The videos on this page provide enactments and step-by-step discussions of inclusive teaching activities. The narrators explain the rationales for the activities, how to effectively set them up and debrief them, as well as complications that may arise.
How to Facilitate the Spectrum Activity in Your Classroom
This teaching demonstration uses the Personal Identity [5:00] and Social Identity [6:46] Wheel to prepare for the Spectrum Activity [9:50]. The Personal Identity Wheel asks students to consider various aspects of who they are, such as their favorite color and the number of siblings that they have. This activity helps students get to know each other as individuals. The Social Identity Wheel includes a definition of social identities and asks students questions about aspects of their social identity, such as race, gender, social class, and religion. This activity helps students understand that the groups students belong to are important to their lives. Finally, the Spectrum Activity asks students to consider which social identities best answer the prompts that they are given. With an understanding of each other as individuals and as members of groups, students work most effectively together. (13:00)
You may find the resources associated with this video in these posts from the Group Development Activities section of our site: The Spectrum Activity, Questions of Identity; Personal Identity Wheel; and Social Identity Wheel.
How to Facilitate the Barnga Activity in Your Classroom
This teaching demonstration depicts BARNGA, a card game that addresses students’ cultural expectations. For this activity, each table has a different set of rules, but students are unaware of the differences. Some students move tables while others stay, but all students must communicate the rules of the game silently. As students adjust to the new rules that they encounter, they simulate cross-cultural interactions. A 3-part debrief after the activity gives students time to reflect on the frustrations and emotions that came up while playing BARNGA and think about how this simulation symbolizes cross-cultural communication. Students’ experiences with BARNGA represent a range of reactions to cultural assimilation, such as pure assimilation, cultural imperialism, and blending. BARNGA teaches students and instructors how to deal with cultural friction and communication breakdowns in the classroom and beyond. (17:53)
You may find the resources associated with this video in this post from the Group Development Activities section of our site: BARNGA.