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Focus question 4: How can groups make a difference?

Teaching and learning activities

Activity 1: Evaluating the group activity (60 min) ESL Activity 1
Activity 2: Students evaluating their contribution (45 min) ESL Activity 2
Assessment ESL Assessment

Activity 1: Evaluating the group activity (60 min)

1a In order to decide whether the Environmental Clean Up was a success, seek feedback from the people who contributed to the work and the people who would see the results of the clean up, eg other students in the school, parents, teachers.

1b Develop the contents of the feedback proforma, eg the positives and suggestions for future improvements with the students. This is sent to the relevant people. Alternatively, ask students to interview a cross-section of the school population using the proforma as a prompt.

1c Collate and discuss the feedback to determine if other people thought that the class group had achieved their purpose and made a difference to the school community through their activities and how they would run the project if they had to do it again.

Activity 2: Students evaluating their contribution (45 min)

2a Students also need to consider their role in the activity. Teachers may use some of the following points to initiate discussion:

  • how they felt about participating in a group activity
  • how they felt about being a committee member (or leader)
  • outline their rights and responsibilities as a member of the clean-up activity
  • the positives and negatives of the clean-up activity
  • how they contributed to the outcome
  • how their contribution made a difference to the outcome
  • how others on their committee contributed to the outcome
  • the helpers and hindrances
  • what they would do differently next time.
Handout 14

2b Students can record their responses in the journal. Alternatively, Handout 14 can be used for recording purposes. Ask students to share some of their feedback with the class. This way students can maintain confidentiality on the parts of the feedback they wish to.


Assess student journals and other documentation according to the following criteria. The student can demonstrate an understanding of:

  • rights and responsibilities of group members, eg the right to be heard, responsibility to listen to others
  • participation skills, eg the ability to take turns to speak, encourage others, resolve issues
  • communication skills, eg the ability to document accurately, explain ideas to others.

ESL activities

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