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Methodology Teacher-training workshops Building on students' ideas: The basics of IHL
Methodology Teacher-training workshops Building on students' ideas: The basics of IHL Methodology Teacher-training workshops Building on students' ideas: The basics of IHL 
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This workshop is divided into two sessions of approximately one hour each. Plan to take a break after "Understand the EHL materials," before moving on to Session 2, "Experience the classroom." Step 1: Workshop objectivesThe teaching method you will learn in this workshop is "Interviewing." You will explore this teaching method with the help of Exploration 2A: Limiting the devastation caused by war. In steps 5 of this exploration, students examine the question: what are the basic rules of international humanitarian law? They compare IHL rules to the rules they proposed. Step 6 introduces human rights law and explores the question: what protections (rights) are common to both IHL and human rights law. In parallel fashion, this workshop is designed to raise the same questions for teachers. The aim is to familiarize yourself with the teaching technique of interviewing in order to help students understand the basic rules of IHL and the distinction between IHL and human rights law. Take a look at the following workshop objectives:
Overview: What goes on in this workshop?In this online workshop, you will do steps 5 and 6 of Exploration 2A: Limiting the devastation caused by war, as if you were a student. You will also view a slide presentation on the teaching method used in this exploration: “Interviewing” You will need to keep an EHL journal to record your reflections. You may use your own paper journal, or download our journal template and type in your journal entry. Session 1Step 2: Understand the EHL materials (60 minutes)Read and clarify
Use the EHL journal template for note-taking as you view the slide presentations.
Do the explorationYou might be wondering: "Why do I actually have to engage in the activities that my students will do in class? Why can't I just read through them?" Many teachers feel that way initially. By doing the exploration as if you were a student, you will absorb the material and the issues related to it as your students will. Do steps 5 and 6 of Exploration 2A. The time allotted for steps 5 and 6 - 30 minutes for students - has been expanded for teachers to 60 minutes, as these are complex subjects and teachers may need more time to think about how to teach them. If you are doing this workshop in a group, the teacher-trainer or co-trainers should conduct Exploration 2A, Step 5, in which rules suggested by you [previously in step 4] are compared with the basic rules of IHL. After this, a volunteer from among the group of teachers may conduct step 6, in which human rights law and IHL are compared with each other. If you are doing this workshop on your own, invite a few friends or family members to discuss the distinction between IHL and human rights law. You can also use this opportunity to practise designing and conducting an interview. To practise your interviewing technique, imagine that you have invited a visitor who is well-versed in IHL to come to your classroom. Draw up questions for the visitor, based on the rules you developed [in step 4] and the comparison between IHL and human rights law [in step 6]. You may want to include questions that remain in your "No Easy Answers" corner. Whether you are in a group or on your own, use the Community Forum to put your questions to an IHL expert at the ICRC. By interviewing an IHL expert yourself, you will become familiar with the various stages of your students' preparation for the interviews that they will conduct. EHL Journal reflectionAfter doing the exploration, write down your thoughts on the question posed in step 6, IHL and human rights. What protections are common to both IHL and human rights law? Take a break and continue with Session 2 later.
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