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Consciousness Alley is a structure that encourages learners to think critically by asking them to put themselves in the shoes of a specified object, animal, person, character, etc. and consider a specified issue from multiple sides.
Consciousness Alley is a structure that encourages learners to think critically by asking them to put themselves in the shoes of a specified object, animal, person, character, etc. and consider a specified issue from multiple sides.
Steps:
Steps:
1. Set up this exercise (metaphorically and physically). Introduce/review the concepts, characters, events, etc. you plan to focus on during this exercise. When you're ready, find or clear a large space for this game.
1. Set up this exercise (metaphorically and physically). Introduce/review the concepts, characters, events, etc. you plan to focus on during this exercise. When you're ready, find or clear a large space for this game.
2. Select one learner to portray the character, historical figure, animal, object, etc. at the center of this exercise. We'll call this individual the thinker. If it may cause problems to single out an individual student for this role, you can ask a small group of learners to play the role together, or you can play the role yourself. Split the students not playing the thinker into two even groups. If you have an uneven number of students, create an even number by asking 1-3 students to help play the thinker or to play advisors. Alternatively, if you are not playing the thinker, you can even the odds by joining one of the groups. Have the two groups work together to form an aisle for the thinker to walk down by asking them to form two parallel lines, facing one another. Each group should form one single, continuous line. Ask the thinker to stand at one end of the aisle. Ask any advisors to stand at the opposite end.
2. Select one learner to portray the character, historical figure, animal, object, etc. at the center of this exercise. We'll call this individual the thinker. If it may cause problems to single out an individual student for this role, you can ask a small group of learners to play the role together, or you can play the role yourself. Split the students not playing the thinker into two even groups. If you have an uneven number of students, create an even number by asking 1-3 students to help play the thinker or to play advisors. Alternatively, if you are not playing the thinker, you can even the odds by joining one of the groups. Have the two groups work together to form an aisle for the thinker to walk down by asking them to form two parallel lines, facing one another. Each group should form one single, continuous line. Ask the thinker to stand at one end of the aisle. Ask any advisors to stand at the opposite end.
3. Briefly review the issue your thinker is facing. For example, your thinker might be a student who is unsure about whether to invite the new kid to sit with them at lunch. Tell one line of students that they are "Do it!" voices. Their job is to tell the thinker why they should do the action in question - in this example, invite the new kid to join them for lunch. For example, a "Do it!" voice might say, "You'd want someone to sit with if you were new." Explain that the other line is the "Don't do it!" voices. Their job is to tell the thinker why they shouldn't do the action in question. For example, a "Don't do it!" voice might say, "What if the new kid says no to you?" Explain that any advisors should listen to the points made by all the voices and be ready help the thinker decide what to do when they've reached the end of Consciousness Alley.
3. Briefly review the issue your thinker is facing. For example, your thinker might be a student who is unsure about whether to invite the new kid to sit with them at lunch. Tell one line of students that they are "Do it!" voices. Their job is to tell the thinker why they should do the action in question - in this example, invite the new kid to join them for lunch. For example, a "Do it!" voice might say, "You'd want someone to sit with if you were new." Explain that the other line is the "Don't do it!" voices. Their job is to tell the thinker why they shouldn't do the action in question. For example, a "Don't do it!" voice might say, "What if the new kid says no to you?" Explain that any advisors should listen to the points made by all the voices and be ready help the thinker decide what to do when they've reached the end of Consciousness Alley.
4. Give the voices 15-30 seconds to think about what they want to say.
4. Give the voices 15-30 seconds to think about what they want to say.
5. When you're ready, ask the thinker to take one step forward. Ask the first "Do it!" voice to speak. Then, ask the first "Don't do it!" voice to speak. Repeat this until the thinker has reached the end of Consciousness Alley.
5. When you're ready, ask the thinker to take one step forward. Ask the first "Do it!" voice to speak. Then, ask the first "Don't do it!" voice to speak. Repeat this until the thinker has reached the end of Consciousness Alley.
6. Ask the thinker to confer with any advisors at the end of the alley. Remind the advisors that they can offer the thinker their advice but that, in the end, the thinker must be the one (or group, if the thinker is played by more than one person) who decides what to do. After 15-30 seconds (or immediately upon the thinker's reaching the end of the alley, if there are no advisors), ask the thinker to share what they did and why.
6. Ask the thinker to confer with any advisors at the end of the alley. Remind the advisors that they can offer the thinker their advice but that, in the end, the thinker must be the one (or group, if the thinker is played by more than one person) who decides what to do. After 15-30 seconds (or immediately upon the thinker's reaching the end of the alley, if there are no advisors), ask the thinker to share what they did and why.
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