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What if we encouraged a deeper parent partnership - unpacking big issues together?

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What if we encouraged a deeper parent partnership - unpacking big issues together?

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What if students participated in decisions made in school, because we care about student voice and democracy?

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What if students participated in decisions made in school, because we care about student voice and democracy?

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What if we hosted a workshop to help parents understand about the SDGs and why they are important to us as a school community....because we want them to be active participants within the conversations.

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What if we hosted a workshop to help parents understand about the SDGs and why they are important to us as a school community....because we want them to be active participants within the conversations.

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What if we.... ran a Parent Workshop series - focusing on 'skills citizens will need in the future of work' and open it up to locals as well.

Because we care... about supporting parents in raising children that are prepared for effective sustainable living.

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What if we found out about and built relationships with local nature conservation groups because we care about supporting our local natural world?

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What if we found out about and built relationships with local nature conservation groups because we care about supporting our local natural world?

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What if we could get to know and interact with our community better. Who is in our community?

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What if we could get to know and interact with our community better. Who is in our community?

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What if we formed a primary school student council because we care about democracy?

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What if we formed a primary school student council because we care about democracy?

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What if we ran a workshop for other students to share the skills we've learnt to help us upcycle because we care about sustainability. 

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What if we ran a workshop for other students to share the skills we've learnt to help us upcycle because we care about sustainability. 

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What if we teach other children about the rights of the child, because we care about children knowing they have rights?

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What if we teach other children about the rights of the child, because we care about children knowing they have rights?

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What if we teach about the plantetarian diet because we care about sustainable food choices?

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What if we teach about the plantetarian diet because we care about sustainable food choices?

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What if we....revamped the pond space and research gardens to increase biodiversity.

Because we care about.... conserving and restoring terrestrial and freshwater eco systems.

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What if we created opportunities for fair play between the early years classes or with another kindergarten to because we care about inclusion and fairness?

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What if we created opportunities for fair play between the early years classes or with another kindergarten to because we care about inclusion and fairness?

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what if we were ALL invested in sustainability at ICS? composting/food waste

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what if we were ALL invested in sustainability at ICS? composting/food waste

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So can we have a whole school project on developing this?
what would this look like?

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would encourage the school to to use electric busses

Because we care about air pollution in our local environment

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What if we hosted an event on our diverse learning community because we care about supporting inclusion and what people need?

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What if we hosted an event on our diverse learning community because we care about supporting inclusion and what people need?

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What if we connected with local schools to see how they reduce school waste (food, paper etc)?

because we care about sustainability and social justice.

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What if we worked with parents to encourage reduced packaging with children's snacks....because we care about the impact of single use packaging on our environment.

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What if we worked with parents to encourage reduced packaging with children's snacks....because we care about the impact of single use packaging on our environment.

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What if we ran workshops/made media for parents because we care about sharing our learning and desire for action? 

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What if we ran workshops/made media for parents because we care about sharing our learning and desire for action? 

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What if we....empowered our students in global citizenship, social responsibility and

intercultural understanding by training a team of student-led 'upstanders' to enhance relationships and well-being amongst the students when - for example on the playground.

Because we care about... our students developing greater empathy and tolerance towards each other.

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What if we hosted an event to educate the community about Switzerland's recycling policies?

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What if we...
Host discussion and debates around paper use at school.

Because we care about...
The impact of overconsumption and establishing sustainable practices.

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What if we ran workshops for other students because we care about encouraging social relationships?

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What if we ran workshops for other students because we care about encouraging social relationships?

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What if we made art/recorded music for a local hospital or old folks home because care about well-being and giving to others who might not have?

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What if we made art/recorded music for a local hospital or old folks home because care about well-being and giving to others who might not have?

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What if we worked with parents to encourage car sharing options/use of public transport/walking bus...because we care about air pollution in our local environment.

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What if we worked with parents to encourage car sharing options/use of public transport/walking bus...because we care about air pollution in our local environment.

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What if we audited our school's sustainability using the Compass Edu self-assessment because we care about our impact moving forward?

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What if we audited our school's sustainability using the Compass Edu self-assessment because we care about our impact moving forward?

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What if we got our families to engage in a zero waste challenge where they record and measure their waste produced in a week, and contribute to shared blog with actions that they tried to reduce waste (and collected data) because we care about SDG11/12 Responsible Consumption and Sustainable Communities?

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What if we got our families to engage in a zero waste challenge where they record and measure their waste produced in a week, and contribute to shared blog with actions that they tried to reduce waste (and collected data) because we care about SDG11/12 Responsible Consumption and Sustainable Communities?

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What if...
We taught our parents about greater Harmony with Nature through a photography walk?

Because....
We don't spend enough time in nature and need to reconnect

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What if we participated in a clean school initiative to support our recycling needs?

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What if we participated in a clean school initiative to support our recycling needs?

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What if we worked with the canteen to identify more sustainable practices around food packaging. Because we care about the impact of single use materials.

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What if we worked with the canteen to identify more sustainable practices around food packaging. Because we care about the impact of single use materials.

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What if we designed change for on-campus recycling systems because we care about reducing waste?

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What if we designed change for on-campus recycling systems because we care about reducing waste?

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What if we created a permaculture garden to learn about sustainability.

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What if we created a permaculture garden to learn about sustainability.

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What if we created nature e-books to celebrate the plants and animals that we have in our local environments because we care about SDG15 Life on land and Harmony with nature?

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What if we created nature e-books to celebrate the plants and animals that we have in our local environments because we care about SDG15 Life on land and Harmony with nature?

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What if we found ways to engage physically with the local community because we want to establish a stronger relationship with them.

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What if we tried to reduce our use of paper by finding alternatives, because we care about our environment?

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What if we tried to reduce our use of paper by finding alternatives, because we care about our environment?

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DEVELOP A LIVING CLASSROOM:
where identify local flora and fauna with an authentic link, and a 'did you know?' fact

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What if we created community gardens because we wanted to learn about seeds and how plants grow and we care about giving the world more oxygen (SDG 13: climate action)

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What if we created community gardens because we wanted to learn about seeds and how plants grow and we care about giving the world more oxygen (SDG 13: climate action)

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What if we measured how much paper we use in a week and how much we throw away, because we care about our environment?

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What if we measured how much paper we use in a week and how much we throw away, because we care about our environment?

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What if we recorded and published on our school website poetry podcasts that explain about our family identities and how wonderfully similar and different we are because we have about diversity, equity, and inclusion?

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What if we recorded and published on our school website poetry podcasts that explain about our family identities and how wonderfully similar and different we are because we have about diversity, equity, and inclusion?

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What if we Hosted a well-being workshop for students and community members to participate in because we care and SDG 3 Good Health and well-being?

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What if we Hosted a well-being workshop for students and community members to participate in because we care and SDG 3 Good Health and well-being?

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What if we...
Made media to show our community how engineering can help us to solve environmental problems
Because we can about...
Marine ecosystems

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Kindergarten students at SFS designed simple machines to help positively impact some of the world's issues that grabbed their attention.

As a way of sharing their learning, raising awareness about these issues, and taking action in a virtual learning context, students shared their simple machines and how it would be a solution to the problem on a KG Engineers TV Show to be shared with the community.

Jake, who is "six and almost a half," explains his oceans project to our global audience.

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"Six and almost a half" year-old Jake applies simple machines to help positively impact a world issues that grabbed his attention. As a way of sharing learning, raising awareness about these issues, and taking action in a virtual learning context, SFS KG students shared their simple machin

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What if we...
Worked WITH the food providers to explore the food waste, and portions served in school lunches to students in order to co-design an updated menu
Because we care about...
Responsible consumption and Good Health and Wellbeing

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Community asset maps take many forms, from simple lists that fit on a single piece of paper to extensive reports and geographic maps. Plotting the resources and groups you discover on a map of your city or neighborhood may be useful and can inspire you to form out-of-the-box connections, but many community maps are much more simple. Look at the following examples for inspiration.

EXAMPLES OF COMMUNITY ASSET MAPS

Your map can be small and simple or complex and far-reaching. You can choose how detailed you want your map to be based on your needs and your resources. You can also consider it an iterative process-you could start by looking only at businesses within one mile of your library, for instance, with plans to add community organizations later, and then expand to two miles.

SCALE UP OR SCALE DOWN

Since every community is different, the community mapping process will vary from library to library. A large urban library in a big city may go through an extensive process involving focus groups and interviews with dozens of community members and representatives of local organizations, but a busy "everything librarian" in a rural one-room library can benefit from a scaled-down version involving an afternoon with a search engine and some reflection. This module will teach you the principles of community mapping and suggest strategies for scaling the process up or down so you can make a plan that will fit your library, your community, and your resources.

THE POWER OF A SIMPLE ASSET MAP

Community asset maps take many forms, from simple lists that fit on a single piece of paper to extensive reports and geographic maps. Plotting the resources and groups you discover on a map of your city or neighborhood may be useful and can inspire you to form out-of-the-box connections, but many community maps are much more simple. Look at the following examples for inspiration.

EXAMPLES OF COMMUNITY ASSET MAPS

Your map can be small and simple or complex and far-reaching. You can choose how detailed you want your map to be based on your needs and your resources. You can also consider it an iterative process-you could start by looking only at businesses within one mile of your library, for instance, with plans to add community organizations later, and then expand to two miles.

SCALE UP OR SCALE DOWN

Since every community is different, the community mapping process will vary from library to library. A large urban library in a big city may go through an extensive process involving focus groups and interviews with dozens of community members and representatives of local organizations, but a busy "everything librarian" in a rural one-room library can benefit from a scaled-down version involving an afternoon with a search engine and some reflection. This module will teach you the principles of community mapping and suggest strategies for scaling the process up or down so you can make a plan that will fit your library, your community, and your resources.

THE POWER OF A SIMPLE ASSET MAP

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Community asset maps take many forms, from simple lists that fit on a single piece of paper to extensive reports and geographic maps. Plotting the resources and groups you discover on a map of your city or neighborhood may be useful and can inspire you to form out-of-the-box connections, but many community maps are much more simple.

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Compass Edu Inspire Citizens Student_Led School Sustainability Self Assessment

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Make media for the empowerment of local senior women 

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Make media for the empowerment of local senior women 

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What if...
we partnered with the Out of the Blocks to capture the audio stories of the local seniors on our local block?
Because we care about...
The value of diverse perspectives
Empowering the voices of women

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Practice active listening skills and the art of the follow-up question for developing compassionate empathy

Purpose:
Active listening is foundational skill in developing empathy for others, identifying successes and challenges in a community, and developing deeper, trusting, reciprocal relationships with diverse community members.

Student Impact Profile:
Seek, understand, and appreciate the perspectives and worldview of others

Enduring Understanding:
Employing active listening skills in conversations and interviews (instead of static, prepared questioning) leads to greater empathy and trust while developing a deeper understanding of the self, others, and diverse communities.

1. Apply: How can I use meaningful questions and active listening protocols in sparking a conversation that is authentic, trustworthy, transparent, and organic?

2. Recognize & Deduce: How can I actively listen and interpret answers to spark a deeper understanding of another person?

3. Apply & Craft: How can I utilize questioning strategies, such as Thinking Like a Historian, to construct follow-up questions that elicit open and transparent answers, deeper conversations, and richer storytelling?

1. Sparked by Out of the Blocks' question cards, practice active listening with a peer.

2. Describe how the conversations developed, depth of feelings, and why certain follow-up questions were asked.

3. Discuss successes and challenges associated with active listening and generating follow-up questions.

4. Analyze the Thinking Like a Historian framework

5. Apply the Thinking Like a Historian framework in another round of conversation, comparing and contrasting the past conversation with the new conversation.

6. Appraise the value of the Thinking Like a Historian framework for the conversations. Predict how the tool could be used in interviews, research, and investigative journalism.

Flexible Steps

Apply these ideas for context while scaffolding and differentiating for age, language proficiency, readiness, independence, learning needs, content connections, and so on.

Part 1

1. Introduce the idea that in order to deeply care about another person or community, we must learn how to listen and use effective questioning techniques. Without listening and knowing one another then proposed solutions have the potential to not meet the needs of a community or can be harmful.

2. Show the Out of the Blocks video to contextualize the questions as well as showing how active listening is employed in a real-world podcast that strives to bring communities together and build empathy through deep storytelling.

3. Introduce the protocol that partners will identify a card and for an identified amount of time (recommended between 5-10 minutes) they can only ask follow-up questions that stem from inquiries built within the context of the first answer and resulting follow up questions. At this point, interviewer follow-up comments and questions should be focused specifically on capturing the feelings, voice, and stories of the other person (interviewee). Modeling and thinking aloud with the full group is recommended prior to the students practicing independently.

4. Have participants identify a partner, choose a card, choose a space conducive to conversation, and start the timer!

5. In small groups, discuss successes and challenges associated with active listening and generating follow-up questions. What did you learn about your partner and what could you learn about others by employing this strategy?

Part 2

1. Introduce the Thinking Like a Historian framework and utilize a visible thinking strategy to understand and dissect the strengths of the framework.

2. Allow students to choose another Out of the Blocks card while utilizing Thinking Like a Historian to frame follow-up questions. Again, modeling and thinking aloud with the full group is recommended prior to the students practicing independently.

3. By comparing and contrasting the past conversation with the new conversation, appraise the value of the Thinking Like a Historian framework for the conversations. Predict how the framework could be used in interviews, research, investigative journalism, and learning more about friends and family. How could active listening and follow-up questions be used in your community to have a positive impact?

Allow for embedded quality time to reflect on learning, understanding, or the essential questions through speaking, writing, or other creative reflection and formative assessment opportunities.

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Practice active listening skills and the art of the follow-up question - Inspire Citizens

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Practice active listening skills and the art of the follow-up question for developing compassionate empathy Purpose: Active listening is foundational skill in developing empathy for others, identifying successes and challenges in a community, and developing deeper, trusting, reciprocal relationships with diverse community members.

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What if.....
Action(s)
Community Partner
Audience

Because we care about...

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Pinpointing the interdependence of relevant community engagement is key to student-centered learning, action, and true agency.

Co-designing teaching and learning for impact calls for identifying the amount of people, places, and communities as well as taking time to build relationships, partnerships, and needs analyses.

The Power of a Community Map

Community asset maps take many forms, from simple lists that fit on a single piece of paper to extensive reports and geographic maps. Plotting the resources and groups you discover on a map of your city or neighborhood may be useful and can inspire you to form out-of-the-box connections, but many community maps are much more simple. ConnectedLib

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ICSZ as a Community Center / Sustainability Living Lab

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ICSZ as a Community Center / Sustainability Living Lab