Suggestions for teaching young adults (SANS spoon-feeding)

 Rachel (@got2bgutsy)7 years, 7 months ago

To be brief:

I’m currently teaching a short course on social entrepreneurship in Bali, Indonesia to students who cannot afford to attend university, but have been selected to receive one year of free or highly subsidized training in English, Media Development and Leadership that will equip them with desirable skills for future jobs.

I have very no experience teaching older students (they’re all about 18-19) and I really don’t want it to be a lecture based, spoon-fed course. So far it’s been very discussion focused with lots of interaction. I think it’s gone well but if anyone has experience with either teaching social entrepreneurship/teaching interactively/teaching with a language barrier/teaching young adults, I’d LOVE your suggestions or tips.

Cheers!

November 24, 2013 at 6:40 am
Ray Butler (1,423)M (@trek79) 7 years, 7 months ago ago

@got2bgutsy, I would say look into local culture for things you can use in analogy, explain things in terms they can relate to. (but be careful not to offend what may be sacred to them)

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Rachel (0) (@got2bgutsy) 7 years, 7 months ago ago

@trek79, Thanks Ray!

Especially in Bali where the culture is SUPER engrained, I’ve been trying to take this into account as much as possible. I almost started to talk about family planning but remembered that aspects of that are very different here than where I’m from.

The plan for tomorrow is for me to show them a few organizations that they can hopefully relate to, but then have them teach me about an organization whose website is all in bahasa indonesia (and I can’t fully understand). They say the best way to learn is to teach ;)

Matur Suksma (Thank you in Balinese)

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O’Reilly (804) (@oreilly) 7 years, 7 months ago ago

I remember taking an entrepreneurship course, where for our first assignment, we were divided up into teams. The prof gave each team $5 and told them that they had to turn it into $100. Some people did car washes, we ran a contest with ours, others got more creative. At the end, we had to explain what we did and pay back our prof the $5. I’m not sure if this fits what you need to do, but I believe that you’ll do an excellent job of teaching these students.

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i4c1m2b (70) (@i4CiM2B) 7 years, 7 months ago ago

@got2bgutsy, The idea is to teach them how to how to solve the problems that exist in their local environment because, ultimately it will be their responsibility to solve them. Because of the language barrier you may need to create metaphors using elements from their culture that they can relate to. Structure the semester in phases were each phase focuses on one of the steps in problem solving, which is basically social entrepreneurs are trying to do, if I understand it correctly. Check this web site to find a chart best suited for explaining the process of problem solving.

http://www.google.com/search?q=problem+solving+process&nord=1&tbm=isch&tbo=u&source=univ&sa=X&ei=LCKSUtz8CZKuqAG5nYGADw&sqi=2&ved=0CCkQsAQ&biw=1173&bih=539

Translate the graphic into Balinese. Either draw or enlarge the flow chart, for them to copy or handout copies. Then you could assign the students a homework project in which they use their individual creativity to recreate the chart in a unique way (poster, 3D graphic display). So long as the elements are consistent with the original and their texts convey the same meaning. This hands on involvement would be an effective tool to help memorize the process flow one follows in order to solve problems, both social and in their personal lives. On the the due date, put all the projects on display and have the class members inspect each others work to find errors and the projects they think are most creative or do the best job of conveying the information. (the reason to look for errors etc. is because of the added exposure to multiple examples will increase chances of them “knowing it by heart” While their working on their projects, the class periods can be used to explain each step of the process more clearly. Make the class fun by using role playing and simple cue cards to indicate Their roles. (Problem, prob. perpetuate r cause, victim, consequence, solver, obstacle etc. The art project imprints the process in their minds, while the role playing presents a real time metaphor in which they can view it from different. Get what assistance you can to translate instructions for project and RP cue cards and possible question you may address during play. Making your classes memorable increases the chances that they will actually learn and retain information. It RP also teaches the value of cooperation and some ideas about forming organizations and overcoming obstacles etc.If this were all you had time to accomplish, you will have done far more than you could imagine, because now they know that any problem can be solved. Just plug the issue at hand into the process and flow to the solution.
If time permits, you can move towards practical application of the process for specific issues. I would begin that phase by asking the question and learning
1. What criteria do we use to define a “social” problem? And why? How to recognize a social problem? What make a social problem different from other types of problems Again, role playing, might work. Put together groups to represent different problems where one displays the SP criteria. Have the group put on mini performances that mimic the problem. Just give each group a prepared cue card describing it. Make up some every day normal problems (they can even be humorous circumstances, problem with boys or girls) Though in one sense
they might be considered social, they won’t fit the criteria of a “social problem”. See if they can pick out the one that has the needed criteria. You can again use the same method to teach:
2 . How do these problems harm the society? What are the benefits obtained by eliminating them? The consequences of ignoring the issue? Maybe here you could show how people in history often receive a life long recognition, gratitude, an respect for being the people who took it upon themselves to initiate events that would lead to changes, the people who make a determined effort to eliminate the problem for the benefit of all. (Find a movie, or story(s) , pref. from Bali history or wildly recognized “comes the hero” story that inspires inspire) Know that I think about it, with a web search like “movies depicting social problems and solving them”
and use a view and discuss format. All you really need to do is initiate activities (w/ prepared instructions. subsequent discussion topic and direction, include questions to be answered. Then just sit back an let them have at it. Sure you may not understand a word their saying. They’re enjoying this class, so they will invest themselves into the assignments and group discussions.Include in the instructions that they put together a summary sheet listing the purpose of the lesson, what they learned, what conclusions they came to, and any followup questions they might have.Take that to translator and prep. answers to questions and any clarification for what they misunderstood. Overcome the language barrier by using a method whereby they teach themselves off of simple cues from you. Doesn’t Google translate offer the language you require. It’s not perfect . It works best if you keep the input in simple terms
So now they know how to
1. Recognize Social problems
2. Understand the short and long term consequences.
3. See the benefits to the society as a whole and to those who take the actions
necessary for change.
4. Solve any problem by following a process, developed over many years research and
observing real world example.
For the last day of they class, prepare a short inspirational speech, It’s will be very moving to them if it’s in their language. You might be thinking that won’t be possible given the amount of time you have. But you can. All you need to do is shorten each statement you want to make down to it’s simplest. They will understand what you mean by how you say it. You can probably convey as much with three words as you cam with ten. How you say it is what will make it memorable. Inflection, intonation and emotion will give it meaning. That’s something you could start working on now
Hope I didn’t put you to sleep or suggest the impractical, improbable, or impossible! If you experiment with any of these ideas, I’d love to hear how it worked out either way. Anyway I wish you the best in all your endeavors!

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Anonymous (2) (@) 7 years, 7 months ago ago

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Rachel (0) (@got2bgutsy) 7 years, 7 months ago ago

@oreilly, What a great idea!! I can see how that would really leave an impression on the students. I’ll try to think of ways of incorporating that into the social entrepreneurship program. Matur Suksma! :D

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Rachel (0) (@got2bgutsy) 7 years, 7 months ago ago

@i4cim2b, Dave, I was blown away by the length and detail of your response. Thank you so much for your insights and inspiration. I will try to incorporate as many of your tips as possible. I’m an especially big fan of giving a mini-inspirational speech at the end of the class in their native language. I had sort of planned on giving some kind of last speech, but you’re right that it will resonate with them if it’s in their familiar language.

Truly, truly thank you.

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i4c1m2b (70) (@i4CiM2B) 7 years, 7 months ago ago

@got2bgutsy, You’re very welcome Rachel. Don’t hesitate to pm me if I can be of assistance again sometime. I’m grateful for every new avenue that allows for creative expression, so thank you! Dave

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Anonymous (107) (@) 7 years, 7 months ago ago

@got2bgutsy, I did not read the lenghty response so I don’t know if this is a repeat, but the most effective learning method I’ve experienced in classes is when I was asked to teach the class a concept by myself.

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Rachel (0) (@got2bgutsy) 7 years, 7 months ago ago

@anjelica, Thanks for your response! :) I agree that sometimes the best way to learn is to teach. Today I plan on playing a video in bahasa indonesia (the local language) that I don’t fully understand and having them explain to me what it’s about.

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