Roleplaying refers either to the unconscious changing of one's behavior to assume a social role or roles in life or to the conscious

adoption and acting out of roles, both fictional and real world.[1] Roleplaying is historically a reference to Psychodrama and Sociodrama, and more recently to Drama Therapy, and was originally created as a methodology for studying role theory by the social sciences. Roleplaying may also refers to role training where persons rehearse situations in preparation for a future performance and to improve their abilities within a role. The most common examples are occupational training role plays, educational role play exercises, and certain military wargames. More recently, roleplaying has come to refer to the playing of a fictional character in roleplaying game, and by association to refer to the control of playing pieces in computer role-playing games and board wargames. Roleplaying was modeled after theater and includes many terminological counterparts. The protagonists are the participants who improvise their actions within a situation normally simulated about them. It is their life or abilities, their roles, that are being examined or tested. The auxiliary egos are anyone else who performs to place the protagonists within the situation. The audience is any onlooker who may provide feedback. The stage is wherever the practice is performed or perhaps fictionally set. The director is the expert who guides the exercise, this can be a therapist, instructor, trainer, coach, or, within role-playing games, a gamemaster. While the Oxford English Dictionary defines roleplaying as "the changing of one's behavior to fulfill a social role",[1] the term is used more loosely in three senses:

To refer to the playing of roles generally such as in a theater, or educational setting; To refer to a wide range of games including computer role-playing games, playby-mail games and more; To refer specifically to role-playing games.[2]

Roleplay simulation is a learning method that depends on roleplaying. Learners take on the role profiles of specific characters or organisations in a contrived setting. Roleplay is designed primarily to build first person experience in a safe and supportive environment. Roleplay is widely acknowledged as a powerful teaching technique in face to face teaching and role play online is also powerful, with some added benefits. When we are young, we learn by mimicking, playing, and experimentation. As our language skills develop and formal schooling kicks in, these strategies are replaced by language-based learning, which can dampen our curiosity and motivation to learn. Roleplay simulation aims to revive the ease and joy of experiential learning. Roleplay simulation models human interactions (allowing the players to roleplay) in a constructed environment by 1. creating an artificial social structure (or simulating some known social structure) 2. enforcing the social structure;

3. providing plausible scenarios for players to respond, react and enrole to.

What is Role Playing? In role playing, students act out characters in a predefined "situation". What Is Its Purpose? Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Problem Solving? There are two major types of problem solving reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed. What is its purpose? The process is used to help students think about a problem without applying their own pre-conceived ideas. Defining what the problem looks like is separated from looking at the cause of the problem to prevent premature judgment. Similarly, clarifying what makes an acceptable solution is defined before solutions are generated, preventing preconceptions from driving solutions. Some people argue that problem solving is the art of reasoning in its purest form. In the classroom, problem solving is best used to help student understand complex ethical dilemmas, think about the future or do some strategic planning. How can I do it? Reflective Problem Solving follows a series of tasks. Once you have broken the students into groups, the students define the problem, analyze the problem, establish the criteria for evaluating solutions, propose solutions and take action. Define the Problem: List all the characteristics of the problem by focusing on the symptoms, things affected, and resources or people related to defining the problem. In the end, pair down the thinking to a clear definition of the problem to be solved. Analyze the Problem: Use the evidence you collected in step one to decide why the problem exists. This step is separate from defining the problem because when the steps are done together it is possible to prejudge the cause.

Establish Criteria: Set a clear objective for the solution. If the problem is too hard, break the objectives into two categories musts and wants. Dont discuss solutions yet, just what criteria a solution must meet. Propose Solutions: Brainstorm as many different solutions as possible. Select the one that best meets the objectives you stated as a part of the criteria for a solution. Take action: Write a plan for what to do including all resources you will need to complete the plan. If possible, implement the plan. Creative Problem Solving uses the same basic focus, but the process is less geared towards solutions and more towards a focus on brainstorming. The focus is on creating ideas rather than solving a clear existing problem. Sometimes the problem is pre-defined, and the group must focus on understanding the definition rather than creating it. Orientation: Similar to defining the problem, orientation also focuses on being sure the group is prepared to work together. The group might take the time to agree upon behaviors or ways of saying things in addition to setting the context and symptoms of the issues. The group generates a series of headings that group the topics they must address. Preparation and Analysis: Decide which headings are relevant or irrelevant. The group focuses on similarities and differences between ideas and works on grouping them into like categories. The group asks how and why a lot, and focuses on the root cause of the problem in a way that is similar to analyzing the problem. Brainstorm: The group generates as many potential solutions as possible. At this point, all ideas are considered to be good ones. Incubation: Before deciding which solution is the best, the group should leave the problem for as much time as reasonable. Often several days or a week is ideal depending on the ages of the students. Leave enough time to develop distance but not long enough for students to lose the gist of their earlier work. Synthesis and Verification: Start by establishing the criteria for a good solution, then look at all the brainstormed solutions and try to combine them to create the solution with the greatest numbers of positives and the smallest numbers of negatives. How can I adapt it? If you are working in a multi-grade room or on a project that involves a diverse group, problem solving is a great process for achieving consensus. You can also use parts of the process to help students challenge set thinking patterns. What are Simulations? A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Simulations are in

way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages. Simulations take a number of forms. They may contains elements of a game, a roleplay, or an activity that acts as a metaphor. The chief element is that they have context. Board games such as Monopoly or Careers are a type of simulation. The primary distinctions between a game and a "sim" are the nonlinear nature and the controlled ambiguity. Students must make decisions within its context. Success is usually determined by the industry and commitment of the participants. The goal is not to win but to acquire knowledge and understanding. Advantages Enjoyable, motivating activity Element of reality is compatible with principles of constructivism Enhances appreciation of the more subtle aspects of a concept/principle Promotes critical thinking

Disadvantages Preparation time Cost can be an issue Assessment is more complex than some traditional teaching methods

What is its purpose? Simulations promote concept attainment through experiential practice. Simulations are effective at helping students understand the nuances of a concept or circumstance. Students are often more deeply involved in simulations than other activities. Since they are living the activity the opportunity exists for increased engagement. Issues from Social Studies for example, such as the management of the environment, politics, community, and culture can be more deeply appreciated through simulations. Similar to labs in a science class, the process itself educates the students. The goal of a sim may be singular or multifaceted. Students might be expected to gain an understanding of inequity in society while participating in a resource distribution activity. A class gains an understanding of the Canadian political system via a mock election campaign. Simulations can reinforce other skills indirectly. Debating, a method associated with some large scale sims, is a skill sharpened within this context. Research skills are often applied to an activity. How do I do it?

Guided by a set of parameters, students undertake to solve problems, adapt to issues arising from their scenario, and gain an awareness of the unique circumstances that exist within the confines of the simulation. Some simulations require one day, others may take weeks to complete. Scope and content varies greatly. This being true, specific guidelines change with the activity. Several principles however apply to all. Ensure that students understand the procedures before beginning. It improves efficacy if the students can enjoy uninterrupted participation. Frustration can arise with too many uncertainties. This will be counter productive. Try to anticipate questions before they are asked. The pace of some simulations is quick and the sense of reality is best maintained with ready responses. Monitor student progress. Know what you wish to accomplish. Many simulations can have more than one instructional goal. Developing a rubric for evaluation is a worthwhile step. If appropriate, students should be made aware of the specific outcomes expected of them.

How can I adapt it? Simulations can typically be adapted internally to address the specific circumstances of the students and class environment. They can also be offered as a replacement for other teaching strategies thus themselves being an adaptation. Opportunity for enrichment or modification exists. A Social Studies resource simulation can be adapted to fit a unit in Language Arts. The grade 6 and 7 themes of survival can be drawn out from the need to struggle to obtain limited resources. There are at least 3 ways simulations can be used and internally adapted to classrooms. Time - the arc of the activity can be adjusted. Content - some simulations offer content more appropriate to specific ages. The election simulation listed in teacher resources, for example, has 3 separate scenarios. Each possesses a similar theme but the content allows the unit to be used from Gr. 5 to 12. See the teacher resource page for details. Expectations - Not all students appreciate the subtleties of a concept as well as others. Rubrics can be developed to help the teacher determine the level of success.

Assessment and Evaluation The nature of simulations mean that experiences are more real than some other techniques. Their drawback can be the assessment. Teachers must monitor the process to ensure that students both understand the process and are benefiting from it. For this reason, it is very helpful to develop a rubric as a guide. Simulations are often best used as part of the process of learning rather than a summative measure of it. Follow-up activities may be helpful to establish a measure of comprehension. Some prepackaged simulations include assessment suggestions. See the resource page for examples. Listed below are a number of rubrics to use as samples and an interesting rubric generator.

Teachers may ask themselves a number of questions to assess the simulation and its apparent success. Does this simulation offer an appropriate measure of realism for my group of students? Are the desired instructional outcomes well defined? Is the level of ambiguity manageable for this group? Does the student demonstrate an understanding of his/her role? Are problem solving techniques in evidence? Does the research being generated match the nature of the problem? Is cooperation between participants in evidence? Has the student been able to resolve the issue satisfactorily? Does the student provide meaningful answers to probing questions? Will follow-up activities be necessary?

FOR EDUCATIONAL SIMULATIONS The use of simulated activities in education is widely becoming recognized as an important tool in schools. Schools are finding that activities that promote learning tend to meet the following criteria: 1. They are "real" or virtually real. They simulate some activity so well that real learning takes place. In fact, the term "virtual reality" is now a widely recognized term and one whose implications are important to education. Howard Rheingold's 1991 book Virtual Reality deals with the technology that "...creates the completely convincing illusion that that one is immersed in a world that exists only inside a computer." Rheingold details his tour through countless situations in which virtual reality is being explored -- from NASA simulators to university experiments that explore the outer edges of simulating reality. Educators are not known for having access to state of the art educational technology, but the principles of virtual reality, applied appropriately, are within the grasp of most educators who are serious about the work they do. Using the principles of virtual reality doesn't have to involve the headpieces and the 3-D glasses described by Rheingold, but the concept of simulating reality far educational purposes is an important one. 2. They are "hands-on" so that students become participants, not just listeners or observers. 3. They are motivators. Student involvement in the activity is so great that interest in learning more about the activity or the subject, matter of the activity develops. 4. They are age appropriate. Since simulations are designed, they can take into consideration developmental age requirements. 5. They are inspirational. Student input is welcome and activities are designed to encourage students to enhance the activity through their own ideas. 6. They are developmentally valid. Simulations take into account the developmental level of the students. 7. They are empowering. Students take on responsible roles, find ways to succeed, and develop problem- solving tools as a result of the nativity. The use of simulations puts the teacher into a new role -- a role that is the inevitable result of the evolution of the role of the teacher in education. Most teachers recognize that their role is no longer that of a presenter of information and that students are no longer sponges for facts. What is Researching? Research projects are very effective for developing and extending language arts skills as students

learn in all subject areas. While doing research, students practice reading for specific purposes, recording information, sequencing and organizing ideas, and using language to inform others. A research model provides students with a framework for organizing information about a topic. Research projects frequently include these four steps: 1. 2. 3. 4. determining the purpose and topic gathering the information organizing the information sharing knowledge.

What is its purpose? to increase students' ability to access information, organize ideas and share information with others to provide opportunities for students to read a variety of reference materials and resources to involve students in setting learning goals and in determining the scope of units of study

How do I do it? Students at all grade levels can be involved in the process of research. Initially, research should be a collaborative activity. As students become familiar with the procedure they can undertake small group or individual projects. Determining the Purpose and Topic: Using procedures such as discussing, mapping or webbing, determine students' interests and awareness levels about a topic of study. List what is known and questions students have about the topic. Categorize these questions and ideas. Examine each category to determine subtopics and possible directions for research. Considering individuals' needs and interests, divide research topics or questions among class members. Research topics could be undertaken by groups, pairs or individuals. Brainstorm the sources of information available in the school and in the community.

Gathering the Information: Students gather information using a variety of reference material such as information books, magazines, newspapers, encyclopedia, atlases, filmstrips, films or video tapes. As students initiate their research, the teacher may identify the need for specific instruction on topics such as: o determining main ideas o locating specific facts and details o interpreting information conveyed in resources such as pictures, charts, maps and graphs o detecting opinions and bias o summarizing and paraphrasing information in their own words o recording main ideas and interesting details. Students could record the information in various ways including using sub-headings or initial questions to categorize information or by recording key words or phrases. Sources and page numbers should be noted by students to assist in the development of a

bibliography at appropriate grade levels. Organizing the Information: Students review the gathered information to ensure that questions have been answered. Students consider how they will sequence the information.

Sharing Knowledge: Students consider potential audiences and how they will share what has been learned. Suggestions for sharing knowledge include oral or written reports, displays, creating books and charts, or presentations including visual art, music, dance or drama. Audiences may include other research groups, the class or younger students.

How can I adapt it? As a precursor to research, students could compile theme books or scrapbooks by collecting pictures and articles related to a specific topic of study or interest. Researching should be conducted in all subject areas. Research may incorporate the following strategies: o Brainstorming o Categorizing o Conferencing o Co-operative learning o Discussions o Key vocabularies o Letter writing o Making books and charts o Puppetry o Newspaper article writing o Sequencing o Using experiences charts o Webbing o Writing to inform

Assessment & Evaluation Considerations Note students' ability to access and use a variety of reference materials for information. Observe students' ability to use language to convey meaning to others. Note students' ability to organize main ideas and supporting details in a logical sequence. Note students' ability to determine an effective format and medium for sharing information. Note students' ability to share information and understandings in various ways.

What is Debating? Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. Debating is a foundational aspect of a democratic society and thus reflects the values of Canadians.

What is its purpose? The intent of the strategy is to engage learners in a combination of activities that cause them to interact with the curriculum. Debate forces the participants to consider not only the facts of a situation but the implications as well. Participants think critically and strategically about both their own and their opponent's position. The competitive aspects encourage engagement and a commitment to a position. Debates require students to engage in research, encourage the development of listening and oratory skills, create an environment where students must think critically, and provide a method for teachers to assess the quality of learning of the students. Debates also provide an opportunity for peer involvement in evaluation. Debating as an activity is most effectively used in grades from middle years on up. How do I do it? Procedural rules exist for debating. They vary by region and reflect parliamentary procedure to some degree. For example, the procedures followed in Great Britain vary slightly from those observed in the United States. Guidelines are quite rigid when engaged in competition but more flexibility exists within a classroom. See the teacher resources section on this page for links to tutorials and printable materials. Begin by familiarizing the students with the concept of debating. Older students will no doubt be somewhat familiar with the practice. Discuss with them the idea of arguing differences of opinion. Suggest to them that debating is simply a structured way to argue ones position. Students may then be introduced to the vocabulary of debating. Terms such as proposition, rebuttal, and thesis are introduced. A list of important terms is available in the teacher resource section. Also included is a tutorial on the debating process. How can I adapt it? Debating can be employed as an instructional strategy wherever the circumstances are open to opposing points of view. Topic options are endless and can be garnered in any course of study. Examples include arguing the effectiveness of government monetary policy in an economics class; the use of product placement for a media studies class; Chinese immigration policy in a history class; or the ethics of stem cell research for a biology class. See the teacher resources for suggestions. Debating as instructional strategy is not as involved as the teaching of debating per se. Students are given the necessary background to employ the technique without devoting so much time that opportunity to focus on the relevant issues is lost. Assessment and Evaluation The nature of the debating process sets up a fairly clear group of criteria for evaluation. Debates may be used as assessment tools or be the summative activity in course of study. Evidence of research, understanding of procedures and indication of critical thinking are aspects for evaluation. Dunbar suggests that the adjudicator (the teacher) can assess six categories. These are: analysis, reasoning, evidence,

organization, refutation, and delivery. A team may lose the debate but still have been very successful in their efforts. What is Jigsaw? Jigsaw is a cooperative learning strategy that enables each student of a home group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the home group and teach the material to their group members. Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective. What is its purpose? Jigsaw learning allows students to be introduced to material and yet maintain a high level of personal responsibility. The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students. In addition it helps develop a depth of knowledge not possible if the students were to try and learn all of the material on their own. Finally, because students are required to present their findings to the home group, Jigsaw learning will often disclose a students own understanding of a concept as well as reveal any misunderstandings. How can I do it? In its simplest form, the Jigsaw instructional strategy is when: 1. Each student receives a portion of the materials to be introduced; 2. Students leave their "home" groups and meet in "expert" groups; 3. Expert groups discuss the material and brainstorm ways in which to present their understandings to the other members of their home group; 4. The experts return to their home groups to teach their portion of the materials and to learn from the other members of their home group In more detail, and written from a teachers perspective, to conduct a Jigsaw in your classroom: 1. Assign students to home teams of 4 or 5 students (generally their regular cooperative learning teams). Have students number off within their teams. 2. Assign study topics to home team members by giving them an assignment sheet or by listing their numbers and corresponding roles on the board. 3. Have students move to expert groups where everyone in the group has the same topic as themselves. 4. Students work with members of their expert group to read about and/or research their topic. They prepare a short presentation and decide how they will teach their topic to their home team. You may want students to prepare miniposters while in their expert Groups. These posters can contain important facts,

information, and diagrams related to the study topic. 5. Students return to their home teams and take turns teaching their team members the material. I find it helpful to have team members take notes or record the information in their journals in some way. You may want them to complete a graphic organizer or chart with the new information. 6. Involve the class in a whole-group review of all the content you expect them to master on the assessment. Administer an individual assessment to arrive at individual grades. How can I adapt it? There are limitless ways of adapting the jigsaw structure in terms of the size of the groups, the range of topics and the demonstration of mastery of those topics. Teachers have developed many variations. Here are several modifications that are helpful in different circumstances: 1. Give students subtopics and have them use reference materials in the library to research their subtopic. This frees the teacher from having to arrange materials in advance. 2. Have the home group write a report or give a class presentation on the overall topic, with the specification that it includes all the subtopics presented in the group. 3. Prepare outlines or study guides of what each subtopic should cover and have students read the same text, organizing and becoming experts on the material highlighted by their outline or study guide Assessment & Evaluation Considerations Assess students' degree of mastery of all the material. Reward the groups whose members all reach the preset criterion of excellence or give bonus points on their individual scores if this criteria is met. Students will need to evaluate themselves on how well their group did in the jigsaw (e.g., active listening, checking each other for understanding, and encouraging each other) and set goals for further interaction

game - a contest with rules to determine a winner; "you need four people to play this game" game - a single play of a sport or other contest; "the game lasted two hours" game - an amusement or pastime; "they played word games"; "he thought of his painting as a game that filled his empty time"; "his life was all fun and games" game - animal hunted for food or sport game - (tennis) a division of play during which one player serves

game - (games) the score at a particular point or the score needed to win; "the game is 6 all"; "he is serving for the game" game - the flesh of wild animals that is used for food game - plot: a secret scheme to do something (especially something underhand or illegal); "they concocted a plot to discredit the governor"; "I saw through his little game from the start" the game equipment needed in order to play a particular game; "the child received several games for his birthday" game - your occupation or line of work; "he's in the plumbing game"; "she's in show biz" game - crippled: disabled in the feet or legs; "a crippled soldier"; "a game leg" game - bet on: place a bet on; "Which horse are you backing?"; "I'm betting on the new horse" game - frivolous or trifling behavior; "for actors, memorizing lines is no game"; "for him, life is all fun and games" game - willing to face danger

Methodology: feedback in communicative classrooms

Author: Tim Bowen Level: starter/beginner, advanced, elementary, pre-intermediate, intermediate, upper-intermediate

Advice on giving appropriate oral feedback in communicative classrooms.

Giving adult students appropriate oral feedback in today's communicative classrooms is one of the greatest challenges teachers face: We are told not to interrupt the flow of conversations and group interactions in the name of fluency; saving feedback for later feels like throwing a wet blanket on a nicely burning fire even if a dwindling one; error correcting, the core purpose of feedback, is a minefield to the untrained. Is feedback necessary, say, after an open debate on the value of pre-marital cohabitation with a group of young adults? In the heat of the debate a lot of errors occur that wouldn't in a tamer situation. How do we choose the ones to treat? How can feedback be given without the "wet blanket" effect mentioned above? More broadly, do the positives of feedback outweigh the negatives in terms of language acquisition? If no proof exists that it does, why include it at all? I know plenty of teachers who opt out simply because it is too hard to do properly. Much is said and written about what to look out for --hence, the minefield effect-- but little is said and written on how to do it. A step by step and gradual training on how to give feedback --which I personally believe to be more important than ever in the age of CLT-- is sorely missing from today's discussions and training programs. Christiane Oberli

Perhaps this question can best be addressed by looking at it from the point of view of the learners. They have taken part in an animated discussion on a relevant topic and have drawn on all their resources in English to do so. The teacher has set up the communicative activity and allowed it to flow, giving the learners the maximum opportunity to participate and to use their language skills to the full. The lesson ends without a feedback stage and the students leave the classroom. At this point they might reflect on what they have done. They have certainly practised speaking and, no doubt, practised listening. What, on the other hand, have they learnt? They may be left with the feeling that although they were practising using their English, they were making a lot of errors and that noone was taking responsibility for dealing with these errors. How, they might reasonably ask, did this activity differ from an animated discussion between motivated students in English in the school cafeteria? In terms of expectations, the learners will probably expect the teacher to do something with the language they have produced and failure to do anything at all can eventually lead to frustration and reluctance to participate in communicative activities. Comments like Whats the point in listening to my partner? I know he makes mistakes all the time. can soon follow.

The questioner describes giving feedback after the activity as throwing a wet blanket on a nicely burning fire. This is a vivid image and no doubt it can be the effect of this type of feedback if every communicative activity is followed by the learners having to correct a list of twenty or so errors. An alternative approach to this might be for the teacher to note down persistent or interesting errors and then prioritize them before the next lesson, selecting a small number that will be of use to the class as a whole. It may even be possible to base a whole lesson around a teaching point that has emerged during the previous days discussion: for example, a number of errors in reporting questions might lead to a lesson that clarified the main rules in that area of the language. Another approach is to record a section of the discussion on audio tape, make several copies of the tape and then divide the class into groups and ask each group to transcribe a short section (two or three minutes of the discussion). Having transcribed the section, the groups exchange papers and correct any errors they find. The process is repeated until they are satisfied that all the extracts are correct. The teacher can then check this in a feedback stage with the whole class. Basing homework exercises on errors made during communicative activities can also help to give them a focus. For example, if there are persistent errors with prepositions, the teacher might devise a short gap-fill exercise using authentic examples from the discussion. This will hopefully have the effect both of dealing with the errors and reassuring the learners that the teacher has taken some action as a result of their discussion. The test-teach-test approach may be of some use here. The first test stage is the discussion itself. The teach stage consists of the action point or points the teacher identifies as a result of errors made during the discussion. The second test stage could be a reworking or reformulation of the first discussion , paying particular attention to the areas of language dealt with during the teach stage. As far as the option of not giving feedback at all is concerned, what is the difference between this and the teacher leaving the classroom for the duration of the communicative activity? Learners expect the teacher to listen to them and the vast majority will welcome feedback and error correction, if such correction is constructive and comes at an appropriate point in the lesson. They expect their written work to be corrected so why not their spoken language?

Consensus
Consensus is a decision making process that works creatively to include all persons making the decision. It is the most powerful decision process as all members agree to the final decision. This is truly radical democracy as all participants have a direct voice and veto power. Consensus can work with groups as small as 5, groups of 300, or even over 500,000 people. Within a small group consensus tends to be more simple if all the group participants are kept abreast of each other's activities and all the factors of the decision. Within groups of 300 or so, consensus takes fractally differents shapes: the group might have a single faciliator, and the 300 members may be arranged into mini-groups of 5 using consensus and with one spokesperson who speaks in the larger

group. Or consensus can work with territories such as lower Mexico (Oaxaca and Chiapas). The Zapatistas answer to a public control called "la consulta". This group -- comprised of all men, women and children 12 and over -meets in local meetings where discussion is held and all the members make the final decision. This process worked in declaring war on the Mexican government and held through the intitial attempts to diffuse the situation with offers of "peace talks" from the Government. In short consensus takes into account and validates each participant. Everyone gets the opportunity to voice their opinion, or block a proposal if they feel strongly enough about a decision. Take a look at the decriptions in this document and consider using a consensusbased process with your group's meeting. Neil Corcoran
The Samizdat Letter

Consensus How it works Basic FAQ Guidelines for Reaching Consensus Consensus Resources

How it works...
1. Presentation The proposal is presented as clearly as possibly by its author. 2. Clarifying Questions Questions are asked by anyone about the proposal to make sure that everyone understands it before you discuss it. 3. Discussion The proposal is discussion and

debated. Possible amendments to the proposal are made at this time. The author(s) always reserves the right to alter the proposal as s/ (t)he(y) see fit. (If it is only a caucus, this is the last step.) 4. Take general feelings on the proposal These can be registered through a straw poll , by a round robin or once-round all members, or through some signal such as thumbs up/middle/down. This can be used to modify the original proposal, consider going forth with a vote, or scrapping it altogether. 5. Call for Major Objection or Strong Concern A single Major Objection blocks the proposal from passing. If you have a major objection it means that you cannot live with the proposal if it passes. It is so objective to you/those you represent that you will stop the proposal from passing. A major objection isn't an "I don't really like it" or an "I liked the other idea better." It is an "I cannot live with this proposal if it passes, and here's why ... !" A thumbs down in general feelings doesn't mean that it is a major objection, a proposal can still pass if there is a thumbs down with no major objections. A Strong Concern does not block the passing of a proposal, but it is a public statement of why you dislike it (so you can say 'I told you so!' later..). All strong concerns are written in the minutes of the meeting or otherwise recorded by the group note-taker.

Does the Proposal Pass? If the feelings of the group are generally positive and there are no major objections, then the proposal passes. If general feelings are positive, but someone has a major objection to the proposal, the proposal doesn't pass. It may get sent to a reconciliation committee, or withdrawn and reworked on and represented at a later date. If the group feelings are generally negative, the proposal doesn't pass. If the group feelings are mixed, not generally positive or negative, discussion continues, or the proposal is tabled until the next meeting, or until more information is available. If discussion seems to be going on forever without the possibility of resolution, the group can: 1. Decide to drop the proposal; 2. Move onto approval voting of specific options within the proposal, or; 3. Send the proposal to a 'reconciliation committee' - or perhaps the original author - for rewriting to work out the objections.

Consensus How it works Basic FAQ

Basic Consensus FAQ

What Exactly Is Consensus?

Guidelines for Reaching Consensus Consensus Resources

Consensus is a decision making process which equalizes power over a group of people. Instead of simply voting for an item, and having the majority of the group get their way, the group has to sit down and get a solution to a problem that EVERYONE is ok with. People take different ideas and we see how we feel about them. The solution that the group thinks is the most positive gets chosen, unless a member of the group finds the solution totally unacceptable. Consensus is based o comporomise, and the ability to find common ground. Why Would We Want to Use Consensus? Consensus is a system that promotes participation because each person has the power to make changes in the system, and to prevent changes that they find unacceptable. People are often inactive because they feel that they have no power in the system and their voice won't be listened to. (Isn't that why so few people vote in most industrial democracies?). Imagine if corporations has to have consensus from a community to build a plastic factory near them, or an incinerator. Shouldn't this be what happens regularly? Since consensus would give everyone power to have their voice be heard, it would force people to listen to each other, and answer their concerns instead of moving past them. But's What's Wrong with a Majority Rule System? The majority rule system is set up to have a winner and a loser. This promotes conflict, and lends itself to steamrolling an idea over a minority that dissents with the majority opintion. People in a majority rule system don't need to listen to the dissenting

minority, or take their opinion seriously because they can simply outvote them. Majority rule systems say that the majority is infallible and they have nothing to learn from the minority. There is no moral system at work with a majority rule system, and there is nothing to say that the majority of people will come up with a morally acceptable system. (I mean, didn't the majority of colonial Americans support the ``right'' to hold slaves?). But We Wouldn't Be Able to Accomplish Anything! Well, this isn't exactly true. Using consensus based decisions the Iroquis nation managed their lands and people very effectively. More recently, the Zapatista network in southern Mexico has been using consensus decision making with everyone 16 and over participating. Any proposal by the Mexican Gov't has been endlessly discussed by each small village in the Zapatista network until everyone agrees. The decision to wage war, and then continue after the Mexican Gov't made some initial concessions was done consensually with a 98.2% approval. Consensus has also been used at 300 person anti-nuclear protests, and during all sorts of activities. It is an all-inclusive form of decision making that everyone can walk away from comfortable and satisfied with the outcome. Be Honest, What Are the Bad Things About Consensus? Since it is a lengthier process to hash out ideas until all objections are resolved, your group meetings might be a bit longer and some proposals might regularly take more than a week to decide. Also, since some proposals may be just shot down without hope of compromise, consensus sometimes

favors the status quo.

Consensus How it works Basic FAQ Guidelines for Reaching Consensus Consensus Resources

Some Guidelines for Reaching Consensus

1. Present your position as lucidly and logically as possible, but listen to other members' reactions and consider them carefully before you press your point. Avoid arguing solely for your own ideas. 2. Do not assume that someone must win and someone must lose when discussion reaches stalemate. Instead look for the next-mostacceptable alternative for all parties. 3. Distinguish between major objections and discomfiture or amendments. A major objection is a fundamental disagreement with the core of the proposal. 4. Do not change your mind simply to avoid conflict and to reach agreement and harmony. When agreement seems to come too quickly and easily, be suspicious, explore the reasons and be sure that everyone accepts the solution for basically similar or complementary reasons. Yield only to the positions that ahve objective and logically sound foundations. 5. Avoid conflict-reducing techniques such as majority vote, averages, and bargaining. When a dissenting member finally agrees, don't feel that s/he must be rewarded by having hir own way on

6.

7.

8.

9.

some later point. Differences of opinion are natural and expected. Seek them out and try to involve everyone in the decision process. Disagreements can help the group's decision because with a wide range of information and opinions, there is a greater chance the group will hit on more adequate solutions. Decision making through consensus involves discussion and accountability of view points as opposed to power struggles. Postponement of decisions to give time to reconsider and recognize that all people participating are able to accept and work with the decision is vital to the consensus process. Remember that the ideal present behind consensus is empowering versus overpowering, agreement versus majorities/minorities. The process of consensus is what you put into it as an individual and a part of the group. Finally, use your minds -- you've got good ones or you wouldn't be here. So think before you speak; listen before you object. Througn participating in the consensus process, one can gain insight into not only others but also ones self.

Buzz Groups

Description
A group is divided into sub-groups of from 3 to 6 persons each for a brief period of time, to discuss an assigned topic or to solve a problem. A representative is sometimes selected from each sub-group to report the findings to the entire group.

Instructor's Role

o o o

o o o o o o o o

assists in determining the issue or problem; divides the group into sub-groups of 3 to 6 persons; gives instructions to the sub-groups; a. defines the task clearly b. informs the group members of the time limit (from 5 to 10 min) to accomplish the task c. suggests that each sub-group select its own leader and recorder requests suggestions for solving problems, clarifying the issue, or answering the question; gives a two minute warning signal for sub-groups to terminate their task; calls time for the sub-groups to reassemble; requests a report from each sub-group, to be given by its recorder; requests any additional comments from any members of the group; summarizes the findings of the group, or suggests that someone else do it; proposes additional study or action; evaluates the strengths and weaknesses of the learning situation.

Participants' Role
o o o o o o o o o o

assist in determining the issue or problem facing them; help select a leader and recorder in each sub-group; restate and define the issue or problem; give suggestions for discussing the issue or solving the problem; listen intently and appreciatively to the other group members' contributions; build upon the contributions of other persons; determine how this information is to be recorded; record all contributions in their sub-groups; summarize the contributions of the sub-group; report the findings of the sub-group.

What is Discussion ? A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students' questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas. What is its purpose? to help students make sense of the world to stimulate thought, wonder, explanation, reflection and recall

to provide opportunities for students to clarify and expand their ideas and those of others to promote positive group interaction and conversation to demonstrate questioning techniques

How can I do it? Open-ended Discussions: o Open-ended discussions begin with a sincere question (to which there is no one correct or concise answer) posed by teacher or student. o All listeners consider the question. o Incorporate pauses after students' responses to encourage extended or different responses. o Clarify students' responses when necessary. o Establish student-student dialogues during the discussion whenever possible. o Respect students' questions and their responses. o Model the role of sensitive listener, collaborator, mediator, prompter, learning partner and questioner. Guided Discussions: o Guided discussions begin with teacher-posed questions that promote the exploration of a particular theme, topic or issue. o Through discussion, students should achieve a deeper understanding of the topic. o After some time is spent on teacher-directed questioning, students should be encouraged to facilitate discussions by continuing to formulate and pose questions appropriate to the topic of study. Talking Stick Circles or Discussions: o Talking stick circles or discussions can be used to encourage students to reflect on experiences or discuss feelings. o The students gather in a circle. o The participant holding an assigned object or the talking stick has the option of speaking while other circle participants listen. o Once speakers have shared their comments and opinions, they pass the stick or object to the person next to them. o Talking circles can be used with a large group or small groups, or with inner-outer circle formations. o Inner-outer circle participants gather in two circles. o The students in the outer circle listen to the discussion taking place in the inner circle, then exchange places and become active participants in the inner circle

How can I adapt it? Discussions should be part of every school subject. Discussions can be incorporated into the following strategies: o Author's chair o Book talks

o o o o o o

Categorizing Conferencing Co-operative learning Guided reading and thinking Literature study Researching

Assessment and Evaluation Considerations Observe students' participation and conduct in large and small group discussions. Note which students rarely or never ask questions. Note the settings, topics, concepts or objects which stimulate the most discussion.

Its in the Mail! Explore the Joys of Exchanging Letters

Kids love receiving and sending letters by mail. Besides encouraging reading and writing, posting letters provides children with insight into a fascinating process that involves numerous people and vehicles working together over long distances. What could be better! Here are ideas to get you started.

Write a Letter Mailing a letter, drawing, or photo to a grandparent or friend is a great way to stay in contact. Encourage your kids to write letters and design cards that are interesting and original. Consider the different occasions that call for communications. A card can say thank you; get well soon; be my valentine; happy birthdayor simply "hello." See what you and your kids can come up with in sending these and other messages. Visit the Post Office A trip to the post office to buy stamps makes a wonderful excursion. Kids can compare the designs on stamps and use the vending machines to buy them. If possible, observe the mail-sorting and distribution routines. Look at all those forms! Look at the scales and note how weight matters. Watch the trucks pull up. You and your kids will share a glimpse into a complex system that relies on the cooperation of many workers. Create Your Own Inter-Family Mail Kids can also write and distribute notes at home. It's fun for them to create messages, design their own envelopes and stamps, and use a basket or bag to deliver messages to their very nearby destinations. There's magic in writing a message and having someone else decipher the messagehours or days later. Share the Joy of Receiving Letters There is something very special about receiving a personal letter in the mail. Grandparents, uncles and aunts, and yes, even parents, can write to their kids. So much correspondence has been replaced by e-mail that it's easy to forget the pleasure of opening an actual letter and reading the contents. Observe the Mail You Receive Noting the postmarks on your mail is a great way to learn geography. Give your kids some nonessential, incoming mail to sort, from your own state or from out of state. Talk about the places the letters come from

and try to find them on a map. Also look at the stamps. There's a reason that stamp collecting is such a popular hobby, and today's stamps are more varied and interesting than ever.