Changing lives. Opening minds.
| Chapter 1. | Name of activity: silence
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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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Large group
(> 20 people)
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| B | The way(s) of sharing: | ||||||||
| Verbal: |
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| Non-verbal: | x Pictures /
x drawings |
x Text | x Embodied | x 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) | 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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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. | ||||||||
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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. | ||||||||
Reflection Toolbox
Silence
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Chapter 2. |
Broader description of method or story of an actual practice |
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Goal of activity: |
With the silence we give the learners opportunities to be closer to their experiences and their emotional content. The silence is a means of limiting the interactional “disturbances” or communication that inevitably arise, when a group of people is in close proximity. Silence provides the learner with an opportunity to point their attention to their own voice(s) within, as the voices outside and communication with others does not interfere or drown out the learner´s voice.
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Context and settings: |
Silence (in a group of learners or a community) can be used for several purposes and at various places in the learning process or the training course, but it is usually not used in the initial phase of the group-life or learning process. Later in the learning process it can be very useful as a part of reflection process, it is especially useful in the slow-down and digesting experience. We have used 1-30 hours of silence on trainig courses.
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Story from practice: |
It is good to define the physical area within which the silence will take place and to underline that this silence is not a communication challenge to overcome, but rather a way of being together. There is a gentleness and comfort to being in a group of silent people who are not desperately trying to overcome the limitation of non-verbal community. It is in this quietness that the learner is in a position to point his / her attention and hear his own voice. Introduction to the silence by facilitator and explain the outlines of it, both concerning the time and to the place. Sharpen the focus to the aims of the silence, i.e. to direct the attention of the learners to the fact that this time the task is less about an outer activity, as it is about being attentive to inner activity. The learner collects his impressions and documents them in a manner that is appropriate to him/her, i.e. in the diary or by other means. Making use of the material collected in a 2-4 person reflection.
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| Timeframe: | 30 minutes to 24 hours. | |