I recently attended the Kappa Delta Pi International Convocation in Indianapolis, Indiana. This is my sixth time attending convocation, and each time I have attended assuming various roles such as a state delegate, regional representative, presenter, and Executive Council member. This year my role shifted to co-chair of the International Committee. With each role comes a new perspective, or lense to view the sessions, meetings, and interactions. As co-chair of the International Committee, I had the pleasure of networking with a variety of educators passionate about student learning across the globe. This year, I attended several sessions focused on sustainability supporting my own teaching philosophy as well as elements of my district’s strategic plan. I’m particularly attuned to equity and social justice strands. Kappa Delta Pi is currently offering a free online class to members and nonmembers on the topic of sustainability. Details on the class can be found at Introduction to Sustainability. This class is facilitated by Susan Santone, author of the book, Reframing the Curriculum: Design for Social Justice and Sustainability.
When I think about my own work related to this blog, the importance of the powerful questions and thinking needed to adequately discuss these topics as well as brainstorm a course of action becomes the impetus of incorporating movement in critical discussions. The concept of using movement with students in the classroom when stimulating discussion is applicable to adults as well. A simple strategy to begin the conversation builds on other ideas I have posted previously.
Activity Title: Working Definition Walkabout
To prepare for this activity, the facilitator prints out a sheet of definitions referencing the big topics to be discussed. At the top of the sheet, the facilitator included the “Working Definition” title. Depending on the size of the group, the number of copies posted around the room may range from 5 or more.
Step 1: Hang Working Definitions around the room. For example, the definitions of social justice and equity might be displayed as working definitions.
Step 2: Participants divide themselves into groups of 3-4 and position themselves in front of one of the working definition sheets. When groups have been formed, they agree on three powerful words to highlight. After they highlight these words, they then decide on what should be crossed out, added to, or rephrased.
Step 3: Participants move as a group counterclockwise to the next working definition sheet. Participants view highlights and review revisions to the working definition. They then continue editing or adding comments.
Step 4: Participants move to the next working definition sheet and repeat the process. This process can continue as long as the facilitator decides.
Step 5: Participants share about the process and its application to their work.
This activity is good for the following reasons:
- It honors the voice of every person.
- It honors the collective voice of individuals in the room:
- what they agree with
- what they disagree with
- their expertise on the topic
- It adds to the processing time
- participants consider own knowledge
- participants focus on the topic at hand
- reduces stress and anxiety
The next steps of the process may include developing the group’s working definition, deep diving into the topic, and/or beginning the process of deciding the direction for the classroom, grade level, district, and so on through the generation of questions.