3 How to use the different tools

3.3 The ACT-Game

3.3.5 Possible obstacles and further options

It is recommended to pay special attention to the following areas in order for the ACT Game to bring the expected success:

• For the learning success of this game, it is crucial that teachers who accompany the class are well prepared. More information is provided in chapter 4.3.2. A basic knowledge about the concept of the five basic needs and the strategies to fulfil them is necessary.
• Only do the game with the class if the necessary working attitude (mutual support, seriousness, error culture) is given.
• Do not play the game with the class if there is not enough time. The time given in the ACT phase is rather tightly calculated and one or the other team might need a little longer.
• A single teacher can be quite challenged at times when several teams need support at the same time.

Further options

Even though the ACT game is designed to have a logical sequence, parts of it can be taken out and given to the class as specific exercises.

 

Level 1:

The game board and cards can be used to stimulate discussions about current socio-political issues. The topic cards all contain a QR code that leads to condensed in-depth information about this topic.

Examples of further uses in class:

• The pupils create a story about a problem as described in the instructions for Level 1.

1. Individual work in the form of an essay
2. Group work, possibly combined with research on the topic
3. The teacher chooses one or more of the topic cards to work with.

• The teacher uses only the topic cards to introduce a topic.
• The teacher divides the class into teams of 3-5 pupils and gives them all the same combination of cards. Each team comes up with a story and then the story is presented to the other teams.

Level 2:

With the help of the game board and the cards, pupils can test their knowledge of the 5 Basic Needs according to William Glasser and acquire an avatar.

Examples of further uses in the classroom:

• Practising the 5 basic needs: This sequence can also be played if you are currently working with booklet 1 "Basic Human Needs" and want to deepen what you have learned. It is advisable to keep the setting of the teams of five (as described in the instructions).
• The avatar cards can be used for role-plays in which the pupils act according to the superpowers they have been given.

Level 3:

Level 3 is a treasure box of valuable tools with which pupils can train their democratic skills. Each of the five actions can also be used individually in class. If the pupils have played the ACT game before, they will be familiar with the actions and should be able to use them in other contexts. Game board 3 gives a good overview of the different actions.

 

 

Examples of possible uses in class:

RESPECT - Use in class on the topics of communication and conflicts or to discuss concrete conflict situations in class.

RESEARCH - Use in class on the topics of information gathering and media literacy.

PRIORISE - This sequence can also be played if you are currently working with booklet 2 "Strategies to fulfil Basic Needs" and want to deepen what you have learned. It is recommended to keep the setting of teams of five (as described in the instructions).

PRIORISE - The activity can also be used in lessons on the topic of conflicts following the activity 1. RESPECT in order to work on solution strategies.

PRIORISE - Working out useful strategies and approaches to solutions contributes significantly to the social development of the pupils and is an important part of the school culture. Thus, there are many other uses for this exercise as a cross-cutting theme.

DECIDE- Systemic consensus building is an essential democratic tool and can be practised and used whenever decisions need to be made that are supported by all. The use of systemic consensus increases the participatory approach within the school culture.

CONTACT - Write the four steps (available as appendix to the teacher's guide) on a poster or print out the document.

• You can practise the four steps with the pupils in role plays.
• If you have a class council or a pupil parliament in your school, suggestions or wishes can be formulated in this way.
• It can also be used as a guide for discussion in conflict situations.

Level 4:

The pupils evaluate their teamwork and the results from the ACT phase.

• The teamwork table can be used for any other teamwork. With its help, classmates can give structured feedback and each pupil gets immediate feedback on his or her contributions.
• In the overall evaluation, teams are instructed to distribute the points they received in a previous evaluation among the other teams. In return, they receive their points. This procedure makes processes of social equalisation tangible. In the EU, for example, there are also countries that pay in more than other countries because they have a better starting situation. On an individual level, too, there are people who already have many more opportunities and possibilities than other people when they are born. This experience can be worked on in many directions.
• Pupils write an essay with their own thoughts.
• Pupils discuss in groups, what they find fair and what not.
• Pupils shall search the net for examples how the EU tries to balance social injustice.