We will do 4 different movement activities in space
designed to explore 4 dimensions of learning
on which we are focusing in this session.
Participants form a circle.
They have to relax,
feel their feet on the ground
to feel back on
their spine and they have to pay attention to their breathing
Closing their eyes will be helpful, if they feel comfortable doing that.
No
Yes
No
Don't have to judge what they feel.
Just notice the feeling but don't attempt to change it.
Instead they have to feel
the entire space of their body.
They are fully "at home" in their body.
Now the facilitator is going to speak some words and
participants have to notice to how their body responds.
I ask participants to walk around the room.
Place attention on a single focus like an eagle vision,
fix a point far away and walk towards it by touching that point.
Regulate pacing accordingly – but do not deviate from path.
Keep fixing on a single point,
but this time open your awareness and your visual field to include the entire room
move by placing attention on the whole space and,
aware of one's peripheral vision, move through space.
In conclusion: Ask different people to feelings of participants, what felt natural.
Ask different people to assess their affinity with either identifying themselves
with single or multiple focus.
Blind count
Everyone's standing up, closes their eyes,
counts one minute internally, when it finishes, open eyes
and take a small step back staying in silence
and noticing how much time others take to finish.
To debrief: Ask what they have noticed about others and themselves.
Variations on walking
Ask everyone to walk at their most comfortable rhythm.
Everyone stands still.
We will explore different intensities using numbers 0-5
(0 is still and 5 is walking fast but not running).
I call out numbers:
zero to five, five to zero,
then call out random numbers.
I ask group to assess comfort.
Debriefing: I gather the group and ask what they have noticed about others and themselves.
Talking line I ask the group to order themselves from "peak start or jumping"
to "careful or methodical, based on what they have experienced from one another.
I ask how they feel about their position in the line and whether they would like to make adjustments.
This is an exercise on observation and assumptions
I ask "What assumptions are normally made about those at the "quick" end of the line?"
And what assumptions are made about those
that the "sustained" and of the line?"
I ask participants
to think back at the 1st hour of the 1st session of the programme
and the one question they had in their mind,
that needed answering so they could fully participate.
This question should be written in their "Travel Journals".
I ask participants to move on the Wheel and choose the perspective that question may be associated with.
I give an example, walking on the Wheel.
I ask participants to form small groups by proximity
or perspective on the Wheel, and I ask them to discuss.
I ask the group to share – referring to the Wheel.
I ask the group what they have noticed in themselves and the group.
What different ways of starting could we identify, and different meanings of "context"?"
I divide the whole group into teams of about 4-5 people.
I let them know they will participate in an "expression contest" exploring 4 contrasts:
1. precise/approximate.
2. figurative/literal
3. essential/comprehensive
and 4. personal/factual.
All groups sit on the floor.
In each turn, you will say a sentence or a question connected to the type of contrast.
The first group standing up will have to give 2 answers,
from 2 different people, showing examples of the contrast.
For instance: Category is "Figurative/Literal", and the sentence is "We have reached the end of the road ".
The two people in a group might say
Figuratively, we have completed an activity". (explaining the metaphor)
and "Literally, we are on a path and we have reached its end."
The rest of the groups then vote "thumbs-up" if they think the answering group succeeded
or "thumbs-down" if they didn't.
If there is a majority of thumbs-up, you move to the next round.
The team wins that has the most answers approved by the others.
Debriefing: I ask everyone to form a standing circle.
I ask them to move according to their answer in relation to contrasts.
Precise/Approximate: if you are more precise, go to the center,
if you are more approximate stay on the edge.
Do the same for the others three contrasts.
I ask the group how they see differences in
how people "express" as a dimension of learning.
Participants write in their journal reflections on the different activities about dimensions of learning.
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