DESCRIPTION OF THE UNIT:

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The unit provides an opportunity for students to recognise that they can maintain a unique identity while belonging to many groups. It raises awareness that in a group there are differences between individuals as well as things which are shared and held in common.

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OBJECTIVES:

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• Explore the rich diversity of experiences that different people bring to a group

• Identify groups to which one belongs and chart them on a pie graph

• Reflect upon one’s own reality and use it as the basis upon which to build new experiences

• Understand individual differences

• Search for and highlight similarities

• Share things that are important to one’s identity

• Encourage participants to contribute to discussions, exchange ideas and learn from each other as much as possible

• Build a community of belonging

• Create a good group atmosphere and reinforce communication skills and group dynamics

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EXPECTED LEARNING OUTCOMES:

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At the end of this unit the learners will have…

• … become aware of and reflected upon their own reality, lifestyles, experiences and cultural background;

• … gained knowledge and a deeper understanding of the connections and relations of similarities and differences between individuals as a prerequisite for building a community of respect;

• … developed a sense of belonging where cooperation, communication, recognition and acceptance are promoted;

• … experienced uniqueness and the belonging to groups alike by feeling empathy towards the people involved and by respecting diversity and difference and the dignity of the individual;

• … gained insight into a positive evaluation of difference and diversity

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APPLIED METHODOLOGIES:​

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• Personal reflections based on participants’ own reality

• ‘Pyramid discussion’: in pairs, then in groups of 4 and in groups of 8, followed by an exchange of ideas in the whole group

• Feedback as a valuable source of students’ perspectives and opinions with regard to the learning outcomes

• Cooperative learning as interaction will put special emphasis on the sharing of differences and similarities and the discussion of ideas, experiences and insights and will enable participants to learn from each other and gain important interpersonal skills

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REFERENCES:

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• Read4Respect, Anti-Defamation League retrieved from
  http://atlanta.adl.org/files/2013/08/2015Read4RespectProgramAndDiscussionGuideComplete.pdf

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FURTHER READING:

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• Brownlie Fay and Judith King (2011). Learning in Safe Schools. 2nd Edition. Ontario: Pembroke Publishers.

• Batiste, Deborah (2000). Anti-bias Study Guide: Elementary/Intermediate level. New York: Anti-Defamation League.

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WORKING MATERIAL: 

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• Pie graph template