TakingITGlobal

Reflections on Interactive Approaches for Your Session Outline As you think about the design of your session, we invite you to reflect on the following questions related to ensuring student interaction and participation: ● What levels of literacy are required for inclusive participation? Is there language or terminology that you have included that might be confusing or inaccessible? If you are talking about a concept, it is helpful to gain insight on their current level of understanding. Rather than try to push through delivering too much information, focus on sharing insight in a way that builds upon their existing knowledge in some form. ● What levels of self-confidence are required for participation? Asking fact-based questions and asking people to raise their hands might actually create discomfort or shame for those students who do not know. Our goal is to build confidence among learners so it is important to ask questions in a way that allows for this. ● Are there any materials that could be used to enhance session delivery and meaning? This can be a powerful tool for engagement if students are able to create, test, or explore alongside you. A simple worksheet can also help students keep up with the session flow. ● Are you allowing students to have a voice without requiring them to speak or have everyone in the room see their response? (i.e. It can be less intimidating to offer the option of writing down an idea on a small piece of paper or using the DOT-mocracy method and posting a dot on a flip chart to make choices and express their views on a question) ● Do you share metaphors that have assumptions about daily activities that students can relate to? (i.e. many of the communities do not have a sidewalk or paved roads. Some of the students have never le their community. They may not have ever seen a bridge. If you give the example of filling a dishwasher, this is likely not relevant). ● Are you able to ask questions that allow students to generate their own references and examples in a way that they are comfortable sharing? For example, in a financial literacy workshop, it may not be relevant to talk about a bank as many of the communities do not have a bank. With that said, if you are trying to teach concepts of budgeting, you might ask "If you had $100 and you could spend it on anything, what would you buy?" If you are going to recommend follow-up activities or resources, consider whether or not it is accessible to the students. You may want to check with our School Coordinator first. ● How do you typically respond when you feel like people are not paying attention to your level of expectation? It is important to recognize that students have many learning styles. This may include observation or even doing something else at the same time (for example doodling, standing or sitting in a different location of the room). It is not the role of the content provider to make any remarks that take a disciplinary or condescending approach but rather for us to respond and engage in a dialogue that is based on respect. As additional context, many of the students might have a hard time paying attention because other needs may not have been met (for example hunger, sleep deprivation, mental illness, family problems). It is not our place as guests to make any judgements or assumptions, but rather to visit with classrooms with an open heart and an open mind. Thank you for your willingness to learn with us on this journey. 10

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