L1 Entry Point Unit 6

Throughout this 1/2 term L1 will be preparing for UN style debate explore the question:

How should the Global community tackle Climate Change?

Through lessons and Reflect & Connect session Learning Sets will collaborate to

1: learn about the allocated country

2: establish the countries position on climate change

3: learn the skills of effective debate

4: write a UN position paper

5: debate the issue

6: agree upon a resolution

Allocated Continents and countries

Equuleus: Australasia: 1: Australia, 2: New Zealand, 3: Fiji, 4: Papua New Guinea, 5: Tonga, 6: Tuvalu

Lyra: North & Latin America: 1: USA, 2: Canada, 3: Brazil, 4: Cuba, 5: Mexico, 6: St Lucia

Vela: Africa: 1: South Africa, 2: Seychelles, 3: Nigeria, 4: Chad, 5: DR Congo, 6: Egypt

Cygnus: Europe: 1: UK, 2: Spain, 3: Greece, 4: Germany, 5: Norway, 6: Denmark

Orion Asia: 1: China, 2: India, 3: Japan, 4: Bangladesh, 5: Thailand, 6: Philippines

 

Sources to help you research your countries. Go to the site and search for your country. 

1: https://www.cia.gov/library/publications/the-world-factbook/ 

2: http://www.gapminder.org/

View our Entry Point presentation here:

Learning Set Mediation

The purpose of this guide is to support tutors in resolving conflicts within Learning Sets through Interpersonal Small Group Mediation strategies.

The Purpose of Learning Set Mediation:
Learning Set’s are dynamic group structures designed to engineer and facilitate both learning and social relationships. The three principles of:
1: 6 in number;
2: Heterogeneous in character (diversely mixed);
3: Sustained overtime;
have the potential to either enable high functioning learning and social relationships or low functioning learning and social relationships. To enable the desired outcome of the Learning Set relationships must be nurtured by all 7 members of the Learning Set; the 6 students and the 1 tutor.

As with any group, problems and issues concerning relationships can emerge and if unresolved can evolve into corrosively negative group relations. The key therefore is to enable the successful resolution of substantive, communication and relational problems as they emerge. Vigilance, swift action and mediation on the part of the tutor can enable the group to locate the causes, course and consequences of the problem or issue and with this foster healthier Learning Set relationship.

A Learning Set’s success is in direct correlation with the strength of the Learning Set’s relationship.

The Product of Learning Set Mediation:

The long term goal is to enable students to better negotiate their own solutions to substantive, communication and relational problems. Students need to recognise that the relationship of the group is the responsibility of every member. Through modelling and interventions such as Learning Set Mediation, students can come to be ever more self-regulating, aware of how to negotiate their way through the complexities of learning and social relationships. Within this process the Learning Set’s tutor plays a key role.

Learning Set Mediation involves:

  • Voluntary participation (all members of the Learning Set agree to it)
  • Face-to-face discussions between the parties in conflict facilitated through the tutor as mediator
  • An unbiased mediator who helps those involved to understand each other’s point of view and come to an agreement
  • Equal opportunities for all participants to speak and explain their perspective
  • All relevant information being shared openly by all participants
  • A shared agreement between the parties
  • Revisiting the agreement to ensure application and resolution  

 

To access the Learning Set Mediation Guide and Toolkit CLICK HERE