Choose a digital dilemma to analyze. 

(If you are choosing a non-PZ developed digital dilemma, consider the important criteria for dilemmas to work well with this routine.) 

Take a Stand -- Individually, read or listen to the dilemma and consider your thoughts about it. What’s your view on the dilemma? Make notes that help explain your perspective. 

Stand Back -- In small groups or as a class, share your individual perspective(s) about the dilemma and listen to the perspectives or your fellow students. 

Look Again -- Individually, look again at your original response. What had you not considered that other people brought up? Have you changed your perspective, and if so, what changed? How has your thinking shifted after hearing your classmates’ perspectives— even if you haven’t changed your mind? 

Look Beyond -- Finally, look beyond this specific dilemma or case (in this case, performative charity, or performative activism, or performative acts of social status) 

Consider: How does the dilemma remind you of other situations explored in class or that you’ve seen, heard about, or experienced? 

Optional: Complicate -- If using a dilemma in our compilation, consider the provided prompts that ‘complicate’ the scenario. Or, if you used your own dilemma, consider how your response might change if certain details in the dilemma shifted (e.g., who was involved, the relationships between the people involved, when /where it happened, etc.) Discuss these questions in your group and share responses.

An influencer approaches a man who appears to be experiencing homelessness and asks him for two dollars. “Sorry to bother you,” he says, explaining that he needs the money to catch a train home. The homeless man, bearded, pushing his possessions down the street, reaches into his sock and pulls out a ten dollar note. Then: His mouth falls open in shock. The influencer has revealed that, actually, he doesn’t need the money at all. Instead, he wants to give the man $500. He hands over a bundle of $50 notes. The men hug. 

(adapted from https://www.wired.co.uk/article/charity-tiktok-videos)

Do you agree with the practice of influencers filming acts of charity and sharing them via social media? Why, or why not? 

Expansion and Adaptation on the Thinking Routine:
Once students have familiarised themselves with this routine, they will complete it on a larger scale. This could be used after viewing a scene from a film or an excerpt/chapter of a novel. 

To fit within the ‘Book Club’ unit, students will form pairs or groups of 3 within their larger novel group. Students will then complete the routine as practiced at the beginning of the lesson, having 10 minutes to write down ideas/quotes/thinking that relates to the themes/ideas of the novel. This will then be expanded with the students comparing to the other pair or group of 3 within their larger novel groups, having 15 minutes to read and expand/add to the other groups notes. 

This lesson will be rounded out with students sharing the larger novel groups collective and extensive ideas to the class in a short 2-3 minute presentation. They will have 10-15 minutes to decide what will go in their 2-3 minute presentation. This will allow for students to not only expand on their own ideas within their initial groups, but see how the other members of their novel groups developed their thinking and unpacked some of the themes/ideas within the excerpt/chapter they have just read. The presentation aspect will allow for class-wide sharing, with the students now seeing the thinking and ideas of each group and comparing how they unpacked their text similarly or differently. This turns the routine into a +1, +2, +3 Routine.