Changing lives. Opening minds.
| 9. | Type of activity: Embodied expression
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| Organization presenting this method: Áskorun | |||||||||
| A | Number of
people reflecting: |
x Solo (1 person) | x Small group
(< 20 people)
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x Large group
(> 20 people)
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| B | The way(s) of sharing: | ||||||||
| Verbal: | x
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| Non-verbal: | Pictures /
drawings |
Text | x Embodied | sculpture
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x Other forms of expression
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| Digital: | Padlet
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Social media | Digital diary
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| C | Place of reflection (where) | x Indoors
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x Out of doors | On-line
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| D | The connection with guidelines:
What guidelines are you taking into consideration, while organizing your reflection? |
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x
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Don´t direct content, direct process in order to co-create the reflective process. |
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| x
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Develop relationships based on trust, openness, empathy, honesty, dialogue and feed-back | ||||||||
| x
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Facilitate growth in awareness in learners, help them to “own” their learning,
In a personal and meaningful way. |
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| x
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Try to manage the paradox, involved in steering of an intrinsic learning process, ie to create a hightened reflective attention of learners. | ||||||||
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Slow down and value moments of not-knowing, while progressively deepening your reflection questions. | ||||||||
| x
x
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Recall that reflection can never be imposed, only kindly invited.
Be careful of how you assess reflection – if you assess it at all. |
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| x
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Always consider reflection as a broad and deepening process, that should be holistic. | ||||||||
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Goal of activity: |
The aim here is to tap into other ways of experiencing and expressing the learning experiences that were provide to our learners. Being aware of the fact that our learnings and memory reside not only in our brains but in our whole body. Experiential learning is a holistic learning process and it´s expression is not only made by language.
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Context and settings: |
This is a reflection method that goes well with other methods, especially as a starting point or a supplement for more verbal or other methods of reflecting.
In this case the group of learners negotiated a time-line of events that stood out or were important for the group and marked important events. This was looking back and reflecting on two days of a common lived experience during a journey.
Outside (or inside) where the space is large enough to accommodate a line or a path that is approximately 40-50 m long. In outdoor experiential courses a quiet and private setting is chosen where the group is not disturbed by outside factors. |
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Story from practice: |
Instructions: (Steps/process) * Choose the area for the timeline and decide on the length and lay-out of it. It needs a rope-length or 40-50 m to allow for a more physical expression. * The participants negotiate and mark important points in time or events along the time-line. * Individually each participant prepares and presents their personal journey along the time-line with movement, sounds and expressions – and the others follow each person´s individual journey. * At the end of each individual presentation some time is set aside for the questions and expressions from the other group-members, who act as an audience for each performer. After everybody has done their turn in expressing their journey in time, the group reflects on this reflective activity.
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| Timeframe: | 15 – 100 minutes | |