Reflection on approaches
There are over 130 interactive exercises in the E4J Anti-Corruption, Integrity and Ethics Modules and we have selected seven of these to highlight how they can help you engage and challenge your students.
In the graphic below we showcase these seven exercises, which are typical examples of the interactive pedagogy utilised in the Modules.
Click on each circle to view the activities.
We hope you found these seven examples interesting and that they have stimulated you to reflect on why these approaches are appropriate and useful for the teaching of ethics and integrity. Consider these questions:
Do you already use these types of approaches?
How might you adapt these resources for use with your students?
This course is designed to explore the interactive pedagogy that is available to you for the teaching of ethics and integrity, and provides ideas and insights to help you adapt and make good use of the materials in your particular context.
We have also selected an eighth example from the exercises available to you which illustrates the interactive approach they adopt. This exercise is called Today's News and is from Ethics Module 3,. The following activity will provide an overview of the activity and invite you to engage with elements of it from the student's perspective.
Introduction activity: Today's News
Part 2 – Selecting one news story
After making notes about the stories, form a small group (or groups) to discuss and share the examples each person has found. Spend about 10 minutes on this discussion.
The group is then required to select one story from all of those presented and be prepared to explain why they made that choice. In a classroom situation, each group would be asked to present their selection, with reasons, to the class as a whole.
Allow about 15–30 minutes in total for this feedback depending on the number of groups.
Part 3 – Lecturer guidelines
In a classroom situation, have one example ready to illustrate what is required. Here are a few examples that could be useful:
articles about legislation to protect consumers or the environment
articles about measures to accommodate refugees
articles that promote anti-corruption.
Demonstrate clearly what the ethical component is in the example and instruct groups to look for similar relationships when they select examples to share with the class.
When groups present to the class, you should use a flip-chart or board to capture the main issues.
In the next section you will explore the learning principles that underpin the power of prior knowledge and experience
Helping people learn