CONSOLIDATE
This is an ugly word but it does indicate a basic process. After thinking or discussing has proceeded for a while, it is useful to know exactly what has been achieved and what has yet to be achieved. The purpose of the lesson is to encourage the habit of pausing deliberately for consolidation. This means looking hack over the thinking to see what has been achieved so far. The process is more than a passive summary since the effort to consolidate may involve synthesising some ideas or clarifying others.
As before, the process is one of asking a deliberate question, and expecting a definite answer. The first operation is to ask the question:
How far have I got?
The second operation is to look back and consolidate whatever has been achieved. This may show that much has been achieved, or that very little has been achieved and that the time has been wasted without direction. But consolidation will also show what has not been achieved - what is still to he done. The aspect of consolidation is most important, since it happens not at the end of the thinking but part of the way along. The habit of consolidation can also bring home to a person or group just how good their thinking is. When repeated consolidations fail to show any achievement, a group is inclined to become more deliberate and relevant in its thinking.
The intention of the lesson is to encourage a deliberate pause for consolidation in a discussion or personal thinking about a matter. The emphasis is on the deliberate asking of the question: How far have I got? The actual response to the question is less important than the asking of the question. A consolidation may include a list of points made and areas considered. At times it may resemble a summary of conclusions, but the important difference is that it can be done at any time. By showing in a definite manner what has been discussed, a consolidation makes it easier to see what has so far been left out.
(*In the course of thinking about something, it can be extremely useful to pause now and again to consolidate what has been achieved up to that point.
OPERATION
Ask the question:
How far have I got?
A consolidation is more than just a summary because different ideas can be put together to give a single idea. Different ideas can also be put together under one heading. When there is a consolidation you can look at it to find the gaps in the thinking or to find the points that need thinking about more fully. A consolidation is not a conclusion.
Example:
After ten minutes' discussion on the problem of falling movie attendance, a group consolidated its thinking as follows:
The movies showed a steady fall in attendance over the last ten years with no sign of a change. Rising prices might reduce attendance even more. But very popular films still made a great deal of money. How could one find out which films were going to make money?)
The lesson should start with a very local example. For instance, the teacher might have a short (2-3 minute) discussion with one or two students on the desirability of longer vacations. The teacher then consolidates this discussion as succinctly as possible. (For example: "We have discussed whether students and teachers would like longer vacations; what effect would this have on schoolwork, what could be done during longer vacations?")
PRACTICE
(See Practice section of student’s notes (B))
The students work in groups, but for certain items the teacher asks the class to work as individuals. Even in a group situation the teacher can ask an individual member of a group for an answer. In some of the items (as indicated later), there may be an open class discussion facilitated by the teacher.
1-4
(*1.** After a discussion on what makes a good teacher, a group consolidated its thinking as follows:
"You can tell at once. It depends a lot on the subject. A good teacher makes things interesting. A bad teacher is boring and confusing. But a good teacher does not have to be nice. Sometimes you do not learn anything from a nice teacher."
What gaps can you find in this group's thinking?
2. After a discussion on whether young children should help at home with the housework, a group consolidated its thinking as follows:
"Some of the group felt that it was not fair because being young was for enjoying yourself and after a hard time at school you should be allowed to have fun. But others said that since parents were working to pay all the bills the children should help where they could - like doing housework."
What gaps can you find in this group's thinking?
3.** From the following consolidation, pick out any one point that needs thinking about more fully. The subject is bird sanctuaries.
"Very few people go bird-watching. Most people would not recognise a rare bird and do not care whether a particular species comes to this country or not. It is a waste of land which could be used by people in other ways."
4. From the following consolidation, pick out any point that needs thinking about more fully. The subject is sports at school.
"Only those who want to play should have to - the rest should do as they like. People say exercise is good for you and makes you healthy, so everyone should do it. If only a few wanted to do it, should money be spent on expensive facilities?")
Choose any one item from this group. With these items the students are looking directly at someone else's consolidation. The groups work on the item 2-3 minutes. At the end of that time, each group in turn gives its output briefly.
With items 1 and 2 the objective is to see what area of the total subject seems to have been left out. With items 3 and 4 the objective is to focus on a point which seems to need further discussion.
Suggestions:
Item 1: Gap - "depends also on the class itself and the willingness to learn"
Item 2: Gap - "some parents might want (or need) help, but others may not want it"
Item 3: Point - "do not care"
Item 4: Point - "do as they like"
5-7
(*5. With a telephoto lens a photographer can take pictures of famous people from a long distance and when they are not expecting it. As a result such people have no privacy. Should such photographs be banned or do people have a right to see photographs of public people, no matter how they were taken? Discuss this and then consolidate your thinking.
6.** Iceland claims that its livelihood depends on fish and that the coastal waters are being over-fished. So the territorial waters were extended to a fifty-mile limit. But other nations which have always fished these waters say Iceland has no right to do this. Discuss this and then consolidate your thinking.
7. Do you think it is better to have individual friends or to go around in gangs? Discuss this and then consolidate your thinking.)
Choose two items from this group. Short group discussion lasts for 3-4 minutes and then the teacher asks the group to consolidate deliberately what they have discussed. After another 1-2 minutes each group gives its output in turn. Alternatively there may be an open class discussion facilitated by the teacher. After 3-4 minutes every student is asked to spend one minute consolidating what has been said. The teacher then asks individual students to give their consolidations.
8.
(*In a discussion on whether parents should be more involved in schools, two people separately consolidate the group's thinking.
A. "Not sure in what way parents could be involved. Many parents live too far away or would not be interested in any case. What would he the benefit? A few parents might have too much influence. But parents should know what is happening to their children."
B. "Does involvement mean knowledge of what goes on at school or influence on it? Do all parents have to be involved or only those most interested? Would this be fair? What would be the advantage of parent
Which of these two consolidations do you think is best?)
This item can also he used with individuals instead of groups. Students look directly at the alternative consolidations, decide which one they like best and then explain why (2-3 minutes).
Suggestion:
B is more succinct. Sometimes using questions is a convenient way of consolidating a discussion.
PROCESS
(See Process section of student’s notes (A))