We are in the second step of the Design for Change methodology. The idea is to propose as many ideas as possible (and the crazier, the better) to solve the chosen situation. With the most interesting solution for the group, a prototype is made, tested, and an action plan is elaborated. The important thing is to be aware that real change will be undertaken. Perhaps the initial idea needs to be landed and made ‘doable’: it is an opportunity to get your project done without depending on anyone. What is the key ingredient? It develops CREATIVITY.
From the team that develops the activities of the campaign we propose you to choose two representatives per class to hold an assembly during school hours. It can be planned in stages, cycles or as a single assembly depending on the number of students we have at school. The proposal is to make something visible, that “breaks” in some way the rhythm of classes and that we can make visible on RRSS, the school’s website…
As we have explained, the aim is to launch a multitude of ideas that can transform some of the situations we have analysed in the FEELING phase.
The proposal of methodological actions to carry out this phase are the following
- Pencils in the middle: It is a simple cooperative learning structure. Students are grouped in groups of four, each with a sheet of paper and a pencil (or pen). One at a time they throw out an idea that provides some solution for the situations we have seen in the feeling phase. At that moment, the pencils are in the centre. When it has been discussed and the action seems good or acceptable, everyone writes it down on the paper. The aim is dialogue, interaction and balanced participation of the group members.
- Peers discuss: The teacher poses one of the situations seen in the workshop.
The couple is looking for a solution. At the teacher’s signal, they debate for a set time (depending on the difficulty of the subject) and present the mutual solution to the rest of the team.
This structure seeks simultaneous interaction, balanced participation and positive interdependence
Once the actions proposed in the assembly have been collected, the representatives return to the classrooms.