Agile4Collaboration - OER

Open Educational Resources

https://www.agileforcollaboration.eu

IMPRINT

This online educational resource (OER) aims to facilitate the development of the Agile Learning methodology in Europe by creating and sharing resources about agile learning to support teachers and agile learning practitioners. The Agile4Collaboration partnership wants to foster the professional development of teachers/trainers/education professionals in the Agile Learning topic. This OER has been written within the Erasmus+ project Agile4Collaboration co-financed by the Erasmus+ program: www.agileforcollaboration.eu. Action type “Cooperation partnerships in school Education”, Grant number: 2021-1-BE02-KA220-SCH-000032645 Contact e-mail of the Agile4Collaboration coordinator: info@collectiveup.be Contributions to this OER are as follow: Structure of the OER: Fundación Universidad Francisco de Vitoria, K8 Institut für strategische Ästhetik, CollectiveUP, Pro Work, RHIZO, Agile Learning Centers. Agile Learning Journey: CollectiveUP, Agile Learning Centers. Texts of the OER: CollectiveUP (Let’s Learn!), K8 Institut für strategische Ästhetik (Let’s explore further!), Fundación Universidad Francisco de Vitoria (remaining sections) Texts revisions and curation: K8 Institut für strategische Ästhetik Layout in Genially: Pro Work

IMPRINT

Editors: Agile4Collaboration. Authors: Liliana Carrillo (CollectiveUP), Juan Fraile (UFV), Agnès Lotton (K8), Aude Poilroux (K8), Ilaria Vichi (ProWork), Paula Esteban-Manrique (UFV), Daniel Orgaz-Rincón (UFV), Chrysanthi Katrini (CollectiveUP), Rubén Alvarado (CollectiveUP), Abby Oulton (Agile Learning Centers Network), Joos Van Cauwenberghe (RHIZO). We suggest citing this OER as follows: Carrillo, L., Fraile, J., Lotton, A., Poilroux, A., Vichi, I., Esteban-Manrique, P., Orgaz-Rincón, D., Katrini, C., Alvarado, R., Oulton, A., Van Cauwenberghe, J. (2024). Online educational resource on the Self-Directed Agile Learning Methodology and Journey. Erasmus+ project Agile4Collaboration. https://www.agileforcollaboration.eu/result-4/ This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-sa/4.0/ Disclaimer: Agile4Collaboration - Self-Directed Agile Education for Resilient and Inclusive Collaboration is a project partnership, co-funded through the European Commission. This publication reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

WHERE TO START?

Instructions

Agile4Collaboration project

Partnership

PART A

PART B

PART C

INTRODUCTION

OER General Introduction

Agile learning starter journey: HOW

Agile Learning Cycle: WHAT

The agile learning tools

Brief overview of self-directed and agile learning principles

Three elements to make agile learning happenA.1 SuspendA.2 Create Safe Spaces A.3 Connect

The four steps of the agile learning cycleB.1 IntendB.2 Create B.3 Reflect B.4 Share & Celebrate

C.1 Community-Mastery BoardC.2 Game-shifting-board C.3 Offering & Request-board C.4 Kanban-board C.5 Hand-signals

INTRODUCTION

GENERAL INTRODUCTION

Overview and structure of the OER: Agile Learning is a self-directed and intentional way of education in which agile tools and rituals are used. If you are not yet familiar with these concepts, you will find a first introductory section where you can learn about self-directed and agile learning principles. For this agile approach to learning (Part A of the OER) to take place, three elements need to be considered: Suspend, Create safe spaces, and Connect. Additionally, agile learning is structured in four cyclical phases (Part B of the OER): Intention, Creation, Reflection, and Share & Celebrate. Finally, you can also find a section with the most common and useful tools (such as Kanban boards) used to promote self-directed and agile learning.

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

STRUCTURE

Each section from Part A and Part B is divided into these 7 same blocks:

General Introduction

Structure

LET'S INTRODUCE THIS ELEMENT!

LET'S LEARN!

LET'S SET MY GOALS!

LET'S EXPLORE FURTHER!

Overview agile principles

The aim of this block is to present retrieval practice activities related to the previous topic and which can be linked to the topic to be studied.

First reflection activity: This encourages participants to do so and conveys the idea that users who reflect and set their own goals learn more and are more engaged in their training.

This section provides an explanation of the topic to be covered. - DETAILED - SUMMARY

Start your quiz!

LET'S SHARE!

LET'S PRACTICE!

LET'S LOOK AT THE CHANGES!

Encourage participants to use their social networks to share their learning, their tasks... and tag us.

Design of activities/tasks to be carried out by the participants for this block.

Reflection on the first questions. In this section, the participants are asked to answer the initial questions (Let's set my goals!) with a double purpose.

INTRODUCTION

Brief overview of self-directed and agile learning principles

The journey into self-directed and agile learning principles opens a vibrant dialogue across educational landscapes, resonating with the evolving demands of modern learning environments. Rooted in progressive philosophies, these methodologies champion learner autonomy and a continuous, iterative approach to knowledge acquisition. The integration of agile learning principles into various educational settings signifies a shift toward experiential, student-centric pedagogies. This transformative shift is accompanied by a scholarly debate, notably represented by Zhang et al. (2022) and Sweller et al. (2024), which examines the efficacy of instructional strategies. These discussions suggest that effective education stems from the strategic integration of diverse pedagogical practices, balancing explicit instruction and inquiry-based learning within an agile framework. Such an approach acknowledges the complexity of learning processes and the varied needs of learners, promoting pedagogical flexibility. The conversation transcends the binary of direct instruction versus progressive educational paradigms, evolving into a vision where diverse instructional strategies coalesce under the principle of adaptability.

This dynamic, non-linear nature of learning achieves educational excellence through a responsive, learner-centered approach that fosters meaningful engagement. Our OER stands as a beacon of innovation, highlighting the principles of self-directed and agile learning methodologies. It champions learner’s agency and encourages participants to take ownership of their educational journey. Agile learning methods introduce flexibility and adaptability, enriching the learning experience. This OER serves as a pivotal platform for exploration, growth, and transformation, inviting participants to transcend traditional boundaries of learning. As we navigate this educational revolution, the OER illuminates a path where education is not just a means to an end but a lifelong journey of discovery, passion, and excellence. Let us embrace the cause of self-directed and Agile Learning methodologies, forging a future where education adapts, resonates, and inspires across the continuum of learning experiences.

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Brief overview of self-directed and agile learning principles

General Introduction

As we embark on this transformative journey through the realms of self-directed learning and Agile methodologies, it's crucial to reflect on the concepts and principles explored so far. To facilitate this reflection and deepen your understanding, we've designed a quiz that not only serves as a tool for recall but also as an opportunity to engage more intimately with these innovative educational paradigms. This quiz is crafted to challenge your comprehension and encourage you to connect with the core ideas of self-directed learning and Agile methods. As you navigate the questions, remember that this quiz is not an assessment, but an invitation to engage actively with the material, question your assumptions, and explore self-directed and agile learning methodologies.

Structure

Overview agile principles

Start your quiz!

START YOUR QUIZ

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

INTRODUCTION

Self-directed Learning and Agile Methodologies Quiz

General Introduction

Structure

Overview agile principles

Start your quiz!

PART A

PART A Agile learning starter journey: HOW

PART BAgile Learning Cycle

SuspendLevel 0

Create safe spaces

Connect

Suspend

Create safe spaces

Connect

In this Open Educational Resource (OER), we explore three key elements of Agile Learning: Suspend, Create Safe Spaces, and Connect. These elements serve as guiding principles for self-directed education and agile methodologies. They do not follow a particular order, allowing you, the user, to choose how to engage with them according to your needs and context. Suspend encourages a mindset of exploration and understanding, Create Safe Spaces focuses on fostering secure and inclusive environments, and Connect emphasizes building meaningful relationships. These elements form part A of the OER, laying the foundation for a supportive and effective Agile Learning environment.

PART A

A Structure of each element

Each section from Part A and Part B is divided into these 7 same blocks:

Suspend

LET'S INTRODUCE THIS ELEMENT!

LET'S LEARN!

LET'S SET MY GOALS!

LET'S EXPLORE FURTHER!

Create safe spaces

The aim of this block is to present retrieval practice activities related to the previous topic and which can be linked to the topic to be studied.

First reflection activity: This encourages participants to do so and conveys the idea that users who reflect and set their own goals learn more and are more engaged in their training.

This section provides an explanation of the topic to be covered. - DETAILED - SUMMARY

Connect

LET'S SHARE!

LET'S PRACTICE!

LET'S LOOK AT THE CHANGES!

Encourage participants to use their social networks to share their learning, their tasks... and tag us.

Design of activities/tasks to be carried out by the participants for this block.

Reflection on the first questions. In this section, the participants are asked to answer the initial questions (Let's set my goals!) with a double purpose.

SUSPEND

A.1. SUSPEND

Let's introduce this element!

Let's set my goals!

Let's learn!

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

A.1.1. Let's introduce this element

"Suspend" in Agile Learning is an orientation in which learners and trainers make a conscious effort to set aside judgements and prejudices and to encourage openness and curiosity. It involves refraining from immediate labeling and encourages a mindset of exploration and understanding. This practice creates a safe and inclusive learning environment and encourages a growth mindset, where challenges are seen as opportunities to learn. Suspending allows for deep observation, reflection and exploration, enriching learning experiences and interactions.

Let's introduce this element!

Let's set my goals!

Let's learn!

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

A.1.2. Let’s set my goals!

Before we dive into the topic of "suspend", it's important to note that you might not be familiar with this concept just yet. Suspend is all about adopting an open and non-judgmental mindset in learning and teaching. Let's begin by reflecting on your current teaching practices and how this idea might apply, even before you learn more about it. You can write these ideas down by hand in your notebook (better, as research shows that this is the best way to reflect) or in a document on your computer.

Let's introduce this element!

Let's set my goals!

Let's learn!

Let's explore further!

These questions are intended to spark deep reflection and goal-setting, guiding you to make connections between your current teaching methods and the concept of "Suspend" as it will be unfolded in this course. Through this reflective exercise, you will start to pinpoint areas for personal and professional development. Envisioning how the integration of "Suspend" into your educational approach can lead to a more open, adaptive, and responsive teaching environment.

Can you recall any experiences where you or your students benefited from suspending judgment and being open to new ideas?

Let's practice

What are some common challenges you face in your teaching practice?

Let's look at the changes!

Let's share!

What are your expectations and goals for this topic, "Suspend," in your teaching practice?

How do you typically respond when faced with challenges in your classroom?

SUSPEND

A.1.3. Let's learn!

This is the section where you will truly learn about “Suspend”. We offer you two options:

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Information summary

Detailed information

Get a quick overview with key points.

Let's explore further!

Dive into a comprehensive explanation of the topic, with examples and case studies.

Let's practice

Let's look at the changes!

Let's share!

Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

SUSPEND

What is "suspend"? In the context of the Agile Learning journey, "suspend" refers to a phase where learners and educators consciously stop, observe, and let go of preconceived judgments and biases. It involves temporarily setting aside any assumptions or preconceptions about a situation, person, or idea, and instead adopting a mindset of openness and curiosity. When individuals suspend judgment, they refrain from immediately labeling things as "good" or "bad," "right" or "wrong," and they refrain from making hasty evaluations based on limited information. Instead, they take the time to explore and understand the subject matter or situation more deeply, seeking to gain insights and perspectives before forming conclusions. Suspending judgment is a critical aspect of creating a safe and inclusive learning environment, where learners feel respected and encouraged to express their thoughts and ideas without fear of criticism. It fosters a growth mindset, where individuals view challenges and mistakes as opportunities for learning and improvement. In essence, "suspending" involves stepping back from the automatic urge to judge and choosing to be open, inquisitive, and empathetic. It allows learners to engage in a more profound level of observation, reflection, and exploration, which ultimately enriches their learning experiences and interactions with others.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

Why is “suspend” important in education? The "suspend" phase is important in education for several reasons:

• Cultivating Openness and Curiosity: By suspending judgment, learners and educators create a safe space for open exploration and curiosity. It allows individuals to approach new ideas, challenges, and experiences with an open mind, fostering a growth mindset and a willingness to learn from diverse perspectives.
• Overcoming Preconceptions: “Suspend” allows learners to challenge preconceived notions and biases they might hold about certain subjects or concepts. This process enables them to approach learning with fresh eyes, free from the constraints of limiting beliefs.
• Encouraging Self-Reflection: The "Suspend" phase prompts learners to reflect on their own behaviors and interactions with others. Self-reflection facilitates greater self-awareness and the recognition of opportunities for personal growth and improvement.
• Fostering Positive Learning Relationships: Suspending judgment promotes empathy and understanding among learners and educators. It helps build positive relationships based on mutual respect, trust, and support.
• Embracing Lifelong Learning: When learners adopt a non-judgmental and curious approach to education, they are more likely to develop a passion for lifelong learning. They become more receptive to exploring new ideas, acquiring new skills, and seeking continuous self-improvement beyond formal educational settings.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

The practice of suspending judgment, or "suspend," can be applied in a wide range of situations and contexts:

• During Conflict Resolution: By suspending judgment, parties involved can engage in productive dialogue, seek common ground, and work towards mutual understanding and resolution.
• In Teamwork and Collaboration: “Suspend” encourages individuals to listen to diverse viewpoints, collaborate effectively, and contribute to group efforts with openness and respect.
• In Cultural Experiences: When encountering new cultures, traditions, and practices, “Suspend” allows individuals to embrace cultural diversity with respect and curiosity, fostering intercultural understanding.
• In Decision-Making: Suspends enables individuals to carefully consider various factors, weigh different options, and make informed choices.
• During Media Consumption: “Suspend” helps individuals to critically assess information, verify facts, and avoid forming opinions based on sensationalism or biases.
• In Personal Growth: By suspending self-criticism and negative self-talk, individuals can better understand their thoughts, emotions, and behaviors, facilitating personal development.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

When and where is “suspend” used in education?This phase can be applied in various educational settings, including traditional classrooms, self-directed learning centers, and online learning platforms:

• Classroom Discussions: Teachers encourage students to suspend judgment during classroom discussions, debates, and group activities. This creates a safe space for students to express their opinions, questions, and ideas without fear of criticism, fostering open dialogue and active participation.
• Grading and Feedback: When providing feedback on assignments and assessments, educators practice suspending judgment. They focus on constructive feedback that helps students learn from their mistakes and improve their understanding.
• Embracing Diverse Perspectives: In subjects like social studies, literature, and history, educators use “suspend” to challenge stereotypes and foster empathy and understanding of diverse perspectives and cultures.
• Peer Assessment: Teachers encourage students to suspend judgment during peer assessment activities. This promotes a positive and constructive approach to providing feedback and helps students learn from each other.
• Setting Goals: In the “intend” phase of the Agile Learning journey, learners suspend judgment about what they can achieve and set clear, realistic goals for their learning journey.
• Encouraging Inclusivity: By suspending judgment, educators foster an inclusive environment where students feel respected and valued, regardless of their backgrounds, abilities, or learning styles.
• Cross-Curricular Learning: Suspend is applied when connecting different subjects and learning experiences. This interdisciplinary approach encourages students to explore diverse perspectives and make connections across disciplines.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

How to practice “suspend”? Practicing "suspend" involves consciously adopting an open and non-judgmental mindset in various situations:

• Awareness: Start by being aware of your thoughts and reactions. Notice when you are making quick judgments or forming opinions based on limited information.
• Pause: When you catch yourself making a judgment, take a moment to pause and acknowledge it. Recognize that judgments are natural but can be biased or premature. Allow yourself time to gather more information and consider different perspectives.
• Active Listening: Engage in active listening when interacting with others. Focus on understanding their viewpoints and experiences without interrupting or forming judgments prematurely.
• Ask Questions: Seek clarification by asking questions instead of assuming you know someone's intentions or beliefs.
• Embrace Curiosity: Cultivate a curious mindset. Approach situations with a desire to learn and explore, rather than forming conclusions based on assumptions.
• Practice Empathy: Put yourself in others' shoes and try to understand their feelings and motivations. Empathy can help you suspend judgment and build better relationships with others.
• Be Open to Change: Be open to changing your opinions or beliefs based on new information or different perspectives. Embrace growth and adaptability in your thinking.
• Focus on Learning: Shift your focus from being "right" to learning and growing. Embrace the idea that learning often involves being open to new ideas.
• Be Kind to Yourself: Suspend judgment towards yourself as well. Be compassionate and understanding of your own mistakes and shortcomings, using them as opportunities for growth.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

By following this structure, both teachers and learners can effectively practice "Suspend" and improve their ability to engage with others in a more open, empathetic, and non-judgmental manner.

Practical examples of “suspend” - How to practice "suspend"

Let's introduce this element!

Let's introduce this element!

Example 1: Classroom Discussions Scenario: A student makes a controversial statement during a class discussion

Let's set my goals!

Let's set my goals!

Be Kind to Yourself

Recognize and forgive your initial judgment, using it as a learning experience.

Let's learn!

Let's learn!

Focus on Learning

Acknowledge these judgments and allow time to gather more information.

Prioritize understanding different perspectives over being "right."

Detailed

Awareness

Summary

Be willing to adjust your understanding based on the new information.

Be Open to Change

Listen carefully to the student’s reasoning without interrupting.

Pause

Let's explore further!

Let's practice

Practice Empathy

Consider the student’s background and experiences that might have shaped their opinion.

Seek clarification by asking the student to explain their viewpoint further.

Active Listening

Let's look at the changes!

Let's share!

Approach the statement with a desire to understand rather than refute.

Embrace Curiosity

Approach the statement with a desire to understand rather than refute.

Ask Questions

SUSPEND

By following this structure, both teachers and learners can effectively practice "Suspend" and improve their ability to engage with others in a more open, empathetic, and non-judgmental manner.

Practical examples of “suspend” - How to practice "suspend"

Let's introduce this element!

Example 2: Group Projects Scenario: A team member is not contributing equally to a group project.

Be Kind to Yourself

Let's set my goals!

Understand your frustration and use it as an opportunity to practice patience and empathy.

Let's learn!

Focus on Learning

Recognize frustration or judgmental thoughts about the team member.

Shift the focus from blaming to finding constructive solutions.

Detailed

Awareness

Summary

Be Open to Change

Be open to redistributing tasks to accommodate everyone's needs.

Reflect before addressing the issue.

Pause

Let's explore further!

Let's practice

Try to understand their perspective and any personal challenges they might be facing.

Practice Empathy

Ask the team member about any difficulties they are facing and listen without interrupting.

Active Listening

Let's look at the changes!

Embrace Curiosity

Let's share!

Be genuinely curious about the reasons behind their behavior.

Ask Questions

Seek to understand their situation by asking open-ended questions.

SUSPEND

By following this structure, both teachers and learners can effectively practice "Suspend" and improve their ability to engage with others in a more open, empathetic, and non-judgmental manner.

Practical examples of “suspend” - How to practice "suspend"

Let's introduce this element!

Example 3: Handling Misbehavior Scenario: A student is disruptive during a lesson.

Acknowledge your initial frustration and use it to develop a more compassionate approach.

Let's set my goals!

Be Kind to Yourself

Let's learn!

Use the situation as a learning experience to better understand student needs.

Focus on Learning

Notice immediate thoughts about the student’s behavior.

Detailed

Awareness

Summary

Be willing to adapt your approach based on the student’s needs and feedback.

Be Open to Change

Reflect on potential underlying causes before reacting.

Let's explore further!

Pause

Let's practice

Consider the student’s feelings and circumstances that may be influencing their actions.

Practice Empathy

Speak with the student privately and listen to their explanation.

Active Listening

Let's look at the changes!

Let's share!

Embrace Curiosity

Approach the conversation with a desire to understand rather than punish.

Ask Questions

Ask about any issues that might be affecting their behavior.

SUSPEND

By following this structure, both teachers and learners can effectively practice "Suspend" and improve their ability to engage with others in a more open, empathetic, and non-judgmental manner.

Practical examples of “suspend” - How to practice "suspend"

Let's introduce this element!

Example 4: Parent-Teacher Conferences Scenario: A parent expresses concerns about their child's progress.

Recognize any defensiveness and use it as an opportunity to practice open communication.

Be Kind to Yourself

Let's set my goals!

Let's learn!

Prioritize collaboration and understanding over defending your position.

Focus on Learning

Notice any defensive reactions or judgments.

Detailed

Awareness

Summary

Be Open to Change

Consider new strategies or approaches to support the student.

Take a moment to compose yourself before responding.

Pause

Let's explore further!

Let's practice

Understand the parent’s viewpoint and the emotions behind their concerns.

Practice Empathy

Active Listening

Listen fully to the parent’s concerns without interrupting.

Let's look at the changes!

Embrace Curiosity

Show genuine interest in understanding the parent’s perspective.

Let's share!

Ask Questions

Clarify specifics by asking detailed questions.

SUSPEND

By following this structure, both teachers and learners can effectively practice "Suspend" and improve their ability to engage with others in a more open, empathetic, and non-judgmental manner.

Practical examples of “suspend” - How to practice "suspend"

Let's introduce this element!

Example 5: Grading and Feedback Scenario: A student submits an assignment that appears rushed or incomplete.

Recognize your initial judgment and use it as a chance to develop more supportive feedback practices.

Let's set my goals!

Be Kind to Yourself

Let's learn!

Use the feedback process as an opportunity to support the student’s growth.

Focus on Learning

Detailed

Notice initial thoughts about the quality of the work.

Awareness

Summary

Be willing to adjust your feedback based on the student’s explanations and needs.

Be Open to Change

Reflect before grading or giving feedback

Let's explore further!

Pause

Let's practice

Consider any external factors that may have impacted their performance.

Ask the student about their process and any challenges they faced.

Practice Empathy

Active Listening

Let's look at the changes!

Let's share!

Approach the situation with a desire to learn about their experience.

Embrace Curiosity

Inquire about their understanding and efforts on the assignment.

Ask Questions

SUSPEND

Let's introduce this element!

Let's set my goals!

Let's learn!

I use 'suspend' in conflict resolution, in my family life and in change up meetings.Every human has needs and every human uses strategies to meet their needs. The needs are not in conflict, but sometimes the strategies are. When we suspend judgment, we can step back to see underlying needs and identify in collaboration the strategies being used that are in conflict, and find other ways to meet those needs that won't be in conflict with one another. In this way, no one is told that their need is wrong. Rather, we see which strategies are effective in meeting needs while still living our values. Instead of jumping into telling people what they need to/have to do, I start by expressing the need. For example, I need more help with the housework or I need more time to myself, and then I notice that my kids actually often act from a place of empathy in suggesting ways they can help meet my need. This is much more effective than a top-down chore chart or schedule, for example. Jennie Jones - ALC Treehouse Utah, USA

Detailed

Summary

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

What is "suspend"? In the context of the Agile Learning journey, "suspend" means learners and educators consciously pause, observe, and let go of preconceived judgments and biases. It entails setting aside assumptions and adopting an open and curious mindset. Suspending judgment avoids quick labeling and hasty evaluations, instead promoting a deeper exploration of the subject. This fosters a safe and inclusive learning environment, encouraging a growth mindset that views challenges and mistakes as learning opportunities. In essence, "Suspending" involves stepping back from automatic judgment and choosing to be open, inquisitive and empathetic, enriching learning experiences and interactions.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Why is "suspend"? The "Suspend" phase in education is crucial as it fosters openness and curiosity. It challenges preconceptions and encourages self-reflection. This creates a psychologically safe environment for positive learning relationships, nurtures a growth mindset, and promotes lifelong learning. Additionally, it enhances critical thinking and fosters inclusivity and diversity. In education, the "Suspend" phase empowers learners to be open-minded, self-aware and adaptable, facilitating personal and academic growth.

Let's explore further!

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

When and where is “suspend” used in education? “Suspend”, or suspending judgment, is applicable in various contexts:

• Conflict Resolution: Facilitates productive dialogue and mutual understanding.
• Teamwork: Facilitates effective collaboration.
• Cultural Experiences: Fosters respect for diversity.
• Decision-Making: Aids in making informed choices in complex situations.
• Media Consumption: Promotes critical assessment of information.
• Personal Growth: Enhances self-awareness.

Let's introduce this element!

Let's set my goals!

Let's learn!

Detailed

Summary

Let's explore further!

“Suspend” is used in education in various ways and contexts to foster positive and effective learning environments. Instances include:

• Classroom Discussions: Teachers promote suspending judgment to create a safe space for open dialogue and participation.
• Grading and Feedback: Educators provide constructive feedback.
• Embracing Diverse Perspectives: Used to challenge stereotypes and promote empathy.
• Peer Assessment: Encouraged during peer assessment activities.
• Setting Goals: Learners set clear, realistic goals in the Agile Learning journey.
• Encouraging Inclusivity: Fosters an inclusive environment.
• Cross-Curricular Learning: Encourages interdisciplinary exploration and making connections across disciplines.

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

How to practice "suspend"

Awareness

Practice Empathy

Be Open to Change

Adapt based on new information.

Let's introduce this element!

Notice quick judgments.

Understand others' feelings.

Let's set my goals!

Pause

Focus on Learning

Embrace Curiosity

Prioritize growth over being “right.”

Acknowledge and delay them.

Approach situations to learn.

Let's learn!

Detailed

Be compassionate about your own mistakes.

Active Listening

Be Kind to Yourself

Ask Questions

Understand others without interrupting.

Seek clarification instead of assuming.

Summary

Let's explore further!

Practical examples of suspend Practical examples of "suspend" involve pausing initial judgments, actively listening, and approaching situations with curiosity and empathy. Whether during classroom discussions, group projects, handling misbehavior, parent-teacher conferences, or grading, the practice involves understanding others' perspectives, being open to change, and focusing on learning rather than reacting. This approach helps in developing a more empathetic, non-judgmental, and supportive environment.

Let's practice

Let's look at the changes!

Let's share!

SUSPEND

A.1.4. Let's explore further!

Let's introduce this element!

How do our relationships change if we approach each other -- including youth -- as partners rather than as beings to control and dominate? Explore what's possible with such a shift through the work of the Microsolidarity network.

ESSAY

From Domination to partnership,Richard D. Bartlett

"We the neurodivergent are genetically different. We experience the world through a hypersensitive nervous system which informs every aspect of our thinking, our behavior, and our social values. The dominant social group labels our way of being in the world as disordered because they don’t understand..."

ARTICLE

Lost in Translation: The Social Language Theory of Neurodivergence, Janae Elisabeth

This revolution will not be schooled,Báyò Akómoláffé

How are we collectively improvising a ‘new story’ about learning ? This essay is an excerpt on a coming book about education, learning and the transformation of development.

ESSAY

This 2-Part Primer Will Help You Think Like an Unschooler Carol Black, Neal Marlen

Carol black's essay guiding folks new to self-directed education in an exercise of "thinking like an unschooler," linked to from Films for Action, who also offer the documentary Schooling The World.

ARTICLE

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You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

SUSPEND

A.1.5. Let's practice!

TEACHING PRACTICE: "DEBATE AND DISCUSSION DAY" "Suspend" can be used in many school activities. Here is a suggestion for using the "Suspend" exercise during a "Debate and Discussion Day" with your class. Feel free to adapt it to the needs of your group or to an activity other than a debate and discussion day.

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Original Teaching Practice: In the traditional debate and discussion day, students are given a topic, divided into two groups, and engage in a structured debate. The aim is to promote critical thinking and communication skills. However, this practice often results in students defending their positions vigorously and sometimes even dismissively.

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SUSPEND

Incorporating Suspend: To incorporate the concept of "Suspend," we can transform this traditional debate and discussion day into an activity that fosters open-mindedness and empathy. Here's how you can do it:

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Initial Reflection

Team Formation

Topic Selection

Suspend in Action

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Post-Activity Reflection

Continuous Improvement

Reflection and Discussion

Inclusive Dialogue

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SUSPEND

Reminder - Benefits and Improvements: By incorporating “Suspend” into the debate and discussion day, students not only improve their critical thinking and communication skills but also develop empathy and a willingness to understand diverse perspectives. This practice encourages open-mindedness, fosters a positive learning environment, and empowers students to engage in discussions that go beyond winning or losing and instead focus on learning and mutual understanding. It also leads to continuous personal growth and the nurturing of a growth mindset.

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SUSPEND

A.1.6 Let's look at the changes! In this section, you can do two things:

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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SUSPEND

Reflect on the activity that you have carried out The following checklist is a valuable tool for self-assessment and reflection on your practice. It's designed to help you evaluate your implementation of the modified debate and discussion day with the concept of "Suspend" in your classroom. Each item in the checklist provides an opportunity for you to assess your performance and make improvements where needed. Effective teaching is an ongoing journey of growth and development. Reflecting on your practice is an essential part of this journey. The checklist covers critical aspects of your teaching practice, from topic selection to impact assessment and sharing your experiences with the course community. It's an opportunity to self-assess your ability to incorporate effectively "Suspend" and its impact on student engagement and understanding.

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Start your self-assessment

SUSPEND

Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Topic Selection (1-5): I effectively selected a thought-provoking and relevant topic for the debate and discussion.

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Team Formation (1-5): I effectively selected a thought-provoking and relevant topic for the debate and discussion.

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Incorporating Suspend (1-5): - I provided a clear and understandable explanation of the concept of "Suspend" to students. - I encouraged active listening and understanding over immediate counter-arguments.

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Inclusive Dialogue (1-5): - I facilitated an inclusive dialogue with respectful communication. -I promoted empathy during the discussion.

SUSPEND

Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Reflection and Discussion (1-5): I conducted a class discussion on the importance of suspending judgment effectively.

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Post-Activity Reflection (1-5): I facilitated student reflection on the impact of the experience.

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Continuous Improvement (1-5): - I planned to revisit the practice with different topics. - I encouraged students to apply “Suspend” in everyday interactions.

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Impact Assessment (1-5): - I observed and recorded the impact on student interactions and engagement. - I gathered feedback and insights from students.

SUSPEND

Reflecting on Your Goals: From Beginning to End At the start of this topic on "Suspend," we asked you to set your goals for what you hoped to achieve in your teaching practice. We understand that, at that time, you might not have been fully familiar with the concept of “Suspend”, but you had an idea of the challenges you faced in your classroom. Now that you've journeyed through this topic, gaining knowledge and actively participating in related activities, it's time to reflect on your initial goals and how they might have evolved.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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Take a moment to revisit the goals you set at the beginning of this topic. These goals were rooted in your challenges and expectations for your teaching practice. As you read through them, consider how your understanding of "Suspend" and your exposure to various activities have influenced your perspective on these goals.

Reflect on how your initial goals align with the principles of "Suspend" that you've learned throughout this topic. Think about how adopting an open and non-judgmental mindset might address the challenges you initially identified. Consider any shifts in your approach to teaching and how the concept of "Suspend" may have influenced your strategies.

Given your newfound knowledge and the practical experiences you've had in this topic, it's time to adapt and refine your goals. Have your goals changed or become more specific in light of what you've learned? What strategies will you implement in your teaching practice to incorporate the concept of "Suspend"?

SUSPEND

Reflecting on Your Goals: From Beginning to End By reflecting on your goals from the beginning of this topic and comparing them to your current insights, you are engaging in a valuable process of growth and transformation. The evolution of your goals is a testament to your commitment to enhancing your teaching practice. We encourage you to record your updated goals and reflect on your journey, as this self-assessment can help you continue to refine your teaching methods and create a more inclusive and positive learning environment for your students. Keep up the great work!

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SUSPEND

A.1.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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SUSPEND

Ways to share: - Social Networks: Post about your experiences and insights related to "suspend" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "suspend," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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SUSPEND

Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

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Linkedin

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Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

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CREATE SAFE SPACES

A.2. CREATE SAFE PLACES

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CREATE SAFE SPACES

A.2.1. Let's evoke!

Dear participant, As we step into the topic of “Creating safe spaces”, let's first take a moment to connect it back to what we've learned in the 'Suspend' phase. Remember how we practiced setting aside judgments to open up our minds? That groundwork is crucial as we move forward. Now, through a quick activity, we'll refresh those key lessons from 'Suspend' and see how they pave the way for setting powerful intentions. First and foremost, we want to emphasize that this quiz is not an assessment of your prior knowledge or capabilities. It is designed to help you remember and consolidate the basic concepts that we alluded to in the introduction to this OER. Whether you get all the questions right or find some of them difficult, your participation in this quiz is a valuable step in your learning process. Ready to link the past learning with our next step? Let’s get started!

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START YOUR SELF-ASSESSMENT

CREATE SAFE SPACES

A.2.2. SELF-ASSESSMENT ON SUSPEND

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CREATE SAFE SPACES

A.2.2. SELF-ASSESSMENT ON SUSPEND

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CREATE SAFE SPACES

A.2.2. SELF-ASSESSMENT ON SUSPEND

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CREATE SAFE SPACES

A.2.2. SELF-ASSESSMENT ON SUSPEND

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CREATE SAFE SPACES

A.2.2. SELF-ASSESSMENT ON SUSPEND

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CREATE SAFE SPACES

A.2.2. Let’s set my goals!

Before we delve into the topic of "Creating Safe Spaces," it's important to note that you might not be familiar with this concept just yet. Creating safe spaces is all about fostering environments where individuals feel secure, respected, and free from judgment or discrimination. Let's begin by reflecting on your current teaching practices and how this idea might apply, even before you learn more about it. You can write these ideas down by hand in your notebook (better, as research shows that this is the best way to reflect) or in a document on your computer.

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These questions are intended to spark deep reflection and goal-setting, guiding you to make connections between your current teaching methods and the concept of "Creating Safe Spaces" as it will be unfolded in this course. Through this reflective exercise, you will start to pinpoint areas for personal and professional development. Envisioning how the integration of "Creating Safe Spaces" into your educational approach can lead to a more inclusive, supportive, and respectful teaching environment​

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Can you recall any experiences where you or your students benefited from a classroom environment that felt safe and supportive?

What are some common challenges you face in your teaching practice when it comes to creating an inclusive and welcoming environment for all students?

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What are your expectations and goals for this topic, "Creating Safe Spaces," in your teaching practice?

How do you typically respond when faced with situations where students feel uncomfortable or unwelcome in the classroom?

CREATE SAFE SPACES

A.2.3. Let's learn!

This is the section where you will truly learn about “Creating Safe Spaces”. We offer you two options:

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Information summary

Detailed information

Get a quick overview with key points.

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Dive into a comprehensive explanation of the topic, with examples and case studies.

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Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

CREATE SAFE SPACES

What is a safe space? "Safe spaces" refer to environments where individuals feel physically and emotionally secure to express themselves without fear of judgment, harassment, or discrimination. These spaces are characterized by a sense of inclusivity, respect, and acceptance, where people can share their thoughts, feelings, and experiences openly. Safe spaces can be created in various settings, such as schools, workplaces, community centers, or online platforms, and they play a crucial role in fostering a sense of belonging and supporting the well-being of individuals, especially those from marginalized or underrepresented groups. In the context of the Agile Learning journey, the phase of "creating safe spaces" typically refers to the intentional establishment of environments where learners feel physically and emotionally secure to explore, express themselves, and take risks in their learning process. This phase emphasizes the importance of fostering inclusivity, trust, and respect among learners and facilitators. By prioritizing the creation of safe spaces, individuals can feel empowered to engage authentically, share their thoughts and ideas without fear of judgment, and collaborate effectively with others. It sets the foundation for productive and supportive learning experiences within the agile learning framework.

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Summary

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CREATE SAFE SPACES

Why is creating safe spaces important in education? A safer space allows for open communication, vulnerability, and trust among learners and educators. It encourages creativity, risk-taking, and deeper engagement with the learning process. The phase of "creating safe spaces" in the agile learning journey is crucial for several reasons:

• Promoting Inclusivity: Safe spaces foster an environment where individuals from diverse backgrounds, experiences, and perspectives feel welcome and valued. This inclusivity encourages participation and engagement from all learners, promoting a more enriching and collaborative learning experience.
• Encouraging Risk-Taking: When learners feel safe and supported, they are more likely to take risks in their learning process, such as asking questions, sharing ideas, or experimenting with new approaches. This willingness to take risks fosters creativity, innovation, and growth.
• Building Trust and Respect: Safe spaces cultivate a culture of trust and respect among learners and facilitators. By establishing clear expectations for behavior and communication, individuals can interact authentically, communicate openly, and resolve conflicts constructively.
• Supporting Emotional Well-being: Feeling safe and supported emotionally is essential for learners' well-being. Safe spaces provide a refuge from stress, anxiety, and other negatively-seen emotions, allowing individuals to focus on their learning goals and personal growth.

Overall, the phase of "creating safe spaces" sets the foundation for a positive and empowering learning environment, enabling learners to thrive and reach their full potential within the agile learning framework.

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CREATE SAFE SPACES

When and where is the creation of safe spaces used in education? The phase "create safe spaces" is commonly used in education in various settings and contexts to promote a supportive and inclusive learning environment. Here are some examples of when and where this phase is used in education:

• Classrooms: Teachers and educators create safe spaces within their classrooms to encourage students to express themselves freely, share their thoughts and ideas, and engage in learning without fear of judgment or criticism. This can involve setting ground rules for respectful communication, fostering a sense of belonging among students, and addressing any instances of bullying or harassment.
• School Counseling Offices: School counselors create safe spaces for students to seek support, guidance, and resources for academic, social, or emotional challenges they may be facing. These spaces provide a confidential and nonjudgmental environment where students can discuss their concerns, explore solutions, and develop coping strategies.
• Diversity and Inclusion Programs: Educational institutions implement diversity and inclusion programs to create safe spaces for students from diverse backgrounds, identities, and experiences. These programs may include workshops, trainings, or support groups that address issues related to discrimination, bias, privilege, and social justice.
• Extracurricular Activities: Clubs, organizations, or student groups create safe spaces for members to pursue shared interests, passions, or identities. These spaces provide opportunities for students to connect with like-minded peers, explore their identities, and celebrate their cultural heritage or personal experiences.

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CREATE SAFE SPACES

When and where is the creation of safe spaces used in education?

• Online Learning Platforms: With the increasing prevalence of online learning, educators create safe spaces within virtual classrooms or discussion forums to facilitate meaningful interactions and collaboration among students. Online moderators establish guidelines for respectful communication and intervene to address any instances of cyberbullying or harassment.
• Parent-Teacher Meetings: Educators create safe spaces during parent-teacher meetings to foster open communication and collaboration between parents and teachers. These meetings provide opportunities for parents to express their concerns, ask questions, and work together with teachers to support their child's academic and personal development.

Overall, the phase "create safe spaces" is used in education wherever there is a need to prioritize the emotional well-being, inclusivity, and respect of students, educators, and other stakeholders within the learning community.

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CREATE SAFE SPACES

How to practice creating safe spaces? Learning and practicing how to create safe spaces involves developing a combination of interpersonal skills, self-awareness, and knowledge about inclusive practices. Here are some practical examples to help you learn and practice creating safe spaces:

• Take Training Workshops: Look for workshops or training sessions on topics such as diversity, equity, and inclusion (DEI), conflict resolution, active listening, and facilitation skills. These workshops can provide you with valuable insights and techniques for creating safe and inclusive environments.
• Seek Mentorship or Coaching: Find mentors or coaches who have experience in creating safe spaces and ask them for guidance and advice. They can offer personalized support and feedback to help you improve your skills and confidence in this area.
• Join Supportive Communities: Participate in communities or groups that prioritize creating safe spaces, such as support groups, affinity groups, or volunteer organizations focused on social justice issues. Engage in discussions, share your experiences, and observe how others create and maintain safe environments.
• Practice Active Listening: Practice active listening skills by genuinely listening to others without judgment or interruption. Focus on understanding their perspectives, emotions, and needs, and respond with empathy and validation. Reflect back what you've heard to ensure clarity and demonstrate your understanding.
• Address Power Dynamics: Be mindful of power imbalances and learn to create a more equitable and inclusive environment. Ensure that everyone has a voice and opportunities to participate actively in decision-making processes.
• Respond to Feedback: Regularly seek feedback from participants to assess the effectiveness of the safe space and identify areas for improvement. Be responsive to concerns or issues raised and take appropriate action to address them.

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CREATE SAFE SPACES

How to practice creating safe spaces?

• Lead by Example: Model the behavior and values you want to promote within the safe space. Demonstrate empathy, respect, and inclusivity in your interactions with others, and encourage others to do the same.
• Facilitate Discussions: Take on the role of a facilitator in group discussions or meetings and create opportunities for everyone to participate and contribute. Set ground rules for respectful communication, encourage diverse viewpoints, and intervene if necessary to address any conflicts or disruptions.
• Educate Yourself: Continuously educate yourself about issues related to diversity, equity, and inclusion, as well as the experiences and challenges faced by marginalized or underrepresented groups. Read books, articles, and research studies, attend webinars or lectures, and engage in conversations with people from diverse backgrounds.
• Reflect on Your Own Biases: Take time to reflect on your own biases, assumptions, and privileges, and how they may impact your ability to create safe spaces for others. Challenge yourself to recognize and address any unconscious biases or prejudices that may influence your behavior or attitudes.

By actively engaging in these practical examples, you can enhance your ability to create safe and inclusive environments where everyone feels valued, respected, and supported.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

By applying this practical examples together with the other, educators can create safe spaces that foster in lusivity, respect and support, enabling all students to thrive in their educational journey

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Example 1: Classroom Environment Scenario: Establishing a safe and inclusive classroom environment.

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Detailed

Inclusive Curriculum

Address Bullying Immediately

Set Ground Rules

Open Dialogue

Summary

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Take swift action against any instances of bullying or discrimination to reinforce the safety and respect within the classroom.

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Encourage open discussions where students can share their thoughts and feelings without fear of judgment. Use techniques like circle time or regular check-ins to give everyone a voice.

Create clear rules for respectful communication and behavior. For instance, establish that all opinions are valued and that there is zero tolerance for bullying or harassment.

Incorporate diverse perspectives and materials into the curriculum to ensure all students see themselves represented.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

By applying this practical examples together with the other, educators can create safe spaces that foster in lusivity, respect and support, enabling all students to thrive in their educational journey

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Example 2: School Counseling Offices Scenario: Providing a supportive space for students to seek help.

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Detailed

Resource Availability

Active Listening

Nonjudgmental Support

Confidentiality

Summary

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Offer guidance without judgment, helping students navigate their challenges with a focus on their well-being.

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Provide information about additional resources, such as mental health support, community services, and peer support groups.

Ensure that conversations with students are private and confidential to make them feel secure in sharing personal issues.

Listen empathetically and without interruption when students express their concerns, validating their feelings and experiences.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

By applying this practical examples together with the other, educators can create safe spaces that foster in lusivity, respect and support, enabling all students to thrive in their educational journey

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Example 3: Diversity and Inclusion Programs Scenario: Implementing programs that promote diversity and inclusion within the school.

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Detailed

Celebrate Diversity

Support Groups

Feedback Mechanisms

Workshops and Training

Summary

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Establish channels for students to provide feedback on their experiences with inclusion and address concerns promptly.

Host events and activities that celebrate different cultures, identities, and perspectives to foster a sense of belonging.

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Organize workshops on topics like unconscious bias, cultural competency, and inclusive practices for both students and staff.

Create support groups for underrepresented students to connect and share their experiences in a safe environment.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

By applying this practical examples together with the other, educators can create safe spaces that foster in lusivity, respect and support, enabling all students to thrive in their educational journey

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Example 4: Extracurricular Activities Scenario: Ensuring clubs and activities are inclusive and welcoming.

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Detailed

Supportive Leadership

Safe Meeting Space

Regular Reflection

Inclusive Membership

Summary

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Have clubs regularly reflect on their practices and inclusivity, seeking input from all members to improve.

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Train club leaders in inclusive practices and conflict resolution to maintain a positive atmosphere.

Encourage clubs to be open to all students, promoting diverse participation.

Designate spaces for clubs where students feel physically and emotionally secure to express themselves.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

By applying this practical examples together with the other, educators can create safe spaces that foster in lusivity, respect and support, enabling all students to thrive in their educational journey

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Example 5: Online Learning Platforms Scenario: Creating a safe and respectful online learning environment.

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Detailed

Encourage Participation

Clear Guidelines

Moderation

Communication

Summary

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Use inclusive strategies to ensure all students feel comfortable participating in online discussions.

Provide avenues for students to reach out privately if they experience issues online, ensuring they feel heard and supported.

Set clear expectations for respectful behavior and communication in online forums and classes.

Actively monitor online interactions and address any instances of cyberbullying or harassment promptly.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

By applying this practical examples together with the other, educators can create safe spaces that foster in lusivity, respect and support, enabling all students to thrive in their educational journey

Let's evoke!

Example 6: Parent-Teacher Meetings Scenario: Facilitating open and supportive communication between parents and teachers.

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Detailed

Cultural Sensitivity

Respectful Communication

Shared Goals

Follow-Up

Summary

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Be mindful of cultural differences and show respect for diverse family backgrounds and practices.

Ensure regular follow-up with parents to maintain open lines of communication and address any ongoing concerns.

Approach conversations with respect and empathy, valuing parents' insights about their children.

Collaborate with parents to set shared goals for students' academic and personal development.

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CREATE SAFE SPACES

Building Safe Spaces: The Key to a Culture of Peace. Creating safe spaces is synonymous with intentionally cultivating a culture of peace. Safety manifests on different levels: physical, psychological, and emotional. For years, I have traveled and visited various projects and initiatives, observing how safe spaces act as social containers that allow members, families, or students to engage fluidly, genuinely, and freely. A safe space is an environment where people can flourish to their fullest potential, without the need to activate defenses, as no one seeks to manipulate, judge, harm, control, or abuse their power. It is a place where peace is highly valued, and every individual is equally respected. Co-creating such a container is a daily process that combines:Daily practices carried out collectively to listen to each other, coordinate, resolve conflicts, and value each other.

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. Meaningful conversations that lead us to understand, question, and reflect. Constant attention to the internal peace connection of each person in the group, especially modeled by those who guide, lead, or sustain the space. This is a delicate art that requires attention to both the individual internal space and collective intelligence, combining the individual spark with the communal fire. At Educambiando and in several communities we support, we have found that some practices and tools from the agile model facilitate, support, and accelerate the construction of safe spaces: Starting the day with an assembly to connect, listen, get to know each other better, and be an active part of the experience we will live. Using the community mastery board for regular meetings, allowing us to discuss problems and find solutions participatively. Attention to language and communication, eliminating vices in our expressions and applying Nonviolent Communication (NVC) techniques to improve our interactions. Maintaining spaces for dialogue and reflection, creating social containers where one can be vulnerable, discuss uncomfortable topics, and express each person's truth. Having a cultural council that supports the group in dealing with major or complex challenges. Playing abundantly, for fun, for the joy of being alive, releasing spontaneity, dancing, laughing, and relaxing. It is easier to create a safe space when we are relaxed and happy. In my experience, one of the most important questions that educators or facilitators should ask ourselves is: How can we co-create safe spaces in the places where we spend most of our time?" Jennie Jones - ALC Treehouse Utah, USA

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CREATE SAFE SPACES

What does it mean to Create Safe Spaces? A "safe space" is an environment where individuals feel secure, respected, and free from fear of judgment, harassment, or discrimination. It encourages inclusivity and acceptance, allowing individuals to express themselves openly. These spaces are vital in fostering belonging and supporting the well-being of individuals, especially those from marginalized or underrepresented groups. Creating safe spaces involves establishing environments where learners feel physically and emotionally secure to explore and express themselves without fear of judgment. This phase focuses on fostering inclusivity, trust, and respect, allowing for authentic engagement and effective collaboration.

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Summary

Why is Creating Safe Spaces important in education? Creating safe spaces in education encourages open communication, vulnerability, and trust among learners and educators. It fosters creativity, risk-taking, and deeper engagement. This phase is crucial for several reasons:

• Promoting Inclusivity: Encourages participation from diverse backgrounds.
• Encouraging Risk-Taking: Fosters creativity and innovation.
• Building Trust and Respect: Cultivates open communication.
• Supporting Emotional Well-being: Provides refuge from stress and anxiety.
• Facilitating Learning: Leads to active engagement and deeper understanding.

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When and Where to Create Safe Spaces? Safe Spaces can be created in:

• Educational Institutions: Classrooms, libraries, counseling offices, etc.
• Workplaces: Meeting rooms, break areas, etc.
• Community Centers: Support groups, workshops, etc.
• Online Platforms: Forums, social media groups, etc.
• Social Gatherings: Parties, dinners, etc.
• Creating safe spaces in education promotes supportive and inclusive environments.
• Classrooms: Encourage open expression and learning.

How to Create Safe Spaces? Creating Safe Spaces involves:

• Establishing Ground Rules: Set clear expectations for behavior and communication.
• Fostering Inclusivity: Ensure everyone feels welcome and valued.
• Promoting Trust: Encourage honest communication and mutual support.
• Providing Support: Offer emotional support and resources.
• Addressing Power Dynamics: Create an equitable environment.
• Responding to Feedback: Seek feedback for improvement.
• Promoting Active Listening: Encourage empathy and understanding.
• Leading by Example: Model empathy, respect, and inclusivity.

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CREATE SAFE SPACES

Examples include:

• School Counseling Offices: Provide support and guidance.
• Diversity and Inclusion Programs: Address discrimination and social justice.
• Extracurricular Activities: Connect like-minded peers and celebrate diversity.
• Online Learning Platforms: Facilitate meaningful interactions.
• Parent-Teacher Meetings: Foster open communication and collaboration.
• How to Learn and Practice Creating Safe Spaces

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By actively engaging in these practices, you can enhance your ability to create safe and inclusive environments where everyone feels valued, respected, and supported.

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Detailed

Summary

Learning and practicing how to Create Safe Spaces involves:

• Taking Training Workshops: Learn about diversity, conflict resolution, etc.
• Seeking Mentorship or Coaching: Get guidance and feedback from experienced individuals.
• Joining Supportive Communities: Engage in groups prioritizing safe spaces.
• Practicing Active Listening: Genuinely listen to others without judgment.
• Facilitating Discussions: Create opportunities for diverse viewpoints.
• Reflecting on Biases: Address unconscious biases and prejudices.

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CREATE SAFE SPACES

Practical examples for creating safe spaces

• Classroom Environment: Set ground rules for respect, encourage open dialogue, and address bullying promptly to create an inclusive atmosphere.
• School Counseling Offices: Ensure confidentiality, actively listen without judgment, and provide resources to support students in a safe space.
• Diversity and Inclusion Programs: Implement workshops, support groups, and celebrate diversity to foster inclusion and belonging.
• Extracurricular Activities: Promote inclusivity in clubs, designate safe meeting spaces, and train leaders in supportive practices.
• Online Learning Platforms: Set clear guidelines for respectful online behavior, monitor interactions, and encourage participation.
• Parent-Teacher Meetings: Communicate respectfully, collaborate on goals, respect cultural differences, and maintain open communication.

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A.2.4. Let's explore further!

Lana Jelenjev developed this Brain Strengths resource to support learners of all ages in adopting lenses that reveal the unique intelligences and strengths of their particular minds, replacing institutional lenses that focus on deficits.

ARTICLE

Definition of Brain Strengths, Lana Jelenjev

Fare of the free child

Fare of the Free Child is a weekly-published podcast community centering Black people, Indigenous people, and People of Color in liberatory living and learning practices. With a particular interest in unschooling and the Self-Directed Education movement, Akilah S. Richards and guests discuss the fears and the fares (costs) of raising free black and brown children in a world that tends to diminish, dehumanize, and disappear them.

PODCAST

Agile XR: Agile Learning Rituals: The Change Up process

The video introduces the concept of "change up process" where regular meetings are transformed into intentional gatherings focused on collective governance. These meetings, occurring weekly or less frequently, involve the whole community in shaping the culture based on shared values. They utilize a Community Mastery Board to address issues, brainstorm solutions, and test changes for a trial period to improve community well-being.

VIDEO-TUTORIAL

Agile XR: Agile Learning Rituals: The Community Mastery Board

The video introduces the Community Mastery Board, a visual tool for change meetings that helps groups shape their culture. It tracks progress, showcases issues, and displays solutions being tested. It's versatile for any group, highlighting awareness, problems, future goals, and implementation stages. The video suggests ways to streamline meetings and emphasizes manageable changes and making mastered agreements visible for new members' integration.

VIDEO-TUTORIAL

Agile XR: Agile Learning Rituals: The Gameshifting Process

The video explores the game shifting process and board, focusing on intentionally changing group patterns to enable diverse engagement and outcomes. It addresses how these methods counteract default group dynamics, allowing for clearer communication, defined roles, and inclusive participation, fostering a sense of belonging and reducing frustration within the group.

VIDEO-TUTORIAL

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Essays on tools for doing trauma-informed and resiliency-focused work with individuals and groups.

ESSAY

Trauma Resource Institute

A liberating structure to practice deeper listening and empathy

TOOL

Heard, Seen, Respected (HSR)

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You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

CREATE SAFE SPACES

A.2.5. Let's practice!

TEACHING PRACTICE: "SAFE DISCUSSIONS AND OPEN EXPRESSIONS" Creating safe spaces can be incorporated into various school activities. Here is a suggestion for using the "Creating Safe Spaces" approach during a discussion or collaborative activity with your class. Feel free to adapt it to the needs of your group.

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Original Teaching Practice: In a traditional classroom discussion or collaborative activity, students are given a topic and divided into small groups to engage in structured discussions or group activities. The aim is to promote communication skills and collaborative learning. However, this practice can sometimes result in students feeling hesitant to share their thoughts or overly defensive when they do share.

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Incorporating Creating Safe Spaces: To incorporate the concept of "Creating Safe Spaces," we can transform this traditional discussion or collaborative activity into an exercise that fosters inclusivity, trust, and authentic engagement. Here's how you can do it:

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Setting the Ground Rules

Group Formation

Topic Selection

Initial Reflection

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Continuous Improvement

Reflection and Discussion

Post-Activity Reflection

Facilitated Discussion or Activity

Creating a Safe Space in Action

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Reminder - Benefits and Improvements: By incorporating "Creating Safe Spaces" into the discussion or collaborative activity, students not only improve their communication and collaborative skills but also develop trust, empathy, and a sense of belonging. This practice encourages open-mindedness, fosters a positive learning environment, and empowers students to engage in discussions that are focused on learning, mutual understanding, and personal growth. It also leads to continuous improvement in creating supportive and inclusive environments.

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A.2.6 Let's look at the changes! In this section, you can do two things:

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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Reflect on the activity that you have carried out The following checklist is a valuable tool for self-assessment and reflection on your practice. It's designed to help you evaluate your implementation of the activity "Safe Discussions and Open Expressions" with the concept of "Creating Safe Spaces" in your classroom. Each item in the checklist provides an opportunity for you to assess your performance and make improvements where needed. Effective teaching is an ongoing journey of growth and development. Reflecting on your practice is an essential part of this journey. The checklist covers critical aspects of your teaching practice, from topic selection to impact assessment and sharing your experiences with the course community. It's an opportunity to self-assess your ability to create safe spaces and their impact on student engagement and understanding.

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Start your self-assessment

CREATE SAFE SPACES

Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Topic Selection (1-5): I effectively selected a thought-provoking and relevant topic for the debate and discussion.

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Setting Ground Rules (1-5): I collaboratively established ground rules with students to promote respectful communication and inclusivity.

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Group Formation (1-5): - I ensured diversity in student groups during the activity.

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Creating Safe Spaces (1-5): - I provided a clear explanation of the concept of "Creating Safe Spaces" to students. - I encouraged open expression and active listening during the activity.

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Inclusive Dialogue (1-5): - I facilitated an inclusive dialogue with respectful communication. -I promoted empathy during the discussion.

CREATE SAFE SPACES

Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Reflection and Discussion (1-5): I conducted a class discussion on the importance of creating safe spaces effectively.

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Post-Activity Reflection (1-5): - I facilitated student reflection on the impact of the experience.

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Continuous Improvement (1-5): - I planned to revisit the practice with different topics. - I encouraged students to apply “Creating Safe Spaces” in everyday interactions.

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Impact Assessment (1-5): - I observed and recorded the impact on student interactions and engagement. - I gathered feedback and insights from students.

CREATE SAFE SPACES

Reflecting on Your Goals: From Beginning to End At the start of this topic on "Creating Safe Spaces," we asked you to set your goals for what you hoped to achieve in your teaching practice. We understand that, at that time, you might not have been fully familiar with the concept of “Creating Safe Spaces,” but you had an idea of the challenges you faced in your classroom. Now that you've journeyed through this topic, gaining knowledge and actively participating in related activities, it's time to reflect on your initial goals and how they might have evolved.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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Take a moment to revisit the goals you set at the beginning of this topic. These goals were rooted in your challenges and expectations for your teaching practice. As you read through them, consider how your understanding of "Creating Safe Spaces" and your exposure to various activities have influenced your perspective on these goals.

Reflect on how your initial goals align with the principles of "Creating Safe Spaces" that you've learned throughout this topic. Think about how fostering an inclusive and respectful environment might address the challenges you initially identified. Consider any shifts in your approach to teaching and how the concept of "Creating Safe Spaces" may have influenced your strategies.

Given your newfound knowledge and the practical experiences you've had in this topic, it's time to adapt and refine your goals. Have your goals changed or become more specific in light of what you've learned? What strategies will you implement in your teaching practice to incorporate the concept of "Creating Safe Spaces"?

CREATE SAFE SPACES

Reflecting on Your Goals: From Beginning to End By reflecting on your goals from the beginning of this topic and comparing them to your current insights, you are engaging in a valuable process of growth and transformation. The evolution of your goals is a testament to your commitment to enhancing your teaching practice. We encourage you to record your updated goals and reflect on your journey, as this self-assessment can help you continue to refine your teaching methods and create a more inclusive and positive learning environment for your students. Keep up the great work!

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A.2.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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Ways to share: - Social Networks: Post about your experiences and insights related to "create safe spaces" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "Creatre safe spaces," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

X/Twitter

Linkedin

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Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

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CONNECT

A.3. CONNECT

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CONNECT

A.3.1. Let's evoke!

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Dear participant, As we step into the topic of “Connect”, let's first take a moment to link it back to what we've learned in the 'Creating Safe Spaces' phase. Recall how we emphasized the importance of fostering inclusivity, trust, and emotional security? That foundation is essential as we progress. Now, through a quick activity, we'll revisit those key lessons from 'Creating Safe Spaces' and see how they pave the way for building strong, meaningful connections. First and foremost, we want to emphasize that this quiz is not an assessment of your prior knowledge or capabilities. It is designed to help you remember and consolidate the basic concepts that we covered in the 'Creating Safe Spaces' phase. Whether you get all the questions right or find some of them challenging, your participation in this quiz is a valuable step in your learning process. Ready to bridge the past learning with our next step? Let’s get started!

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START YOUR SELF-ASSESSMENT

CONNECT

A.3.2. SELF-ASSESSMENT ON CREATING SAFE SPACES

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CONNECT

A.3.2. SELF-ASSESSMENT ON CREATING SAFE SPACES

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A.3.2. SELF-ASSESSMENT ON CREATING SAFE SPACES

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A.3.2. SELF-ASSESSMENT ON CREATING SAFE SPACES

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A.3.2. SELF-ASSESSMENT ON CREATING SAFE SPACES

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CONNECT

A.3.2. Let’s set my goals!

Before we dive into the topic of "Connect", it's important to note that you might not be familiar with this concept just yet. Connect is all about building meaningful connections among learners, educators, and the learning environment. Let's begin by reflecting on your current teaching practices and how this idea might apply, even before you learn more about it. You can write these ideas down by hand in your notebook (better, as research shows that this is the best way to reflect) or in a document on your computer.

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These questions are intended to spark deep reflection and goal-setting, guiding you to make connections between your current teaching methods and the concept of "Connect" as it will be unfolded in this course. Through this reflective exercise, you will start to pinpoint areas for personal and professional development. Envisioning how the integration of "Connect" into your educational approach can lead to a more connected, collaborative, and supportive teaching environment.

Can you recall any experiences where building strong relationships and fostering open communication made a significant positive impact in your classroom?

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What are some common challenges you face in fostering a sense of community and collaboration among your students?

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What are your expectations and goals for this topic, "Connect," in your teaching practice?

How do you currently encourage students to work together and support each other in your classroom?

CONNECT

A.3.3. Let's learn!

This is the section where you will truly learn about “Connect”. We offer you two options:

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Information summary

Detailed information

Get a quick overview with key points.

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Dive into a comprehensive explanation of the topic, with examples and case studies.

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Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

CONNECT

In the context of the Agile learning journey, the "Connect" phase involves building connections among learners, educators, and the learning environment. What is 'Connect'? In the context of Agile learning and education, "connect" refers to the phase or process where individuals within a learning community come together to establish and nurture relationships, communicate effectively, collaborate on projects or tasks, and build a sense of belonging and community. It's about creating meaningful connections among learners, educators, mentors, and other stakeholders within the learning environment. This phase emphasizes the importance of interpersonal relationships, open communication, collaboration, and building a supportive network to enhance the learning experience and foster personal growth and development. 'Connect' involves fostering relationships, communication, collaboration, and a sense of community within the learning environment. It's about creating bonds and networks that support learning and growth.

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CONNECT

Why is 'Connect' important in education? 'Connect' is vital in education because it creates a supportive and inclusive learning environment where learners feel valued, heard, and understood. Strong connections facilitate effective communication, collaboration, and the exchange of ideas, which enhances learning outcomes and promotes holistic development.

• Fostering a Sense of Belonging: Building connections helps learners feel like they belong in the learning community, which is essential for their overall well-being and engagement in the educational process. When students feel connected to their peers, teachers, and the learning environment, they are more likely to participate actively and feel motivated to learn.
• Promoting Collaboration: Collaboration is a fundamental skill in the modern world. By emphasizing connections in education, students learn how to work effectively with others, share ideas, and collaborate on projects. These collaborative experiences prepare them for success in future academic pursuits and professional endeavors.
• Enhancing Communication Skills: Effective communication is key to success in both academic and real-world settings. Through connecting with peers and educators, students have opportunities to practice and improve their communication skills, including active listening, articulating ideas, and providing constructive feedback.
• Supporting Social and Emotional Development: Building connections in education provides a platform for students to develop social and emotional skills such as empathy, understanding, and conflict resolution. These skills are essential for navigating relationships, managing emotions, and building healthy interpersonal connections throughout life.
• Creating a Supportive Learning Environment: A strong sense of connection among students and educators creates a supportive learning environment where individuals feel comfortable taking risks, asking questions, and seeking help when needed. This supportive atmosphere encourages academic growth, resilience, and a positive attitude towards learning.

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CONNECT

When and where can 'Connect' be used? 'Connect' can be applied in various contexts and settings within the realm of education. Here are some examples of when and where 'connect' can be used:

• Classroom Settings: In traditional classroom environments, 'connect' can be incorporated through icebreaker activities, playful activities, group discussions, collaborative projects, and peer-to-peer interactions. These opportunities allow students to establish connections with their classmates and teachers, fostering a supportive learning community.
• Online Learning Platforms: In the digital age, online learning platforms provide opportunities for 'connect' through virtual discussions, group projects, gaming and online forums. Learners can connect with peers from diverse backgrounds and geographical locations, enriching their learning experience through shared insights and perspectives.
• Extracurricular Activities: Extracurricular activities such as clubs, sports teams, and student organizations offer avenues for 'connect' outside of the classroom. These activities provide opportunities for students to bond with peers who share similar interests and passions, fostering friendships and a sense of belonging.
• Community Engagement: 'Connect' extends beyond the boundaries of the school or classroom and into the broader community. Service-learning projects, volunteer opportunities, and community partnerships allow students to connect with individuals and organizations outside of the school environment, fostering empathy, civic engagement, and social responsibility.

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When and where can 'Connect' be used?

• Professional Development: Educators and school staff can also benefit from 'connect' through professional development opportunities, workshops, and conferences. These events provide opportunities for networking, collaboration, and knowledge-sharing among educators, enabling them to stay informed about best practices and innovative approaches in education.
• Parent and Family Engagement: Building connections with parents and families is essential for student success. Schools can facilitate 'connect' through parent-teacher conferences, family events, intergenerational activities and communication channels such as newsletters and parent portals. These connections strengthen the home-school partnership and support students' academic and social-emotional development.

Overall, 'Connect' can be utilized in various contexts within education, including classroom settings, online platforms, extracurricular activities, community engagement, professional development, and parent and family engagement. By prioritizing connections, educators can create supportive learning environments that foster collaboration, communication, and a sense of belonging among students and stakeholders.

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CONNECT

How to practice 'Connect'? Practicing and improving the skill of 'connect' involves intentional efforts to build and nurture meaningful connections with others. Here are some strategies individuals can use to enhance their ability to 'connect':

• Active Listening: Practice active listening by giving your full attention to the speaker, maintaining eye contact, and refraining from interrupting. Show empathy and understanding by reflecting back what you've heard and asking clarifying questions.
• Authentic Communication: Be genuine and authentic in your interactions with others. Share your thoughts, feelings, and experiences openly, and encourage others to do the same. Avoid judgment and cultivate a non-judgmental attitude towards yourself and others.
• Seek Common Ground: Look for common interests, values, or experiences that you share with others as a starting point for building connections. Find ways to relate to others on a personal level and show genuine interest in their perspectives and experiences.
• Show Appreciation: Express gratitude and appreciation for others' contributions, efforts, and qualities. Acknowledge and celebrate their achievements, strengths, and unique qualities, and be generous with compliments and words of encouragement.
• Be Vulnerable: Practice vulnerability by being willing to share your true thoughts, feelings, and experiences, even if it feels uncomfortable at times. Authenticity and vulnerability can deepen connections and foster trust and intimacy in relationships.
• Initiate Social Interactions: Take the initiative to reach out to others, initiate conversations, and participate in social activities. Attend community events, join clubs or groups, and volunteer for collaborative projects to meet new people and expand your social network.

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CONNECT

How to practice 'Connect'?

• Practice Empathy: Put yourself in others' shoes and try to understand their perspectives, feelings, and experiences. Show empathy and compassion towards others, and offer support and encouragement when needed.
• Be Present: Practice being fully present in your interactions with others, without distractions or preoccupations. Listen attentively, observe non-verbal cues, and engage wholeheartedly in the conversation or activity at hand.
• Follow Up: Follow up with people after initial interactions to maintain and deepen connections over time. Send a friendly message, invite them to future events or activities, or simply check in to see how they're doing.
• Reflect and Learn: Take time to reflect on your social interactions and relationships, and learn from your experiences. Consider what went well and what could be improved, and use feedback from others to grow and develop your 'connect' skills further.

By practicing these strategies consistently and intentionally, individuals can improve their ability to 'connect' with others, build meaningful relationships, and cultivate a supportive and inclusive social network.

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CONNECT

By implementing these practical examples in educational settings, educators can foster meaningful connections, build supportive relationships, and create a thriving learning community.

Practical examples of “Connect”

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Morning Circle Practice: At the beginning of each day, learners and facilitators gather in a circle to start the day with a sense of connection. They share personal updates, express intentions for the day, and participate in icebreaker games. Benefits: This practice builds rapport, strengthens relationships, and sets a collaborative tone for the day.

Community Projects Practice: Learners collaborate on projects that address real-world issues or serve the needs of the local community, such as creating a community garden, organizing a charity event, or implementing a recycling program. Benefits: Working together towards a common goal fosters a sense of shared purpose, connection, and positive community impact.

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Let's learn!

Detailed

Summary

Let's explore further!

Group Discussions Practice: Learners come together in small groups to discuss topics related to their learning interests, projects, or current events. Facilitators encourage students to share their perspectives, listen to others' viewpoints, and engage in meaningful dialogue. Benefits: This fosters open communication, collaboration, and a deeper understanding of diverse perspectives.

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Team Building Activities Practice: Organize activities such as problem-solving challenges, collaborative games, or outdoor adventures to help learners bond and develop trust with their peers. Benefits: These activities enhance teamwork, communication skills, and camaraderie among learners.

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CONNECT

By implementing these practical examples in educational settings, educators can foster meaningful connections, build supportive relationships, and create a thriving learning community.

Practical examples of “Connect”

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Peer Mentoring Practice: Older or more experienced learners mentor younger or less experienced peers, providing guidance, support, and encouragement. Benefits: This facilitates connections across different age groups and skill levels, promoting a culture of mutual learning and support..

Community Events Practice: Host events such as talent shows, art exhibitions, or cultural celebrations that bring learners, families, and educators together. Benefits: These events strengthen connections within the broader learning community and provide opportunities to celebrate achievements and showcase talents.

Let's set my goals!

Let's set my goals!

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Let's learn!

Detailed

Summary

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Reflective Practices Practice: Engage learners in reflective practices such as journaling, group reflections, or one-on-one conversations with facilitators to process their learning experiences and insights. Benefits: Reflective practices promote self-awareness, empathy, and deeper connections with oneself and others.

Collaborative Projects Practice: Assign projects that require learners to work together, share responsibilities, and leverage each other's strengths, such as producing a play, coding a computer program, or designing a science experiment. Benefits: These projects provide opportunities for learners to connect, communicate, and create together.

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CONNECT

Let's evoke!

Let's set my goals!

As a facilitator I enjoy slowing down to ask young people how they are doing, or listen to something interesting they are excited about. Having the opportunity to really be present with them and listen to their experiences, stories and heart feels deeply connecting.I also feel connection when I see a mix of ages dressing up in funny costumes, being silly together and all having a big laugh together. I love the connection that happens when we I see different people engage in a conflict resolution with challenging feelings and through the process emerge on the other side feeling more seen, understood, empathetic, and finding agreements that we can move forward together with. Spencer Babcock ALC Rock Tree Sky Ojai, California USA

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Summary

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CONNECT

What is “Connect”? In the context of Agile learning and education, "Connect" involves establishing and nurturing relationships within the learning community. This phase emphasizes effective communication, collaboration, and creating a supportive network among learners, educators, mentors, and other stakeholders. The goal is to foster a sense of belonging and community, enhancing the overall learning experience and personal development.

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Detailed

Summary

Why is “Connect” important in education? "Connect" is vital in education as it creates a supportive and inclusive environment, facilitating better learning outcomes and holistic development. Key benefits include:

• Fostering a Sense of Belonging: Helps learners feel valued and motivated to participate actively.
• Promoting Collaboration: Teaches students to work effectively with others, essential for future success.
• Enhancing Communication Skills: Provides opportunities to practice and improve communication abilities.
• Supporting Social and Emotional Development: Helps develop empathy, understanding, and conflict resolution skills.
• Creating a Supportive Learning Environment: Encourages risk-taking, questions, and help-seeking, fostering growth and resilience.

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CONNECT

When and where can “Connect” be used in education? "Connect" can be applied in various educational contexts, including:

• Classroom Settings: Through icebreakers, group discussions, and collaborative projects.
• Online Learning Platforms: Via virtual discussions, group projects, and online forums.
• Extracurricular Activities: In clubs, sports teams, and student organizations.
• Community Engagement: Through service-learning projects and volunteer opportunities.
• Professional Development: In networking and knowledge-sharing events for educators.
• Parent and Family Engagement: Through parent-teacher conferences and family events.

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Detailed

Summary

Practical examples of the “Connect”

• Morning Circle: Daily gatherings to share updates, intentions and build community.
• Group Discussions: Small group dialogues on learning interests or current events.
• Team Building Activities: Challenges and games to build trust and teamwork.
• Project Teams: Collaborative groups working towards common goals.
• Peer Mentoring: Experienced learners guiding and supporting peers.
• Community Events: Workshops, talent shows and cultural celebrations to showcase achievements and strengthen bonds.
• Reflective Practices: Journaling and group reflections to process experiences.
• Collaborative Projects: Joint efforts in designing, creating, or problem-solving.
• Community Circles: Regular discussions for problem-solving and relationship-building.

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CONNECT

How to practice "Connect"

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Active Listening

Give full attention and show empathy.

Express gratitude and celebrate achievements.

Understand and support others' perspectives.

Show Appreciation

Practice Empathy

Let's set my goals!

Be genuine and non-judgmental.

AuthenticCommunicator

Let's learn!

Share true thoughts and feelings.

Engage fully in interactions.

Be Vulnerable

Be Present

Detailed

Find shared interests and relate personally.

Seek Common Ground

Maintain and deepen connections over time.

Reach out and participate in activities.

Summary

Initiate Social Interactions

Follow Up

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Continuously improve through reflection and feedback.

Reflect and Learn

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By consistently applying these strategies, individuals can enhance their ability to "connect" with others, fostering meaningful relationships and a supportive learning environment.

CONNECT

A.3.4. Let's explore further!

Agile XR: Agile Learning Rituals: Hand signals

The video explains hand signals used in agile learning and methodologies to improve group communication and decision-making. It covers signals like agreement, disagreement, proposing changes, regaining focus, seeking clarification, and expressing gratitude. These signals aid in smoother meetings, better understanding, and fostering a positive team environment. The video encourages creating new signals based on group needs.

VIDEO-TUTORIAL

Liberating structures, Keith McCandless, Henri Lipmanowicz

Liberating structures offer an alternative way to approach and design how people work together. It provides a menu of thirty-three Liberating Structures to replace or complement conventional practices. Liberating Structures used routinely make it possible to build the kind of organization that everybody wants. They are designed to include everyone in shaping next steps.

DIGITAL TOOLBOX

DIGITAL TOOLBOX

Beyond sticky notes,KA McKercher

A collection of frameworks, tools, and exercises that support collaboration.

My Reflection Matters

My Reflection Matters, LLC (MRM) was founded in 2016 by Social Liberation Eduvist (Education Activist), Chemay Morales-James. MRM’s mission is to provide the tools necessary to support and nurture the development of healthy racial and ethnic identities of Black and Brown children and older youth.

VIRTUAL COMMUNITY

Agile Learning Centers network

Agile Learning Centers around the world collaborate through the Agile Learning Centers Network, which also hosts a resource website with listing of centers and events.It is a good tool to get more insights on the work of ALCs and to connect with them.

VIRTUAL COMMUNITY

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ARTICLE

10 Ways teachers can better connect with their students

ARTICLE

35 Strategies & Resources to Connect With Your Students Now! (twinkl.be)

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You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

CONNECT

A.3.5. Let's practice!

TEACHING PRACTICE: "CONNECT AND COLLABORATE DAY" "Connect" can be utilized in various school activities. Here is a suggestion for using the "Connect" concept during a "Connect and Collaborate Day" with your class. Feel free to adapt it to the needs of your group or to an activity other than a collaboration day.

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Original Teaching Practice: Traditionally, collaborative activities involve students working together on a project with predefined roles and tasks. While this approach promotes teamwork, it often lacks a focus on building deeper connections and understanding among students.

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CONNECT

Incorporating Connect: To incorporate the concept of "Connect," we can transform this traditional collaborative activity into an experience that emphasizes relationship-building, effective communication, and a sense of community. Here's how you can do it:

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Connecting in Action

Forming Connections

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Icebreaker Activities

Inclusive Collaboration

Team Formation

Setting the Stage

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Collaborative Planning

Initial Introduction to Connect

​Ongoing Check-ins

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Group Work Sessions

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Topic Selection

Continuous improvement

Reflection and Sharing

Reflective Discussions

Initial Reflection

Post-Activity Reflection

Reflection Activity

Long-term Application

Group Presentation

CONNECT

Reminder - Benefits and Improvements: By incorporating “Connect” into collaborative activities, students not only improve their teamwork and communication skills but also develop empathy, a sense of community, and a deeper understanding of their peers. This practice encourages a supportive learning environment, enhances personal growth, and prepares students for future collaborative endeavors in academic and professional settings. It also promotes a positive and inclusive classroom culture where every student feels valued and connected.

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CONNECT

A.3.6 Let's look at the changes! In this section, you can do two things:

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Let's set my goals!

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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CONNECT

Reflect on the activity that you have carried out The following checklist is a valuable tool for self-assessment and reflection on your practice. It's designed to help you evaluate your implementation of the "Connect" phase in your classroom. Each item in the checklist provides an opportunity for you to assess your performance and make improvements where needed. Effective teaching is an ongoing journey of growth and development. Reflecting on your practice is an essential part of this journey. The checklist covers critical aspects of your teaching practice, from building connections to fostering communication and collaboration. It's an opportunity to self-assess your ability to incorporate "Connect" effectively and its impact on student engagement and understanding.

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Start your self-assessment

CONNECT

Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Building Connecions (1-5): - I created opportunities for students to establish meaningful connections with their peers. - I fostered relationships between students and educators.

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Facilitating Communication (1-5): - I encouraged open and effective communication among students. - I provided platforms for students to share their thoughts and ideas.

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Promoting Collaboration (1-5) - I designed activities that required collaborative efforts. - I ensured all students participated and contributed to group tasks.

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Creating a Supportive Environment (1-5): - I established a classroom atmosphere where students feel valued and supported. - I encouraged students to support and help each other.

CONNECT

Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Reflecting on Connections (1-5): - I facilitated discussions on the importance of building connections. - I encouraged students to reflect on their social and emotional development.

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Continuous Improvement (1-5): - I planned to revisit the practice with different topics. - I encouraged students to apply “Connect” in everyday interactions.

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Impact Assessment (1-5): - I observed and recorded the impact of "Connect" on student interactions and engagement. - I gathered feedback and insights from students.

CONNECT

Reflecting on Your Goals: From Beginning to End At the start of this topic on "Connect," we asked you to set your goals for what you hoped to achieve in your teaching practice. We understand that, at that time, you might not have been fully familiar with the concept of “Connect,” but you had an idea of the challenges you faced in your classroom. Now that you've journeyed through this topic, gaining knowledge and actively participating in related activities, it's time to reflect on your initial goals and how they might have evolved.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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Take a moment to revisit the goals you set at the beginning of this topic. These goals were rooted in your challenges and expectations for your teaching practice. As you read through them, consider how your understanding of "Connect" and your exposure to various activities have influenced your perspective on these goals.

Reflect on how your initial goals align with the principles of "Connect" that you've learned throughout this topic. Think about how fostering connections and building a sense of community might address the challenges you initially identified. Consider any shifts in your approach to teaching and how the concept of "Connect" may have influenced your strategies.

Given your newfound knowledge and the practical experiences you've had in this topic, it's time to adapt and refine your goals. Have your goals changed or become more specific in light of what you've learned? What strategies will you implement in your teaching practice to incorporate the concept of "Connect"?

CONNECT

Reflecting on Your Goals: From Beginning to End By reflecting on your goals from the beginning of this topic and comparing them to your current insights, you are engaging in a valuable process of growth and transformation. The evolution of your goals is a testament to your commitment to enhancing your teaching practice. We encourage you to record your updated goals and reflect on your journey, as this self-assessment can help you continue to refine your teaching methods and create a more inclusive and positive learning environment for your students. Keep up the great work!

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CONNECT

A.2.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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CONNECT

Ways to share: - Social Networks: Post about your experiences and insights related to "connect" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "connect," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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CONNECT

Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

X/Twitter

Linkedin

Let's practice!

Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

Let's look at the changes!

Let's share!

PART B

PART B Agile learning Cycle: WHAT

Intention

Intention

Creation

Share & Celebrate

Reflection

Share & Celebrate

Creation

Reflection

PART B

B. Structure of each element

Each section from Part A and Part B is divided into these 7 same blocks:

LET'S INTRODUCE THIS ELEMENT!

LET'S LEARN!

LET'S SET MY GOALS!

LET'S EXPLORE FURTHER!

Intention

The aim of this block is to present retrieval practice activities related to the previous topic and which can be linked to the topic to be studied.

First reflection activity: This encourages participants to do so and conveys the idea that users who reflect and set their own goals learn more and are more engaged in their training.

This section provides an explanation of the topic to be covered. - DETAILED - SUMMARY

Creation

Reflection

Share & Celebrate

LET'S SHARE!

LET'S PRACTICE!

LET'S LOOK AT THE CHANGES!

Encourage participants to use their social networks to share their learning, their tasks... and tag us.

Design of activities/tasks to be carried out by the participants for this block.

Reflection on the first questions. In this section, the participants are asked to answer the initial questions (Let's set my goals!) with a double purpose.

INTENTION

B.1. INTENTION

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INTENTION

B.1.1. Let's introduce this element!

Let's introduce this element!

"Intention" in Agile Learning is an orientation where learners and trainers purposefully set clear goals and directions for their learning journey. It involves a conscious decision to focus on specific outcomes, helping learners stay motivated and aligned with their desired objectives. This practice encourages purposeful learning and fosters a sense of direction and motivation, guiding learners toward meaningful achievements. Setting intentions provides a clear focus for exploration and growth, enriching the learning experience.

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INTENTION

B.1.2. Let’s set my goals!

For the topic of "Intention", let's explore how this concept, while perhaps not yet fully understood, might already be influencing your teaching practice and how it could be harnessed more effectively. Remember, it's beneficial to jot down your thoughts in a notebook or a digital document, as the act of writing can enhance reflection and learning.

Let's introduce this element!

Let's set my goals!

These reflection questions are aimed at fostering a deeper understanding and purposeful goal-setting, guiding you to link your current educational strategies with the concept of "Intention" as it will be detailed in this module. Through this introspective process, you're invited to recognize opportunities for professional and personal enhancement, considering how a deliberate focus on "Intention" within your teaching practice can enrich the learning experience. By engaging with these queries, you'll start to uncover how setting clear, purposeful intentions can serve as a powerful foundation for educational activities, leading to a more focused, motivated, and impactful teaching and learning environment.

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​Recall a teaching moment where setting a clear goal or purpose made a significant difference in the learning experience.

What drives your teaching decisions, and how do you ensure they are purposeful and directed towards a specific outcome for your students?

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​What are your aspirations for integrating the concept of "Intention" into your teaching practice?

How do you plan and execute your lessons to align with your educational goals?

INTENTION

B.1.3. Let's learn!

This is the section where you will truly learn about “Intention”. We offer you two options:

Let's introduce this element!

Let's set my goals!

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Detailed

Summary

Information summary

Detailed information

Get a quick overview with key points.

Let's explore further!

Dive into a comprehensive explanation of the topic, with examples and case studies.

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Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

INTENTION

What is “Intend”? The "Intend" phase in the Agile Learning journey refers to the act of setting clear intentions or goals for one's learning and personal development. It involves consciously deciding what one wants to achieve, create, or manifest in a specific period or context. The “Intend” phase is all about setting a focused and intentional direction for one's learning journey. In this phase, learners and educators take the time to reflect on their passions, interests, and aspirations. They identify what they want to learn, explore, or accomplish and articulate these intentions in a purposeful manner. The “Intend” phase is a proactive and forward-looking step that empowers individuals to take ownership of their learning and personal growth. The Intend phase serves as a compass for the Agile Learning journey, guiding learners through the subsequent phases of the Agile Learning Journey: Create, Reflect, and Share & Celebrate.

Key aspects of the “Intend” phase include:

• Goal-Setting: Individuals establish specific and measurable goals for their learning journey. These goals can be short-term or long-term and may be related to academic achievements, personal development, skill acquisition, or creative pursuits.
• Purposeful Vision: The “Intend” phase involves creating a clear vision of what one wants to achieve. This provides a sense of direction and motivation, guiding learners' actions and choices throughout their educational experience.
• Alignment with Passions and Values: When intentions are congruent with what individuals genuinely care about, they are more likely to stay committed and engaged in their learning pursuits.
• Clarity and Specificity: Learners articulate their intentions in clear and concrete terms, ensuring they know precisely what they are striving for and can measure their progress.
• Flexibility: Intentions can be adaptable, allowing individuals to adjust their approach based on changing circumstances while maintaining the overarching goal.
• Growth Mindset: By setting intentions, learners adopt a positive outlook, viewing challenges as opportunities for growth and development.

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INTENTION

Why is “Intend” important in education? “Intend” plays a significant role in shaping the learning process and enhancing educational experiences:

• Ownership and Autonomy: “Intend” empowers learners to take ownership of their learning journey. It promotes a sense of autonomy, as individuals actively participate in setting their goals and driving their educational pursuits.
• Motivation and Engagement: When learners have clear intentions and goals, they are more likely to be motivated and engaged in their studies. “Intend” provides a sense of purpose and meaning, making the learning experience more rewarding and enjoyable.
• Metacognition and Reflection: Intending involves thoughtful reflection on one's interests, strengths, and areas for growth. This enhances self-awareness and enables learners to make informed decisions about their learning strategies.
• Resilience and Perseverance: Learners are more likely to overcome obstacles and setbacks when they have a strong sense of purpose and determination.
• Life Skills Development: Setting intentions involves planning, decision-making, and self-discipline — essential life skills that learners can apply beyond the educational setting

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INTENTION

When and where is “Intend” used in education? “Intend” is used in various ways and contexts in education to shape the learning process and enhance the overall educational experience:

• Curriculum Planning: Educators use “Intend” when designing the curriculum to ensure that learning outcomes align with the intended knowledge and skills students should acquire.
• Project-Based Learning: Students set intentions for their projects, defining what they want to achieve and how they will approach their tasks to meet the project objectives.
• Individualized Learning Plans: In personalized learning settings, “Intend” is used to tailor learning experiences to each student's specific goals and interests.
• Career and College Readiness: “Intend” is applied in career and college readiness programs, where students set intentions for their future careers, academic pursuits, and professional aspirations.
• Reflection and Growth: After completing a major project or unit, having reflected on their activities and assessed their progress, students and teachers can set new intentions for future improvement.
• Behavior Management: Teachers and students collaboratively set intentions for positive behavior in the classroom, establishing clear expectations and consequences.
• Extracurricular Activities: In activities like clubs, sports, or arts programs, participants set intentions for their involvement and personal growth in these areas.

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INTENTION

In a school setting, the "Intend" phase can be integrated into the curriculum through goal-setting sessions, vision boards, or individual learning plans. Teachers can guide students in setting learning objectives, both short-term and long-term. Also, “intend” is used and applied in various situations and contexts in daily life, work, and personal development:

• Personal Growth and Development: “Intend” involves setting intentions to develop new habits, overcome challenges, and work towards becoming the best version of oneself.
• Decision-Making: Before making important decisions, individuals often set intentions to achieve specific outcomes or align their choices with their long-term goals and values.
• Relationship Building: In nurturing relationships, individuals set intentions to communicate effectively, practice empathy, and maintain emotional connections with others.
• Social Impact and Advocacy: In social advocacy and impact initiatives, individuals set intentions to make a positive change, advocate for causes, and create a lasting impact on society.
• Project Management: “Intend” is essential for defining project objectives and desired outcomes. It helps guide the planning and execution of projects with clarity and focus.

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INTENTION

How to practice “Intend”? Practicing “Intend” involves setting clear and purposeful goals, defining your aspirations, and aligning your actions with your desired outcomes. Here are some practical steps to help you incorporate “intend” in a learning journey:

• Self-Reflection: Take time to reflect on your passions, interests, and values. Identify what is most important to you and what you want to achieve in various aspects of your life.
• Set Specific Goals: Define clear and specific goals that are measurable and achievable. Break larger goals into smaller, manageable steps to make progress more tangible.
• Use the SMART Criteria: Ensure your intentions align with the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) to make them more effective and actionable.
• Write Down Your Intentions: Put your intentions in writing. Use a journal, planner, or digital tool to record your goals and aspirations, making them more concrete and visible. You can also use images, quotes, and symbols to represent your goals and the outcomes you wish to achieve.
• Prioritize: Identify the most important intentions and prioritize them based on their significance and feasibility.
• Create an Action Plan: Develop a clear action plan with specific steps to work towards your intentions. Set deadlines for each step to maintain focus and accountability.

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INTENTION

How to practice “Intend”?

• Break Down Barriers: Identify potential barriers or challenges that might hinder your progress. Develop strategies to overcome these obstacles and stay on track.
• Monitor Progress: Regularly review your progress towards your intentions. Celebrate achievements and make adjustments to your action plan as needed.
• Stay Committed: Stay committed to your intentions and avoid distractions that might derail your progress.
• Seek Support: Share your intentions with friends, family, or mentors who can offer encouragement and support. Having a support system can help you stay motivated and accountable.
• Embrace Flexibility: Be open to adapting your intentions as circumstances change or new opportunities arise. Flexibility allows you to pivot and adjust your path while still staying focused on your overall vision.

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INTENTION

Practical examples of “Intend”

Let's introduce this element!

Vision Boards Practice: Students create vision boards that visually represent their learning intentions, such as mastering a new language, excelling in a science fair, or developing leadership skills. These boards can include images, quotes, and symbols that resonate with their goals. Benefit: Vision boards make intentions tangible and serve as a daily reminder of what students aspire to achieve, keeping them motivated and focused.

Goal-Setting Sessions Practice:At the beginning of a semester or project, educators and students collaboratively set specific learning goals. For example, a student might intend to improve their writing skills by the end of the term by completing a series of essays and seeking feedback from peers and teachers. Benefits: This helps students focus on clear objectives and align their efforts with their academic and personal growth targets.

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Detailed

Summary

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Personalized Learning Plans Practice: Teachers work with students to develop individualized learning plans that align with each student's unique goals and interests. For example, a student interested in environmental science might set intentions to research renewable energy sources, participate in a related club, and present findings to the class. Benefit: Personalized plans ensure that learning is relevant and engaging, increasing student ownership and motivation.

Daily or Weekly Intentions Practice: At the start of each day or week, students set small, achievable intentions related to their learning. For instance, a student might intend to actively participate in class discussions or complete a challenging math problem without giving up. Benefit: This practice encourages consistent, incremental progress and helps students stay mindful of their short-term learning objectives.

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INTENTION

Practical examples of “Intend”

Project Intentions Practice: Before starting a group project, students set intentions for what they hope to learn and achieve through the collaboration. For example, in a history project, students might intend to deepen their understanding of a particular era and develop teamwork skills. Benefit: Setting project intentions provides direction and ensures that all group members are aligned with common goals, leading to more effective collaboration.

Reflection and Intention-Setting Practice: After completing a unit or project, students reflect on their learning outcomes and set new intentions based on what they’ve learned. For instance, after a unit on public speaking, a student might intend to continue practicing by joining a debate club. Benefit: This practice reinforces the learning process and encourages continuous improvement and goal-setting.

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Classroom Agreements Practice: At the beginning of the school year, students and teachers collaboratively set intentions for classroom behavior and culture. For example, they might intend to create an inclusive environment where everyone feels respected and heard. Benefit: Setting classroom intentions fosters a positive learning environment and helps students internalize the values of respect and collaboration.

Intentional Journaling Practice: Students maintain journals where they regularly write down their intentions for personal and academic growth. For instance, a student might write, "I intend to improve my time management by creating a study schedule and sticking to it." Benefit: Journaling helps students clarify their intentions, track progress, and reflect on their growth over time.

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These examples demonstrate how the 'Intend' phase can be practically implemented in educational settings to help students set clear goals, stay motivated, and take ownership of their learning journey.

INTENTION

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At Rubik ALC, we prioritize intentionality during our daily status meetings. Each day, we gather for half an hour to emotionally check in with one another, share personal updates, and foster a sense of community and togetherness. During these meetings, we discuss our feelings, recent experiences, and any concerns about our community. Occasionally, we have special status meetings focused on topics such as favorite books, team-building games, or surprise activities organized by the mentor. As a facilitator, I am intentional in my interactions with the kids, recognizing that I serve as a role model. I demonstrate how I learn, handle conflicts, and build healthy relationships. The children often mirror these actions, taking on roles such as Learning Guides for a day or helping peers manage conflicts. I also create a supportive environment for the kids to set their intentions each morning. They share their passion projects, progress, and decide who wants to facilitate a workshop or lead the status meetings. This practice empowers the children and promotes a culture of active participation and leadership. Luiza Apostu ALC Rubik Bucharest, Romania

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INTENTION

What is “Intend”? The "Intend" phase in the Agile Learning journey involves setting clear goals or intentions for learning and development, emphasizing proactive and focused direction. This phase allows learners to reflect on their interests and aspirations, establishing goals that are aligned with their passions and values. Intentions can be flexible, adapting to changing circumstances. “Intend” supports self-directed learning, fosters a growth mindset, and empowers learners to take ownership of their educational journeys, making learning purposeful and meaningful.

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Detailed

Why is “Intend” important in education? “Intend” is vital in education as it promotes goal-setting, focus, personalized learning, and autonomy. It motivates and engages learners by providing a purposeful direction, encourages a growth mindset, and facilitates metacognition and reflection. “Intend” empowers learners with the agency to shape their educational experiences, enhancing resilience, meaningful learning, and the development of essential life skills.

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When and where is “Intend” used in education? In educational settings, “Intend” manifests through personal learning goals, project-based learning, individualized learning plans, and professional development for teachers. It involves goal-oriented assignments, reflection on progress, and the incorporation of extracurricular activities to foster a comprehensive learning environment. Also, “Intend” is applied across various contexts, including project management, relationship building and personal growth, among others. It is essential for defining learning objectives, tailoring educational experiences and making informed decisions.

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INTENTION

How to practice “Intend”? Practicing “Intend” involves self-reflection, setting specific and achievable goals, prioritizing intentions, and creating action plans. It requires monitoring progress, staying committed, seeking support, and being flexible to adapt intentions as needed. Effective practice of “Intend” includes using the SMART criteria for goal-setting and embracing a vision that aligns with personal values and aspirations. Practical example of Intend

• Goal-Setting Sessions: Collaboratively set specific learning goals to focus efforts on academic and personal growth.
• Vision Boards: Create visual representations of learning intentions to keep students motivated and focused.
• Daily/Weekly Intentions: Set small, achievable goals to encourage consistent progress.
• Personalized Learning Plans: Develop individualized plans aligned with student interests to increase engagement.
• Project Intentions: Set goals for group projects to ensure effective collaboration.
• Reflection and Intention-Setting: Reflect on learning outcomes and set new goals for continuous improvement.
• Classroom Agreements: Set intentions for classroom behavior to foster a positive learning environment.
• Intentional Journaling: Use journals to clarify and track personal and academic growth intentions.
• Intentions for Extracurricular Activities: Set goals for extracurriculars to engage meaningfully and purposefully.

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INTENTION

B.1.4. Let's explore further!

Deschooling Society, Ivan Illich

Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggests some radical and exciting reforms for the education system.

BOOK

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Crystal Byrd Farmer, 21st Century Skills

Webinar on the skills young people need for the 21st Century, with explanations of how Agile learning supports them developing these skills.

VIDEO-TUTORIAL

VIRTUAL COMMUNITY

DIGITAL TOOLBOX

Beyond sticky notes,KA McKercher

Ecoversities

The Ecoversities Alliance is a community of folks reimagining higher education.

A collection of frameworks, tools, and exercises that support collaboration.

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GUIDE

Scrum Alliance, Agile Educator Guide

Resources from and for educators interested in using Agile practices to support their classrooms and students.

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ARTICLE

How Teachers Can Set SEL Intentions,EDUTOPIA

ARTICLE

Kirsten Tulsian, The How, What, and Why of Setting Intentions for Kids

ARTICLE

The Power of Intention Setting for a Mindful School Year

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You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

INTENTION

B.1.5. Let's practice!

TEACHING PRACTICE: "INTENTION SETTING WORKSHOP" "Intention" is a powerful concept that can be seamlessly integrated into educational practices to enhance the learning experience and personal growth of students. Here's a structured activity designed to utilize the concept of "Intention" during an "Intention Setting Workshop" with your class. This activity is adaptable to various age groups and learning environments, aiming to foster self-awareness, goal-setting skills, and a focused approach to personal and academic growth.

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Original Teaching Practice: In a traditional classroom setting, lessons and activities are often directed by the curriculum and teacher's plans, with students following along. While this approach covers the necessary academic content, it may not fully engage students in their own learning process or encourage them to set personal learning goals.

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INTENTION

Incorporating Intention: To incorporate the concept of "Intention" into your teaching practice, transform a regular class session into an "Intention Setting Workshop." This workshop will guide students through the process of setting clear, personal intentions for their learning journey, encouraging them to take ownership of their educational and personal development. Here's how to implement it:

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Reflective Questionnaire

Goal-Setting Exercise

Intention Crafting

Introduction to “Intention”

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Vision Board Creation

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Reflection and Commitment

Sharing Circle

Regular Check-Ins

INTENTION

Reminder - Benefits and Continual Growth: Incorporating "Intention" into your teaching practice through this workshop not only helps students develop essential life skills such as goal-setting, self-reflection, and perseverance but also aligns their academic journey with their personal values and aspirations. It encourages a proactive approach to learning and personal development, fostering a classroom environment that values and nurtures individual growth and motivation. This practice can lead to enhanced engagement, increased motivation, and a deeper sense of purpose among students, contributing to their overall success and well-being.

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INTENTION

A.3.6 Let's look at the changes! In this section, you can do two things:

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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INTENTION

Reflect on the activity that you have carried out This reflection checklist is designed to guide you through a self-assessment of how you've integrated the concept of "Intention" into your educational practice. It serves as a tool for self-improvement, allowing you to evaluate your approach and its impact on student learning and engagement

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INTENTION

Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Goal Setting and Clarification (1-5): I effectively guided students in setting clear, achievable goals. I facilitated the process of intention setting, ensuring it was meaningful and aligned with students' aspirations. Implementing “Intention” in Learning Activities (1-5): I integrated the concept of "Intention" into learning activities, making them purpose-driven. I encouraged students to approach tasks with a clear focus and intention. Motivation and Engagement (1-5): I used "Intention" to boost students' motivation and engagement in their learning journey. I created an environment where intentions were regularly discussed and revisited. Reflective Practice and Self-assessment (1-5): I promoted reflective practice, enabling students to assess their progress towards their intentions. I provided opportunities for students to refine their intentions based on feedback and self-reflection.

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INTENTION

Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Adaptability and Resilience (1-5): I encouraged flexibility in adapting intentions to new learning experiences and challenges. I supported students in maintaining focus on their intentions despite obstacles. Impact on Learning and Development (1-5): I observed positive changes in student behavior and learning outcomes as a result of focusing on "Intention". I gathered feedback from students on how setting intentions affected their learning experience.

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INTENTION

Reflecting on Your Goals: From Beginning to End At the outset of this topic, we invited you to articulate your goals concerning integrating "Intention" into your teaching strategy. Initially, these goals were set with a broad understanding of the concept and its potential impact on your educational environment.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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Reflect on the goals you established at the start. How did they address your perceived challenges or opportunities in incorporating "Intention" into teaching? Evaluate the extent to which your engagement with this topic has influenced your perception and application of "Intention."

Consider how the principles of "Intention" you've learned align with your initial goals. Assess the shifts in your teaching approach and how the intentional focus has integrated into your strategies and interactions with students.

With the insights gained, adjust and refine your goals to more accurately reflect your enhanced understanding and experience. Plan how you will continue to apply "Intention" in your teaching practice to further benefit your students' learning journeys.

INTENTION

Reflecting on Your Goals: From Beginning to End This reflective process is essential for recognizing your growth and the dynamic nature of learning and teaching. It demonstrates your dedication to personal and professional development and to fostering an environment where both teachers and students can thrive with intentionality at the core of their endeavors. Keep striving for excellence, and remember that the journey of integrating "Intention" into your educational practices is ongoing and evolving.

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INTENTION

A.2.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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INTENTION

Ways to share: - Social Networks: Post about your experiences and insights related to "intend" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "intend," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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INTENTION

Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

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Linkedin

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Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

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CREATION

B.2 CREATION

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CREATION

B.2.1. Let's evoke!

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Dear participant, As we delve into the "Creation" phase, let's build on the solid foundation established during the "Intention" phase. Remember how we identified and set our intentions with clarity and purpose? That process was crucial for guiding our journey ahead. First and foremost, we want to emphasize that this quiz is not an assessment of your prior knowledge or capabilities. It is designed to help you remember and consolidate the basic concepts that we alluded to in the introduction to this OER. Whether you get all the questions right or find some of them difficult, your participation in this quiz is a valuable step in your learning process. Let's start a short quiz!

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START YOUR SELF-ASSESSMENT

CREATION

B.2.2. SELF-ASSESSMENT ON INTENTION

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CREATION

B.2.2. SELF-ASSESSMENT ON INTENTION

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CREATION

B.2.2. SELF-ASSESSMENT ON INTENTION

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CREATION

B.2.2. SELF-ASSESSMENT ON INTENTION

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CREATION

B.2.2. SELF-ASSESSMENT ON INTENTION

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CREATION

B.2.2. Let’s set my goals!

Before we explore the concept of "Creation" in our learning journey, it's crucial to understand that your familiarity with this term might be limited at this stage. "Creation" refers to the phase of transforming ideas and intentions into tangible outcomes, engaging actively in the learning process, and generating something new or innovative. This concept plays a pivotal role in both personal and professional growth, especially in educational settings. As we embark on this topic, take a moment to reflect on your current teaching practices and how the essence of "Creation" might already be influencing your approach, even if you haven't formally identified it as such. You're encouraged to jot down your thoughts either on paper or digitally, as this reflection process is a foundational step towards setting meaningful objectives for this topic.

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Reflect on moments within your teaching practice where you've encouraged your students to bring their ideas to life.

Recall a project or activity where your students were particularly engaged in creating something unique.

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Consider the role of creativity and innovation in your classroom.

Envision what "Creation" might mean in the context of your professional development and teaching practice

CREATION

B.2.2. Let’s set my goals!

These questions are designed to prompt introspection and goal-setting, encouraging you to draw connections between your existing teaching practices and the concept of "Creation" as it will be explored in this course. By reflecting on these questions, you'll begin to identify areas for growth and envision how integrating "Creation" into your teaching can foster a more engaging, innovative, and effective learning environment.

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CREATION

B.2.3. Let's learn!

This is the section where you will truly learn about “Creation”. We offer you two options:

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Detailed

Summary

Information summary

Detailed information

Get a quick overview with key points.

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Dive into a comprehensive explanation of the topic, with examples and case studies.

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Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

CREATION

What is “Create”? “Create”, in the context of the Agile Learning journey, refers to the phase where learners actively bring their intentions and ideas into reality. It is the process of generating, producing, or developing something new or innovative based on the learner's set goals and aspirations. The "Create" phase involves the execution of intentions, where learners actively engage in the process of learning and producing something tangible or intangible. Creation involves putting thoughts, knowledge, and skills into action. In the Agile Learning journey phases, “Create” follows the “Intend” phase, where learners have set clear intentions and goals for their learning journey. Once the intentions are established, learners move into the “Creation” phase, where they take concrete steps to realize their objectives. A Kanban board may facilitate movement between these steps: Intention (ToDo), Create (Doing), and Reflect (Done).

Key aspects of the “Create” phase include:

• Transforming Ideas into Actions: In the “Creation” phase, learners translate their intentions and plans into action. They actively engage in the process of bringing their ideas to life.
• Hands-On Learning: “Create” often involves hands-on learning experiences, where learners interact with materials, technologies, or real-world contexts to build or create something.
• Iterative Development: “Create” may follow an iterative approach, where learners continually refine and improve their work over time, building upon previous versions or iterations.
• Application of Knowledge and Skills: Learners apply the knowledge, skills, and concepts they have acquired during the learning process to create something meaningful.
• Problem-Solving and Critical Thinking: During the “Creation” phase, learners may encounter challenges or obstacles that require problem-solving and critical thinking skills to overcome.
• Artistic Expression: In creative pursuits, such as art, music, or writing, “Create” allows learners to express their ideas and emotions through artistic forms.
• Collaboration and Co-Creation: In some cases, learners may collaborate with others to create joint projects or co-create solutions to problems.
• Evaluation and Reflection: As learners create, they continuously evaluate their progress and reflect on their work, seeking ways to improve or refine their creations.

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CREATION

Why is “Create” important in education? The “Creation” phase is crucial in education, as it enriches the learning experience and promotes holistic development among learners:

• Active Learning: “Create” involves hands-on, active learning experiences where learners engage with the subject matter, apply knowledge, and develop practical skills. This active learning approach enhances understanding and retention of information.
• Problem-Solving Skills: During the “Creation” phase, learners encounter challenges and obstacles that require problem-solving skills. They learn to think critically, analyze situations, and develop innovative solutions.
• Skill Development: “Create” allows learners to develop a wide range of skills, such as communication, creativity, collaboration, and decision-making, which are essential for success in various aspects of life.
• Creative Expression: In the “Creation” phase, learners have the opportunity to express themselves creatively through art, writing, music, and other forms of creative expression. This fosters self-confidence and emotional intelligence.
• Application of Knowledge: Creating tangible outcomes or artifacts helps learners see the practical relevance of their knowledge and its application in real-world contexts.
• Motivation and Engagement: The act of creating something meaningful can be highly motivating and engaging for learners. It gives them a sense of purpose and ownership over their learning journey.
• Iterative Learning: The “Creation” phase often involves iterative learning, where learners continuously refine and improve their work based on feedback and reflection. This iterative process encourages a growth mindset and the pursuit of excellence.

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CREATION

Why is “Create” important in education?

• Real-World Preparation: “Creation” prepares learners for real-world challenges, where they will need to develop innovative solutions and bring their ideas into reality.
• Emotional Connection: The act of creating something fosters an emotional connection to the learning process and the subject matter. This emotional engagement enhances memory and understanding.
• Empowerment: The “Creation” phase empowers learners to be proactive and take initiative in their learning journey. It cultivates a sense of agency and self-directedness.
• Collaboration: In collaborative creation projects, learners learn to work effectively with others, communicate ideas, and value diverse perspectives.
• Celebration of Achievements: The “Creation” phase provides opportunities for learners to celebrate their accomplishments, boosting their self-esteem and sense of achievement.

Overall, the “Create” phase is essential in education as it transforms learners from passive recipients of information to active participants in their learning process. It fosters active learning and hands-on experience, enabling learners to apply their knowledge and skills in real-world context. It also fosters a deep understanding of the subject matter, nurtures creativity, and equips learners with the skills and mindset needed to succeed in the dynamic and ever-changing world.

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CREATION

When and where is “Create” used in education? The "Creation" phase marks the transition from intention to action. This phase is used when learners are ready to take action on their intentions and turn them into concrete outcomes. Learners engage in hands-on learning experiences, applying their knowledge and skills to bring their intentions to life. In school settings, this phase can be realized through project-based learning, design thinking, or interactive hands-on workshops, and collaborative group activities:

• Project-Based Learning (PBL): Project-based learning incorporates “Create” as students work on hands-on projects to solve real-world problems, creating prototypes, presentations, or other tangible outcomes.
• Arts and Crafts: In art classes, students engage in various creative activities, such as painting, sculpting, drawing, and crafting, allowing them to express themselves through creation.
• Writing and Storytelling: In language arts classes, students engage in creative writing and storytelling, crafting narratives, poems, or essays to express their ideas and imagination.
• Science Experiments: In science classes, students apply “Create” when conducting experiments, collecting data, and analyzing results to deepen their understanding of scientific concepts.
• Design Thinking: Design thinking methodologies in education emphasize “Create”, as students work through the stages of empathy, ideation, prototyping, and testing to solve real-world problems.
• Maker Spaces: Schools with dedicated maker spaces encourage “Create” by providing students with tools, materials, and resources to explore their interests and develop innovative projects.
• Multimedia Projects: Students use digital tools and software to create multimedia projects, such as videos, presentations, and digital storytelling.

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CREATION

• Model Building: In subjects like geography, history, and architecture, students engage in model building to visually represent concepts and historical events.
• Role-Playing and Simulations: In social studies and language arts, students participate in role-playing or simulations, where they create scenarios and act out different roles to understand historical events or literary works better.
• Entrepreneurship and Business Classes: “Create” is applied in entrepreneurship and business classes when students develop business plans, marketing campaigns, and prototypes for new products or services.
• Community Service Projects: In service-learning initiatives, students apply “Create”to develop and implement community service projects that address local issues and make a positive impact.
• Exhibition and Showcase Events: Schools often organize exhibitions or showcase events where students display their creative projects, allowing them to share their creations with peers, teachers, and parents.

By incorporating “Create” in various educational activities, educators foster student engagement, critical thinking, problem-solving, and creativity. It empowers students to take an active role in their learning, nurturing a deeper understanding of the subject matter and fostering a lifelong love for learning and exploration.

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CREATION

How to practice the “Create? To help teachers and learners effectively practice setting actions in the "Create" phase and improve their ability to bring their intentions to life, consider the following strategies: Practical Steps for Setting Actions in the "Create" Phase

• Break Down Goals into Actionable Steps:

Teachers: Guide students to decompose their intentions into smaller, manageable tasks. Use techniques like mind mapping or flowcharts to visualize the steps. Learners: Practice identifying the specific actions needed to achieve their intentions. For example, if the goal is to build a treehouse, the steps could include drawing a blueprint, gathering materials, and starting construction.

• Set Clear, Achievable Milestones:

Teachers: Help students set intermediate milestones that lead to the final goal. Ensure these milestones are specific, measurable, and time-bound. Learners: Focus on completing one milestone at a time, celebrating small victories along the way. For example, complete the treehouse floor first before moving to the walls.

• Use Planning Tools:

Teachers: Introduce tools such as Kanban boards, checklists, or digital project management apps to track progress. Learners: Regularly update their chosen tool to reflect progress and next steps. For example, move tasks from “To Do” to “In Progress” to “Done” on a Kanban board.

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CREATION

How to practice the “Create? Techniques for Practicing and Improving the "Create" Phase

• Reflect and Iterate:

Teachers: Encourage students to reflect on their creation process regularly. Ask guiding questions to help them analyze what worked and what didn’t. Learners: Practice reflecting on their actions after each session. Identify areas for improvement and plan how to address them in the next iteration. For example, after rehearsing a play scene, reflect on which parts need more practice.

• Peer Feedback and Collaboration:

Teachers: Facilitate peer review sessions where students can give and receive constructive feedback. Learners: Engage in peer collaboration to gain new perspectives and insights. Practice incorporating feedback to enhance their creations. For example, share the video game prototype with peers for feedback and make necessary adjustments.

• Incremental Progress and Prototyping:

Teachers: Emphasize the importance of making incremental progress and creating prototypes or drafts. Learners: Focus on creating initial versions of their work, then refining and improving through iterations. For example, develop a basic version of the garden layout and gradually add more plants and features.

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CREATION

How to practice the “Create? Techniques for Practicing and Improving the "Create" Phase

• Skill Development Workshops:

Teachers: Organize workshops to build specific skills relevant to students’ projects, such as coding, woodworking, or acting.Learners: Participate actively in these workshops to enhance their abilities. Apply newly acquired skills to their projects, such as using new programming techniques in their video game.

• Document the Process:

Teachers: Encourage students to document their creation process through journals, blogs, or video diaries. Learners: Regularly document their progress, challenges, and solutions. This helps in tracking growth and reflecting on the learning journey. For example, maintain a journal of the science experiment steps and observations.

• Real-World Connections:

Teachers: Create opportunities for students to connect their projects with real-world applications and experts. Learners: Seek mentorship or advice from professionals in the field related to their project. For example, consult a local gardener for tips on starting a community garden.

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CREATION

Example Scenario: Building a Treehouse

By practicing these strategies, both teachers and learners can effectively engage in the "Create" phase, continuously improve their skills, and bring their intentions to life with greater success.

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• Create a detailed blueprint.
• List and gather all materials.
• Construct the base, then walls, then roof.

Break Down Goals

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Set Milestones

• Complete blueprint by week 1.
• Gather materials by week 2.
• Construct the base by week 3.

Detailed

Real-World Connections

• Invite a carpenter to provide tips and feedback on the construction process

Summary

Use Planning Tools

• Utilize a Kanban board to track progress (e.g., Blueprint - In Progress, Materials - To Do).

Document the Process

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• Keep a journal with sketches, photos, and notes of each step

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Reflect and Iterate

• After constructing the base, reflect on stability and design. Adjust if necessary.

• Attend a woodworking workshop to learn proper techniques

Skill Workshops

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Peer Feedback

• Share the blueprint with peers and incorporate their suggestions

Incremental Progress

• Build a small model of the treehouse before starting the full-scale construction

CREATION

Practical examples of the ‘Create’

Example 1: Building a Treehouse Intention: A group of students decides to build a treehouse. Creation: - Transforming Ideas into Actions: They start by brainstorming designs and drawing blueprints. - Hands-On Learning: They gather materials such as wood, nails, and tools. The students then follow their blueprints, measuring and cutting wood. - Iterative Development: As they build, they may need to adjust their design, making modifications to improve stability or aesthetics. - Application of Knowledge and Skills: Students apply math skills for measurements, physics concepts for structural stability, and teamwork for dividing tasks. - Problem-Solving and Critical Thinking: When they encounter issues like an uneven surface or missing materials, they brainstorm and find solutions. - Collaboration and Co-Creation: They work together, sharing tasks and responsibilities, learning from each other in the process.

Example 2: Writing and Performing a Play Intention: A student wants to write and perform a play with friends. Creation: - Transforming Ideas into Actions: They start by writing a script, assigning roles, and planning the performance. - Hands-On Learning: They create costumes, design sets, and rehearse their parts. - Iterative Development: During rehearsals, they make changes to the script, improve their acting, and refine the set design. - Application of Knowledge and Skills: They use language arts skills for writing, creative skills for acting and set design, and social skills for teamwork. - Problem-Solving and Critical Thinking: They solve issues like forgotten lines or set pieces that don't work as intended. - Artistic Expression: Through acting, students express emotions and bring characters to life. - Collaboration and Co-Creation: They work together to produce the play, sharing ideas and responsibilities.

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CREATION

Practical examples of the ‘Create’

Example 3: Developing a Video Game Intention: A student decides to create a video game. Creation: - Transforming Ideas into Actions: The student starts by outlining the game's concept, story, and mechanics. - Hands-On Learning: They learn and use programming languages, graphic design software, and game development tools. - Iterative Development: They develop prototypes, test them, gather feedback, and improve the game iteratively. - Application of Knowledge and Skills: They apply coding, graphic design, storytelling, and logic. - Problem-Solving and Critical Thinking: They debug code, optimize performance, and solve design issues. - Artistic Expression: Through character design and storytelling, they express creativity. - Evaluation and Reflection: The student regularly evaluates the game, reflecting on what works and what needs improvement.

Example 4: Starting a Garden Intention: A student sets an intention to start a community garden. Creation: - Transforming Ideas into Actions: They plan the garden layout, select plants, and gather necessary tools and seeds. - Hands-On Learning: They prepare the soil, plant seeds, water, and maintain the garden. - Iterative Development: They observe plant growth, make adjustments in care routines, and expand the garden over time. - Application of Knowledge and Skills: They apply biology and ecology knowledge, and gardening techniques. - Problem-Solving and Critical Thinking: They troubleshoot issues like pests, plant diseases, or poor soil conditions. - Collaboration and Co-Creation: They might work with other students or community members, sharing tasks and knowledge. - Evaluation and Reflection: They reflect on the growth and health of the garden, evaluating what techniques worked best.

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CREATION

Practical examples of the ‘Create’

Example 5: Creating a Science Experiment Intention: A student intends to conduct a science experiment to understand a concept better. Creation: - Transforming Ideas into Actions: They design the experiment, formulate a hypothesis, and plan the procedure. - Hands-On Learning: They gather materials, perform the experiment, and collect data. - Iterative Development: They may repeat the experiment, modifying variables to refine results. - Application of Knowledge and Skills: They use scientific methods, critical thinking, and analytical skills. - Problem-Solving and Critical Thinking: They solve issues like unexpected results or measurement errors. - Evaluation and Reflection: They analyze data, draw conclusions, and reflect on the process and findings.

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CREATION

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The cycle of intention, creation, reflection, and sharing is what truly empowers children to take charge of their learning. We've found that the creation phase itself consists of several stages, each requiring different facilitation approaches. When a child sets their learning intentions, they begin to realize them through tasks, games, and projects. Initially, motivation is usually very high, making it a great time to allow for free exploration and mistakes. We must not take away the opportunity for children to discover how to achieve their goals on their own. Sometimes, this phase is followed by a period of frustration when they realize that goals are not being reached as quickly as expected. Supporting them through this is key to deepening their commitment. We have found that having the creation phase occur iteratively works very well, allowing us to support projects regularly and anticipate challenges that may arise in the following stages." José Sanchez ALC Senbazuru Madrid, Spain

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CREATION

What is “Create”? In the Agile Learning journey, "Create" marks the phase where learners materialize their ideas and intentions into reality. This phase follows the setting of clear goals in the "Intend" phase, transitioning learners into actively engaging with their learning objectives. Creation encompasses turning thoughts, knowledge, and skills into tangible or conceptual outputs, emphasizing hands-on learning, iterative development, and the application of acquired knowledge and skills.

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Detailed

Why is “Create” important in education? The “Creation” phase is vital in education because it:

• Promotes active, hands-on learning, enhancing understanding and retention.
• Fosters problem-solving and critical thinking skills through real-world challenges.
• Enables skill development across various domains, including creativity, collaboration, and communication.
• Provides avenues for creative expression, allowing learners to explore and articulate their ideas in diverse formats.
• Highlights the practical application of knowledge, connecting educational content with real-life scenarios.
• Motivates learners by allowing them to produce meaningful work, fostering a sense of accomplishment and engagement.
• Encourages iterative learning and growth mindset through continuous improvement and reflection on one's work.

• Prepares learners for future challenges by simulating real-world problem-solving and innovation.
• Deepens emotional engagement with the learning process, enhancing the overall educational experience.

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CREATION

When and where is "Create" used or applied? “Create” finds its application across various contexts in both daily life and education, including:

• Educational Settings: Through project-based learning, arts and crafts, writing assignments, science experiments, and collaborative projects, learners apply their knowledge to create tangible outcomes.
• Arts and Entertainment: Creation is central to producing music, films, literature, and other artistic endeavors.
• Technology and Innovation: In developing new software, applications, and technological innovations.
• Design and Architecture: Through the development of plans, prototypes, and models for new products and buildings.

How to practice “Create”? To foster a culture of Creation, learners can:

• Identify Interests: Focus on areas that inspire passion and curiosity.
• Set Clear Goals: Define what you aim to achieve.
• Create a Space for Creating: Designate an area conducive to work.
• Engage Regularly: Dedicate consistent time to creating and working.
• Experiment with Mediums: Explore various forms of creative expression.

• Seek Inspiration: Draw ideas from a wide range of sources.
• Start Small: Begin with manageable projects to build confidence.
• Collaborate: Work with others to broaden perspectives and ideas.

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CREATION

How to practice “Create”?

• Experiment and Play: Embrace the experimental nature of “Create”.
• Reflect and Learn: Continuously assess and refine your creation process.

“Create” in the Agile Learning journey empowers learners to actively engage with their learning, transforming knowledge and skills into innovative outputs and solutions. This phase not only enriches the learning experience but also prepares learners for future challenges by fostering critical thinking, problem-solving skills, and a lifelong love for learning and exploration. Practical examples of "Create"

• Building a Treehouse: Students brainstorm, design, gather materials, and construct a treehouse, applying skills like math, teamwork, and problem-solving.
• Writing and Performing a Play: Students write, rehearse, and perform a play, using language arts, creative skills, and collaboration.
• Developing a Video Game: A student outlines, codes, designs, and iterates on a video game, applying programming, design, and problem-solving.
• Starting a Garden: A student plans, plants, and maintains a garden, applying biology, ecology, and troubleshooting skills.
• Creating a Science Experiment: A student designs and conducts an experiment, applying scientific methods, critical thinking, and analysis.

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CREATION

B.2.4. Let's explore further!

WEBSITE

Agile Learning Centers Network

Website of the Agile Learning Centers Network, an expanding network of intentional learning communities leveraging agile tools to support Self-Directed Education.

ARTICLE

Agile Approach to Education,Abby Oulton

Collaborative article explaining culture-shifting meetings, called Change-Up meetings, in Agile Learning Centers, with examples from the US and Mexico.

VIDEO-TUTORIAL

GUIDE

Agile Learning Rituals

Scrum Alliance, Agile Educator Guide

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Learn all the ins and outs of Agile Learning boards: The what, the why, the when and the how! In this episode we dive into the process called Gameshifting.

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Resources from and for educators interested in using Agile practices to support their classrooms and students.

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Other resources: -Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help

You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

CREATION

B.2.5. Let's practice!

TEACHING PRACTICE: "PROJECT FAIR" "Creation" is a pivotal phase in the learning journey that can be effectively integrated into various school activities. One engaging way to embody the "Creation" concept is through a "Project Fair" in your class. This activity is designed to allow students to apply their knowledge and skills in creative and innovative ways, fostering a hands-on learning experience. Feel free to tailor this activity to your class's specific needs or interests.

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Original Teaching Practice: The "Project Fair" encourages students to bring their ideas and learning into tangible form. This practice leverages the principles of active engagement, iterative development, and reflective learning.

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CREATION

Incorporating Intention: To incorporate the concept of "Intention" into your teaching practice, transform a regular class session into an "Intention Setting Workshop." This workshop will guide students through the process of setting clear, personal intentions for their learning journey, encouraging them to take ownership of their educational and personal development. Here's how to implement it:

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Reflective Questionnaire

Goal-Setting Exercise

Intention Crafting

Introduction to “Create”

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Vision Board Creation

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Reflection and Commitment

Sharing Circle

Regular Check-Ins

CREATION

Reminder - Benefits and Continual Growth: The "Project Fair" not only allows students to apply and deepen their understanding of the subject matter but also promotes creativity, problem-solving, and critical thinking. It fosters a sense of accomplishment and pride in their work, enhances collaboration skills, and encourages a growth mindset. This practice transforms the classroom into an active learning environment where students are empowered to take ownership of their education and engage deeply with the learning material.

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CREATION

A.3.6 Let's look at the changes! In this section, you can do two things:

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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CREATION

Reflect on the activity that you have carried out This checklist is designed to facilitate a thorough self-assessment and reflection on your implementation of “Create” activities in your teaching practice. It guides you through evaluating how effectively you've integrated the principles of “Create”, its impact on student engagement, learning, and creativity, and your own growth as an educator in fostering an environment that encourages self-directed learning.

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Start your self-assessment

CREATION

Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Idea Generation (1-5): I facilitated activities that encouraged students to generate original ideas and think creatively. Implementation of Creative Projects (1-5): I effectively guided students through the process of transforming their ideas into tangible outcomes or projects. Fostering an Innovative Mindset (1-5): I created a classroom environment that supports risk-taking, experimentation, and the understanding that failure is a part of the learning process. Utilization of Resources (1-5): I provided access to and guidance on using various resources (materials, technologies, information) to support students' projects. Collaborative Creation (1-5): I encouraged collaboration among students, fostering co-creation and exchange of ideas. Reflective Practice (1-5): I engaged students in reflection on their creation process and the outcome of their projects.

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CREATION

Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Assessment and Feedback (1-5): I provided constructive feedback aimed at encouraging iterative improvement of creation projects. Impact on Learning (1-5): I observed and assessed the impact of creation projects on students' engagement, understanding, and application of knowledge.

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CREATION

Reflecting on Your Goals: From Beginning to End Reflecting on the initial goals you set in the "Let’s set my goals!" section is crucial to understand your growth and the effectiveness of integrating “Create” into your teaching practice.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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Revisit the goals you set at the beginning of this topic. Reflect on your expectations for integrating “Create” into your teaching and how these goals were aimed at enhancing your students' learning experiences. Consider how your understanding and implementation of “Create” have evolved throughout this topic.

Evaluate how the principles of “Create” that you've learned and applied align with your initial goals. Reflect on the changes in your teaching approach and how these have influenced your students' ability to generate and implement ideas creatively.

Based on your experiences and the insights gained from this topic, consider how your goals may need to be adjusted or refined. Identify new strategies or approaches you plan to adopt to further foster an environment that supports “Create” in learning.

CREATION

Reflecting on Your Goals: From Beginning to End By undertaking this reflective process, you're not only assessing your progress but also setting the stage for continual improvement in your teaching practice. This exercise encourages you to keep evolving as an educator committed to nurturing creativity and innovation among your students.

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CREATION

A.2.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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CREATION

Ways to share: - Social Networks: Post about your experiences and insights related to "CREATION" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "intend," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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CREATION

Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

X/Twitter

Linkedin

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Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

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REFLECTION

B.3. REFLECTION

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REFLECTION

B.3.1. Let's evoke!

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Dear participant, As we delve into the "Reflection" phase, let's build on the solid foundation established during the "Creation" phase. Remember how we identified and set our intentions with clarity and purpose? That process was crucial for guiding our journey ahead. First and foremost, we want to emphasize that this quiz is not an assessment of your prior knowledge or capabilities. It is designed to help you remember and consolidate the basic concepts that we alluded to in the introduction to this OER. Whether you get all the questions right or find some of them difficult, your participation in this quiz is a valuable step in your learning process. Let's start a short quiz!

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START YOUR SELF-ASSESSMENT

REFLECTION

B.3.1. SELF-ASSESSMENT ON CREATION

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REFLECTION

B.3.1. SELF-ASSESSMENT ON CREATION

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REFLECTION

B.3.1. SELF-ASSESSMENT ON CREATION

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REFLECTION

B.3.1. SELF-ASSESSMENT ON CREATION

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REFLECTION

B.3.1. SELF-ASSESSMENT ON CREATION

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REFLECTION

REFLECTION

B.3.2. Let’s set my goals!

As we venture into the exploration of "Reflection," it's essential to recognize that this concept might be a novel territory for many. In the context of education, Reflection is a pivotal process where students engage in thoughtful consideration of their own learning experiences, creative outputs, and the journey they undertake to achieve them. This introspective practice encourages students to analyze their thoughts, feelings, and actions, leading to a deeper understanding of their educational journey and personal growth.

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​Recall a teaching moment where setting a clear goal or purpose made a significant difference in the learning experience.

Let's begin by reflecting on your current teaching practices and how this idea might apply, even before you learn more about it. You can write these ideas down by hand in your notebook (better, as research shows that this is the best way to reflect) or in a document on your computer. These questions are designed to facilitate a proactive contemplation about the integral role of reflection in education, specifically through the lens of student creation and learning. By engaging with these queries, you're laying the groundwork for a teaching environment that values and promotes self-awareness, critical thinking, and meaningful learning experiences among your students.

How might encouraging them to reflect on their learning experiences

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​What are your aspirations for integrating the concept of "Intention" into your teaching practice?

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How do you usually engage students in the assessment of their work?

REFLECTION

B.3.3. Let's learn!

This is the section where you will truly learn about “Reflection”. We offer you two options:

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Information summary

Detailed information

Get a quick overview with key points.

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Dive into a comprehensive explanation of the topic, with examples and case studies.

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Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

REFLECTION

What is “Reflection”? Reflection, or reflect, in the context of education, refers to the process of contemplating, analyzing, and evaluating one's learning experiences, thoughts, emotions, and actions. It involves deep introspection to gain insights, identify strengths and areas for improvement, and make meaning of one's learning journey. Reflection can occur in various contexts, including personal, professional, academic, and social settings; and it can occur at various levels, from simple awareness of one's thoughts and emotions to deeper analysis and critical evaluation of one's beliefs, values, and behavior. It plays a crucial role in learning, professional development, and personal growth by promoting self-awareness, deepening understanding, and facilitating meaningful change. More specifically for education, this phase is also about reflecting on what has been learned and how it can be applied in the future. It is important in education because it helps learners integrate what they have learned into their lives. It can be used anywhere where there is a need for self-reflection and evaluation, and it can be a daily practice too. A practical example of this phase would be writing a reflection paper or participating in a group discussion about what has been learned or about how processes have gone. To practice this phase, learners can try journaling or self-evaluation exercises that help them reflect on what they have learned. Reflection is a powerful tool for metacognition and self-awareness. In the "Reflect" phase, learners take the time to assess their progress, challenges, and achievements. In schools, regular reflection sessions can be integrated into the curriculum, allowing students to critically analyze their learning experiences. This habit of self-reflection enhances learning effectiveness and prepares students for future challenges. We reflect about the process of creation: How is this going? How do I feel about it? Is there room for improvement? Do I consider it finished? What is the impact of what I created?

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REFLECTION

Here's a breakdown of what reflection entails: ● Reviewing the Process: Reflection begins by reviewing the process or activity that was undertaken. This could involve revisiting the steps taken, the decisions made, and the strategies employed during the creation or learning process. ● Assessing Progress: Individuals reflect on their progress towards their goals and intentions. They evaluate what went well, what didn't go as planned, and any challenges or obstacles encountered along the way. ● Examining Feelings and Reactions: Reflection involves examining one's emotional responses and reactions to the learning experience. This includes exploring feelings of satisfaction, frustration, curiosity, or uncertainty, and understanding how these emotions impact the learning journey. ● Identifying Insights and Learnings: Through reflection, individuals gain insights and new understandings about themselves, their abilities, and their areas for growth. ● Setting Intentions for Future Action: Reflection is not only about looking back but also about looking forward. Based on their reflections, individuals set intentions for future action. They consider how they can apply their insights and learnings to future endeavors and what adjustments or strategies they may need to implement to achieve their goals more effectively. ● Seeking Feedback: Reflection may involve seeking feedback from peers, mentors, or facilitators to gain different perspectives and insights into their learning process. Constructive feedback can offer valuable insights and support continuous improvement. Overall, reflection is a dynamic and iterative process that promotes deep learning, self-awareness, and personal growth. By engaging in regular reflection, individuals can enhance their learning experiences, make more informed decisions, and continuously evolve as agile learners.

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REFLECTION

Why is Reflection important in education? Reflection fosters metacognition, self-awareness, and critical thinking, enabling learners to learn from their experiences and improve future efforts. Reflection is crucial in education for several reasons:

• Deepens Understanding: Reflecting on learning experiences helps students make connections between new information and prior knowledge, leading to deeper understanding and retention of concepts.
• Promotes Critical Thinking: Reflection encourages students to think critically about their assumptions, beliefs, and perspectives, fostering a deeper understanding of complex issues and the ability to analyze and evaluate information critically.
• Encourages Metacognition: By reflecting on their learning process, students develop metacognitive skills, such as self-awareness and self-regulation, which enable them to monitor and control their learning effectively.
• Facilitates Personal Growth: Reflection allows students to identify their strengths, weaknesses, and areas for improvement, empowering them to set goals, develop strategies for growth, and take ownership of their learning journey.
• Enhances Problem-solving Skills: Through reflection, students learn to analyze problems, evaluate alternative solutions, and adapt their approaches based on past experiences, enhancing their problem-solving skills and resilience in the face of challenges.
• Fosters Lifelong Learning: Reflection instills a habit of continuous learning and self-improvement, equipping students with the skills and mindset needed to thrive in an ever-changing world.

In summary, reflection plays a crucial role in promoting deep learning, critical thinking, self-awareness, and personal growth, making it an essential component of effective education.

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REFLECTION

When and where is Reflection used in education? Reflection is used in education at various points and in numerous settings to enhance learning experiences and promote deeper understanding. Here are some common instances and places where reflection is utilized in education:

• After Learning Activities: Reflection often takes place after completing learning activities, such as reading a text, conducting an experiment, or engaging in a discussion. Students may reflect on what they learned, what questions arose, and how they can apply their new knowledge.
• End of Lessons or Units: Teachers may incorporate reflection at the end of lessons or units to help students consolidate their learning. This can involve students summarizing key concepts, identifying their strengths and weaknesses, and setting goals for future learning.
• Assessment and Feedback: Reflection is often included as part of assessment tasks, where students are asked to reflect on their performance, assess their understanding, and identify areas for improvement. Feedback provided by teachers or peers can also prompt students to reflect on their work and learning process.
• Classroom Discussions: Reflection is integrated into classroom discussions and activities to encourage students to think critically about their learning experiences and share their insights with peers. This can involve discussing what they found challenging, what they enjoyed, and how they can apply their learning in real-life contexts.
• Learning Journals or Portfolios: Students may maintain learning journals or portfolios where they regularly record their reflections on their learning journey. These journals provide a space for students to document their thoughts, insights, and personal growth over time.

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REFLECTION

Reflection is used in education at various points and in numerous settings to enhance learning experiences and promote deeper understanding. Here are some common instances and places where reflection is utilized in education:

• Project-based Learning: In project-based learning (PBL), reflection is often incorporated throughout the project lifecycle. Students reflect on their project goals, progress, challenges, and outcomes, allowing them to make adjustments and improvements as needed.
• Internships and Experiential Learning: During internships, field experiences, or other experiential learning opportunities, students engage in reflection to connect theory with practice, analyze their experiences, and extract meaningful insights for future learning and career development.
• Professional Development: Reflection is also used in teacher professional development programs to help educators assess their teaching practices, reflect on student outcomes, and identify areas for growth and improvement.

Reflection is a versatile and valuable tool in education, used across various contexts and settings to promote critical thinking, self-awareness, and continuous improvement.

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REFLECTION

How to practice “Reflection”? Here are some practical examples of how reflection can be incorporated into school settings:

• Exit Tickets: At the end of a class or lesson, students can complete exit tickets where they reflect on what they learned, what questions they still have, and how they feel about their understanding of the topic.
• Think-Pair-Share: Students engage in a think-pair-share activity where they individually reflect on a question or prompt, discuss their thoughts with a partner, and then share their reflections with the class.
• Learning Journals: Students maintain learning journals where they regularly record their reflections, insights, and questions related to their learning experiences, assignments, and activities.
• Portfolio Reflections: As part of their portfolios, students include reflections on their learning journey, highlighting key accomplishments, challenges overcome, and lessons learned throughout the semester or school year.
• Teacher-Student Conferences: Teachers schedule one-on-one conferences with students to discuss their progress, goals, and areas for improvement. These conferences provide opportunities for students to reflect on their learning and receive personalized feedback and guidance from their teachers.
• Group Discussions: After completing group projects or collaborative activities, students participate in reflective group discussions where they evaluate their teamwork, communication skills, and contributions to the project.
• Self-Assessment: Students engage in self-assessment activities where they evaluate their own work, identify strengths and weaknesses, and set goals for improvement. This encourages students to take ownership of their learning and become more self-directed learners.

These examples demonstrate how reflection can be integrated into various aspects of the school curriculum and classroom activities to promote deeper understanding, critical thinking, and personal growth among students.

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REFLECTION

Tips for you as a teacher:Teachers can play a crucial role in supporting their learners to practice reflection by creating a supportive and encouraging environment and incorporating reflective practices into their teaching strategies. Here are some ways teachers can support their learners to practice reflection:

• Model Reflection: Teachers can model reflective practices by openly sharing their own reflections on their teaching experiences, lesson plans, and professional development. By demonstrating their own process of reflection, teachers can show students the value and importance of reflection in learning and growth.

• Provide Structured Reflection Activities: Integrate structured reflection activities into lessons, assignments, and classroom discussions. Provide prompts, questions, or worksheets to guide students through the reflection process and help them articulate their thoughts, feelings, and insights.
• Create Safe Spaces: Foster a safe and supportive classroom environment where students feel comfortable sharing their reflections openly and honestly. Emphasize the importance of respect, empathy, and non-judgmental listening to create a culture of trust and mutual support.
• Offer Feedback: Provide constructive feedback on students' reflections to help them deepen their understanding, identify areas for improvement, and set goals for growth. Encourage students to reflect on and respond to feedback from their peers and teachers.
• Encourage Peer Reflection: Facilitate peer reflection activities where students share their reflections with each other and provide feedback and support. Peer reflection allows students to gain different perspectives, learn from each other's experiences, and develop empathy and communication skills.

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REFLECTION

Reminder - Benefits and Continuous Improvement: By participating in the "Reflective Journey Workshop," educators not only deepen their understanding of reflection but also learn practical strategies for fostering reflection in their students. This practice enhances critical thinking, empathy, and self-directed learning, contributing to a more reflective, supportive, and dynamic educational environment. Continuously revisiting and refining reflective practices can lead to sustained personal and professional growth and a more enriching learning experience for students.

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REFLECTION

Tips for you as a teacher:

• Integrate Reflection into Assessment: Incorporate reflection into assessment tasks by asking students to reflect on their learning process, achievements, challenges, and areas for improvement. Consider including reflection components in quizzes, exams, projects, and portfolios to assess students' metacognitive skills and self-awareness.
• Provide Time and Space: Allocate dedicated time and space for reflection in the classroom schedule. Create opportunities for students to engage in quiet reflection individually, as well as in group discussions and collaborative activities that promote collective sense-making and learning.
• Support Goal Setting: Guide students in setting specific, achievable goals based on their reflections and insights. Help them break down large goals into smaller, manageable steps and develop action plans to work towards their goals over time.
• Provide Prompts: Offer guiding questions or prompts to stimulate students' reflections, such as "What did you learn today?" or "What challenges did you encounter and how did you overcome them?"

By implementing these strategies, teachers can empower their learners to develop their reflective skills, enhance their self-awareness, and become more active and engaged participants in their own learning journey.

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REFLECTION

Tips for yourself: Practicing reflection involves engaging in deliberate and structured processes to contemplate, analyze, and evaluate one's experiences, thoughts, and actions. Here are some steps and strategies to help you practice reflection effectively:

• Set Aside Time: Schedule dedicated time for reflection in your routine, whether it's daily, weekly, or after significant events or activities. Create a quiet and comfortable environment where you can focus without distractions.
• Choose a Method: Select a reflection method that works best for you. This could include journaling, meditation, guided prompts, or discussions with a mentor or peer.
• Ask Reflective Questions: Use guiding questions to stimulate your reflection process. Consider questions such as:

• What did I learn from this experience?
• What went well, and what could I improve?
• How did I feel during this experience, and why?
• What were the key challenges or obstacles I encountered?
• How does this experience relate to my goals and values?

• Be Honest and Open: Approach reflection with honesty and openness, allowing yourself to explore your thoughts, emotions, and experiences without judgment. Be willing to confront discomfort and uncertainty, as these can be valuable sources of insight and growth.
• Focus on Learning: Use reflection as an opportunity to extract meaningful lessons and insights from your experiences. Identify patterns, trends, and recurring themes that can inform your future actions and decisions.

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REFLECTION

Tips for yourself:

• Set Goals for Improvement: Based on your reflections, set specific, actionable goals for improvement or growth. Break down large goals into smaller, manageable steps, and create a plan to implement them effectively.
• Seek Feedback: Invite feedback from others, such as mentors, peers, or colleagues, to gain different perspectives and insights into your experiences. Constructive feedback can provide valuable insights and help you identify blind spots or areas for improvement.
• Practice Regularly: Make reflection a consistent practice in your life. The more you engage in reflection, the more you will develop your self-awareness, critical thinking skills, and ability to learn from your experiences.

By incorporating these steps and strategies into your reflection practice, you can deepen your understanding, enhance your personal and professional growth, and become a more intentional and self-directed learner.

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REFLECTION

Practical examples of “Reflection"

Exit Tickets Practice: At the end of each class, students complete a quick "exit ticket" where they reflect on the day's lesson. They might answer questions like "What was the most important thing you learned today?" or "What questions do you still have?" Benefits: This helps students consolidate their learning, identify areas of confusion, and provides teachers with feedback on student understanding.

Think-Pair-Share Practice: During a class discussion, students first reflect individually on a question or topic, then pair up to discuss their thoughts with a partner, and finally share their reflections with the larger group. Benefit: This method promotes critical thinking and allows students to refine their ideas through discussion, enhancing their reflective abilities.

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Teacher-Student Conferences Practice: Teachers hold one-on-one conferences with students to discuss their reflections on recent assignments or projects. For example, a teacher might ask, "What did you find most challenging about this project, and how did you handle it?" Benefit: These conferences offer personalized feedback, guiding students in their reflective process and helping them set actionable goals for improvement.

Learning Journals Practice: Students maintain a learning journal in which they regularly write reflections on what they’ve learned, challenges they faced, and how they overcame them. For example, after a challenging math problem, a student might reflect on the strategies that helped them succeed. Benefit: Journaling encourages continuous reflection, helping students deepen their understanding and develop self-awareness over time.

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REFLECTION

Practical examples of “Reflection”

Reflective Class Discussions Practice: Teachers incorporate reflective discussions at the end of a unit, where students collectively reflect on what they’ve learned, how their understanding has evolved, and how they can apply this knowledge in the future. Benefit: Group reflection allows students to learn from each other’s insights and solidifies their understanding of the material. Reflective Writing Assignments Practice: Students are assigned reflective essays where they analyze their learning experiences over a course or unit. For example, in a history class, a student might reflect on how their perspective on a historical event has changed after completing a research project. Benefit: Reflective writing deepens students’ understanding of the subject matter and enhances their critical thinking skills.

Group Project Debriefings Practice: After completing a group project, students engage in a debriefing session where they reflect on the collaboration process. They might discuss what worked well, what challenges they faced, and how they could improve teamwork in future projects. Benefit: Reflecting on group dynamics helps students develop better collaboration skills and prepares them for future group work. Self-Assessment Activities: Practice: Students complete self-assessment forms after major assignments, reflecting on their performance, the strategies they used, and areas where they can improve. Benefit: Self-assessment encourages students to take ownership of their learning and become more self-directed, enhancing their ability to evaluate their own work critically.

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REFLECTION

Practical examples of “Reflection”

Post-Assessment Reflection Practice: After a test or exam, students reflect on their preparation, the strategies they used during the assessment, and what they could do differently next time. This might involve writing a brief reflection or discussing it in a small group. Benefit: Reflecting on assessments helps students identify effective study habits and areas where they need to improve, making future learning more effective.

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These examples illustrate how reflection can be seamlessly integrated into various educational activities, helping students to engage deeply with their learning experiences, develop critical thinking, and foster continuous personal and academic growth.

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REFLECTION

At CollectiveUP, based on the logic of agile learning, we organize ourselves in monthly “sprints”. A “sprint” constitutes a period of time that contains the 4 stages of the Agile Cycle: Intention, Creation/Doing, Reflection and Sharing with clear objectives and expected results. In order to set the intention, and establish the priorities where we’ll allocate our attention and energy during, we have a meeting at the beginning of the month. Also, every week we touch base to keep connected to each other and our flows, and voice any requests we might have. Each month, a facilitator hosts a Change-up meeting supported by our Community Mastery Board to reflect on our operation, communication and relationships. We become aware, make visible and map observations that point towards opportunities to grow and improve in our professional and personal journeys, and make decisions on how to create those desired realities and meet the cultural and commercial goals of the company. This allows us to embody our principles of decentralization, composability and inclusion. When CollectiveUP organizes experiences with youth and kids, we go by the name of ALC Talent-in. We run short activities such as workshops and week-long camps during the holidays, where we implement agile learning practices and tools as in each of our EU-funded projects. The days usually look like: checking in to co-sense around what feels present and alive for each person starting the day; also make a recap of our experience of the previous day: the relation between intentions and accomplishments, relevant experiences, unexpected outcomes etc. basically we reflect on the process of creation. We also set the intentions for the new day. During our time together we go play, explore and create… At the end of the day we sit in small groups to observe the beauty and value of our day, notice and express gratitude: who supported me and who did I support? Who did I play with? What challenges did I face and how did I address them? Did I show up in the group in the way I wanted? What did I learn? etc… There is a lot to be grateful for <3 Liliana Carrillo Founder ALC Talent-in & CollectiveUP Ghent, Belgium

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REFLECTION

What is “Reflection”? Reflection in education is the process of analyzing and evaluating one's learning experiences, thoughts, and actions. It involves deep introspection to gain insights, identify strengths and areas for improvement, and apply what has been learned to future situations. Reflection promotes self-awareness, deepens understanding, and facilitates personal growth, making it an essential tool for effective learning and development.

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Why is “Reflection” important in education? Reflection is crucial in education because it deepens understanding, promotes critical thinking, and encourages metacognition. It helps students connect new information to prior knowledge, develop self-awareness, and improve problem-solving skills. Reflection also fosters personal growth, lifelong learning, and the ability to adapt and improve continuously.

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When and where is “Reflection” used in education? Reflection is used across various educational contexts:

• After learning activities and at the end of lessons or units to consolidate learning.
• During assessment and feedback to understand performance and identify areas for improvement.
• In classroom discussions to encourage critical thinking and peer learning.
• Through learning journals or portfolios for ongoing self-assessment.
• In project-based learning and experiential learning opportunities to connect theory with practice.
• During professional development for educators to refine teaching strategies and practices.

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REFLECTION

How to practice “Reflection”? To practice reflection effectively in schools, consider these methods:

• Exit Tickets: Students summarize what they've learned at the end of a lesson.
• Think-Pair-Share: Students reflect individually, discuss with a partner, then share with the class.
• Learning Journals: Students keep journals of their insights and questions.
• Portfolio Reflections: Include reflections on learning progress and achievements in portfolios.
• Teacher-Student Conferences: One-on-one meetings to discuss progress and goals.
• Group Discussions: Reflect on group projects and teamwork.
• Self-Assessment: Evaluate one's own work and set improvement goals.

Tips For Teachers: Model reflection, provide structured activities, create a safe space, offer feedback, encourage peer reflection, integrate reflection into assessments, and allocate time for it. Tips For Personal Practice: Set aside reflection time, choose a method, ask reflective questions, be honest, focus on learning, set improvement goals, seek feedback, and practice regularly.

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Practical Examples of Reflection at schools

• Exit Tickets: Students reflect on their learning at the end of classes.
• Think-Pair-Share: Encourages reflective discussion on specific prompts.
• Learning Journals: A tool for regular, personal reflections on learning experiences.
• Peer Feedback: Facilitates reflective discussions on work quality and improvement areas.
• Portfolio Reflections: Students highlight their learning journey, achievements, and challenges.
• Teacher-Student Conferences: Personalized discussions on student progress and goal setting.
• Group Discussions: Reflection on group projects to evaluate teamwork and communication.
• Self-Assessment: Encourages ownership of learning through self-evaluation.

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B.3.4. Let's explore further!

ARTICLE

Reflection as a Learning Tool in the Classroom | Edutopia

Sanjay Sarma & Luke Yoquinto, Grasp - The Science Transforming How We Learn

VIDEO-TUTORIAL

ARTICLE

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Reflection as a Learning Tool in the Classroom | Edutopia

ARTICLE

Reflective teaching: Exploring our own classroom practice | TeachingEnglish | British Council

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ARTICLE

Susan D. Blum, Ungrading

ARTICLE

Think, Pair, Share: Why it’s important, and how to do it

ARTICLE

Kate Jones, Exit Tickets, Performance and Long Term Learning

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You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

REFLECTION

B.3.5. Let's practice!

TEACHING PRACTICE: "REFLECTIVE JOURNEY WORKSHOP" For the "Reflection" topic, let's design a "Reflective Journey Workshop" that takes participants through a series of activities focused on the deep introspection and evaluation of their learning experiences, thoughts, emotions, and actions. This workshop is tailored to encourage self-awareness, personal growth, and the application of reflective practices in educational settings.

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Original Teaching Practice: In a conventional learning setting, reflection might be an individual, introspective activity that concludes a lesson or project. It often involves writing a reflection paper or participating in a discussion, primarily focusing on what was learned.

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REFLECTION

Incorporating Reflection: To enhance the depth and applicability of reflective practices, we can organize a structured workshop that guides participants through a series of reflective activities, transforming individual reflection into an interactive, communal learning experience. Here's how you can do it:

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Personal Reflection Time

Reflective Circles

Introduction to Reflection

Reflection Through Creative Expression

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Group Reflection on Learning Activities

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Sharing and Feedback

Action Planning

Commitment to Reflective Practice

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B.3.6 Let's look at the changes! In this section, you can do two things:

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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REFLECTION

Reflect on the activity that you have carried out This reflection checklist is designed to guide you through a self-assessment of how you've integrated the concept of "Reflection" into your educational practice. It serves as a tool for self-improvement, allowing you to evaluate your approach and its impact on student learning and engagement

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REFLECTION

Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Initiating Reflective Discussions (1-5):

• I successfully initiated and facilitated discussions that encouraged students to reflect on their learning experiences and personal growth.

Promoting Self-awareness among Students (1-5):

• I created activities that led students to explore their thoughts, feelings, and learning processes effectively.

Integrating Reflection into Daily Learning (1-5):

• I consistently incorporated reflective practices into daily learning activities, allowing for continuous personal and academic development.

Encouraging Deep Introspection (1-5):

• I encouraged students to engage in deep introspection, helping them identify their strengths, areas for improvement, and the impact of their learning.

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REFLECTION

Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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• Facilitating Reflective Writing Exercises (1-5):
• I effectively used reflective writing exercises, such as journals or essays, to aid students in articulating their learning and emotional experiences.
• Assessing Reflective Progress (1-5):
• I regularly assessed students' progress in developing their reflective skills and made adjustments to my teaching strategies accordingly.

• Sharing and Reflecting in Groups (1-5):
• I facilitated group activities that encouraged sharing and collective reflection, enhancing the classroom's reflective community.

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REFLECTION

Reflecting on Your Goals: From Beginning to End This phase invites you to re-evaluate the objectives you set in the "Let's set my goals!" section and examine their evolution through the lens of reflective learning.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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- Reflect on the objectives you outlined at the start, considering your aspirations for integrating reflection into your teaching practice and personal development goals.

- Assess how your understanding of reflective practices has deepened through this topic. - Consider the impact of reflective learning on your teaching approach and its alignment with your initial expectations and challenges.

- With the insights gained, contemplate adjustments to your goals or teaching strategies to more effectively incorporate reflective practices. - Identify specific actions you will take to foster a more reflective learning environment, enhancing both your and your students' growth. - By critically assessing your journey from initial goal setting to the present, you engage in the very essence of reflective learning. This process not only signifies your dedication to professional and personal enhancement but also reinforces the impact of reflection in creating a dynamic and responsive teaching practice.

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Reflecting on Your Goals: From Beginning to End This reflective process is essential for recognizing your growth and the dynamic nature of learning and teaching. It demonstrates your dedication to personal and professional development and to fostering an environment where both teachers and students can thrive with intentionality at the core of their endeavors. Keep striving for excellence, and remember that the journey of integrating "Reflection" into your educational practices is ongoing and evolving.

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B.3.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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Ways to share: - Social Networks: Post about your experiences and insights related to "Reflection" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "Reflection," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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REFLECTION

Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

X/Twitter

Linkedin

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Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

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SHARE & CELEBRATE

B.4. SHARE & CELEBRATE

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SHARE & CELEBRATE

B.4.1. Let's evoke!

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Dear participant, As we delve into the "Share and Celebrate" phase, let's build on the solid foundation established during the "Reflection" phase. Remember how we identified and set our intentions with clarity and purpose? That process was crucial for guiding our journey ahead. First and foremost, we want to emphasize that this quiz is not an assessment of your prior knowledge or capabilities. It is designed to help you remember and consolidate the basic concepts that we alluded to in the introduction to this OER. Whether you get all the questions right or find some of them difficult, your participation in this quiz is a valuable step in your learning process. Let's start a short quiz!

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START YOUR SELF-ASSESSMENT

SHARE & CELEBRATE

B.4.1. SELF-ASSESSMENT ON REFLECTION

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B.4.1. SELF-ASSESSMENT ON REFLECTION

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B.4.1. SELF-ASSESSMENT ON REFLECTION

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B.4.1. SELF-ASSESSMENT ON REFLECTION

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B.4.1. SELF-ASSESSMENT ON REFLECTION

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SHARE & CELEBRATE

B.4.2. Let’s set my goals!

Before we delve into the essence of "Share & Celebrate," it's important to recognize that you might be stepping into unfamiliar territory. The "Share & Celebrate" concept is centered around cultivating a supportive and collaborative learning environment by sharing achievements and celebrating progress together.

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Can you recall any instances where celebrating a student's or the class's achievements led to increased motivation or a stronger sense of community?

Let's start by reflecting on your current teaching experiences and consider how the principles behind "Share & Celebrate" might already be present in your practice or how they could enhance it. For this reflective exercise, you can jot down your thoughts in a notebook (which is highly recommended for a deeper reflection process) or type them out in a document on your computer.

Reflect on moments within your teaching practice where sharing and celebration occur. How do you currently incorporate these elements, if at all?

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What are your initial thoughts and goals for integrating "Share & Celebrate" into your teaching practice?

How do students share their work, and what opportunities do they have to receive feedback from peers and yourself?

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B.4.2. Let’s set my goals!

These reflection questions are designed to prompt you to think critically about your current teaching practices and how the introduction of "Share & Celebrate" might serve as a catalyst for growth, both for you and your students. By examining how you already engage with these concepts and where there's room for improvement, you're setting the stage for a more connected, motivated, and celebratory learning community. As you progress through this topic, these initial reflections will help guide your learning and application of the "Share & Celebrate" principles, fostering a teaching environment where every contribution is valued and every achievement is a cause for collective cheer.

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B.4.3. Let's learn!

This is the section where you will truly learn about “Share & Celebrate”. We offer you two options:

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Information summary

Detailed information

Get a quick overview with key points.

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Dive into a comprehensive explanation of the topic, with examples and case studies.

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Your Choice, Your Pace: In this course, you are the protagonist of your learning journey. You can choose to use both content options, switch between them as needed, or even start with a summary and then delve into the details. The choice is yours!

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What is ‘Share and Celebrate’? "Share and celebrate" in the agile learning journey refers to the phase where learners present their creations, achievements, or insights to others and collectively celebrate their progress and accomplishments. This phase emphasizes the importance of community, collaboration, and recognition in the learning process. Here's a breakdown of what "share and celebrate" entails:

• Sharing: Learners share their work, projects, ideas, or experiences with their peers, mentors, instructors, or a wider audience. This sharing can take various forms, such as presentations, demonstrations, exhibitions, performances, or written reflections. By sharing their creations and insights, learners not only contribute to the collective knowledge but also receive feedback and validation from others.
• Celebrating: After sharing their work, learners engage in celebrations to acknowledge their achievements, milestones, and growth. Celebrations can be formal or informal and may include praise, recognition, applause, certificates, awards, or social gatherings. The purpose of celebrating is to foster a positive and supportive learning environment, boost morale, and reinforce the value of effort and progress.

By incorporating the "share and celebrate" phase into the agile learning journey, educators encourage learners to not only focus on individual growth but also on building a sense of community, camaraderie, and mutual support. This phase reinforces the idea that learning is a collective endeavor and that success is worth celebrating together.

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Why is ‘Sharing and Celebrating’ important in education?

• Fostering a Growth Mindset: Celebrating effort, perseverance, and progress reinforces a growth mindset, where students believe that their abilities can be developed through dedication and hard work. It encourages resilience in the face of setbacks and challenges.
• Promoting Creativity and Innovation: Celebrating creativity and innovation encourages students to think outside the box, take risks, and explore new ideas. It fosters a culture of innovation and problem-solving, preparing students for the challenges of the future.
• Cultural Exchange and Social Learning: Sharing allows students to learn about each other's backgrounds, experiences, and perspectives. It promotes diversity, inclusivity, and tolerance, fostering a richer understanding of the world and promoting social awareness and empathy.
• Positive Learning Environment: Creating a culture of sharing and celebration contributes to a positive and engaging learning environment. It promotes enthusiasm, creativity, and a growth mindset, where students feel supported, valued, and empowered to explore, experiment, and learn from their experiences.
• Building Community: Sharing fosters a sense of belonging and community within the classroom or learning environment. It encourages collaboration, empathy, and mutual support among students and teachers. It fosters connections among students, teachers, and parents, promoting a supportive learning culture.

In summary, sharing and celebrating in education foster a holistic approach to learning, where academic achievement is complemented by social and emotional growth. It cultivates a sense of belonging, motivation, and resilience in students, preparing them to become lifelong learners and active contributors to society.

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When and Where is ‘Sharing and Celebrating’ being done? In an Agile Learning Center (ALC), sharing and celebration typically occur at the end of the day. During this time, learners reflect on their experiences, assess their growth, and share insights with their peers and mentors. It’s a moment to celebrate achievements, acknowledge challenges, and contribute to the unique fabric of the ALC community. This phase can also occur after learners have completed their creations and are ready to showcase their work to the broader community. This phase can be integrated into school-wide events such as exhibitions, showcases, or online presentations. For example, students can organize a science fair, an art exhibition, or a literary festival where they present their projects, artwork, or creative writing to their peers, facilitators, and parents. Celebrating the efforts and achievements of students fosters a positive learning culture and a sense of pride in their work.

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How to practice ‘Sharing and Celebrating’? Practicing "Share and Celebrate" can be a rewarding experience that contributes to a positive and supportive learning environment. Here are some practical steps you can take to incorporate this practice into your daily life and your learning community:

• Reflect on Achievements: Take time to reflect on your own achievements, no matter how big or small. This could be completing a task, reaching a personal goal, or learning something new. Acknowledge your efforts and the progress you've made.
• Share with Others: Find opportunities to share your achievements with others. This could be with friends, family members, colleagues, or peers. Share what you've accomplished, why it's meaningful to you, and any challenges you overcame along the way.
• Listen and Support: Actively listen to others when they share their accomplishments or experiences. Offer genuine support and encouragement, celebrating their successes with them. This creates a culture of mutual respect and appreciation.
• Create Rituals or Traditions: Establish rituals or traditions within your learning community, workplace, or social circles to celebrate achievements regularly. This could be a weekly sharing session, a monthly recognition ceremony, or an annual awards event.
• Document and Reflect: Keep a journal or log of your achievements and celebrations. Write down what you've accomplished, how it made you feel, and any lessons you learned from the experience. Reflecting on these moments can reinforce positive behaviors and attitudes..

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How to practice ‘Sharing and Celebrating’?

• Encourage Gratitude: Cultivate an attitude of gratitude by expressing appreciation for the support, guidance, and encouragement you receive from others. Take time to thank those who have helped you along your journey.
• Promote a Culture of Celebration: Be proactive in recognizing and celebrating the achievements of others. This could involve giving shout-outs during team meetings, organizing surprise celebrations, or simply offering words of praise and encouragement.
• Embrace Diversity: Celebrate diversity by recognizing and honoring the unique contributions and perspectives of individuals from different backgrounds, cultures, and experiences. Encourage inclusivity and mutual respect within your community.
• Listen and Support: Actively listen to others when they share their accomplishments or experiences. Offer genuine support and encouragement, celebrating their successes with them. This creates a culture of mutual respect and appreciation.

By practicing "Share and Celebrate" regularly, you not only acknowledge your own accomplishments but also uplift and inspire those around you, fostering a culture of positivity, support, and growth.

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Tips for you as a teacher:Teachers can play a crucial role in supporting their learners to practice reflection by creating a supportive and encouraging environment and incorporating reflective practices into their teaching strategies. Here are some ways teachers can support their learners to practice reflection:

• Model Reflection: Teachers can model reflective practices by openly sharing their own reflections on their teaching experiences, lesson plans, and professional development. By demonstrating their own process of reflection, teachers can show students the value and importance of reflection in learning and growth.

• Provide Structured Reflection Activities: Integrate structured reflection activities into lessons, assignments, and classroom discussions. Provide prompts, questions, or worksheets to guide students through the reflection process and help them articulate their thoughts, feelings, and insights.
• Create Safe Spaces: Foster a safe and supportive classroom environment where students feel comfortable sharing their reflections openly and honestly. Emphasize the importance of respect, empathy, and non-judgmental listening to create a culture of trust and mutual support.
• Offer Feedback: Provide constructive feedback on students' reflections to help them deepen their understanding, identify areas for improvement, and set goals for growth. Encourage students to reflect on and respond to feedback from their peers and teachers.
• Encourage Peer Reflection: Facilitate peer reflection activities where students share their reflections with each other and provide feedback and support. Peer reflection allows students to gain different perspectives, learn from each other's experiences, and develop empathy and communication skills.

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Tips for you as a teacher:

• Integrate Reflection into Assessment: Incorporate reflection into assessment tasks by asking students to reflect on their learning process, achievements, challenges, and areas for improvement. Consider including reflection components in quizzes, exams, projects, and portfolios to assess students' metacognitive skills and self-awareness.
• Provide Time and Space: Allocate dedicated time and space for reflection in the classroom schedule. Create opportunities for students to engage in quiet reflection individually, as well as in group discussions and collaborative activities that promote collective sense-making and learning.
• Support Goal Setting: Guide students in setting specific, achievable goals based on their reflections and insights. Help them break down large goals into smaller, manageable steps and develop action plans to work towards their goals over time.
• Provide Prompts: Offer guiding questions or prompts to stimulate students' reflections, such as "What did you learn today?" or "What challenges did you encounter and how did you overcome them?"

By implementing these strategies, teachers can empower their learners to develop their reflective skills, enhance their self-awareness, and become more active and engaged participants in their own learning journey.

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Tips for yourself: Practicing reflection involves engaging in deliberate and structured processes to contemplate, analyze, and evaluate one's experiences, thoughts, and actions. Here are some steps and strategies to help you practice reflection effectively:

• Set Aside Time: Schedule dedicated time for reflection in your routine, whether it's daily, weekly, or after significant events or activities. Create a quiet and comfortable environment where you can focus without distractions.
• Choose a Method: Select a reflection method that works best for you. This could include journaling, meditation, guided prompts, or discussions with a mentor or peer.
• Ask Reflective Questions: Use guiding questions to stimulate your reflection process. Consider questions such as:

• What did I learn from this experience?
• What went well, and what could I improve?
• How did I feel during this experience, and why?
• What were the key challenges or obstacles I encountered?
• How does this experience relate to my goals and values?

• Be Honest and Open: Approach reflection with honesty and openness, allowing yourself to explore your thoughts, emotions, and experiences without judgment. Be willing to confront discomfort and uncertainty, as these can be valuable sources of insight and growth.
• Focus on Learning: Use reflection as an opportunity to extract meaningful lessons and insights from your experiences. Identify patterns, trends, and recurring themes that can inform your future actions and decisions.

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Tips for yourself:

• Set Goals for Improvement: Based on your reflections, set specific, actionable goals for improvement or growth. Break down large goals into smaller, manageable steps, and create a plan to implement them effectively.
• Seek Feedback: Invite feedback from others, such as mentors, peers, or colleagues, to gain different perspectives and insights into your experiences. Constructive feedback can provide valuable insights and help you identify blind spots or areas for improvement.
• Practice Regularly: Make reflection a consistent practice in your life. The more you engage in reflection, the more you will develop your self-awareness, critical thinking skills, and ability to learn from your experiences.

By incorporating these steps and strategies into your reflection practice, you can deepen your understanding, enhance your personal and professional growth, and become a more intentional and self-directed learner.

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Practical examples of ‘Share and Celebrate’

4. Peer Feedback After presentations, peers provide constructive feedback, helping the presenter refine their work and promoting a culture of collaboration and continuous improvement.

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1. Project Presentations Students present projects or creative endeavors to peers, facilitators, and sometimes parents or the wider community. This allows them to share what they have learned, receive feedback, and gain recognition. These presentations can range from artwork and science experiments to coding projects or research topics.

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Detailed

2. Group Discussions and Reflections Collaborative discussions and reflection sessions enable students to share accomplishments, challenges, and insights with their peers. This fosters a sense of belonging, encourages mutual support, and enhances critical thinking through the exchange of perspectives.

5. Special Events and Ceremonies Centers organize events and ceremonies to highlight student achievements. These events provide dedicated opportunities for students to share their work and celebrate accomplishments with the community.

Summary

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3. Morning Circle or Assembly The day often begins with a gathering where students share announcements, updates, and achievements from the previous day. This can include project completions, successful problem-solving experiences, or personal milestones.

6. Community Meetings Regular meetings involve students, facilitators, and sometimes parents, discussing various aspects of the learning environment. Achievements, milestones, and contributions are recognized and celebrated in these gatherings.

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Practical examples of ‘Share and Celebrate’

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7. Personal Reflection and Recognition Students take time to reflect on their growth, progress, and accomplishments, acknowledging their efforts and successes in their own way.

10. Skill Demonstrations Students demonstrate new skills acquired through self-directed learning or workshops, showcasing proficiency in areas like coding, music, or cooking through live demonstrations or presentations.

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Detailed

8. Community Events Events involving parents, mentors, and other community members allow students to showcase projects and celebrate achievements together, strengthening community bonds and providing a sense of pride.

11. Recognition of Effort Efforts and challenges faced during projects are acknowledged, promoting a growth mindset where mistakes and failures are seen as learning opportunities.

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9. Celebration Rituals Dedicated times for celebrating achievements at the end of the day or week, involving applause, cheers, shoutouts, or moments of gratitude, foster a positive environment.

12. Learning Journey Reflections Reflecting on personal learning journeys, students share progress, overcome challenges, and set future goals through group discussions, written reflections, or multimedia presentations.

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Practical examples of ‘Share and Celebrate’

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13. Random Acts of Kindness Acts of kindness are encouraged and celebrated, with students sharing stories of helping others, whether it’s assisting a peer, comforting someone, or volunteering.

14. Cultural Celebrations and Diversity Embracing diversity, students share and celebrate cultural heritage through presentations, performances, or food tastings, fostering appreciation and understanding among peers.

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At Lunar, we celebrate the kids throughout the day individually in ways that feel good to them. Most of our kids are neurodivergent and they can (but not always) feel overwhelmed with personal celebrations. It’s often more supportive to recognise them 1:1 and as part of an ongoing conversation. We love the Change Maker part of our closing circle, the opportunity to voice challenges and awarenesses has created such a culture of value, individual and collective. The message being “your voice and needs matter.” We then get to problem solve as a group and celebrate positive changes made.” Essie Richards ALC Lunar Cornwall, UK

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What is ‘Share and Celebrate’?"Share and Celebrate" is a crucial phase in the agile learning journey, emphasizing the importance of presenting and acknowledging individual and collective achievements within a learning community. This phase involves:

• Sharing: Learners exhibit their work, insights, or projects through various media, contributing to the collective knowledge pool and inviting feedback.
• Celebrating: Achievements and milestones are acknowledged through praise, awards, or social gatherings, reinforcing a supportive and positive learning environment.

This phase highlights the significance of community, collaboration, and recognition in fostering a conducive learning atmosphere.

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Why is ‘Sharing and Celebrating’ Important in Education? "Share and Celebrate" plays a vital role in education by:

• Validating Efforts: It provides recognition, boosts confidence, and encourages continuous learning.
• Facilitating Feedback: Offers opportunities for constructive criticism and reflection, aiding personal and academic growth.
• Fostering Creativity and Innovation: Promotes risk-taking and exploration of new ideas.
• Enhancing Communication and Collaboration: Develops essential skills for academic and professional success.
• Creating a Positive Learning Environment: Contributes to a culture of enthusiasm, creativity, and a growth mindset.
• Community Building: Encourages a sense of belonging and mutual support among learners.

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When and Where is ‘Sharing and Celebrating’ done? In Agile Learning Centers, "Share and Celebrate" typically occurs at the end of learning cycles, during special events, or as part of regular community meetings. It includes project presentations, group discussions, recognition ceremonies, and community events, aiming to highlight individual growth, group achievements, and contributions to the community. How to Practice ‘Sharing and Celebrating’?

• Reflect on achievements: Regularly acknowledge your own and others' accomplishments.
• Share with others: Create opportunities for learners to share their work and progress.
• Listen and Support: Foster an environment of active listening and mutual encouragement.
• Create rituals or traditions: Establish regular celebratory practices within the community.

Incorporating "Share and Celebrate" into the learning journey enhances motivation, engagement, and a sense of community, making it a cornerstone of effective and enriching education.

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Practical Examples of "Share and Celebrate"

• Project Presentations: Students present their work to peers, gaining feedback and recognition.
• Group Discussions: Students share achievements and challenges, fostering mutual support.
• Morning Circles: Students share daily updates and accomplishments in a group setting.
• Peer Feedback: Peers provide constructive feedback after presentations.
• Special Events: Ceremonies and events highlight and celebrate student achievements.
• Community Meetings: Regular gatherings recognize student contributions and milestones.
• Personal Reflection: Students reflect on their progress and acknowledge their own efforts.
• Community Events: Showcasing projects to parents and the community.
• Celebration Rituals: End-of-day or week rituals to celebrate achievements.
• Skill Demonstrations: Students demonstrate new skills through live presentations.
• Recognition of Effort: Acknowledging efforts and learning from challenges.
• Learning Reflections: Sharing personal progress and setting future goals.
• Acts of Kindness: Celebrating stories of helping others.
• Cultural Celebrations: Sharing and celebrating diverse cultural heritage.

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B.4.4. Let's explore further!

PODCAST

Sari González & Becka Koritz, Radical Learning

Interviews by and with two unschooling parents who run an Agile Learning Center.

WEBSITE

European Democratic Education Community

EUDEC is a non-profit organization that promotes democratic education as a sensible educational model for all democratic states.

WEBSITE

Agile4Collaboration Community

Agile4Collaboration is a E+ project that aims to contribute in a collaborative and agile way to the development of Agile Learning in Europe as a learning method.

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PODCAST

Abby Oulton, Holding Unfolding

Interviews with facilitators from the Agile Learning Centers Network.

ARTICLE

Celebrating Cultural Diversity in the Classroom | Twinkl

ARTICLE

9 Creative Ways to Celebrate Student Success in Your Classroom

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You can find more resources in the Agile4Collaboration, Agile Learning Toolbox

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B.4.5. Let's practice!

TEACHING PRACTICE: "SHARE & CELEBRATE FAIR" The essence of "Share & Celebrate" can be integrated into a variety of school activities, fostering a sense of community and mutual appreciation. Here's a structured activity, the "Share & Celebrate Fair," designed to encapsulate the spirit of sharing achievements and celebrating progress within your educational setting. This event can be adapted to various age groups and learning environments, promoting an inclusive and supportive atmosphere.

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Original Teaching Practice: The "Share & Celebrate Fair" is a vibrant event where students showcase their learning outcomes, projects, or any achievements they're proud of. It aims to create a community-centric space for sharing, feedback, and celebration, reinforcing the values of mutual support and recognition.

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Incorporating Share & Celebrate:

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Student Preparation

Setting Up the Fair

Preparation and Invitation

The Fair

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Recognition and Feedback

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Documentation and Sharing Beyond

Reflection and Connection

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Reminder - Benefits and Continuous Improvement: Incorporating "Share & Celebrate" into your educational practice through events like the "Share & Celebrate Fair" not only highlights students' achievements but also nurtures a positive and supportive learning community. It encourages openness, enhances communication skills, fosters a sense of accomplishment, and reinforces the value of learning as a communal process. Over time, this practice cultivates an environment where students feel valued, connected, and motivated to pursue their passions and challenges.

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B.4.6 Let's look at the changes! In this section, you can do two things:

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After the previous reflection, review your personal goals that you wrote in your notebook or computer in the "Let’s set my goals" section.

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Reflect on the activity that you have carried out in the previous section to ensure continuous improvement.

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Reflect on the activity that you have carried out This checklist is designed as a self-evaluation tool to reflect on your experience with implementing "Share & Celebrate" in your educational setting. It aims to guide you in assessing the effectiveness of your practices and identifying areas for improvement. Reflecting on your actions and their impact is crucial for continuous growth in fostering a culture of sharing and celebrating in the learning environment.

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Start your self-assessment

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Reflect on the activity that you have carried out 1/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Initiation of Sharing Practices (1-5):

• I effectively facilitated opportunities for students to share their work, insights, or learning experiences with others.
• I provided a variety of platforms and formats for students to present their achievements.

Cultivation of a Celebratory Culture (1-5):

• I created an environment where achievements, regardless of scale, were recognized and celebrated.
• I encouraged students and staff to actively participate in celebrating milestones and progress.

Incorporation of Feedback and Reflection (1-5):

• I ensured that shared experiences were followed by constructive feedback, fostering an atmosphere of growth and learning.
• I facilitated reflection sessions where students could ponder on the feedback received and the significance of their shared experiences.

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Reflect on the activity that you have carried out 2/2 For each item, self-assess your performance on a scale of 1 to 5, with 1 being "Needs Improvement" and 5 being "Excellent."

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Promotion of Community and Belonging (1-5):

• I fostered a sense of community and belonging, emphasizing the importance of mutual support and empathy in the sharing process.
• I encouraged students to not only share achievements but also challenges and learnings, reinforcing the concept that every part of the learning journey is valuable.

Impact on Student Motivation and Engagement (1-5):

• I observed an increase in student motivation and engagement as a result of implementing sharing and celebrating practices.
• I gathered feedback from students on how these practices have influenced their learning experience and sense of achievement.

Continuous Improvement (1-5):

• I sought innovative ways to enhance the sharing and celebrating culture within our learning environment.
• I planned for regular reviews of these practices to ensure they remain impactful and meaningful.

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Reflecting on Your Goals: From Beginning to End This phase invites you to re-evaluate the objectives you set in the "Let's set my goals!" section and examine their evolution through the lens of reflective learning.

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Step 1

Step 2

Step 3

Review Your Initial Goals

Reflect on the Transformation

Adapt and Refine

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- Reflect on the objectives you set at the beginning. Consider how your engagement with the topic and its activities has influenced your understanding and approach to sharing and celebrating in education. - As you review your goals, note any new insights or perspectives gained through your participation in the topic's activities.

- Contemplate how the practices of sharing and celebrating align with your initial goals and how they've evolved through your active involvement in the topic. - Think about the impact of these practices on your educational approach and the learning environment, considering both successes and areas for improvement.

- With the insights gained and experiences shared, it's time to refine your goals. Reflect on whether your initial objectives have shifted and how you can continue to build upon this foundation. - Determine actionable steps you can take to further embed the ethos of "Share & Celebrate" in your educational practices, aiming for continual growth and enhancement of the learning experience.

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Reflecting on Your Goals: From Beginning to End By revisiting and reflecting on your goals in light of your experiences with "Share & Celebrate," you engage in a meaningful process of self-evaluation and professional development. This reflection not only highlights your journey but also sets the stage for ongoing improvement in creating a supportive and celebratory learning community. Continue to foster this spirit of sharing and celebration, recognizing the profound impact it can have on students' learning journeys and overall educational experience.

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B.4.7. Let's share! Spread the knowledge One of the most impactful ways to reinforce your learning is by sharing it with others. We encourage you to share what you've learned with your friends, colleagues, and on your personal blogs. This approach helps you both to solidify your own knowledge and to develop it by exchanging with other teachers and agile practitioners. In addition, the Agile4Collaboration project aims to provide teaching professionals with as many agile teaching resources as possible. By sharing your knowledge on the project's channels, you are helping to develop the resources that Agile4Collaboration makes available to teachers and learners.

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Ways to share: - Social Networks: Post about your experiences and insights related to "Share & Celebrate" on your social networks. Share key takeaways, challenges, and the positive changes you aim to bring to your teaching practice. Use relevant hashtags to connect with a broader community. - Personal Blogs: Write a blog post detailing your journey through this OER, your understanding of "Share & Celebrate," and how you plan to incorporate it into your teaching. Mention the Agile4Collaboration project and its impact on your professional development. - Colleagues and Friends: Engage in discussions with colleagues and friends who might be interested in your newfound knowledge. Share your experiences and encourage them to explore the Agile4Collaboration project as well - Educational Communities: If you're part of educational communities or forums, consider sharing your insights there. It can spark meaningful discussions and inspire others to take part in this valuable learning experience. You can also take part to one of the Agile4Collaboration online Community Meet-up to share your experience with other teachers and facilitators interested in Agile Learning practices (you will find the dates on https://www.agileforcollaboration.eu/)

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Within the Agile4Collaboration Community:

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Website

Instagram

Facebook

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Linkedin

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Connect with us! As you share your experiences and insights, feel free to mention the Agile4Collaboration project and how it has contributed to your growth as an educator. Your contributions help us reach more educators who can benefit from this transformative learning journey. By sharing what you've learned, you not only reinforce your own understanding but also become a part of a wider community of educators who are passionate about continuous improvement. Let's make a difference together!

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PART C Agile learning Tools

C1. Community-Mastery-Board

For more tools and detailed information on fostering resilient and inclusive collaboration in education, refer to our Agile Learning Handbook in Self-Directed Agile Education for Resilient and Inclusive Collaboration. This handbook provides essential strategies for creating strong, engaging learning environments through self-directed learning and teamwork. It is available in 6 languages: English, French,Dutch, German, Spanish and Romanian.

C2. Gameshifting Board

C3. Offering and Request Board

C4. Kanban Board

C5. Hand signals

C.1 COMMUNITY-MASTERY-BOARDS

C1. Community-Mastery-Board

The Community Master Board (CMB) facilitates community agreements within Change-Up to shape the culture of your learning community. It has four sections: Awareness (identifying issues), Implementation (actions to be tested), Practicing (ongoing changes), and Mastery (accepted norms). When using CMBs, limit the number of new practices to avoid overwhelming the community, and ensure mastered agreements are visible to visitors and new members to help them integrate effectively. Check this video to learn more about the Community Mastery Board, the key tool for the Change Up Process.

C2. Gameshifting Board

C3. Offering and Request Board

C4. Kanban Board

C5. Hand signals

Check this video to learn more about the Community Mastery Board, the key tool for the Change Up Process.

C.2 GAMESHIFTING BOARD

C1. Community-Mastery-Board

The Gameshifting board is a tool designed to make implicit social rules explicit in meetings, enhancing facilitation and enabling experimentation. It helps alleviate anxiety for those who struggle with social cues and empowers groups to adjust their dynamics for various tasks. By intentionally changing fixed patterns, groups can engage creatively and adaptably, achieving diverse outcomes. The Gameshifting process involves the cycles of intention, creation, and reflection applied to group dynamics, helping students learn how groups can transform to achieve different objectives. The board, adaptable to various groups and meetings, serves as a visual aid with categories like Mode, Interaction Style, and Roles, allowing the Game Master to select conventions based on the group's needs. This tool fosters intentional culture creation and enhances group dynamics.

C2. Gameshifting Board

C3. Offering and Request Board

C4. Kanban Board

C5. Hand signals

Check this video to learn more about the Game-Shifting-Board.

C.3 OFFERING & REQUEST-BOARD

The Offerings Board showcases various daily or weekly activities and resources, such as cooking, robotics, art, discussions, or playing Minecraft, all based on the community's interests. These boards can be placed throughout the space to keep everyone informed and engaged. For activities requiring firm commitments, transportation, or specific materials, a separate board is used for details and sign-ups, helping adults manage logistics and procurement.

C1. Community-Mastery-Board

C2. Gameshifting Board

C3. Offering and Request Board

C4. Kanban Board

C5. Hand signals

Check our digital platform for peer-to-peer learning to learn more about the Offering & Request Board.

C.4: KANBAN-BOARD

C1. Community-Mastery-Board

Kanban, originating from Japan, is a valuable tool for tracking intentions, ideas, work in progress (WIP), and achievements using a board with columns like Backlog, Ready, Doing, and Done. Students use sticky notes to move tasks through these stages. Each day, they prioritize tasks in the Morning Spawn and move them through the columns as they progress. By the Afternoon Spawn, they can easily visualize completed tasks and what remains. Key Kanban principles include visualizing work and limiting WIP to enhance focus and accountability. Kanban can be adapted with daybooks or digital versions, ensuring students' intentions are visible and manageable throughout the day.

C2. Gameshifting Board

C3. Offering and Request Board

C4. Kanban Board

C5. Hand signals

Check this video to learn more about the Kanban Board and how it can be used in an agile learning context

C.5: HAND SIGNALS

C1. Community-Mastery-Board

To ensure productive discussions, Agile Learning Centers (ALCs) use hand signals for visual communication. Unlike subtle non-verbal cues, hand signals provide clear, immediate feedback without interrupting the speaker. Here are some common hand signals:

• Twinkle Fingers: Wiggling fingers to show strong agreement with the speaker.
• Delta: A signal for a change in process, indicating that the current discussion may need adjustment.
• Got Ya: Hand over heart to indicate understanding, encouraging the speaker to move on.

Other hand signals can be created for various needs, such as "Stay on Focus," "Trust the Group," or "Clarification Question." Display these signals prominently for easy reference in group settings.

C2. Gameshifting Board

C3. Offering and Request Board

C4. Kanban Board

C5. Hand signals

Check this video to learn everything about hand signals and how to use them in agile learning contexts.

https://www.agileforcollaboration.eu

STEP 5

Inclusive Dialogue

Instead of a formal debate, facilitate an inclusive dialogue. Assign a moderator or take on that role yourself. Each side takes turns to present their arguments. The other group's role is not to counter-argue immediately but to ask questions to deepen their understanding. Ensure respectful communication, emphasizing the importance of suspending judgment and promoting empathy.

STEP 8

Continuous Improvement

Throughout the year, revisit this practice with different topics. Encourage students to apply the idea of “Suspend” in their everyday interactions and discussions, both inside and outside the classroom

This OER is interactive! You can easily skip parts and chapters. Every page is divided via two lines. On the upper side, you can always go back to the landing page (on the left side) and part A, part B and part C (on the right side). Whenver you are on a specific part, that button will become red. On the right side, you can find a division in chapters for each part. You can skip parts and chapters just by clicking.

STEP 4:

Suspend in Action

Introduce students to the concept of "suspend," stressing the significance of consciously pausing their judgments and preconceptions. This involves not only a passive awareness but also an active engagement in preparation and dialogue. Before entering the debate, students should thoughtfully prepare their points, prioritizing clarity and openness in their argumentation. Encourage them to practice active listening, aiming to fully comprehend the perspectives presented by their peers. Emphasize that the primary goal of each group is not to emerge victorious, but to foster a deeper understanding of the opposing viewpoints. By actively engaging in this process, students learn to appreciate diverse perspectives, contributing to a more respectful and insightful debate environment.

STEP 6

Reflection and Discussion

After the dialogue, have students individually reflect on how their initial judgments evolved during the activity. Facilitate a class discussion on the importance of suspending judgment in open dialogues, how it affects the quality of discussions, and the role it plays in fostering empathy and understanding.

Step 7

Post-Activity Reflection

Conclude the class with a post-activity reflection. Ask students to write down how this experience may affect their approach to discussions and debates in the future.

STEP 4:

Suspend in Action

Introduce students to the concept of "suspend," stressing the significance of consciously pausing their judgments and preconceptions. This involves not only a passive awareness but also an active engagement in preparation and dialogue. Before entering the debate, students should thoughtfully prepare their points, prioritizing clarity and openness in their argumentation. Encourage them to practice active listening, aiming to fully comprehend the perspectives presented by their peers. Emphasize that the primary goal of each group is not to emerge victorious, but to foster a deeper understanding of the opposing viewpoints. By actively engaging in this process, students learn to appreciate diverse perspectives, contributing to a more respectful and insightful debate environment.