Bring Shakespeare alive through dilemma-based learning
Students are required to read at least one play by Shakespeare at both key stages 3 and 4. English teachers are challenged to ensure that Shakespeare is brought alive to all students. Dilemma-based learning is the ideal strategy to do this. By asking students to engage with the dilemmas faced by the characters from the plays, students become engaged with the true meaning of the plays.
With an introduction to key ideas and processes, and staff development activities, Exploring Shakespeare through Dilemma-based Learning is the ideal resource to implement a dilemma-based approach to learning in your English classroom. This practical resource encourages a deep engagement with the various dilemmas in the plays of Shakespeare through collaborative enquiry.
This book provides an innovative approach that will help teachers show students how exploring Shakespeare’s plays is relevant to their lives today, and help students learn social and emotional skills and gain a deeper understanding of Shakespeare’s plays.
Exploring Shakespeare through Dilemma-based Learning is a comprehensive resource that will:
Introduce the key ideas and processes of dilemma-based learning
Show you how to use dilemmas from Shakespeare’s plays
Enable you to integrate a dilemma-based approach to learning into your curriculum
Empower your students to question how and why they make certain decisions
Support your students to cope better with tough tasks and deal with uncertainty, ambiguity and doubt.
Summary of contents
Exploring Shakespeare through Dilemma-based Learning will:
Increase the relevance of Shakespeare to your students’ lives
Deepen students’ understanding of Shakespeare through collaborative enquiry
Give your students the confidence and ability to express their views and make informed choices
Encourage deep engagement in the plays of Shakespeare
Provide staff development activities.
Exploring Shakespeare through Dilemma-based Learning provides the information that you will need to introduce dilemma-based learning into the English department in your school. It includes an introduction to the key ideas and processes used in dilemma-based learning in the classroom, explanations about how dilemma-based learning fits in the curriculum, some short staff development activities that can be used individually or with colleagues and examples of dilemmas drawn from the plays of Shakespeare.
Part One: The Basics of Dilemma-Based Learning
What is dilemma-based learning?
What are the Webs of Meaning?
How to organise a dilemma-based learning session
The Webs of Meaning
Part Two: Developing Dilemma-Based Learning as Part of the English Curriculum
The English curriculum and the role of dilemma-based learning within it
Dilemma-based learning in practice – case studies
Example medium-term plans
Developing group skills through dilemma-based learning
Finding and writing my own dilemmas
Using dilemmas to promote social inclusion in the classroom
Facilitation to encourage quality thinking
The role of dilemma-based learning in promoting social and emotional skills
Can I use dilemma-based learning with all students?
Part Three: Example Dilemmas
A Midsummer Night’s Dream, Romeo and Juliet and Measure for Measure
Two example dilemmas about relationships faced by the lovers from A Midsummer Night’s Dream
Three example dilemmas from the play Romeo and Juliet about love, loyalty and commitment
Two dilemmas faced by Angelo and Isabella that explore beliefs, values and morals.
Macbeth and The Merchant of Venice
Two example dilemmas faced by Lady Macbeth and Macbeth that explore ambition, loyalty and societal expectation
Two example dilemmas faced by Shylock and Antonio that explore revenge, greed and justice.
Part Four: Staff Development
Part Five: Resources
Quick guide to dilemma-based learning
Role description cards
Quick guide to the Webs of Meaning
Webs of Meaning
Process review sheet
Some useful questions to promote thinking
Introductory learning opportunity for students
Personal, learning and thinking skills and dilemma-based learning
Social and Emotional Aspect of Learning (SEAL) and dilemma-based learning