Constructive Conversations

First, let students brainstorm in groups of three or four about local issues on which different perspectives exist. Encourage them to think of issues where they are directly affected by and already have an opinion on. These should be ‘hot’ topics relevant to their local situation.

Examples of such issues may include:

• Implementation of 30km speed zones
• Speed regulations for e-bikes and/or Fatbikes
• Noise regulations in residential areas
• Opening hours of shops, bars and restaurants
• Local environmental concerns (e.g. waste management, green spaces)

Then, each student selects one issue from the brainstormed list that they are particularly interested in and feels strongly about. Once each student has selected their topic, they individually write down their opinion on the topic in a few sentences.

Students form pairs outside their group to hold a dialogue on their chosen topics. First, student 1 advocates for their view on this topic, while student 2 holds an opposing view, irrespective of their own views.

Then, student 1 starts the conversation by asking student 2 to express their opinion. Student 1 has two tasks: active listening and advocating for their views. Once the dialogue has concluded, the students switch roles.

In the same pairs, let students reflect on how the conversation went and give each other feedback. Ask the students to focus on aspects of active listening and advocating views.

First, ask them to write down a reflection on their own behavior in the conversation (5 mins). The following questions can help in their reflection:

• How did the conversation make you feel?
• Were you able to actively listen to your conversation partner?
• Were you able to explain your position as you wanted to?
• Do you feel you understand and/or respect each other’s perspectives?

Then, let them think about the role of the other in the conversation (5 mins). What did they notice about the other person’s behavior in the conversation?

• Did you feel heard by your conversation partner?
• What techniques did your partner use to show active listening?
• What did you find strong about how the other person conducted themselves during the conversation?

Now, ask them to take turns in giving each other feedback (1 minute each) using the following sentences:

• What I appreciate about you as a conversation partner is…
• What I would like to see more of from you as a conversation partner is…

Finally, instruct students to think about how they can use the feedback they’ve received to have an even better dialogue next time. Let students write down their own conclusions about the reflection and feedback (5 mins).

Instruct the students to find another conversation partner to have a conversation on this issue with. This time, they should choose someone from outside the classroom. This could be anyone, such as someone from their neighborhood, their sports team or a random person in a public space.

The student should ask this person to have a short conversation about the issue with them. Just like in the previous step, students should open the conversation by asking the other person to explain their point of view.

After the conversation, students should explain the purpose of their conversation (practicing active listening and advocating their views) and ask the other person for feedback on their discussion. Questions that can help elicit this feedback are:

• Did you feel heard during our conversation?
• Do you believe I understand and/or respect your perspective on this issue?
• Do you understand and/or respect my perspective on this issue?
• Do you have any tips for me?

Back in class, students share their insights with each other in the groups from Step 1. Let students start by discussing what it was like to engage in a conversation with a stranger. Encourage them to reflect on both their listening skills and their ability to advocate for their views. Ask them to consider what went well, what was challenging, and what valuable tips they received from their external conversation partner. 

After sharing their experiences, ask each group to prepare a short presentation highlighting the key things they learned about active listening and advocating for their views. They should focus on summarising important tips and advice that would be helpful for other students.

Have each group briefly present their findings to the entire class. Encourage different groups to contribute new insights and avoid repeating the same tips. Facilitate a class discussion to ensure a variety of perspectives and tips are shared.

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Self-assessment

Self-regulated learning

Reflective questions