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Chalk talk

Objective

I. To lighten the discussion of a topic.
2 To systematize the discussion of a topic.
3. To stress the important points in the discussion.


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Suggested approach

Use chalk talk to discuss a topic. In this case, explain the concept of environmental conflict with the use of chalk talk.

I. Start by drawing the environment.

2.. Since environmental conflict can stem from debates on the ownership and stewardship of the environment, draw a hand holding the environment to stress this point.

3. Identify the stakeholders or actors in the environmental conflict by drawing representations of these around the environment.

4. Environmental conflict arises when the interests of the stakeholders or actors are not in harmony with each other. Draw each actor's interest.

5. End the discussion by synthesizing the points made in the chalk talk.


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Remember

· Avoid discussing while writing on the board. Doing this means that your back is facing the participants. However, spells of silence while writing on the board may lead to boredom. While writing something on the board, ask the participants to copy other things you have written earlier.

· Avoid writing lengthily during the session. Long topics should be transferred to the board or a piece of craft paper before the session starts. Cover these while not yet in use, so as not to distract the participants.

Outcome

The participants should have been able to demonstrate their views on a certain issue with the use of chalk talk.

Strengths

· Helps organize the discussion by giving the group a common task: to create a picture of their present situation

· Helps record the discussion. The pictures and symbols represent all the important points made by the participants during the discussion.

· Makes use of language and symbols familiar to the participants.

· Helps the participants clarify and understand their own experience. Through their drawings, the participants describe their world and gain a sense of control of their lives.

· Helps the participants piece together the fragments they already know into an integrated picture of their situation.


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For the participants:

· Keeps them abreast of the discussion
· Helps them concentrate on the discussion
· Gives them better grasp of the topic
· Serves as a guide for note making.

For the facilitator, chalk talk:

· Helps in catching and maintaining the interest of the participants
· Helps focus the attention of the participants to the discussion
· Helps in stressing important points
· Assists in explaining the topic to the participants
· Aids in maintaining the systematic/orderly flow of the discussion.

Limitations

Outcome of the activity may not be kept for future reference if chalk and blackboard were used. However, manila or craft paper may be used as alternative materials if you plan to use the participants' chalk talk product in the future.

Tips

· Plan and practice before teaching chalk-talk.

· First, write the outline of the topic to serve as a discussion guide.

· Writings/drawings on the board should be neat and large enough for easy reading. To highlight important points, one can use bold letters, underline them or use a different color.

· Remove all obstructions that may block the view of the participants. Every participant should be able to see what is written on the board without difficulty.

· Give enough time for the participants to copy what is written on the board.

· Ask participants if they have finished copying what is on the board before erasing it. This signals the end of a session and the start of a new one.

Example

The chalk-talk module was introduced in the Basic Popular Education Training for grassroots educators in Cavite, Philippines. The module on visual arts was given during the latter port of the training. At first, the participants were hesitant to draw on the board. However, after learning that simple shapes could form a complex figure and that practising their newly acquired skill was easy, all of them participated in drawing their community situation. Self expression though pictures gives advice on other ways of developing participants' artistic expression.


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