SCENARIO 3
Mapping and Learning collectively
A 60-card deck to reflect on our interior condition for democratic culture.
Learning to show up in the world of education with democratic values in mind
Content
- Introduction to Scenario 3
- Activity Example
- Aim
- Expected Outcome
- Preparation
- Procedure
How you show up in the world matters. This is why Cards for Democracy are an important tool today. They help us develop our interior condition to support democratic environment in our life and work.
Ready to use the Cards for Democracy? We offer some suggestions for you in the form of loose frameworks in which you can develop your creativity, as an educator, facilitator, or trainer.
These frameworks – we call them “Scenarios” – are intended to help you find inspiration to create your own activities.
L2C will share activities for download regularly in the C4D community of practice: Cards for Democracy Facebook group and on its media pages.
For an Introduction to the Cards for Democracy click here.
Scenario 3: Mapping and learning collectively
During and after a training sequence the cards help to gain awareness of what has been learnt, individually and inside the group, or classroom.
In this case the cards are used as learning outcomes and placed on a wall or poster in a certain configuration that represents how the group has learned and developed.
Here is an example of such an activity.
Teachers learning with the Cards for Democracy
Activity Example: The wall of competences
Aim
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To identify what has been learnt in a course, a lesson, or session.
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To make visible for all what competences have been developed as a collective.
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In the case of professional development, The Cards for Democracy – Teachers’ edition can be used, to help teachers develop competence for a democratic practice in education, through the development of attitudes, skills, and knowledge & understandings for democracy.
Expected Outcome
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Participants will understand that as a group we can co-develop an ensemble of competences.
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They will consider how much they, as individuals, can contribute to a more democratic environment*.
*the environment can be of many sorts: classroom, school, university, sports club, training…
Preparation
Make sure you have printed all the cards that you want to use (this may vary depending on what you have explored and how long you want this part of the session to last).
The cards are available in the products section of Learn to Change.
You can become a member by clicking here.
You need a big wall or poster for the map and enough space for participants to move around and stick cards on the map.
Procedure
Step 1: Self-reflection
Ask participants to individually think about the course or learning sequence they have experienced.
They should list 5 things they have learnt.
Step 2: Sharing
Make groups of 3 participants and ask them to share their items on the list. Each partici- pant shares ONE item from their list, and when they have all shared item one , they move to item 2 etc… until they have each in turn, one by one, shares all the items.
They underline 5 items that they feel are most important to them (“important learning”).
Step 3: Making correspondances
Give each group one pack of cards. They should now select the cards (the behaviors) that they feel either illustrate their 5 important items on the “important learning” list, or that complements them, or that seem relevant to these items.
They can choose as many cards as they want!
Step 4: Making the map, now each group
Ask each group to come share and post on the wall their cards. Once all the cards are on the wall, start clustering them. You must agree with the group on the guiding principles for this categorization.
Will you gather cards that together develop a general competence such as “critical thinking”, or “civic-mindedness”, or “developing empathy”, or “cultural sensitivity” for example? Or will you cluster the cards by attitudes, skills and knowledge, for example?
Step 5: Debriefing
Possible questions for debriefing that we have found generative are:
• How do you feel about what we have collectively learnt?
• Are you satisfied with our clustering? Why so? Why not?
• Is there anything missing?
• What would you consider that still needs to be developed? How would you go about it?
Step 6: Disbanding
Invite each participant to choose one card to take home and reflect on what action to take to develop that behavior further.
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