Intentional Serendipity – “Getting to where ideas can find you”

‘Intentional serendipity’ requires learners to be intentional and to create a cultural surround that is conducive to supporting those intentions. It is not the serendipity that is intentional. It is the learner’s frame of mind and the affordances of the learning environment.

Ok…that’s sort of what arose out my deeper thinking about this concept after conversations with Alan Levine (@cogdog) and Dean Shareski (@shareski).

Then I had an interesting read this past weekend – Eleanor Duckworth’s article Helping Students Get to Where Ideas Can Find Them.

The title sure smacks of ‘intentional serendipity’ and the article delineates some conditions which may be precursors to this phenomenon.

• Teachers need to pay close attention to what their students are doing
• They respond with further materials, appreciations, questions, and wonderings
• Teachers don’t put themselves between between the subject matter and the learners
• They don’t try to tell, show or persuade the children to see things their way
• They respect the student’s ‘desire to know’ & encourage elaboration of their thoughts
• Teachers know their subject matter deeply to understand how to better interact with the students’ questions
• Teachers are open to the ‘having of wonderful ideas’

I would like to unpack this more – so if you have ideas as to what conditions need to exist to encourage and support ‘intentional serendipity’, please contribute!

Intentional Serendipity – Unpacked!

PART 1 – Intentional serendipity ≠ engineered serendipity

I am giggling at the interest in the term Intentional Serendipity. I even tried to get it included in my job title – Manager of Intentional Serendipity.  I have used it for several conferences as the tagline on my nametag! That sure started many a conversation.

However, as with any term tossed out there without due diligence of explanation and context as in a previous post, the meaning will be constructed by the perspectives of the reader! “The reader writes the story,” as they say.

Dean Shareski, in “Pursuing Intentional Serendipity,” gives some insightful examples that are relatively consistent with my perspectives on this seemingly conflicted construct. Alan Levine, in “There is No Such Thing As Serendipity,” takes a close look at ‘serendipity’ and provides some excellent thoughts and references about its nature.

Alan suggests that “It can’t be serendipity and intentional, because serendipity is accidental…  serendipity is not intentional, nor is it a thing we can pursue– it is a force generated as a secondary (or many-ary) results of our actions of sharing, helping, contributing. It is when we create a potential opportunity for the unexpected to happen…”

…Intentional serendipity relies on the vigilance of the learner…

Strangely enough, I never considered ‘intentional serendipity’ to be the same as ‘engineered serendipity.’  So I am glad this discussion has erupted because it affords some unpacking of the term!  For me, it is not about the ‘intention’ to create serendipity.  I am not speaking of constructing ‘chance’ events or encounters.  I have been thinking more of a learner’s stance – one with an ‘intention’ to learn.  If you hold an attuned intention to learn, then you will have sentinels at the watch for all that goes by. You will be ‘at the ready’ to opportunistically grasp anything that is useful to your learning. So you are not constructing events. Rather you are vigilant so that you do not miss events relevant to your intention. Intentional serendipity relies on the vigilance of the learner within the learning space.  The intentional learner may set the conditions of that learning space to optimize opportunities – opportunities conducive to the task at hand. It may be by turning on all the knowledge flows – twitter, text, skype, etc. Or it may be by selecting a place of silence for reflection and inner workings of the mind and heart.

Of course, this requires some skill and attention.

PART 11 – The relationship of ‘intentional serendipity’ to ‘intentional learning’ theory

Learning to be intentional…

The notion of ‘intentional serendipity’ arose out of my studies with Marlene Scardamalia and Carl Bereiter who developed ‘intentional learning’ theory.  They briefly describe Intentional Learning as the voluntary direction of mental effort, or, the wilful allocation of spare mental capacity. That is, cognitive capacity that is not already engaged by the ongoing task may be turned back into the task. This is characterized by activities, behaviours and displays of skills many of which may be described as metacognitive. Metacognition is usually considered to consist of both knowledge about cognition and regulation of cognition.  Intentional Learners are assertive in their approach to learning. They set goals – both task and cognitive goals.  They choose to, and are able to, apply any unused mental effort to increase their proficiency on the task or to generalize that which is being learned to other tasks or other domains. They consider, not only the task at hand, but also the larger spectrum in which such learning is embedded. The student considers the knowledge explicitly and separate from the present task. There is consideration for when and where that knowledge can be used in the future. They negotiate meaning with their peers. They ask questions. They seek answers and construct solutions.

…become expert at being expert

Intentional learners are learning to become expert at becoming expert. That is to say, not only are they learning declarative, subject matter and procedural functionality, they are acquiring valuable metacognitive knowledge as well.

Intentional learning differs from metacognition

Intentional Learning theory differs from metacognitive theory in that there is an explicit recognition of other aspects of self.  Intentional Learners are developing, not only well-developed metacognitive skills, but also attitudes (an affective stance), motivations, and social behaviours that are focused on, and conducive to, advancing one’s own knowledge and the knowledge of others. Bereiter & Scardamalia suggest that to generate a useful educational theory one cannot concentrate solely on the knowledge aspect  of intentional cognition, but must also come to understand and include other aspects as well. These include motivation, affect, allocation-of-resources, and ecology.

Intentional learners and the ZPD

Intentional Learning is a frame of mind that is characterized by a student’s ability to be in control of their own Zone of Proximal Development (ZPD). This is central to being in charge of one’s own learning. The ZPD may be defined as the zone in which we can accomplish a task with the assistance, or accompaniment, of a more knowledgeable other – a task that we could not handle alone. (ZPD – Who’s In Charge Here?)

“…learning is a process of enculturation…”

IL is a frame of mind that thrives in a classroom culture focused on students’ taking charge of their own learning. Many agree that the cultural surround affects learning.  Newman et al say, “In the Vygotskian approach to instruction, changes in the whole interactional system, not just in the student, are thus considered in the analysis of cognitive change.” John Seely Brown et al suggest that “learning is … a process of enculturation.” What people learn is often “a product of the ambient culture rather than of explicit teaching.” This implies that the belief structures, the personal interactivity, the nature of the activities and the atmosphere of a learning community are critical determinants of what is learned. This is not to say that explicit teaching is not an appropriate technique. Rather, it is but one of the components of a culture conducive to the development and support of IL.

…student in control…

If we want students to be in charge of their own learning, then it necessitates that we create environments where this is most likely to occur.  Any tools and techniques, therefore, that are to be used within an environment designed to promote and support ‘mindfulness’ or IL should be considered within this context of shifting the control of the learning over to the student.

Summary

…it is not the serendipity that is intentional, it is the learner’s frame of mind.

So I am not speaking of constructing serendipity. I mean that we need to empower learners to be intentional and to create a cultural surround that is conducive to supporting those intentions. It is not the serendipity that is intentional. It is the learner’s frame of mind.

Question Authority – (6 of 6)

Humankind is Both Art and Science - The Art and Science of Learning Disabilities

Sixth, and final, in the series of Humankind is Both Art & Science based on the TEDx talk given on Oct. 1, 2011 at TEDxYMCAAcademy.

1. Humankind is Both Art and Science; 2. Limited, and Fooled, by Our Senses; 3. The Trickery of Temporary Truths; 4. Post Gutenberg Parenthesis; 5. Emotional Rescue; 6. Question Authority

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Question Authority

Question Authority!

I am often in trouble. Perhaps it is because I am a product of the sixties – of (r)evolution  – of anti-establishment.

But, I think not. It is because I really like to question authority – because authority – the common wisdom – sometimes just does not make sense to me.

So I ‘question authority’.

In fact, I used to have a sticker for my motorcycle helmet.

Honestly Officer - It's an Academic Comment!

Question Authority

Unfortunately the police didn’t find it as intellectually stimulating as I do.   LOL

I have questioned some common practices in classrooms where kids have been identified with various LDs. Now these things may not work for you – but I have had tremendous success with these on various occasions. They fly in the face of common recommendations. That’s the way I roll.

In schools, common practices often include a very reductionist approach. I understand why – to reduce the complexity of competing stimuli, to simplify the material, take it to its barest elements and to logically sequence it.

I think there is a place for that.

However, I do not believe it should be the main course of a student’s school life.

Natural Complexity Brings a Context

Learn within the Natural Complexity

I think that the complexity of life is essential for a passionate engagement with the world. I believe that the complexity is required for making sense of the whole and its parts.

“…young children are able to steal that which they need to know…”

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The Construction Zone

I have had a classroom in the YMCA Academy that is called The Construction Zone.

By all rights, ‘learning disabled’ kids should not have done well in that space. Too busy. Too distracting. Too ‘unmanaged’.

The Construction Zone

I have been accused of being too laissez-faire …. but I expect kids not just to learn the content at hand, but indeed I expect them to manage the learning of that content as well.

How ‘meta’ of me.  ;-)

People should make their learning as explicit and as visible as possible – that includes the teacher.

So I would have multiple projectors running with kids working ontheir tasks and everyone else able to see the content AND the processes as they worked.

I would always have my twitter stream running and projected so that kids would understand and see how I engage and how I learn with my PLN.

The students, like very young children, seemed to be able to ‘steal that which they needed to know’.

Build Thoughtful Environments

Create Thoughtful Environments

We need to build thoughtful environments, both F2F and with Blogs, Wikis, FaceBook, Twitter, Nings, etc. – ones that support multimedial minds in natural collaborative endeavours.

Such ‘thoughtful’ environments can be supported with many Web 2.0 tools these days.

But, alas, today I wanted to share the ‘why’

There is no time for the ‘what’ and ‘how’!

The ‘what’ and ‘how’ will be part of the TEDxYMCAAcademy 2.0!

Or read some other posts in this blog if you can’t wait! 

The Ying and Yang of Art & Science

Summary

At this point, I invite you all to think about the issues I have raised here.

When you are studying learning disabilities consider the science of us – but also remember that what we experience is also art. We are both art and science.

Recognize that our view of the world is both limited by our senses and that we impose meaning based on what we already understand. That may not be an accurate picture.

Remember that humankind’s knowledge base is constantly under revision.

What we see as ‘truth’ today, may not be the ‘truth’ of tomorrow. 

Educate for these times – not past times

Look at natural models of learning that engender passion – for that enhances learning.

So, therefore, I ask you to question authority.

Question Authoritatively!

But, be wise. Be smart. Be open. Be learned. Be a learner!

And, question authoritatively.

Thank you.

peter

This brings to a close this series. Thank you so much.

Emotional Rescue (5 of 6)

Humankind is Both Art and Science - The Art and Science of Learning Disabilities

Fifth in the series of Humankind is Both Art & Science based on the TEDx talk given on Oct. 1, 2011 at TEDxYMCAAcademy.

1. Humankind is Both Art and Science; 2. Limited, and Fooled, by Our Senses; 3. The Trickery of Temporary Truths; 4. Post Gutenberg Parenthesis; 5. Emotional Rescue; 6. Question Authority

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Emotions Impact Cognition

Emotional Rescue

So what else can we do - besides recognizing this different giftedness?

We need kids to love learning – to love themselves. It is the natural way.

Let’s follow their path – not impose ours.

Emotions impact cognition.

Again, intuitively many of us have understood this over time.

And guess what? The neuroscience literature is now bursting with evidence in support.

“Emotions impact cognition.”

If You Fall In Love with It You Become an Expert

“Emotions are essential to the decision-making process since they are the engine of the limbic system – our emotional brain which is connected to learning and motivation”,  says Antonio Damasio in a wonderful book called Pedagogy in (E)motion, by Zambrana-Ortiz.

Cognitive science has typically studied how people perceive, learn, remember, and think.

The role of emotions has been largely absent in the literature – until recently.

The neurosciences have now explicitly accepted the importance of emotions in the production of knowledge.

“Emotions influence the development and efficacy of executive functioning.”

Emotions influence the development and efficacy of executive functioning.

Bring Love - Gain Expertise!

I have always posted a sign on my classroom doors – “If you fall in love with it, you’ll become an expert.”

Remember seeing that those of you who have visited the academy? That is why.

So engage the emotions of your students by engaging them in authentic tasks – real tasks that are meaningful to them.

Give them power over their learning by encouraging and supporting their development of deep, driving questions that arouse their passion.

Allow them to work with others so that they can find their place – and work in their areas of strengths – with their assets – not let them suffer in their deficit areas.

I have spoken and written tons about that and so I’d ask you to check throughout this blog for more details on passion-driven, inquiry-based, collaborative project-based learning.

Read Part 6 in the series  - Question Authority!

Post Gutenberg Parenthesis – (4 of 6)

Humankind is Both Art and Science - The Art and Science of Learning Disabilities

Fourth in the series of Humankind is Both Art & Science based on the TEDx talk given on Oct. 1, 2011 at TEDxYMCAAcademy.

1. Humankind is Both Art and Science; 2. Limited, and Fooled, by Our Senses; 3. The Trickery of Temporary Truths; 4. Post Gutenberg Parenthesis; 5. Emotional Rescue; 6. Question Authority

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Post Gutenberg Parenthesis

Post Gutenberg Parenthesis

As we saw, we impose our meaning  on our world – and on others!

So we take our best guess – educated guesses – at all we that we try to understand, explain and ‘fix’.

Maryanne Wolfe, and others, claim that the brain isn’t necessarily pre-wired to read – check Proust and the Squid for that convincing discussion.

We know these kids suffer in our world..

But, as you also know, there are other gifts and strengths that often accompany ‘LD’s.

It is said that dyslexics could be our most talented data visualizers.

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In the Mind's Eye

In the Mind’s Eye

Thomas West says (paraphrased),

“For some four hundred or five hundred years we have had our schools teaching basically the skills of the medieval clerk—reading, writing, counting, and memorizing texts.

Now we are on the verge of a new era,

and will emphasize a very different set of skills—those of a Renaissance man such as Leonardo da Vinci.

Traits that are considered desirable today will be obsolete and unwanted tomorrow.

Instead of the qualities of a well-trained clerk, we might want a habit of innovation in many diverse fields, the perspective of the global generalist rather than the narrowly focused specialist, and an emphasis on visual content and analysis over parallel verbal modes.”

Gutenberg - the Analog Divide

Post Gutenberg Parenthesis

We are into the 21^st century now – past the Gutenberg Parenthesis

– that era that lived and breathed text and text alone.

That era that celebrated letteracy and…

served to exclude those who were challenged by it. Not so socially inclusive.

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Our next Crop of LD Kids?

Visual Imagery & Visualizations

We are now entering a world that is immersed in the production and interpretation of visual imagery and visualizations.

Those who are not literate in those areas may well be our next Learning Disabled kids.

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Read Part 5 in the series  - Emotional Rescue

The Trickery of Temporary Truths (3 of 6)

Humankind is Both Art and Science- The Art and Science of Learning Disabilities

Third in the series of Humankind is Both Art & Science based on the TEDx talk given on Oct. 1, 2011 at TEDxYMCAAcademy - The Art & Science of Learning Disabilities:

1. Humankind is Both Art and Science; 2. Limited, and Fooled, by Our Senses; 3. The Trickery of Temporary Truths; 4. Post Gutenberg Parenthesis; 5. Emotional Rescue; 6. Question Authority

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The Trickery of Temporary Truths

There is another minor problem with ‘truths’. A lot of facts that have been discovered – aren’t facts at all! Simply not true!

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The Earth is Flat

They appeared really true at the time – but other truths replaced them at some point – once the ‘science’ changed – or once our perceptions changed – or our tools to perceive changed!

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At one point, the Earth was deemed to be flat. And…

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Not Around the Earth?

At one point, everything revolved around the Earth.

That was the geocentric model of Ptolemy . And Galileo was in big trouble in the early 1600s – for contradicting the Aristotelian view – which was also that of the church.

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Heard of Phrenology?

Phrenology

Basically, the shape and size of parts of the head were correlated with personality characteristics. Thats what Franz Joseph Gall claimed in the early 1800s.

But, this was a great advance from the 4 humors – black bile, yellow bile, phlegm, and blood.

Or…

Faster than Light?

…how about the discovery last week regarding the questioning of Einstein’s theory of relativity.

Anyone know about that?

Yes…particles have been observed to be traveling faster than the speed of light.

These were temporary truths.

The Brain that Changes Itself

The Brain That Changes Itself

We have many claims and facts about learning disabilities too.

Maybe some of those are temporary truths. I may be totally wrong!! I’m good with that. Just like to question it. Especially with new findings about neuroplasticity and the like.

As an example, once you ‘have’ a learning disability, you have it for life. All you can do is work with it – accommodate it.

Well, to me – being somewhat of an old Piagetian dude – the very definition of accommodation infers a change in the structures of the brain!

We need to be cautious of the trickery of temporary truths.

We need to be cautious of the trickery of temporary truths.

But there is ONE truth that I sorta like!

Neuroscientist Peter Snyder says, “…what neuroscientists don’t know about the mechanisms of cognition—about what is physically different between a dumb brain and a smart one and how to make the first more like the second—could fill volumes. Actually, it does.”

He suggests that  “We’re sort of in the Wild West.””

The scientists, in their brilliance, have developed theories and beliefs based on their interpretations and previous experiences. Their knowledge arose, as mine does, out of how they experienced the world.

Their scientific discoveries were a result of both art and science.

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Read the next in the series – Post Gutenberg Parenthesis.

Limited, and Fooled, By Our Senses (2 of 6)

Humankind is Both Art and Science

The Art and Science of Learning Disabilities

Second in the series of Humankind is Both Art & Science based on the TEDx talk given on Oct. 1, 2011 at TEDxYMCAAcademy.

1. Humankind is Both Art and Science; 2. Limited, and Fooled, by Our Senses; 3. The Trickery of Temporary Truths; 4. Post Gutenberg Parenthesis; 5. Emotional Rescue; 6. Question Authority

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Limited, and Fooled, By Our Senses

Limited, and Fooled, By Our Senses

So let’s take a look at some of the science of us.

Our ‘reality’ is limited by our senses.

That is why we develop tools.

To better understand what is real.

To better understand our world around us.

What we ‘sense’ is not the full picture. Not even close.

So we develop tools.

Tools…

• stretch our edges,
• magnify our sensitivities,
• detect and measure things of which we aren’t even aware.

Tools Augment Our Senses

Reality is Not Only What We Can Perceive

Our ears and eyes have physical limits in terms of what we can hear and see, right?

What we detect is limited.

But is our reality. It is what we think of as our reality.

Same with smell, touch and taste.

So we create machines.

Machines to augment our limited apparatus!

Now we have fMRI – functional magnetic resonance imaging.

It registers blood flow to functioning areas of the brain.

Active neurons consume more blood than idle neurons.

This is where a great deal of our ‘current reality’ is being defined.

Cool stuff.

But, we are still limited. 

Just please remember…

when you are trying to figure out  something – like Learning Disabilities – you are really looking at it in a very limited way –

With a limited set of senses.

With a limited set of lenses.

It is only a limited view of the reality.

The Table Illusion

And… We are Fooled by Our Senses!

We are not just ‘limited’ by our senses.

We are also ‘fooled’ by our senses- because our minds impose meaning on what our physical selves perceive.

These table tops are EXACTLY the same size and shape!

Our brain circuitry is triggered to see the tables in three dimensions.

It’s as Lehrer says regarding ‘taste’ -”it’s our neurological reality. when we sense something, that sensation is immediately analyzed in terms of previous experience”.

Gestaltists said that ”form is dictated from the top down.” The reductionist Wundtians argued that what we perceived was a result of ‘elemental sensations‘.

But what we experience is the art in us – the art of us.

The mind is not a camera — so what we perceive is a result of art not science.

The mind is not a camera — so what we perceive is a result of art not science.

We are both art and science.

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 Read the next in the series - The Trickery of Temporary Truths

Humankind is Both Art & Science (1 of 6)

Humankind is Both Art and Science

The Art and Science of Learning Disabilities

“It is not enough to judge humankind on scientific principles which historically have often been temporary truths.  Schooling must respect the art of human-ness and so we should design natural learning environments to maximize our children’s innate assets.”

Humankind is Both Art & Science

This series of posts is based on the TEDx talk given on Oct. 1, 2011 at TEDxYMCAAcademy - The Art & Science of Learning Disabilities:

1. Humankind is Both Art and Science; 2. Limited, and Fooled, by Our Senses; 3. The Trickery of Temporary Truths; 4. Post Gutenberg Parenthesis; 5. Emotional Rescue; 6. Question Authority

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Humankind is Both Art and Science

Simon Sinek, in his TED talk, How Great Leaders Inspire Action, reminds us that we should first pay attention to the “why” we do things – not jump straight to the ‘what’ and ‘how’.

The ‘why’ will be the focus of this series of posts!

I want us to think about why we should think differently about learning disabilities.

Frustrated Child

Frustrated child

We have a problem.

There are many people, and kids, who are diagnosed with learning disabilities and who are having a heck of a time in school. Some of you might know some of these kids? 

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What Needs 'Fixed'?

Square Peg –> Round Hole?

There’s been a lot of progress

But… more needs to be done.

It isn’t always about ‘fixing the child’. The system also needs to be fixed.

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Try a Different View

Try A Different View

But I think we need to see the world differently.

We need to see it from a different place of understanding.

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My Goal

My goal over this series of posts is to encourage you to question, to observe, to think differently, to frame issues in an holistic way – beyond science and research.

I ask you to zoom out – to see the issues from afar, with an historical eye and with an open mind.

I will offer you some things that have worked for me…they may not work for you…but, perhaps thinking differently will lead you to your own discoveries which you can share.

So let’s go!

Are You Art? Or Are You Science?

Humankind is Both Art and Science

Are you art? Or are you science?

Do you measure, count, evaluate numerically, statistically, scientifically?

Or do you have impressions, feelings, ‘gut instincts’?

Likely a mix of both.

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Dissonance Leads to Learning

I Question Some of the Science of Learning Disabilities

Here’s a secret! Ok, it’s not a secret if you know me!

I’ve always had difficulty accepting some of the science of learning disabilities and the practice arising from it!

Now, in fairness, you also have to understand that I appreciate, and love, the sciences and what they contribute to our understandings in all fields.

But, we are more than science.

Our current western culture leans towards science. We see this in all fields – including education where high test scores are the holy grail.

“…science provides a very narrow definition of truth”

As Jonah Lehrer would say - science provides a ‘very narrow definition of truth’.

Truth is only that which is measurable, quantifiable.

The problem is, we, in all our humanity, experience the world in ways well beyond that.

Science, as Lehrer reminds us, does not account for how we experience the world.

That’s where art comes in — Art is the expression of our experience.

Each and every one of us experiences the world differently. We have, in fact, different realities – different truths.

Each and every one of us experiences the world differently. We have, in fact, different realities – different truths.

Neuroscience tells us this too.

We, humankind, are made of both art and science.

Artists Predicted the Neuroscience

“PROUST WAS A NEUROSCIENTIST”

Check out this book for a great discussion on this! Jonah Lehrer’s book Proust Was a Neuroscientist. (! Walt Whitman, George Eliot, famous chef Auguste Escoffier, Marcel Proust, Stravinsky & Cezanne – Names on slide)

Now, just because I question science does not mean that I am here to knock science! On the contrary, I merely wish to question it!

In fact, how scientific of me!

I’m pretty excited about the neuroscience and neuroplasticity research.

It continues to redefine the truths.

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Read the next post in this series – Limited, and Fooled, By Our Senses

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Co-creation Viewed Differently…

One of the things I have loved over the years is coming to understand the difference between novice and expert learners. I have realized that experts take multiple passes at information and often revisit the same constructs at different times – with different lenses – with new sets of experiences under their belts.

Here I am in this situation myself.  I am thrilled with these new perspectives.

Produced for LCSI's Journal Zone

I have spent a great deal of my professional life encouraging students to collaborate – both socially and cognitively. This has taken many forms and you can browse other posts in this blog to see those efforts and strategies. As you will see, co-creation of artifacts has been central to those efforts. Co-creation of artifacts is, after all, the heart of ‘social constructionist’ theory and practice.

In studying evocative coaching in the Powerful Learning Practice’s Connecting Coaching course, I have been amazed at the power of co-creation to build trust. I guess it has been implicit in all that I have done. But, now that it has been made explicit for me, I can leverage its power in building relationships and in building even more vibrant learning communities among students and among colleagues in professional learning scenarios.

This opportunity to zoom out and to be open to new perspectives on previous themes is a lesson for us all.

Gaining expertise is a lifelong attitude.

Co-creation of content encourages and supports the building of relationships and trust.

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RESOURCES

See also Constructivism in Action by @brendasherry

Global Dignity Day – Express Guide!

Express Guide

Quick, Low-Prep Activities

Celebrating Global Dignity Day in Canada

October 11, 2011

On October 20th classrooms and community organizations all around the world will be celebrating Global Dignity Day. As Canada’s Country Chair and life long Ontario educator, we — along with Global Dignity Day co-founders HRH Crown Prince Haakon of Norway, professor and philosopher Pekka Himanen from Finland, and American social entrepreneur and author John Hope Bryant—are writing to ask for your support and participation as a partner in this global movement.

QUICK, LOW-PREP ACTIVITIES! (See this page for more comprehensive involvement!)

None of these activities should take more than 10 minutes to prepare!  Before beginning an activity, please take 5 minutes to briefly explain to your students what Global Dignity Day is and why you have chosen to celebrate it.  This will give them context and help them understand why they are participating.  To help you do this please view the Prezi presentation found at the link below in full-screen (in particular, the embedded Youtube videos can be clicked and will give you a good feel for the Global Dignity vision).  You can find the full-screen option under the “More” button found at the bottom right hand corner of the presentation.

http://www.tigurl.org/whatisgdd

The Web of Interconnection Game

Prep time:  None

Activity length:  About 10-15 min (depending on how long you want to discuss the message)

Materials:  A nice roll of string

Benefit:  It’s fun and provides a nice visual

 

1. Create an open space in the classroom so that students can move around
2. Have the students stand in a circle around the teacher
3. The teacher goes around to each student in a random fashion, looping the string around their wrists and tying a knot (so that each student is fixed onto the string)
4. Continue to do so until all students have a piece of the string tied around their wrists and what results is a complicated web of string & students
5. The goal of the game is for the students to undo the mess by working together.  Done correctly, they should be able to stand in a line or in a circle without being tangled with each other.
6. Have a discussion on the idea of interconnectedness and how this game symbolizes that every person is a part of a larger whole: we cannot do something without affecting another person and vise versa; we are affected by the actions of others.  In this way they see that to solve any issue, they must work together and consider the impact of their actions on everyone else
7. The teacher then cuts the string IN BETWEEN students only, leaving the loop & knot around their wrists intact so that it acts as a bracelet that they can keep as a reminder of the activity and the lesson that goes with it (this is why it’s a good idea to buy nice string if possible)

Guess Who Game

 

Prep time:  None

Activity length:  Depends on how many stories you want to have

Materials:  Slip of paper and a writing utensil for each student

Benefit:  Great way for your students to learn about each other and receive recognition for the positive things they do

 

1. Have each student write down on the slip of paper you gave them something they’ve done at some point in their life that had a positive impact on the life of another person
2. Collect all the slips and put them in a hat
3. Every time a slip is drawn, have it read out loud to the class.  The goal is for the class to guess who the slip belongs to.  Once the student is correctly identified, give the student the opportunity to elaborate and share what positive impact their action had and how it made them feel afterwards.  The length of the activity depends on how many slips you decide to draw

A Change for the Better

Prep time:  None

Activity Length:  Depends on how many stories you want to have

Materials:  Slip of paper and writing utensil for each student

Benefit:  If done correctly, can be a great learning experience for the students

 

1. This activity is similar to the previous activity “Guess Who Game” except this time it is important for the stories to be kept anonymous and for the atmosphere (created by you) to be accepting and respectful – emphasize that rude, joking or inappropriate comments will not be tolerated
2. Have each student write down on the slip of paper you gave them something they’ve done at some point in their life that they are NOT proud of.  You must tell them that these slips will be read to the class but that they will be kept anonymous (even so, tell them not to choose something that is too personal or something that would be considered a criminal offence)
3. Every time a slip is drawn, have it read out loud to the class.  Again, a safe discussion environment is essential so please encourage this.  Use the slip as a point for discussion by asking the class “What could have been done differently so that the result is positive and the dignity of the people involved are strengthened?”  The length of the activity depends on how many slips you decide to draw

 

Lessons from Food

 

Prep time:  Maybe 10 min – Just need to run to the grocery store to pick up an appropriate snack

Activity Length:  5-10 min

Materials:  A healthy snack that takes into consideration the allergies that your students might have

Benefit:  Students examine the impact of their food choices + eating is always great

 

1. Check ahead of time if any of your students have food allergies
2. Buy a healthy snack and give a piece to each student (a good choice might be a peanut and gluten free granola?)
3. Tell them to place it in their palm for examination before consumption.  First start by telling them to take a close look at it, smell it, feel it’s texture and take a tiny bite to experience its myriad of flavours
4. Go deeper and prompt them to think about all the work and resources that went into producing this piece of food (ex.  “Imagine where the fruits came from and how the farmers had to care for them, where the oats and grains came from and the people who worked hard to harvest them, the energy that went into processing and baking the ingredients into a bar, the amount of gas and oil that was required to transport the product to grocery stores across the country, the resources used to create the packaging etc.).  The lesson is this:  in every object that they take a moment to think about, they will see interconnection between people all over the world.  There are foods that have negative impacts on people and the environment and there are foods that have very minimal impact.  With a little research and care, they can decrease their impact on the world (ex.  Buying local foods means less oil used in transportation which helps both the environment as well as people because reducing the demand for oil makes it less likely that wars will be fought over it).

Running Dictation by Karin Radhe, Hammond High School

Prep time:  1 min – You just need to print out a copy of the passage for each group

Activity length:  About 10-15 min

Materials:  Paper and writing utensils for each group

Benefit:  Contributes to literacy skills

Place several copies of the passage (provided on the next page) on the walls around the room.  Students are put in groups.  They are assigned the copy on the wall that is farthest away from their group.  One student in the group acts as the “runner” and one takes on the role of “writer.”  When given the signal, the “runners” run over to their copy of the passage, memorize as much of it as they can, and run back to their group to dictate that part of the passage.  Group members assist the writer with spelling, etc.  They keep running back and forth until they have completed the passage correctly (it is up to you to interpret what “correctly” means – do you want them to recreate the passage word-for-word or will the main idea be sufficient?  The more strict the rules the more difficult the game becomes).  During the activity, the teacher occasionally calls out “change!”  At that time, other group members take on the roles of “runner” and “writer” so that everyone has the chance to actively participate.  It is up to you whether you want to make this a competition where the first group to reproduce the passage correctly is rewarded but emphasize to the class that it is more important to process and understand the message than it is to be the first team done.  The sample passage is provided on the next page but feel free to create your own or tweak the suggested one.

Running Dictation Passage

 

We have created many issues for ourselves; wars over resources, accelerated climate change, poverty and world hunger to name a few.

 

These may seem like separate issues on the surface but some would argue that deep down, the root cause of all these problems is selfishness.  When people think that their dignity is more important than the dignity of others it makes it easier to take rather than to share and to hurt rather than to care.

 

To solve this issue we need to realize that we are all equal and interconnected.  Similar to how limbs and organs are all a part of a whole person, each of us are all a part of a whole humanity.  Imagine if your right hand thought it was independent from your leg and for some reason decided to cause harm to it.  Would the leg be the only part of the body that suffers?  Absolutely not!  The whole person would suffer from not being able to walk!  Seen through this perspective, actions such as bullying do not make sense.  If you hurt someone else, they will not be the only person to suffer.  In a very complex way, all of humanity suffers (and this includes the bully!).

 

So next time you have a decision to make, remember that the actions you choose to take will create a ripple effect that impacts the world.  It is up to you whether that impact is positive or negative.

Broadcasting Dignity Stories on Your PA System

 

Prep time:  10 min – You just need to meet with your Principal and have them agree to it

Activity length:  About 10-15 min

Materials:  Paper and writing utensils for each student

Benefit:  The positive message of Global Dignity is spread over a long period of time

 

1. Discuss with your Principal and figure out a convenient time for this 10-15 min activity
2. Use the PA system to broadcast the instructions to each class (or perhaps distribute a copy of the instructions to each teacher if not all classes are able to participate):

• A person does not have a choice in whether they are born into a poor family or born into a rich family.  But regardless of what environment this person is born into, they have the right to a dignified life.  This means having access to healthcare, education, income and security so that they can fulfill their potential.
• Although none of us could choose what circumstances we were born into, what we can choose are our actions.  We are not independent of one another, we are all interconnected!  Our actions affect the lives of others and the actions of other people affect our lives.  We can use this fact for positivity or negativity: it is our choice!
• Write a short story about an experience that you know of (you could be involved or it could be a story about people you know) where the actions of one person had a POSITIVE effect on the life of another person; in other words, they contributed POSITIVELY to the other person’s dignity.  You can make the story anonymous or you can feel free to put your name on the page – just make sure to protect the identity of people that are mentioned in your story in case they don’t want to be identified
• These stories will be occasionally broadcasted on our PA system to acknowledge the positivity that people are spreading.  However, if for some reason you don’t want your story to be read, you have the option to not submit your story to the teacher or to write “please don’t read” at the top of your page

1. Finish by providing an example story to the students so that it is clear what you are looking for.  Feel free to tell your own short story or to use one of the stories provided in the Appendix of the Global Dignity Day Complete Facilitator’s Guide
2. Have the teachers collect all the stories and submit them to you
3. Each day or each week or each month, whatever works for your school, broadcast one of the student’s stories on the PA system at the beginning of the day as a way of reminding the students about Global Dignity and their ability to make someone happier

How Do You Feel Today?

 

Prep time:  None

Activity Length:  Depends on the size of your class (roughly 30 sec per student)

Materials:  Print out sheet with emoticons (provided on next page)

Benefit:  Students feel heard and their feelings are acknowledged

 

This activity is so simple yet can be quite effective at helping you build a connection with your students.  Sometimes, students go for long periods of time without being genuinely asked “how are you feeling today?” by an adult in their life.  This simple act can help make them feel cared for.  Pass around the sheet with the emoticons and ask the student who is holding the sheet to point to the face that best represents how they are feeling today.  Encourage them to elaborate if it’s not too personal and don’t push too much if they seem reluctant to share.  The important thing is that you truly listen to what they’re saying and validate their feelings.  Giving a comment or piece of advice at the end of each student story may be helpful.  If they ask “How does this connect to Global Dignity?” go back to the idea of interconnection; caring for how other people are doing and trying to make them feel better is an act of positivity that will spread to everyone.

Artistic Expression of Dignity

 

Prep time:  None

Activity length:  Probably a minimum of 30 min to be effective

Materials:  Standard art supplies

Benefit:  A fun way to have the students think about the concept of Global Dignity on a deeper level

 

This activity is pretty straight forward.  Give the students some time to be creative by asking them to express what dignity means to them and why it’s important by writing, drawing, painting etc.

Embracing Technology to Spread a Positive Message

 

Prep time:  None

Activity length:  5 min

Materials:  Access to the internet

Benefit:  Super quick way to effectively raise awareness about the importance of Global Dignity

 

1. You might consider doing this at the very end of the period to avoid distraction to your lesson
2. If possible, have the students log on to their Twitter or Facebook account from their phones or a computer in the room
3. Dignity is sometimes a difficult thing to define; it means something slightly different to each person.  Ask them to tweet or update their status by completing the sentence “#dignity is…”  If people all around the world contribute to this on-going campaign, what we end up with is a global and collaborative definition of this concept from countless perspectives

Examples:

• #dignity is when you have access to the basic needs that allow you to live a decent life
• #dignity is strengthened when you give more often than you take
• #dignity is when you speak up for a peer that is being bullied

Or they can be creative and rearrange the format of the sentence, as long as “#dignity is” appears somewhere:

• Another person’s #dignity is strengthened when you help them without the expectation of praise or reward
• Many of the issues we face, we created ourselves when we forgot that our #dignity is connected to the dignity of others