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Take a core concept e.g. educational futures and give participants short pieces written on it by scientists, educationalists, artists, engineers, politicians. Get them to consider the role of facts, perspectives, emotion, audience to understand key issues around the concept. Could extend into role play with different groups exploring and investigating a particular disciplinary perspective and holding a public debate on the topic in hand. (dialogue, transdisciplinarity, possibilities, agency, empowerment/agency, ICC, risk/play/immersion, ethics/trusteeship)

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Snakes and Ladders/Jigsaws (games approach)

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Snakes and Ladders/Jigsaws (games approach)

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Use a familiar board game like snakes and ladders to get participants to discuss concepts and arguments around your topic. Literally have a squared board and cut-out snakes and ladders . These can either be pre-labelled with key knowledge you want them to understand and for them to build into a pros and cons type scenario on the board and/or you can offer blank cut-outs for them to add their own knowledge or even questions.
Similarly you could use a large piece of A3 paper/card cut into a jigsaw which they need to piece together with knowledge/arguments inserted as appropriate to participants' level. (risk/immersion/play, ethics and trusteeship, dialogue, agency, transdisiplinarity)

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Within other activities, use questioning tactics which promote dialogue rather than a right answer:

What do you think?

Why do you think that?

How do you know?

Do you have a reason?

Can you be sure?

Is there another way?

Offer thinking time in group discussions and allow students to post-it note or discuss their answers with others in order to move beyond their first response. Discuss answers around which there is disagreement to find out why (dialogue, ICC, empowerment/agency).
https://www.tes.com/news/dialogic-teaching-10-principles-classroom-talk

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Set up the space either as 4 axes or as a spectrum (tape on the floor if possible). Pose various questions to students so that they physically position themselves in space in relation to different argumentation points. Change the question get them to move . E.g. Lindsay's philosophy of science spectrum in Bergen, or this padlet using an axes to debate educational futures: https://padlet.com/kerrychappell/3oj7g018zxge2362
(possibilities, embodied dialogue, ethics/trusteeship, ICC)

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This is often more about how you balance your input with theirs across all of the possible activities detailed here rather than an activity in its own right.

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Split them into groups and give them key words that they all need to search for on a particular website on Industry websites, Researchgate, Google, Instagram. What content can they find in terms of the topic in hand - how is it created and by whom, what can they learn from the different sources about the topic (Ethics/trusteeship, ICC, Transdisciplinarity, Possibilities)

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Kick off with a provocative statement from your field e.g. do we really need teachers or will the internet have replaced them in 20 years time? Get participants moving around posting comments on a wall/board. Have your own post-its to hand containing the key conceptual or argumentation points that you want them to understand and post these alongside them as key discussion points come through (also add others that occur as you go). Discuss with them as they post. When they're finished see what post-its you have left - discuss with them why these didn't come up and then post these too. (Dialogue, ICC, empowerment/agency, ethics/trusteeship, possibilities)

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Position 4 - 6 stations around the room, each one offering insight into an angle on the topic in hand (e.g. science equipment set up ready for an experiment; a map showing before and after urban regeneration). Get students to do a brief task at each station e.g. what b4 and after differences can you see on the map. Use these to start off dialogic discussion focused on the topic/content in hand. Potential for transdisciplinarity in mix of stations here too.(Embodied dialogue, ICC, empowerment/agency)

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Ask them to come up with examples from their experience of the topic in hand 'design thinking' 'urban redesign' - what do they know already (giving them agency) - how can you build knowledge directly in relation to their starting point (dialogue). Get them to do this collaboratively and with you (ICC) to gradually fill knowledge/understanding gaps (transdisciplinarity, possibilities). Think about how to structure discussions though so that it's not just one large free for all where stronger voices will dominate. Small group formats, where ideas can be written and then shared to give people time to think before discussing can be helpful. Then feedback into whole group discussion.

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If you're starting with an approach/discipline that is unfamiliar to students, give them agency by giving them the end product or an image or replica of it  (e.g. one of Eamon's artworks) and asking them to pose questions of you (dialogue) about why and how it came into existence.

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Proviso 1 - 'pedagogy' is understood as an approach to the relationship between teacher-learner-matter-etc. This buffet currently contains starter hints and tips  rather than full blown pedagogies at this point.

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Proviso 1 - 'pedagogy' is understood as an approach to the relationship between teacher-learner-matter-etc. This buffet currently contains starter hints and tips  rather than full blown pedagogies at this point.