Case: Verstandig of juist niet?

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Waarom het 'bloemenmeisje' demonstreert

31-08-2020 311 views 3

Verstandig of juist niet?

De foto van de vrouw die naar de Mobiele Eenheid zwaait met een bosje bloemen, werd iconisch voor het zondagse protest tegen de anderhalve meter. ‘Bloemenmeisje’ Wendy Kroeze vertelt wat haar motiveert: “Corona is een hoax.”

Lees het complete artikel van Rianne Oosterom in Trouw. Bekijk ook de video en beantwoord tot slot de vragen.

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Assignments for students

1.1 In welke woorden is in de grondwet het recht op demonstreren opgenomen?

1.2 Maak een samenvattingEen samenvatting geeft antwoord op de vraag: wat staat er eigenlijk? Je legt zo kort mogelijk uit wat er in een tekst staat of waar een film over gaat. Je zet de hoofdzaken uit de tekst op een rij en … van 200 woorden. Maak daarbij één kernzinEen samenvatting geeft antwoord op de vraag: wat staat er eigenlijk? Je legt zo kort mogelijk uit wat er in een tekst staat of waar een film over gaat. Je zet de hoofdzaken uit de tekst op een rij en … van maximaal 8 woorden.

1.3 Wat wordt in het artikel bedoeld met “Wij zijn Nederland”?

2.1 Zoek op internet de meest actuele demonstratie op. Leg uit waarom er gedemonstreerd wordt en leg uit hoe de demonstratie verlopen is. Vertel indien bekend wat het resultaat is van de demonstratie.

3.1 Organiseer zelf een (fictieve) demonstratie, eventueel in een groep. Beantwoord de volgende vragen, doe of maak:

Waarom wil je demonstreren?
Wat is het thema?
Wat is je doelgroep?
Waar zal de demonstratie plaatsvinden?
Moet je voor vergunningen en andere administratieve papieren zorgen? En welke dan?
Bij een demonstratie zijn er verschillende rollen. Verdeel de rollen in je groep.
Plan gereed? Presenteer je plan.

Core assignments for students

Recommended by teachers

Brainstorming | Group activity

A clear problem definition marks the starting point.

In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.

Buzz groups | Group activity

Students hold a short discussion (e.g. 5 minutes) per group in a low voice so not to disturb the others.
A reporter (appointed by the teacher or students) reports back the findings and various standpoints from his/her group.

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.

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?

Problem-based learning | Cooperative learning

Students are divided into small groups (6 to 12 students) and are presented with a problem. The problem is analysed in the group: what do we already know; what do we not yet know; and what do we still have to find out? (= formulation of learning goals).
Students then work individually or in a group to analyse the problem in-depth (= self-study).
Finally, the group comes together again, students report back and test whether the problem is now better understood.

Storytelling | Content-based

Presentation of poems, eye-witness reports, etc. The more authentic, the better.

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?

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Susanne Dengler

International Business Studies | Editorial member