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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
32 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Teaching Controversial Issues ๋ฐํ ์ฐ๋: 2006 ๋จ์ฒด ์ ์: Oxfam GB Les jeunes sont souvent confrontรฉs ร des prises de dรฉcisions dans de nombreux domaines. Des sujets tels que la sexualitรฉ, la religion, le harcรจlement scolaire et la guerre peuvent susciter des รฉmotions compliquรฉes, que ce soit au sein des salles de classe ou ailleurs.Il est nรฉcessaire que les jeunes dรฉveloppent des compรฉtences leur permettant dโรฉchanger sur ces sujets et de se forger leur propre opinion. Avoir la possibilitรฉ dโรฉchanger sur des sujets controversรฉs dans un environnement constructif peut aider les jeunes ร devenir des citoyens mondiaux ; les enseignants ont un rรดle primordial ร jouer dans ce processus.Ce guide s'interroge sur la nature des questions controversรฉes et la nรฉcessitรฉ d'en parler ; il comprend des conseils et des activitรฉs pratiques d'apprentissage. 
Discussing Controversial Issues in the Classroom ๋ฐํ ์ฐ๋: 2012 ์ ์: Michael Hand | Ralph Levinson Discussion is widely held to be the pedagogical approach most appropriate to the exploration of controversial issues in the classroom, but surprisingly little attention has been given to the questions of why it is the preferred approach and how best to facilitate it. Here we address ourselves to both questions. Discussing Controversial Issues in the Classroom ๋ฐํ ์ฐ๋: 2012 ์ ์: Michael Hand | Ralph Levinson Engager la discussion est largement considรฉrรฉ comme l'approche pรฉdagogique la plus appropriรฉe pour aborder les questions controversรฉes dans la salle de classe. Toutefois, lโanalyse et la comprรฉhension de ce statut privilรฉgiรฉ nโa soulevรฉ que peu dโattention, de mรชme que la question de savoir par quels moyens faciliter cette approche dans la salle de classe. L'article traite de ces deux questions. 
Think: Power-Shift Activity Teachers Guide for Primary Schools ๋จ์ฒด ์ ์: Oxfam GB Linked to Oxfam's GROW campaign, the Food for Thought school resources get young people learning, thinking and taking action for a fairer food system.Through this activity pupils will consider why power is important to change something, and why different people or groups have different amounts of power. They will then consider what a โfairerโ food system might look like, and look at examples of what each group can do. 
Think: Power-Shift Activity Teachers Guide for Secondary Schools ๋จ์ฒด ์ ์: Oxfam GB Linked to Oxfam's GROW campaign, the Food for Thought school resources get young people learning, thinking and taking action for a fairer food system.Through this activity pupils will consider the different groups within society who are able to create a fairer food system, think about the opinions of each of these groups and the relative power each has to change things. They will plot these out, and think about which group is most important and why. They will then look at examples of what each group can do and consider which are most effective and how they could support such actions. 
Whole School Case Studies: See Three Examples of How global Larning Approaches Can Support Whole School Development ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: Oxfam GB These case studies support our Education 2012 think-piece series considering how global citizenship can help schools in the current education environment in England.When global learning is approached in ways which support a whole school approach, a variety of benefits can be seen. See here three examples of ways in which this can support pupil voice, community cohesion and curriculum development.These case studies are based on work done by Bridges Global and Tide~.See more at: www.oxfam.org.uk/wholeschool 
Education for Global Citizenship: A Guide for Schools ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: Oxfam GB Education for global citizenship supports young people to explore and question the world around them. It promotes critical thinking, advocates social justice and encourages learners to apply their learning to real-world issues.This guide is packed with practical information for mapping global citizenship across different subject areas and age groups. It also includes inspiring case studies from schools that take a global citizenship approach to teaching and learning. 
Global Citizenship in the Classroom: A Guide for Teachers ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: Oxfam GB This guide is packed with practical tools and advice for teachers wanting to embed global citizenship in their classrooms. Learn how to effectively bring a global lens into your teaching with our handy planning framework, participation methods, and tools to assess learning.Develop your teaching practice with both innovative and tried-and-tested approaches. Help your learners ask questions, make connections, and take action as active global citizens. 
Background: Using Photographs in the Classroom ๋จ์ฒด ์ ์: Oxfam GB It's a universal truth that a picture tells a thousand words. Images and artefacts can help bring your lessons to life. They can challenge stereotypes, engender empathy and increase your learners' understanding of other countries and cultures.Explore how to effectively use photographs in your lessons to foster debate and promote positive images of the countries you're learning about. 
Maths and Global Citizenship ๋จ์ฒด ์ ์: Oxfam GB Maths can help your learners better understand different people, places and patterns in the world. Teaching it with a global angle can also give an insight into how maths can be applied and used to address and inform real-world issues.This guide includes creative ideas for how global citizenship can be utilised in core areas of the curriculum like ratios and fractions, probability and number. It's also filled with innovative resources for use in your classroom.