Strategies Phase 1
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. Central questions during this phase are: How do I create a safe learning environment? How can I invite students to share their perspectives? How can I stimulate students to examine their own frame of reference? How do I frame diversity in a positive way? Focusing on the following strategies and supporting concrete learning activities will help answer those questions.
What strategies can be focused on during this phase?
Reduce anonymity: Creating a safe learning environment starts with a classroom where students know each other to a certain extent, and where the instructor is perceived to be making an effort to know students as well. How feasible this is, depends on group size and frequency of meetings. However, when students feel seen and heard it will make it feel safer for them to interact in class and contribute by sharing their perspectives. Therefore, allotting time for an introductory exercise is essential in this phase. In big groups, dividing students into smaller sub-groups for assignments or discussion will also help reducing anonymity (Ambrose, 2010; Caroll, 2014).
Explore values and assumptions: To stimulate students’ openness to other perspectives, awareness of and reflection on the own frame of reference is necessary. Realizing that one’s own perspective is just that, a perspective, is an essential step towards valuing the perspective of others. In order to do this, it can be helpful to have students reflect on their upbringing, or their previous educational setting. This way they can examine what assumptions and values their viewpoints are based on. However, it must be mentioned that in order to maintain a safe learning environment for all students, it is very important to stress that students are free to only share what they are comfortable with. Having the option to not share a reflection, or only sharing in small groups or dyads also helps maintaining safety.
Establish ground rules for interaction and discussion: Establishing ground rules for interaction is not only useful when the material that is going to be discussed during the course can be perceived as sensitive. Discussing expectations as to how everyone in the group expresses their viewpoint, their disagreement or voice an opinion, will support a safe learning climate in all classrooms, since student interaction can be as much about an approach to an assignment as their view on political issues. Additionally, starting a dialogue about what is considered for example active participation will benefit students from all academic backgrounds. Co-creating these ground rules with the group will help to reinforce them later on (Ambrose, 2010; Carroll 2014). Examples of such ground rules can be: All statements/questions must be stated respectfully; we address sensitive remarks; we allow room for mistakes and learning, etc.
Monitoring learning climate: In order to keep track of whether the learning climate is still perceived as safe and inclusive by all students, it is useful to set up processes for students to give feedback on how they are experiencing their learning environment throughout the course in an early stage. Even though official evaluations also take place at the end of a course, it is necessary to check at regular intervals if any adjustments are needed (Ambrose, 2010). One option is to simply address the topic in class. However, when students for whatever reason do not feel safe enough to express themselves, they will either respond affirmingly or refrain from responding at all. To avoid this, the use of an exercise that guarantees a certain amount of anonymity can be helpful. Examples are the “Exit slip” exercise in the table below, or asking students to have a conversation about how they are contributing to a safe learning climate in smaller settings.
Induction of identities: Research shows that in heterogeneous groups, strong social identities can be built by stimulating expressions of individuality instead of only focusing on shared similarities (Jans, Postmes & Van der Zee, 2012). Usually when individuals enter a group, they are socialized in the identity and norms of the majority within that group. This may cause less prototypical group members feel excluded. Inducing identities means asking individual students to share the values and competencies they bring to the group, and in that way building a shared identity that incorporates the individual identities. This can be done by using for example the “Personality Rose” exercise as explained in the table below, where students share what they think they can bring to a collaboration that is unique to them. We know from research that students feel more part of the group when identities are installed that way. They also tend to be more inclined to share their unique perspectives with the group.