Group discussion (10 mins): During the group discussions students should endeavor to write down a definition of those terms and/or write down the concepts, actors, values that are associated with those terms.Instruct the students not to look at course readings or use the Internet during the group discussions. Each group receives a flip chart and discusses one of the three concepts: 1- Police Accountability, 2- Police Integrity, 3- Police Oversight Introduction (2 mins): Divide the students into three groups.Discussions during this exercise would give the lecturer an idea of students' prior knowledge and exposure to these concepts. The purpose of this exercise is to warm up students to the main concepts before the presentation of the key issues. Exercise 1: Brainstorming on definitions of police accountability, integrity, and oversight For such exercises possible modifications are included in the lecturer guidelines. The difficulty level and length of some exercises can be modified. However, as students' prior knowledge and exposure to these issues varies widely, decisions about appropriateness of exercises should be based on their educational and social context. While easy and medium level exercises can be delivered in all contexts, advanced exercises may be more suitable to graduate level students. The lecturer should make random selections and try to ensure that all groups get the opportunity to provide feedback at least once.Įxercises are tagged according to the level of difficulty (easy, medium, advanced) and estimated length. When feedback is required, the lecturer should use discretion, because not all groups will be able to provide feedback every time. The easiest way to deal with the requirement for small group discussion in a large class is to simply ask students to self-organize into groups of five or six by turning to the other students sitting close to them. Although it is theoretically possible to have the same small group structure in large classes comprising a few hundred students, it is more challenging. The exercises in this section are most appropriate for classes of between 30 and 50 students, where students can be easily organized into small groups in which they discuss cases or conduct activities before providing feedback to the entire class. This section contains suggestions for in-class or pre-class educational exercises, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section.
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