Aspects of Identity - Forced Choice Exercise

Forced Choice Exercise

Guide
Content / Procedure
Time
Teaching Objective
To acknowledge, and visually demonstrate, that all of us have complex, multifaceted identities and to help students examine which parts of themselves they focus on, or not, and why.

ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:

1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
Are open to discovery and develop enthusiasm and interest for learning

Materials and information on activity
The following signs will be posted around the room:
· Gender/Sexual Identity/Sexual Orientation,
· Race/Ethnicity/Skin Color,
· Mental/Physical Ability,
· Social Class/Education Level,
· Religion/Spirituality, Personal Belief System,
· Citizenship/Immigration Status/Language,
· Age/maturity/wisdom
· Coolness/fitting in/popularity


I have placed a copy of these signs in your teacher boxes.

If you have any questions please come by and see me, even if it is to share frustrations or concerns. It helps to hear you out.
Information on Activity:
1. Various aspects of identity have been coupled with other aspects.
2. This is to make it a safer activity for students and to focus more on their own identity.
3. Some combinations may seem related and others will not, however ask student to stand under the sign if any one apply.
4. Throughout continue to encourage them to focus on themselves, but acknowledge the diversity of how students look at and experience their identity.
5. Please remind your student that this is a silent exercise and that they must respect their peer’s responses.

Directions:
1. The multiple identities Signs are placed throughout the room.
2. Students will be asked to respond to a series of statements by standing under whichever sign fits best.
3. After each student “response”, have students regroup on the center of the room.
4. Repeat this process using all statements below until list is exhausted.
5. Where ever you come across a dyad (conversation/dialogue between two students) or a share out, take student responses.


Statements for Experiential
1. I think about this aspect of my identity the most
2. I think about this aspect of my identity the least
a. Dyad: Why is that so?
3. This part of my identity has the most effect on how people treat me
a. Share out: How does this part of your identity have the most effect on how people treat you?
4. This was the most emphasized in my family
5. This was the least emphasized in my family
a. Dyad: How was it not emphasized? What was?
6. This aspect of my identity is most new to me
7. I feel most discomfort about this part of my identity
8. I have had my most rewarding experiences with this aspect of my identity
9. I learned my most painful lessons from this part of my identity
a. Dyad: Would you change it if you could? Why?
b. Share-out:(On the dyad question)
10. I feel extremely good about this aspect of my identity
a. Step forward if you are still working on this aspect of your identity
Share-outs from those who stepped up and those who did not

Debrief in community

1. What came up for you? (Use some of the questions to begin dialogue)
2. What was this process like for you?
3. How do your feelings about these different aspects of your identity impact you?
4. How do these aspects of identity impact the incoming SLI participants?
5. Did you notice anything about this community?
6. Do you have any feelings about where other people went?