Wednesday, 18 November 2015

International Day for the Elimination of Violence against Women. November 25 2015

Prevention is the 2015 theme  of the International Day for the Elimination of violence against women  on 25 November and of the UNiTE to End Violence against Women Campaign’s 16 days call for action. You can see more at: The United Nations Secretary-General’s Campaign UNiTE to End Violence against Women invites you to "Orange the world: end violence against women and girls".  We have sixteen days (since November 25th till December 10th) to collaborate by using the toolkit and sharing our photos, messages and videos showing how we can  orange our world at using #orangetheworld.

I would  also like to tell you about,  a webpage with plenty of resources  that you can use to raise students' awareness of the need to fight for a world in which girls and women can live safe from violence, go to school without fear, marry who they want and have their voices heard.

As I  focus my councelling in school contexts and as most of my readers work in school contexts too, I have chosen a resource that fosters reflection on  how violence  against girls can take place  in or around schools. You can find it here

The following video can serve as a starting point:

My humble contribution to this campaign of prevention outlined above can very well include a song because I cannot agree more with Hans Christian Andersen when he said that  "where words fail, music speaks".  On this occasion, my choice is "Try", by American singer Colbie Caillat. I consider this is an empowering  song because I believe that the best prevention starts by making young girls understand that they do not have to be someone else in order to make others happy. The lyrics convey this message very effectively. I hope your students will enjoy the song as much as I do. If you wish, you can carry out  an activity on it. 

Wednesday, 4 November 2015

The Jigsaw Technique as a way to facilitate reading in CLIL contexts

The video above describes the cooperative learning technique called "Jigsaw reading" in a very clear way but below these lines you can find my description and reflection on the topic:

Defined broadly, Jigsaw is a grouping strategy in which the members of the class are organized into "jigsaw" groups. The students are then reorganized into "expert" groups containing one member from each jigsaw group. The members of the expert group work together to learn the material or solve the problem, then return to their "jigsaw" groups to share their learning. In this way, the work of the expert groups is quickly disseminated throughout the class, with each person taking responsibility for sharing a piece of the puzzle.
Let me suggest a simple way to carry out this technique: 

           -   Divide the reading text into separate extracts and form student groups. The groups    should be diverse in terms of ability.

    -  Form temporary expert groups in which students are assigned to the same extract. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

  -  Then bring the students into jigsaw groups that are composed of one student from each expert group. Have each student present her or his extract to the group. At the end of the session, you may give a quiz so that students are held accountable for learning all the material.

The teacher's role in the jigsaw is to facilitate learning. When students are in expert groups, the teacher can support students by encouraging them to find ways to put information they learned into their own words, to relate the material to their own lives, and to give examples that help them explain the material to their group. Students should be encouraged to help each other and to make sure everyone in their group understands the material and will be confident presenting it to his or her group.

How can we make use of this strategy in any content areas?. Here you can find an example for a Science class.