Page 95 - Up_and_Aware_Class_6

UP AND AWARE - 6

Chapter 5: Collaboration (Problem Solving)

Plenty of people who have engaged in group work, for decades, still don’t know how to work well in
groups. Learning requires feedback.
If we expect learners to learn how to become better at working in groups, it’s not enough to assign group
work. We must teach them how to become better group members.

You should begin by teaching effective collaboration strategies, including:
• listening to others
• establishing common goals
• adjusting to another’s point of view

• assigning roles and responsibilities
• determining measures for accountability
• giving constructive feedback
• assessing the group’s progress.

Only after a facilitator has discussed with learners about these behaviours can he or she ask them to start
collaborating. The first group assignments should be short and done in class so that you can observe and
provide feedback, as necessary.
At the outset, you may actually want to give learners an agenda to follow. For example:
• Discuss the problem and divide the tasks. (10 minutes)

• Complete individual tasks. (15 minutes)
• Reconvene to share individual work and synthesise information. (15 minutes)
• Present solution to the rest of the class. (5 minutes)

Depending on the nature of the task that learners are asked to accomplish, you may even assign specific
roles and responsibilities to individuals.

Chapter 6: Gender Equality (Critical Thinking)

Discuss gender stereotypes, as in blue for boys and pink for girls, and how we differentiate between
children on the basis of their gender. Ask how many learners picked blue for a boy and pink for a girl. Ask
what made them think that way.

th
Up until the 19 century in the West, boys and girls were dressed in whites and pastel colours—blue
and pink.
Exercise and Discuss (on page 51):
The images of toys are neutral, for example, building blocks, football, etc. All the toys/activity kits are
used by and meant for girls and boys. Observe learners’ responses and if they choose an image specifically
for a boy or a girl. Ask them to give reasons.
Explain that these are developmental toys for both genders to develop gross and fine motor skills, apart
from mental skills that both genders possess.

Ask them if they missed out on any of these toys in their childhood whether by choice or circumstance.
Ask if their responses were influenced by the toys they used or did not use as young children.

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