early,
what do they do?

6. How long will the activity take? Have you given them a task much longer than their attention span?

7. How will the learners feel when the activity has been completed? Is there something built into the
activity that will guarantee some sort of satisfaction when it has been completed? How can you show
them success?

8. Does the structure of the activity give learners time to process the new information before they are
asked to respond? Is reflection time built into the activity?

In this series, each chapter has several activities and exercises to be done individually, in pairs or in
groups. Given below are pointers and suggestions for some activities in each chapter.

Chapter 1: Rights (Interpersonal Relationship)

Exercise and Discuss (on page 7):
Write the words ‘human’ and ‘rights’ on the blackboard. Ask learners to write them under the headings.
Lead them to talk about the qualities that define a human being, e.g., intelligence, honesty, greediness,
cleverness. These could be positive or negative qualities.

Ask learners what they think it means to be fully human? How is it different from just being ‘alive’?
Ask them if they think that all human beings are equal? If not, what are the things that cause inequality
amongst people? For example, money, education, intelligence, etc. Does this mean that people should be
treated unequally?
Talk about common expressions like ‘You have no right to do/say that.’ What is the common definition
that all learners agree on to describe ‘rights’?

Spotlight (on page 8):
Put up the posters made by learners in the classroom.

honesty open-minded individuality trust integrity respect commitment trust equality open-minded commitment 95
respect
individuality integrity commitment equality honesty equality individuality integrity honesty individuality integrity respect