Modeling Velocity in Real-Life Scenarios
Life skill related:
Critical Thinking, Problem-Solving, Analytical Skills
Methodology:
Problem-Based Learning
Subject:
Mathematics
Age/Grade:
14-15 years old/ 8th Grade
Timing:
1 hour
Materials/suggestions
Preparatory training:
Providing new specific lexical set (sentence, question and answer structure)
Providing sentence modeling
Providing examples of conversation
Supports:
Online dictionary, how to search particular information (e.g. economy, labor, politics, every day life); curiosity of peers, absence of judgment or criticism.
Description of the activity:
Provide each pair with a copy of the 'What do they need to know about us' handout.
Each pair has to prepare an interview where one child is a leader of a group and the other child wants to join the group. Use the table below as a guide to the content.
The child who is the leader of the group asks questions about:
Background
Society
Traditions and customs
Daily life
Business etiquette
After 20 minutes the children change roles.
Additional questions for the children of the age of 14
Where you have identified important differences in information given by the child who wants to join the group, consider...
Are these differences important?
How might these differences become apparent in the group environment?
How might new candidates perceive certain questions?
What challenges do these differences present?
‘What do they need to know about us?’ handout
1 | Background of the child who wants to join the group | Geography and topography History Economic system Business and commerce Political structures Media and broadcasting Language(s) |
2 | View on society of the child who wants to join the group | Current political situation Legal system Religious influences Regional differences Social and community life Ethnic minorities Gender issues Education system Heroes and myths Private / work life overlap |
3 | Traditions and customs of child who wants to join the group | Communication styles Greetings Gestures Levels of formality Holidays and festivals Taboos Gift-giving |
4 | Daily life of the child who wants to join the group | Shopping Entertaining Food and Eating out Getting around Climate Healthcare Housing Security |
5 | Business etiquette of the child who wants to join the group | Business relationships Approaches to work Approaches to leadership and teams Management styles Formal and informal meetings and discussions Negotiations and presentations |