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During phase 1, the emphasis is on two main themes: sensitizing students to their own frame of reference and the existing diversity in the group, and creating a safe learning environment to do so.
In a safe learning environment, students can express their ideas, beliefs, requirements and identities freely in an atmosphere of mutual trust and respect, empathy and open mindedness (Hockings, 2010). For students to learn from each other’s perspectives, they need a classroom environment in which it feels safe for them to share their own individual perspectives. This is especially the case if this perspective is a minority one. Studies show that if students do not experience the classroom environment as safe, they will not only be reluctant to interact with the teacher and other students; their learning outcomes will be affected negatively (Ambrose, 2010). As an instructor, the first steps towards a mixed classroom are therefore focused on making students feel safe in the classroom setting. Since this requires continuing attention throughout all three phases, we will go into the topic in more detail in chapter 3.
Additionally, in phase 1, students explore their own frame of reference with respect to other perspectives. Instead of perceiving one’s own view on things as superior to other views, as the norm, effort needs to be made to view each perspective as equally valuable (Bennett, 1986, 2004). A necessary step in this process is challenging the belief that one’s own experience and perspectives are universally known and true. In a classroom with students who were educated in different academic traditions (where for example verbal participation during discussions was evaluated differently), it will benefit both students and teachers to first unpack their (implicit) assumptions before entering phase 2.
As mentioned above, every phase has its own added value to the learning process. Phase 1 establishes safe learning environment and contributes to the sense of belonging for all students. Achieving this is already a valuable accomplishment, as research shows that both a higher sense of belonging and a safe learning environment have a substantial effect on student learning (Freeman et al, 2007; Zumbrunn et al, 2014, amongst others).
Teacher testimonials:
“I teach tutorials to first year Bachelor students in Humanities. The groups do not seem very diverse at first glance, but I do notice some sub-groups, and students hardly interact with students outside these groups. Usually when we have a group discussion, the same students always speak up. Others are really quiet, and never contribute. I think there are other opinions in the group, however, if I ask students directly they say they agree with whatever has been said. I notice the same if they work on group assignments in class in their own subgroup.”
“About half of the second-year students in my lectures has had at least part of their education outside of the Netherlands. For my subject, which is marketing, this is such an opportunity, since they bring a lot of knowledge and experience with them into the classroom. However, I don’t want to put students on the spot and ask them about their personal experience directly, even though I do think all students would benefit from their input.”
Learning goals phase 1:
Learning goals phase 1:
- Students are able to reflect on their own frame of reference, and can demonstrate awareness of their own perspective as not necessarily a universal perspective
- Students are aware of and can explain the importance of “openness” towards other perspectives
- All participants in the learning process (teachers as well as students) know what a safe learning environment entails and how they can contribute to it.
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