Title: Public goods and social welfare
Author: Aija Kosk
Methodology of activities
In order to better understand the theoretical part of the study material “Public goods and social welfare”, to relate it to reality and already existing knowledge, it is recommended to perform the exercises described below in parallel with the reading of the theoretical part. The aim of active learning is to develop the ability of the learner to think independently and self-direct their learning.
The teacher’s task in the active learning process is to create a favourable environment that allows each learner to achieve maximum development according to their abilities. There are no specific guidelines on how to achieve independent thinking, but there are certain conditions that encourage independent thinking. These are: time, a tolerant atmosphere, recognition of the diversity of ideas and opinions, active participation, risk-taking, respect and values. The task of the teacher is to create these conditions in the learning process.
Independent thinking takes time, as it is necessary to first find out what is already known about the new material; find words to express it and provoke discussion. Without discussion, it is not possible to get feedback that would lead to thought development and further reflection. The exercises below are given a minimum discussion time. The teacher can extend the discussion time as needed.
Not always and not all learners dare or want to express their thoughts. The teacher is often expected to have the “right answer”, even if there is no “right answer”. The task of the teacher is to create a tolerant, supportive and creative atmosphere for discussion related to the purpose of the task. This means that learners have the courage and desire to create, present and develop their ideas and concepts. Active participation is crucial in independent thinking. When learners understand that their thinking is recognized, they participate more actively. At the same time, it is the teacher’s task to make it clear to learners that expressing their thoughts does not mean being allowed to be vulgar or inappropriate. The teacher can use the exercises below for active learning as well as create the exercises themselves. If the teacher sees that there is no discussion in the group or that there is a discussion that is not related to the topic of the task, then they should direct the group discussion with specific questions.
Learners often believe that discussions must lead to the “right answer”. The teacher’s task is to create an atmosphere in the classroom that favours a plurality of opinions and ideas, which is the basis for independent thinking. Free thinking can be risky, because the ideas that come up in a discussion can be intertwined in a strange or even contradictory way. The explanation by the teacher that this is natural is important here. Neither the teacher nor the fellow learners should make appraisal comments during the discussions. It hinders further discussion. When learners realize that their views are valued, that the teacher respects their opinions, they usually respond with greater responsibility and care.
If the learning tasks are not affordable for the learner or do not provide sufficient challenge, it will not lead to the learner’s development. If, on the one hand, learning offers the learner a challenge to test their abilities and, on the other hand, the confidence that learning is affordable, the preconditions for the learner’s maximum development have been created. Consequently, the exercises described below should be used creatively – tailored to the learners’ abilities.
In the exercises, it is shown in which groups they could be performed. However, if the learning is carried out individually, all these exercises can be done alone.
