An effective facilitator will ask open-ended questions to solicit specific information. These questions will help the facilitator to determine if there is a need for further inquiry or to refine the discussion. Incorporating open-ended questions reduces the facilitator’s burden and allows the audience to offer more helpful feedback. In most cases, the facilitator will ask questions regarding demographic information such as income level, race, age, and other relevant criteria. The goal is to collect enough demographic information to provide an individual with a complete picture of his or her educational experiences.
Some concepts may have multiple elements. In one case, the topic could be “regular activities” and “eligibility.” In another case, the topic could be “weight loss.” Both of these examples are very broad and can cover a wide array of educational topics. Because these examples are so broad, the facilitator must select topic ideas that fit the audience well and make the most effective use of available resources.
Most facilitators use a few common questions to begin the process of developing each lesson. These questions allow them to compare present practices to their goals and determine what key features of their lessons can help achieve those goals. Following are examples of common comparison questions. These comparisons are important because they help ensure that the instructional process is both consistent and uniform across the board and that all parties are on the same page.
“Cultural Nationalism versus Individualism” are an example of a concept that might be explored in several ways. The question asks students to identify the common traits of various nationalistic and ethnic movements. For example, is there a common element among the leaders of Hamas, Hezbollah, and Iran? Is Canada like Germany or similar in its national culture? Identifying these critical attributes allows the facilitator to compare and contrast two seemingly similar concepts. It also allows for evaluation of a concept’s applicability and value to modern-day society.
“Ethnic Nationalism Versus Nationalism” examines three versions of this concept. Students are asked to compare the following three examples: ethnically diverse individuals voluntarily co-exist with majorities who have different cultural identities. In the United States, the successful minorities are not necessarily considered part of the larger group. A minority culture might exist within a large country but would likely be considered a minority culture within a smaller country. Finally, in other parts of the world, entire indigenous groups are considered a nation.
“Racism and Nationalism” compare the ways in which race and nationality are perceived and used as a concept in contemporary society. Students will explore the ways in which race and nationality are using to justify actions that follow from a moral perspective, political one, and even legal ones. Fascinating though these topics may seem, they should not overwhelm the class discussion. Instead, the examples should simply provide a backdrop for discussions of more pressing issues. As mentioned before, these issues are race and nationality, which is a category that includes many different types of systems of thought and actions based on ancestry, color, or culture. The other two examples in this unit discuss aspects of national citizenship.
“culturalism and multiculturalism” provide four examples of how the concept worksheet can be used. In the first lesson, students learn about how different cultural and ethnic backgrounds influence societal attitudes, decisions, and choices. Students are then given the definition of a cultural minority. Then, the second example discusses how members of these groups view and interpret modern society. Lastly, the third lesson presents the definitions of multiculturalism and culturalism.
Using the examples of the concept in this unit helps prepare students for complex topic discussions that delve into these definitions and explanations. Further, it provides background information to the core concepts used throughout the semester. This allows students to build understanding and a foundation for the course. By using this method of teaching, students not only gain an excellent understanding of the topic, but they also acquire valuable background information about the core ideas and discussions that form the heart of the course.