Unit 1: Introduction to Sustainability
Johari Window activity guide and handout
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Unit 1: Introduction to Sustainability
Johari Window activity guide and handout Estimated duration: 5 minutes Aim •
To introduce the Johari concept as a model for how we can learn
Outcome By the end of this session, students will be able to: • develop a concept of how we can see ourselves and others • learn about learning • develop an appreciation of the value of group learning to uncover what is unknown to ourselves but can be seen by others
Resources • •
Johari Window handout (optional) http://en.wikipedia.org/wiki/Johari_window for more information
Activity Description Discuss the concepts of the Johari Window with the students (see information in the handout below, and on the website if more information is required). You may like to provide a copy of the handout to students or just discuss the concepts.
Student Roles and Responsibilities Participate in agreed tasks Contribute to class discussions Seek teacher assistance and support when needed
Level of Teacher Support Facilitate discussion Organise materials and equipment Provide assistance when requested
Assessment To use this learning activity as an assessment task, collect evidence such as: Teacher checklist for class discussions
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Unit 1: Introduction to Sustainability Student Handout
The Johari Window Tho Johari window is a way of thinking about learning with others. According to this model, all knowledge falls into one of four categories. Open Area: Information is open and everyone knows it. In other words, this is knowledge that is known to you and known to others. For example, which school or institution you are studying at and what course you are doing. Blind Area: Knowledge that is known by others but not known by you. For example, it might be that others think you are really talented at something or have special personal qualities but you don’t realise it yet. Maybe no‐one has told you because it might cause embarrassment. Hidden Area: This area includes knowledge that is known by us and not by others. This area includes private information such as what we think and feel or the special interests, skills or hobbies we have that others don’t know about because they don’t know us very well. Unknown Area: An unknown area that is not known by us or others. An example from this area might be the skills we have not tried yet. You and those around you might not know how good you are at a sport until you try it. It could also be feelings or attitudes that you have but are not aware of at present. However the more we experiment and develop new skills, the more likely we will discover things. As people share more information with us about the way they think and feel about us, it helps to increase the area of knowledge that is open and free about ourselves. For example, if a teacher tells you that they think you have really great talents in an area when you didn’t realise it, you are reducing your blind area. On the other hand, if someone finally admits that they don’t like the way you eat with your mouth open, this will also increase your self‐awareness. It is always important to give people feedback in a respectful manner in order to be helpful and not to hurt their feelings unnecessarily. As we work in groups and get to know each other better, we develop a sense of trust and will feel more comfortable sharing more of our hidden selves with others. Disclosing more of this hidden area is a way to build trust and increase our feelings of intimacy or belonging in a group. When others know more about us and accept us, it also helps us to accept ourselves, which leads us to feel more comfortable and confident.
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