DO
Your superheroes are now prepared to turn their imagined vision into a reality. Through the previous session, the students drafted their plan of action and divided themselves into groups as per their superpowers.
Things to Keep in Mind
Things to Keep in Mind
- Now is the time to implement our final solutions. Depending on our opportunity of change, the time required for it can vary.
- It will be useful if you work with the children to set specific deadlines for different aspects of their action plan. This makes it easier for them to plan backwards to reach the larger goal, break it down into tangible steps and do a follow up of their deadlines on their own.
- Get the students to work in groups as per the different aspects of the plan and appoint a spokesperson in each group who will be responsible for communicating with the other groups. Alternatively, you can make a communications team that records and shares the updates between different groups.
- Documentation is a very important aspect of this phase. Get the students to capture the F.A.C.T.S (Feelings, Actions and Transformations). You can also make a documentation team and allocate them to work on these categories. Also, this will be a great way to get students who are not academically inclined to be engaged in the process. Here is a great video that captures all the elements stated above .
Since the students will be interacting with many new people for their implementation, they would be learning at each and every step of the process. A great way to capture their reflections would be to plan 10-15 minutes sharing circles whenever possible and leading them to celebrate the small achievements with the whole class.
Lead the students to take feedback from the different users on their experience. Similar to the prototyping exercise, get them to prepare feedback questions beforehand. You can also prompt the children to observe the non verbal reactions of the people as they implement the solutions- body language, comfort level, facial expressions etc.
As a facilitator, you will also be able to get many observations when you see different groups working. Sharing and celebrating the wow movements you have noticed with the whole class will get the students to notice and share their observations as well.
Get the students to share their reflections from the process. Get them to share the moments where they either stepped out of their comfort zone or were surprised by the action of a peer.
As you close the session, lead the students to observe the impact in two ways-
When the children look at the change through these two perspectives, they will be able to identify how they grew as individuals and with their team, even if there are not many visible changes in their hotspot immediately.
Lead the students to take feedback from the different users on their experience. Similar to the prototyping exercise, get them to prepare feedback questions beforehand. You can also prompt the children to observe the non verbal reactions of the people as they implement the solutions- body language, comfort level, facial expressions etc.
As a facilitator, you will also be able to get many observations when you see different groups working. Sharing and celebrating the wow movements you have noticed with the whole class will get the students to notice and share their observations as well.
Get the students to share their reflections from the process. Get them to share the moments where they either stepped out of their comfort zone or were surprised by the action of a peer.
As you close the session, lead the students to observe the impact in two ways-
- Changes in their hotspot
- Changes in themselves and their class
When the children look at the change through these two perspectives, they will be able to identify how they grew as individuals and with their team, even if there are not many visible changes in their hotspot immediately.