Time:
- Plan: 10-30 min
- Execute: 35 min
Type(s) of Essential(s):
Social & Emotional Growth
Design
Prerequisite:
Overview
Learners write a story, where a character experiences one or more of the 5 changes within the Transformational Design Framework (i.e., behavior, skill, knowledge, emotion, and physiology).
Essentials in the Activity
Learners deepen their understandings of the changes within the Transformational Design Framework by composing a story individually or with a partner. For their story, they describe how a character changes in one or more of the ways identified in the Framework. This prompts them to critically think through how a person can experience a particular type of change in the context of their story’s scenario, building their social awareness. Learners also utilze their critical thinking skills when surmising the character’s changes after the author(s) tell the story. Those who create a story with a partner enhance their collaboration skills.
Goals and Outcomes
Goal: Learners use creativity and critical thinking to create scenarios where a character experiences changes.
Outcomes: Learners demonstrate their knowledge about the five types of transformational design changes and how changes happen in context, and expand their creativity through storytelling.
Materials
Choose if learners will compose stories by writing them on paper or using digital tools. If learners will write their stories, gather paper and a writing instrument, change labels, and basket or bowl. For digital tools, select a word processing tool, like Word, Google Doc, Pages, etc., and a collaborative input digital tool, like Mentimeter or Padlet.
Preparation
Complete prerequisites.
Blank paper (digital or physical available); Compose a sample story of a character experiencing changes tailored to learners’ reading level. Create duplicates of the story (enough for each learner).
Non-Digital option: If learners use paper and a writing instrument for this activity, print duplicates of change labels.
Digital option: Prepare a collaborative tool, like Mentimeter or Padlet to give the audience options to vote on changes or submit their input. This could mean completing a poll that lists change options for learners to vote on” to “If learners complete this activity using digital tools, prepare the activity according to the tool. For a tool like Mentimer, use the polling feature to create multiple slides. For each slide, list a placeholder group name at the top and the five changes as an answer option. For Padlet, create multiple blank boards.
Implementation and Completion
Tell learners they will compose a story about a character who experiences one or more of the transformational design changes, and the story's purpose is to use descriptions and actions to show how changes occur. Make blank paper and writing instruments available to learners. Distribute instructions to learners. Tell them the instructions and read the sample story to the entire group or ask them to read them individually. After the story is read, explain how this is an example illustrates one or more of the 5 transformational changes. Ask learners if they have questions about creating a story. This activity can be completed in pairs or individually.
Pairs: Give learners time to select a partner. Place change labels in a bowl or basket and have each pair select one change (random). Before they compose the story, give them the option to add one or two additional changes. Provide time for pairs to complete the story, checking on each pair as needed. Once pairs compose their story, place stacks of change labels on tables so all pairs have access to them. Inform learners after each group reads their story that everyone else will guess the changes presented in the story. When each pair reads their story, have them start by stating the number of changes presented in the story and conclude with time for the audience to guess.
If completing this activity using paper and writing instruments: Audience members select change labels they think the character experienced and place selections in a basket or bowl. You can empty the same bowl/basket and allow learners to place their label guesses in it. When all the guesses are collected, the pair tallies the changes and state if the guesses are accurate or not.
If completing this activity using digital tools: Give audience members a link to an online tool where they can submit their vote or input and time to vote. Once they all voted, the pair or educators can state the results to the group and compare them to the changes presented in the story.
In both cases, at the end, encourage a chat about the audience’s guesses and the changes the story intended to convey.
Individually: Learners can choose the change(s), or each randomly select change labels for a bowl or basket. Give them time to compose a story, and invite the learners to share their story. The audience can guess the changes presented in the story as described in the previous section.