From Workshop to Classroom: Building Our Cathedral

In the days to follow, the learners were invited to purchase items from a catalogue, each with details about how it was made -  mass-produced, locally made, handcrafted, etc. All the learners  we given the same amount of money and, at the end, had to justify their choices using the key concepts of responsibility and change. This immediately sparked curiosity and led to lively discussions. Soon questions started to flow: What does free trade mean? What does artisanally made mean? These conversations became the seeds for deeper inquiry.

Following this, we explored and researched the terms used in the catalogue to build a shared understanding. The next week, the learners and I worked together to reflect on the purpose of this learning experience. We documented our initial thoughts and questions, which at this stage were raw, curious, and exploratory.

Using Trevor Mackenzie’s Question Continuum, we encouraged students to frame open-ended questions. Several weeks and a number of learning experiences later, we revisited our initial thinking. Students noticed their understanding had deepened. They could answer many of their own questions and those posed by their peers.