Case study – Lesson 2.

Participant: Romero Jorge.

 Considering the diversity of both groups, and the variety of interests, I consider
pertinent the application of integration technics between groups. In this sense, we
have to make both groups socialize, leaving aside their prejudices and particular
interests. Within the dynamics that we could present, we have, for example:

Dramatizations or games where they put in practice the assignation of roles for
each participant. In this sense, all the group members will have the opportunity to
represent a specific role within the dramatization, independently of the age.

A specific example could be represent a museum of stereotypes. First of all, we

have to explain what the stereotypes are, and we have to make the public understand
that stereotypes are things of the past. As starting to explain, each student represent
a specific stereotype of each country, therefore, they have to dramatize their clichés
and the rest.

Additionally of role-games, lessons should be restructured on the basis of

games and group interaction (socializing dynamics), in others words, dynamics and
class lessons should be taken to the collaborative work plan between the members of
each group. In conclusion, we say that students of the particular class have to seek
the need to do a collaborative, effective, efficient and group work, without losing the
objectivity and the practice of the explicit instructions within the development of the
activities.