1.2 Why did miner Sebastian Tirintica decide not to make use of the opportunity to be retrained as a technician who is able to fix wind turbine blades?
1.3 What is, according to Poland, the problem of the ‘European Green Deal’?
1.4 Why did the Romanian Wind Energy Association decide to invite ten miners for a skill matching pilot (its long term goal)?
1.5 Why didn’t Sebastian Tirintica seize the opportunity that the Romanian Wind Energy Association offered him?
1.6 What is the Sebastian Tirintica’s and other young miners’ reaction to the energy transition?
1.7 What is the reaction of the older miners to the energy transition?
1.8 Which EU country has the most coal miners? And how many?
1.9 What do miners in Poland expect to happen when the energy transition starts to take shape?
1.10 What is the Just Transmission Mechanism?
1.11 Did the Romanian Wind Energy Association receive EU funding for its reskilling project?
1.12 How should the EU funding for greening the economy be spent according to MP Cristina Prună?
1.13 What does Sebastian Tirintica say about the climate?
The ‘European Green Deal’ is an example of policy change in one area, affecting another: greening the economy (one area) leads to people losing their jobs (another area).
In the article, several positive and negative effects of this policy change were mentioned.
2.1 Think of another POSITIVE effect that this policy change might have.
2.2 Think of another NEGATIVE effect that this policy change might have.
3.1 The ‘European Green Deal’ is a policy change. Think of a policy change that you would like to implement in The Netherlands or in the European Union.
3.1.1 Write down the policy change you’re thinking of.
3.1.2 Explain why you think that this policy change is needed (situation).
3.1.3 Explain what you would like to achieve with the policy change (goal).
3.2 Policy change in one area (e.g. your policy change, the ‘European Green Deal’, etcetera) can have a big impact on other areas. Name an area that might be effected negatively by your policy change.
3.3 Explain why you think that the positive consequences of your policy change outweigh the negative consequences.
Now, team up with another student.
3.4 Team up with another student and exchange your answers (3.1 – 3.3). Give each other feedback.
3.5 Write down the feedback that you have received from your fellow student(s). Do you agree with the feedback that you have received from your fellow student(s)? Please explain why / why not.
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Check in pairs | Group activity
The students carry out individual assignments. Afterwards, in pairs, they check their answers with those of the other student. If their answers differ, they must find out which of the answers is correct.
The answers can be compared again with another pair (or with answer sheets).
Final phase: check in the class. The teacher only discusses questions where pairs were not able to reach an agreement.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Student-led class discussion | Dialogue
A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.
Three-phase interview | Group activity
The teacher formulates questions, which are answered by pairs each time. Student A interviews student B about the question. Afterwards, student B interviews student A.
A subsequent round follows in a group of four students. Each person tells the others what the outcomes of their interview were. A explains what B said, etc.
This is concluded with a class discussion.
Example: Say you wanted to live on your own: what would be involved?