Culture and language learning

Today we started the day by clearifiring how we're going to have our exam in a couple of modules, and how we have to end every module with some kind of test.
Then we proceeded working with culture, and the teacher talked about what we're going to work with in this subjekt.
Later on we worked in groups with the book "How languages are learned", and my group worked with pp- 20-27 (with some problems, since we had 3 different versions of the book).

We had a new student in our class today, so we spent some time presentating our names and getting to know him.

The group work persisted of us reading aloud from one book (so we had the same basic knowledge to work with) and then we talked about it, and presented it to class. Our paragraph was about Vygotsky and Piaget, and language disorders and delays, which I found very interesting. Especially the last paragraph (about bilingual children, which we sadly didn't have time for) was quite interesting to me, especially given my background with the half year I worked in the nursery and kindergarden, with almost only bi- or trilingual children.

Connectionism is when the child connects a word qith something they see or hear - like a cat. If he hears "meow meow" he may know it's a cat, because his parents taught him. But then when he sees a cat, he doesn't know what it is, because it didn't say the sound. Maybe he thinks the cat and the dog is the same because they both have fur or something else, and then you have to teach him otherwise.

In our group we also worked a bit with Vygotsky, who talked about the Zone of Proximal Development (ZPD) which is about learning.

The other groups had to present their work as well.

Auxiliary is a "hjælpeverbum" like "Anne is reading" the auxiliary is the "is".
You "conjucate" the verbs instead of "bending" them. :)

Behaviourism

 B. F. skinner

Habit of formation
Automatization

Repetition, drills/drilling - the jazz chants

NO mistakes!

Learning from listening to others.

• Incouragement
• Imitation
• Practise
• Consistency

Until forming habits of correct language use.

Primary processes in language development

• Imitation - word-for-word repetition of all or part of someones else´s utterance
• Practise - repetitive manipulation of form

Stimuli/respons paradigm.



Innatism

Noam Chomsky - argues against behaviorism.

• All human language are based on some innate universal principle.
• Children are biologically programmed for language and language develops in the child in just the same way that other biological functions develop
• The environment makes only a basic contribution - the availability of people who speak to the child. The child, rather, the child´s biological endowment, will do the rest.
• Children´s minds are not blank slates to be filled by imitating language they hear in the environment. Instead children are born with a specific innate ability to discover for themselves the underlying rules of a language system on the basis of the samples of a natural language they are exposed to.
• The universal grammar would prevent the child from pursuing all sorts of wrong hypotheses about how language system might work. Complex grammar could never be learned purely on the basis of imitating and practising sentences available in the input.
• Almost every children succesfully acquire their native language

The Critical Perios Hypothesis.

• The hypothesis that animals, including humans, are genetically programmed to acquire certain kinds of knowledge and skills at specific times in life.

Interactionalism 
 

• They hyphothesize that what children need to know is essentially available in the language they are exposed to as they hear it used in thousands of hours of interactions with the people and object around them.  
• They attribute more importance to the environment than the innatists do even though they also recognize a powerful learning mechanism in the human brain.
• They see language acquisition as similar to and influenced by the acquisition of other kinds of skill and knowledge rather than as something that is different from and largely independent of the childs experience and cognitive development.

The innatist place to much emphasis on the "final state" and not enough on the development aspect of language acquisition.

The Circuit - a short story

Literature, Culture and Society:

Questions to Teaching Intercultural Commincative competence through Literature, Eva Burwitz-Melzer; pp. 29-43 in Byram, Michael et al.: Developing Intercultural Comptence in Practice, Clevedon: Mulitilingual Matters Ltd., 2001 with reference to the short story The Circuit by Fransisco Jiménez

1. For what reasons is, according to the text, literature good at developing an intercultural communicative competence in pupils? (p. 29)

Do you agree or disagree? Why?

A subjective view on a nation or an ethnic group by portraying specific values, prejudices and stereotypes.

The audience get a chance to exchange their culturally restricted points of view together with the hero or heroine of the narrative or with the narrator telling the story.

Interaction with the text - reader response.

Wider view on culture around the world. Identification with the characters.

2. Talk in your group about what the short story The Circuit is about? Which themes are treated in the short story?

The story is about a boy, from Mexico, who (with his family) has to move, because of a chance to get some work. When the grape season ends, the narrator gets to go to school, where he befriends the English teacher, who helps him with the new words. The teacher offers to teach him to play the trumpet, and as the boy gets home, excited to tell his family, he discovers they have to move again.

Themes: Immigration, work, school issues, language learning, different cultures, poorness.

3. What do you think is meant by the term ‘an intercultural speaker’ (p. 30)? And what do you think it means in comparison with the term near-native capacity? (p. 30)

That he has a wider knowledge of other cultures, instead of only knowledge about his own culture and heritage.

Main aim: non-native English speakers (for instance Danes) can learn English as well. We will never be native speakers, but intercultural.

4. Please comment on the comprehensive catalogue shown in Table 2.1 on pp. 32-33 concerning ‘Objectives and observed behaviour’. Could these two lists be useful for you in your professional job as a teacher?

Yes, the show some things to do, and to control if the pupils learns or have learned. It's like a "check list" and I think I can use it as a teacher. Gives ideas for tasks in class.

5. Try to consult Common Goals (Fælles Mål) on the Internet and find out whether or not this catalogue of intercultural objectives (pp. 32-33) is in line with what is demanded under the CKP of Kultur- og samfundsforhold relating to a chosen class from classes 3-10 in the Folkeskole?

6. Please comment on/discuss the four (Task-based Learning) lessons described on pp. 34-35

The first lesson (20 minutes): Warm-up, preparing them for the story, and then handing them the short-story but without the title and the ending. Also the page numbers were left out, so the pupils had to figure the order out by themselves.

The second lesson (videotaped, 90 minutes): The pupils should explain why they chose that order of the pages. The teacher has already asked for some key words in the text, to help them with their decisions.

The next task was to come up with an alternate ending - two or three sentences. These were discussed in class before the real ending was handed out. Then the pupils should come up with a title for the story, before the real title was revealed. They were all written down (inclusive the original title) and then discussed. As homework the pupils should write a new scene to finish the story.

Then they were given the job (in pairs) to complete a scene with approximately five sentences. There were two choices; one asking the pupils to put themselves into the roles of Panchito's mother and father, the other one to  imagine a discussion between Panchito and is older brother:

1. The family moves on to their next job. They sit in the car. Mother and father start quarrelling about Panchito. Work with a partner. Write down what they say to each other. Do you think they talk loudly?

2. The family moves on. They all sit in the car. Panchito is very sad and disappointed. His brother who has to work more tries to make him feel better. They start quarrelling. Work with a partner. Write down what they say to each other. Do you think they talk loudly?

The third lesson (45 minutes): The pupils should work on the scenes with their partners. By help from dictionaries they should correct mistakes and then prepare to perform the scenes in class.

The fourth lesson (videotaped, 90 minutes): The pupils should read aloud their scenes in class, if they didn't want to perform in front of the camera. The performances were discussed according to a list of criteria (tone, dramatic expression, content, probability/realism of the scene, etc.) agreed upon beforehand. It was all concluded by a discussion about the story and its interest for an English class in the country (here: Germany).

7. Please discuss the four proposed endings (A-D) (p. 35)

The four proposed endings:

1. Panchito's father has a heart attack. Panchito and Roberto can't go to school anymore; they have to earvn money for the whole family now.

2. As Panchito gets off the bus, he tells his parents about school and his new teacher. At first he is afraid what his parents will say, but later he is really proud of himself.

3. Panchito's family stays in town so that he can go to school for a longer time. His father and Roberto look for better jobs. Panchito can go on learning to play the trumpet; he even joins the school orchestra.

4. When Panchito gets off the bus, his family has moved on without him. Panchito stays in town on his own. He tries to make a living with odd jobs and stays in school.

The four endings are really different, and all harsh in their own way:

A - the father dies, and Panchito can't go back to school.

B - we never know what happens, if they move on or Panchito can stay in school. Though, here he does something hard and is proud of himself - a good morale.

C - this ending is happy because Panchito can stay in school, but his older brother won't be able to go to school.

D - this one is very harsh, because Panchito's family leaves without him.

8. Please comment on the suggested titles (p. 36). Could you think of others?

1. The new school - good title, describes Panchito's relationship with the school and sounds quite positive.
2. The life of a migrant family in the USA - very describing, though kind of long.
3. The life of a Mexican family in the USA - again very describing, but long.
4. The new beginning - very positive, and describes the story, but still hides the ending.
5. A new life - the same as D.
6. From work to work - describes the family's life, as they have to move on every time they need new work.
7. The new friend - very positive, describes Panchito's relationship with the teacher.
8. Losing a friend - Kind of sad, describing that Panchito has to leave after befriending the teacher.
9. My new life in the USA - very positive, though kind of long. It also gives a hint, that the story has a first-person view.

9. Please comment on the three new scenes written by the pupils?

(pp. 37-42) What do you think of them? Why?

1. The parents

The language is quite good, I'm not sure that's how the parents would talk. But the pupils took everything into consideration and found some kind of solution "We will see what happens" -> status quo.

2. Panchito and Roberto

Also in this ending, the language is a but "off" how they would probably speak in the story, but here there are some mistakes. The ending is how the brother could react to hearing about Panchito's "new friend" - the brother doesn't think Panchito needs a teacher, because he has his brother.

3. Roberto and Panchito

Here the language is a bit more true to the story, and the ending is a bit more happy, as the brother tries to help Panchito, and encourages him.

10. What do you think about the fact that only spelling errors were corrected whereas idiomatic and grammatical mistakes remain uncorrected. Would you have worked with Language Focus (cf. the octagon chart on TBL) in a more detailed way?

Well, I'm positive about the fact that the spelling errors were corrected, at least, but I think it's important to correct any mistakes, so the pupils can see it, and learn from it, and then maybe next time, they will get it right. If they're not corrected, then how are the pupils supposed to learn?

11. Please comment on the quotation ‘By reading the fictional text written in a foreign language, . . . which is a challenge that can be met by many teachers in many countries with differing curricular backgrounds.’ (pp. 41-42) Especially the concept of Zwischenwelt – a kind of third or ‘inter-‘ culture should be discussed

Curricular = pensum, hvordan man skal undervise

I think the authors are right - it's good for the pupils to get this "free space" to discuss such subjects as immigration, without anyone looking "down" on them - this is a fictional story, thereby no immigrants can get hurt by anything the pupils will say. It's a great opportunity for the pupils to talk freely about any subject, and the only thing the teacher will correct is the mistakes and errors in the language.

12. Please discuss ch. 6 The peripatetic reader: Wolfgang Iser and the aesthetics of reception (pp. 134-148) in Freund, Elisabeth: The Return of the Reader. Reader-response criticism, London: Routledge, First Edition 1987, 2003

 13. Try to plan some English lessons in which your pupils are to work with the short story The Circuit bearing the CKP of Kultur- og samfundsforhold from Common Goals in mind (you decide which class and the amount of lessons). Present your detailed teaching plan showing us lesson by lesson, and teach your team mates. Your team mates will act as the class which you have chosen as your target group. You decide how many English lessons your class has in the week. Please, arrange your presentation in such a way that all group members approximately say equally much

Prøveoplæg og prøven i Samfundsfag i folkeskolen

Dagen i dag startede med fremlæggelser af vores gruppearbejde med "Politiker for en dag", fra sidste gang.

Refleksioner: Mange af de andre grupper havde haft en anden indgangsvinkel til opgaven, og det giver nogle refleksioner. Fx omkring magt, hvor en gruppe nævnte den såkaldte "fjerde magt" under Magtens Tredeling - nemlig medierne. Dette er enormt vigtigt, specielt i nutidens samfund da medierne får mere og mere magt, specielt via internettet og de sociale medier.

Personligt, under vores egen fremlæggelse, følte jeg, at jeg fik gennemtænkt projektet endnu engang, og nye overvejelser dukkede op. Det var en rigtig god mulighed for, at gennemgå arbejdet endnu engang, og med friske øjne se på eventuelle fejl og mangler, eller andre ting, der kunne ændres i vores opgave. Da der blev stillet et spørgsmål, fik jeg også mulighed for at genoverveje opgaven, og måske videreudvikle ideen til et eventuelt fremtidigt undervisningsforløb i folkeskolen.

Resten af dagen handlede om prøven i samfundsfag i folkeskolen. Vores lærer havde lavet et powerpoint med udklip fra folkeskolelovens oplæg om dette, og som gennemgik prøveformen og så videre.
Eksempelvis var der redegjort for selve prøven, med detaljer såsom elevens forberedelsestid (40 minutter) og hvad det enkelte prøveoplæg består af (lærerstillede spørgsmål samt 1-3 kilder - kilderne skal være ukendte for eleven men have sammenhæng med pensum/opgivelserne).


Prøven i samfundsfag formuleres på baggrund af fagets slutmål, og som fastsat i prøvebekendtgørelsen prøves eleverne i at: 
  - inddrage relevant viden om samfundsforhold, 
  - analysere, fortolke og anvende kilder og 
  - anvende faglige begreber.

Opgivelserne
  - Opgivelserne i samfundsfag danner forbindelsen mellem årets undervisning og prøven.  

  - De er ligeledes grundlaget for valget og tilrettelæggelsen af prøveoplæg og skal være med til at sikre, at eleverne har en baggrund for arbejdet med disse, og de udgør en fælles reference for samtalen ved prøven. 

  - Opgivelserne skal til afgangsprøven indeholde materiale, som eleverne i undervisningen har arbejdet med på 9. klassetrin. Herudover kan materiale fra 8. klassetrin indgå. 

  - Opgivelserne skal omfatte et bredt udvalg af tekster, for eksempel artikler, lovtekster, uddrag af partiers og organisationers informationsmaterialer, breve, sangtekster og baggrundstekster. Foruden teksterne opgives der inden for andre materialer og udtryksformer eksempler på andre kilder – i forbindelse med ikke-fiktion for eksempel dokumentarfilm, pressefoto, grafer og statistikker, og i forbindelse med fiktion for eksempel film, computerspil og musik.

  - Under alle omstændigheder gælder det forhold, at tekster og andre materialer og udtryksformer, der opgives, skal have været genstand for undervisning. Det kan altså ikke være tilfældige tv-indslag eller film, som eleverne har mødt uden for skolen.

Prøveoplægget
Det enkelte prøveoplæg består af kilder i form af tekster, statistikker, fotos og andre udtryksformer. I hvert oplæg indgår også et sæt af spørgsmål. I den mundtlige prøve vil der dog være mulighed for at bruge andre kildetyper end tekster og billeder.

Oplægget skal have sammenhæng med opgivelserne, men være ukendt for eleven.

Det enkelte oplæg skal ideelt set være udformet, så flere af fagets kundskabs- og færdighedsområder kan inddrages.

Hvordan antallet af prøveoplæg udregnes:

Selve prøvesituationen

• Eleven må uden afbrydelser have mulighed for at begynde med en samlet præsentation og fremlæggelse af sit forberedte stof.

• Efter elevens fremlæggelse af sit forberedte stof fortsætter prøven normalt som en samtale mellem elev, lærer og censor. Denne samtale føres fortsat på elevens præmisser, og det er læreren, der leder samtalen.

• Målet er, at eleven får mulighed for at formulere, hvad han ved og kan, og ikke at afsløre, hvad han ikke ved og kan.

• Ved afgangsprøven skal redegørelsen være rimeligt disponeret, det vil sige sammenhængende og nogenlunde struktureret.

• En fremstilling, som ukritisk omfatter væsentlige og uvæsentlige iagttagelser i oplægget i tilfældig rækkefølge, vil således ikke kunne vurderes som rimeligt disponeret.

• En fremstilling, der er præget af vage og upræcise ord og vendinger og anden sproglig tomgang, må under alle omstændigheder bedømmes som en usikker fremstilling.

• Det er vigtigt, at eleven kan redegøre og argumentere for sine synspunkter og konklusioner, men det må vurderes lige så højt, hvis eleven kan indgå i en drøftelse af forhold i prøveoplægget og tage stilling til lærers eller censors spørgsmål og argumenter.

Bedømmelsen

• Inddrage relevant viden om samfundsforhold:
• Eleven udvælger og anvender relevante kundskaber erhvervet i og eventuelt uden for undervisningen i sin besvarelse af opgaven. Det er for eksempel tilfældet, når eleven inddrager eksempler med samfundsfagligt indhold og placerer eget og andres hverdagsliv I samfundsmæssigt perspektiv
• funktionelt benytter sit kendskab til historiske forhold
• anvender faglige betegnelser og begreber til at belyse spørgsmål stillet i oplægget.

• Analysere, fortolke og anvende kilder:
• Eleven demonstrerer forståelse for, hvordan beskrivelser af historiske og samfundsmæssige sammenhænge har baggrund i ophavsmandens (afsenderens) interesser, opfattelser og viden ved at
• identificere kilden og gøre rede for ophavssituationen
• beskrive ophavsmandens forudsætninger, herunder blandt andet den tidsmæssige afstand mellem begivenheden og nedskrivningstidspunkt.
• Eleven formulerer i tilknytning til oplægget relevant betydningsindhold fra kilden og forholder sig til kildens brugbarhed.
• Eleven bruger sin analyse og fortolkning af oplæggets kilder sammen med sit kendskab til emnet til at begrunde sine synspunkter og perspektiver.

• Anvende faglige begreber:
• Eleven anvender funktionelt relevante samfundsfaglige begreber i forbindelse med dels analysen og fortolkningen af de forelagte kilder, dels beskrivelser og analyser af samfundsmæssige forhold og fremstillinger heraf.

PowerPointshowet og lærerens foredrag gav grundig indsigt i, hvordan prøven i samfundsfag udføres, og nogle tydelige "guidelines" til os som lærere, omkring prøven, opgivelserne og bedømmelsen.

Efterfølgende skulle vi, i grupper, udarbejde vores eget prøveoplæg. som skal afprøves i en 8. eller 9. klasse i praktikken, eller på modulholdet.

Trekanten giver et overblik over hvordan man skal udarbejde et prøveoplæg.

Her er et eksempel på trekanten udført i politologi:

An improvised fairy tale...

Today we had about fairy tales yet again. But this time we had to - in groups - write our own fairy tales from some pictures. In our group (jacob, Anja, Henrik and me) we put the pictures down on the table, the backside up, and in turns we picked a picture and had to continue on our fairy tale talking out from the picture. It turned out quite funny;

The Mix-up

Once upon a time there was a prince. His horse was white. He also had a green dragon which spat fire and he was called "Shrek". On his way on an adventure the prince met an old man, sitting on a chair. "Hello," the old man said. "Could you help me find my lost ring? It got stolen by a man flying on a magic carpet."

Meanwhile, in the forest, a carriage was running wild - the horses had been spooked by a witch and her wolf. The witch was flying on her broomstick and the princess was sitting behind her.

The prince and the old man started chasing the thief on the carpent and suddenly they saw the witch, and the prince drew his sword.

The witch got so scared, she hit a tree, and her and the princess flew down - head first - on an deserted island.

The wolf jumped onto to the island and started growling at the prince.

The prince took forth his magic ring, and jumped to the island as well.

And all of a sudden a lightning appeared!

A magic house appeared, where the lightning hit.

Out from the house came a frog. "Hello," he said, and then he started to sing.

When the frog sang, the house turned into a large tower.

Back in the forest the thief was flying on his carpet, and crashed into the tower, which had suddenly appeared.

The Princess turned into a big eagle, and captured the thief with her claws, so he wouldn't fall to his death.

The princess aka the eagle flew to her fathers castle with the thief, because she thought it was her knight in shining armor.

The King was so happy, that he gave the thief all of his treasure and half the kingdom, for returning the princess.

The knight, the dragon, the wolf, the frog and the witch lived happily ever after on the island.

The old man is still lost in the forest, and missing his ring. This story is dedicated to him. 

Later we listened to a CD "From Scary Tale to Fairy Tale", where the tale "The Frog Prince - continued" was read out loud. It was a quite funny story, about the frog prince and his "happily ever after" which wasn't so happy as you might think. He wants to become a frog again, but he has no luck. After a series of events, where we hear some references to other Fairy Tales (Sleeping Beauty, Snow White, Hansel and Gretel and Cinderella), he has an ephiphany, where he realizes he loves the princess. When he gets home, he kisses her, and then they both turn into frogs, and live happily ever after - together. 

This Fary tale is both funny, and very useful in the Folk School, I think, because you can work with it in many ways. Besides the traditionally work with this genre (analyzing it and so on), you can focus on the references and have the pupils find those. We also looked at some examples of what you could do with the pupils, some different tasks. 

The we had to work in groups, and my group worked with the text "Fagligheden i Storyline forløb".

I was in group with Pernille, Tina and Maja.

A little too comprehensive for one teacher.

Cross curricular (tværfaglig udervisning) for storyline - maybe two weeks.

Motivating also for the older pupils (tired of going to school) - they don't have to sit in their seats all day, listening to a teacher.

Motivating because of the co management. The pupils get to be a part of the deciding process.

The teacher has to keep the story open, so the pupils can decide, and it doesn't get boring after an hour. But it is still the teachers task to keep rack of everything and close it up in the end.

There has to be some specifics for instance: problem: "we have to do something for the environment. How will you handle this?"

What would the project evolve into?

It has to have some elements of surprise. Some of it is planned in advance, some of it just happens.

Would English lessons be enough time? I would worry about it being enough time for the pupils to "get into character" between Danish class and math and so on.

Classics storylines (most common) >< making your own storyline

A lot of preparation. Maybe a teacher who did it before can help.

The ugly duckling for bullying. New age versus fairy tale age. Internet bullying - Facebook etc. 

Maja: great exercise about bullying. Tell the students to get up and they have to go around each other and say "hello" and hi" and such. And then they had to sit down, and they got two pieces of paper. On the first piece of paper, they have to write down the worst insult they could think of, and they had to give it to the person next to them. And then they had to get up again, and every time they met someone, instead of "hello" they had to read aloud the insult. When they got back to their seats the teacher asked: "How did that feel" and so on.

Then they had to do the same exercise, but instead of an insult, they had to write down the nicest thing they could think of to say to someone.

Very interesting. Focus on bullying and how it feels to be insulted.

Maja also told me about a "Tænk før du poster" campaign about digital bullying on Facebook. Everytime the girl gets an insult on facebook you hear the facebook sound, and someone puts a post-it note on her, with the insult. Very interesting and shows how it's probably "easier" to bully online, because you can't see the reaction, and thus can't feel the shame or the bad conscience. STOP DIGITAL BULLYING!

Partierne og et undervisningsforløb i politik

Idag har vi haft om partierne, og forsøgt at lave et undervisningsforløb for en 8. klasse, som skulle munde ud i arrangementet "Politiker for en dag".  Det har været rigtig spændende at arbejde med, fordi man virkelig kan relatere til emnet og se, at man kan bruge det i fremtiden.

Grundloven og det repræsentative demokrati forudsætter ikke politiske partier, men partierne udgør et bindeled mellem borgerne og de politiske institutioner.

• De repræsenterer vælgerne
• De opstiller og står til ansvar for gele befolkningen ved offentlige valg
• De forholder sig til alle politiske sagsområder

Partiernes opgaver

• Politisk mobilisering og socialisering
• Tidligere gennem medlemskab, nu mere gennem professionaliseret kommunikation, der skal nå og favne bredt.

• Rekruttering af den politiske ledelse
• De fleste opstillinger til valg til Folketinget får gennem partierne.

• Interessevaretagelse og politisk målformulering
• Mindre grad af faste interesser og faste vælgergrupper, mindre ideologi. Politikudformning som programmer, "kontrakt-politik" stor succes for Fogh.

• Organisering af regering og opposition
• Mandatfordelingen i Folketinget partierne imellem afgør organiseringen af regering og opposition.

Downs Model

Molins Model

Undervisningsforløb i Politik i 8. klasse

Timeplan

	Undervisning	Indhold	Lektier
Lektion 1+2	Hvad er det gode samfund? Magtens tredeling Inddele eleverne i partier og har resten af timen til at undersøge deres parti	Demokrati Ideologier og partier	Læst om demokrati og magtens tredeling Læs de første sider om ideologier
Lektion 3+4	Fremlæggelse af partierne Inddele partierne på ideologierne	Ideologier og partier	Grupperne skal kunne fremlægge om deres parti Læs de sidste sider om ideologi
Lektion 5+6	Gennemgår Folketinget og lovgivningsprocessen Gennemføre et lovforslag via diskussion	Folketinget og lovgivningsprocessen	Læs om Folketinget og lovgivningsprocessen
Lektion 7+8	Hvordan går man til valg? Hvordan kan man være deltagende i samfundet? Debat	Vælgere og valg	Læs om valgprocessen og deltagelsesmulighederne i et demokratisk samfund
	”Politiker for en dag”
Lektion 9+10	Hvad synes I om arrangementet? Hvad har I fået ud af det? Hvad synes I om forløbet? Hvad har I lært? QUIZ om forløbet	Debat om ”Politiker for en dag” Quiz med spørgsmål til det faglige fra både forløbet og ”politiker for en dag” arrangementet.	Overvejelser omkring ”Politiker for en dag” - ½ A4 side

Vi starter med at gennemgå lektierne om demokrati og magtens tredeling.

Så inddeler vi eleverne i partier, og grupperne er så ansvarlige for at gå i dybden med deres parti og fremlægge for de andre. Herefter skal eleverne i fællesskab placere partierne på ideologierne i skemaet nedenfor. Eleverne skal forberede sig til at kunne leve sig ind i rollen, så når de eksempelvis får et spørgsmål, skal de svare på deres partis vegne frem for deres egne holdninger. Efter fremlæggelserne, skal resten af klassen ”counterfremlægge”, for at vi kan vurdere, om de har forstået partiets/gruppens pointer. 

Liberalisme	Konservatisme	Socialisme

I 4. og 5. lektion gennemgår vi Folketinget, det daglige liv på Christiansborg og lovgivningsprocessen, og forsøger at gennemføre et lovforslag via diskussion.

Til slut underviser vi om vælgere og valg, og starter en debat om dette, samt mulighederne for at være deltagende i det danske demokratiske samfund. Vi afslutter forløbet med en quiz om forløbet, for at vurdere om eleverne har fået noget fagligt ud af det, med spørgsmål om både det faglige fra timerne, og erfaringerne fra Christiansborg. Eksempelvis ”Tog I hensyn til mindretallet, da I vedtog lovforslaget?”.

Der er lektier til alle lektionerne. Undervisningsforløbet består både af gruppearbejde, individuelt arbejde (lektier) og klassearbejde (fremlæggelser). De vil også gøre brug af argumentation i diskussionen og debatten.

Eleverne får demokratisk indflydelse via gruppearbejdet, hvor klassen sammen skal uddele partierne på grupperne, via diskussion og evt. afstemning.

Målet med forløbet og ”politiker for en dag” er at få et indblik i det politiske liv, og en viden om demokratiet, samfundet og partierne. De skal lære at blive demokratiske medborgere. Det indebærer viden om hvordan man argumenterer, og deltager i samfundet.

Erfaringerne heraf kan bruges videre til mere undervisning om demokratiet og samfundet, og et videre forløb om politik og valg. Hvis undervisningen falder sammen med et Folketingsvalg eller Kommunalvalg, kan man lave et projekt omkring det, på baggrund af deres viden fra dette forløb.

Faldgrupper: Hvis eleverne ikke ved nok om deres parti, eller de andre partier (til debatten). Hvis eleverne ikke formår at leve sig ind i rollen, når de skal diskutere på vegne af ”deres” parti.