Momo — More Monitoring Action in the EU
Momo — More Monitoring Action in the EU

Find the impostor question!

Learning Monitoring question Monitoring the common good

Time

90 min

Group size

5-30

Applicable to
digital tools

YES

Difficulty

Rated 3 out of 5

Time

90 min

Group size

5-30

Applicable to digital tools

YES

Difficulty

Rated 3 out of 5
This activity has two stages: a more playful one that helps to understand the difference between ‘rhetorical,’ ‘accusatory’ or ‘good’ questions and a second one dedicated to reflection on the questions formulated in the activities
Instructions
This activity has two stages: a more playful one that helps to understand the difference between ‘rhetorical,’ ‘accusatory’ or ‘good’ questions and a second one dedicated to reflection on the questions formulated in the activities
Instruction

THEORY OF REFERENCE

call to refl-action 3

GOALS

Learning to distinguish rhetorical and accusatory questions from ‘good’ ones

AGE OF PARTICIPANTS

15 years old

METHODS

Rolling debate, decision-making process

EQUIPEMENT

List with examples of ‘rhetorical’ ‘accusatory’ (A) or ‘good’ (G)questions, a box to distribute the questions, cards with written the examples

MATERIALS

Find the impostor questions DOWNLOAD PDF

ESCAPE GAME

For an immersive experience of this topic, check out our Escape Game!
Momo — More Monitoring Action in the EU

Instructions

Stage 1: Understanding of different types of questions (45 min)
  • Prepare as many cards as participants. Write one question on each of them (See ‘Materials’). Put all the papers into a box so that each participant picks one randomly. Give a minute for everyone to reflect on the question they picked. Afterward, invite participants to walk around the space (5 min)
  • Ask the participants to form pairs. They read out to each other their question and through exchanging and comparing ideas, they should try to find out whether they are R, G, or and A type of questions. Give at least two minutes to exchange ideas. Next, ask the participants to form new pairs and repeat the process (20 min)
  • Once everyone has talked to several people, invite participants to gather with the people they think have the same type of question. At the end of this process, three groups should appear, corresponding to each type of question (A), (R), or (G) (5 min)
  • Each group is invited to analyse the questions they have, trying to identify common features (15 min)
    • Stage 2: Plenary session (45 minutes)
  • Invite participants to form a circle and to read, one by one, each question to the whole group, justifying why it falls into the chosen category. Along with the group, you check whether this choice is correct or not. In both cases, explain why the question falls into that category or not (30 min)
  • In the case of ‘rhetorical’ or ‘accusatory’ questions, ask the whole group to rephrase them to make them ‘good’ if possible (15 min)

POSSIBILE VARIATION

You can connect this activity with the activity ‘A good question is…’, showing the whole group a flipchart presenting the 8 criteria for a ‘good question’. Participants should now be even more able to identify whether ‘rhetorical’ or ‘accusatory’ questions are present, and then try to rephrase them as ‘good’ questions if possible or discard them if not. This activity can be done also in a whole group, where the cards are distributed to the participants sitting in a circle and the process of reflection and debate happens in plenary.

DIGITAL TOOLS

Here you can find the activity.
Momo — More Monitoring Action in the EU