Conflict resolution ice breakers relevant to diversity …



Conflict resolution ice breakers relevant to diversity in classCano, M., Tulier, V., & Katz, R. (2009, February 01). Level playing field. Retrieved from Cultural Bridges to Justice website: is an exercise intended to “amplify the definition of both oppression and privilege with common examples and increase awareness and sensitivity to the realities of oppression and privilege”.Example: “Tell the group you are going to read a series of statements about life experiences. After each one you will instruct them to move either backward or forward depending on their experience.”In a lecture hall an alternative version calls for students to keep score for yes and no answers.Rifkin, B. (2007, December 01). Attending to learner diversity in the lesson plan: Planning for intensity of engagement. website: temple.edu/.../Rifkin_2007_Attending_to_learner_diversity.pdf This document lists a number of short and long exercises related to critical thinking and diversity.Example: “Reading and Interpersonal Speaking. Students read a short story and cometo class assigned to retell the story from the point of view of another character inthe story or another character in another story.”Barrera, M. ().Introduction: Faculty Toolkit for Engaging Campus Diversity. website: This Toolkit lists diversity ice breakers that would make good class introductions.Consists of ice breakers, first day activities, classroom activities, assessments, websites and bibliography.Example: “Venn Diagram… students will work in pairs to identify three things they have in common, and three things that make them unique… They will then list their similarities and differences on a two-circle Venn diagram (comprised of one circle that partially overlaps with another).”PBS Teachers. (2003, April & May 01). Nonviolent resistance in history. website: : “Distribute the six stories told on PBS's HYPERLINK "" \t "new"A Force More Powerful: A Century of Nonviolent Resistance Web site… have students develop a strategy for resistance, using the historical models they just studied.”Coover, V., Esser, C., E, Deacon, C., and Moore, C. (1997). Resources Manual for a Living Revolution. New Society Publishers, Philadephia.This book gives conflict resolution ice breakers and longer activities.Example: Use a paper box to create a “house”. Have everyone write their ideas to brainstorm a conflict resolution scenario on a paper “sugar cube” or “igloo ice block”. When they are done they tape their block to the house to build a house of ideas together as a group. Promotes harmony, inclusion, and cohesiveness. If you cut a window in the house and put a flashlight behind a picture of a candle (or a fake candle) it has a nicer effect. You will have to tape paper over the outside of the box, and cut the lid to make a triangle for the roof. It also helps to make a ppt game to facilitate frequently given / anticipated answers. Page 136Fowler, S. (2003). Ready-to-use simulations Calder Connections: An Intercultural Simulation Game. Simulation Gaming June 34(2) The online version of this article can be found at: Kinetic Ice Breakers(2012, January 01). I am from...poem. Retrieved from Education for Occupation website: write a 5 line poem about their personal and cultural identity.Example: “I am from… (specific role models and or heroes/sheroes on whose shoulders you stand when you do anti [racist] work)”..” I am fromGrandma’s apple kuchen,Tuesday chicken and rice, and orange coconut paste spread on toastMiller Lieber, C., Lantieri, L., & Roderick, T. (n.d.). Conflict resolution in the high school. website: are very short, quick, and convenient exercises that can be used impromptu in the class room to alleviate moments of conflict or arguement.Example: “Feelings Check-ln: Ask each student to write on the card in large letters one word that describes how he or she is feeling right now. Then ask students to hold up their cards and look at the variety of responses. Point out how rare it is for different people to bring the same feelings to an experience or situation. Invite students to share why they wrote down the words that they did.”Miller Lieber, C., Lantieri, L., & Roderick, T. (n.d.). Exploring the Nature of Conflict. website: This is a very good, quick way to diffuse a tense situation and restructure the conversation in a productive way.Example: “Ask students for their associations with the word "conflict." …Write the word ‘conflict’ in the center of the board or chart paper and circle it. The words students associate with conflict are written at the end of lines radiating from the circle. Related ideas can be grouped together.” (n.d.). Icebreakers and energisers. website: Knot ice breaker encourages and demonstrates co-operative Power - it involves people working together and sharing leadership roles to enhance problem-solving. You may have to login via Facebook to access material.Example: “. Everyone close your eyes, put your hands into the middle and join hands with two other people. Now, everyone open your eyes to see a tangle of hands. Without letting go of anyone's hands, let's unravel the "knot".”Search terms for icebreakers online: diversity ice breaker and bibliography, diversity in the classroom, diversity in higher education, diversity training in higher education, diversity education, Multicultural education United States Handbooks, manuals, etc.Guides for Diversity in the Classroom: for Teaching and Learning University of North Carolina at Chapel Hill, Teaching for Inclusion, Diversity in the College ClassroomBooks featuring Diversity Ice Breakers:Bennett, C. (1999). Comprehensive multicultural education : theory and practice (4th ed). Needham Heights, MA: Allyn and Bacon.Lesson plans pp 261-361.Brown, S., Kysilka, M. (2002) Applying Multicultural and Global Concepts In the Classroom and Beyond. Boston, Ma: Allyn & Bacon.Types of assessments Ch. 7, pp 149 – 162Clauss-Ehlers, C. (2006). Diversity Training for Classroom Teaching. New York NY: Springer Science+Business Media Inc.Exercises distributed throughout book that can be modified to be age appropriate. pp 112-113.Lambert, J., Myers, S.(2010). The Diversity Training Activity Book:? 50 Activities for Promoting Communication and Understanding at Work. New York : AMACOM.Schoem, D., Frankel, L., Zuniga, X., & Lewis, E. (1993). Multicultural Teaching in the University. Westport, Ct: Prager publishers.Lesson plans pp 313 – 333 at the college levelSiccone, F. (1995). Celebrating diversity : building self-esteem in today's multicultural classrooms. Needham Heights, Ma: Allyn and Bacon.Lesson plans: the entire book is composed of diversity self esteem exercises that can be modified to be age appropriate.Singelis, Theodore,ed. (1998). Teaching about Culture, Ethnicity, and Diversity: Exercises and Planned Activities. Thousand Oaks: Sage.Tomalin, B., & Stempleski, S. (1994). Cultural Awareness. Oxford: Oxford University Press.Wlodkowski, R & Ginsberg, M.(1995). Diversity and motivation : culturally responsive teaching. SanFrancisco, Ca: Jossey-Bass Inc. Lesson plans pp 134-135 ................
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