Lesson 2: The fishing game (2)

Living Democracy » Textbooks » Taking part in democracy » Part 2 – Taking part in politics: settling conflict, solving problems » UNIT 4: CONFLICT » Lesson 2: The fishing game (2)
This matrix sums up the information a teacher needs to plan and deliver the lesson.
Competence training refers directly to EDC/HRE.
The learning objective indicates what students know and understand.
The student task(s), together with the method, form the core element of the learning process.
The materials checklist supports lesson preparation.
The time budget gives a rough guideline for the teacher’s time management.
Competence training Negotiating a compromise.
Learning objective Interdependence, conflict of interests.
Student tasks The students analyse a complex problem.
The students (should) co-operate to develop a joint solution.
Materials and Resources The same as in lesson 1.
Method Task-based learning.
Time budget 1. Fishing game (round 4). (7 min)
2. Negotiations. (15 min)
3. Fishing game (rounds 5-7). (20 min)

 

Information box

The students continue with the fishing game, playing a further three or four rounds.

After round 4, the teacher encourages students to talk to each other, if they have not yet done so. The time budget is halted, to give the students an opportunity to exchange their views and suggestions. The teacher decides how long this period is before the students continue.

Lesson description

Stage 1: The students play one round

The teacher presents the results. If the students take the initiative, the teacher lets them go ahead and gives them some time. The teacher announces that the interval between the fishing seasons has been extended by 10 minutes.

Stage 2: Negotiations

The students face a serious problem – overfishing – and they have no institutional framework (rules of communication, system of fishing rules and controls, etc.) to support them unless they create it.

The teacher should not participate in the students’ discussions in any way (advisor, commentator, chairperson, coach, etc.), but watches and listens carefully. The learning opportunities in the task-based approach lie in the problems and, as in life outside school, the students must cope alone.

Stage 3: The students play three final rounds

The teacher calls the students to continue the game at its normal pace. Depending on the outcome of the negotiations, the players may change their fishing policy, and the results show some success in averting the collapse of the fish stock.

Lesson 1: The fishing game (1)
Lesson 3: How do we catch "as many fish as possible"?
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