my journey maps: facilitation guide and tools

FACILITATION GUILD & PRINTABLE TOOLS

MY JOURNEY MAPS

By Min Wen YehA class engagement & self-reflection tool co-designed with the ESLI program at UArts.

INTRODUCTION

THE PAST MAP

THE PRESENT MAP

THE FUTURE MAP

A FUTURE REMINDER

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04

10

17

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Copyright © 2014

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INTRODUCTION

During the summer to fall of 2014, I worked with a team of

educators to re-imagine ways of externalizing international

students’ thoughts in class discussion in the ESLI program

at UArts. The co-design process with ESLI writing teachers

benefited from their rich experience in education. We adopted

design process and moved from the observation to implemen-

tation (prototyping) phase in the classes as quickly as possible.

As the final result, the prototypes (activities) are a series of

timeline mapping tools that work as a complementation and

structure-builder during the students’ essay writing process.

This series of timeline mapping tools aim to help international

students develop, organize and share their thoughts around

without being constrained by their current language capacity.

The activities have been designed to meet international

students’ needs on expressing their ideas in the active learning

environment.

How We Get Here? How Does My Journey Maps Facilitation Guild Work?

What We Aim For?

Please note: 1.This tool works as a complement of ESLI curriculum at UArts. 2.Facilitators are suggested to revise prompts in the tools while using them in other context.

A FACILITATION PLAN

CASE STUDY

PRINTABLE FILES

PRINTABLE TOOLS A facilitation plan includes sessions of stats, room setup

and tools, essential questions, before starting, and activity

to guild facilitators step by step during the activity. Also,

each facilitation plan has visual image to represent the

usage of printable tools.

“Case study” gives the examples of how this journey map

had been used in classes. “How it was used” session

described when and how the adjustments had taken by

facilitators during the activity. “The outcome” session

recorded the observational interaction and reflection/

feedback from students’ participation in the activities.

An overview of material preparation has been illustrated

in this page. The facilitators are able to not only plan on

the preparation time, but also alter the tools as the way

they need.

The ready-to-print files are provided for regular black

& white printers. All the tools can be produced by only

using papers with different colors. However, a few files

will have better results from printing in tabloid size paper

with color printers.

Stats

Room Setup & Tools

Before Starting

Essential Questions

Activity by Steps

Suggested time : 40- 90 Minutes

Level of difficulty : Moderate

Participants : Students

Materials needed : Colored pens/markers, long roll of

paper, colored masking tape, glue sticks, printables.

Step 1. Introduce the tool

Timeline

This is where students will note the years, people, or experiences

that have influenced them, giving a details or descriptions on

the timeline paper on the table.

Bus

Each student is the driver of their bus. This is a metaphor for

their life. Student should put their name and draw an image

of themselves on it.

Keys

These are used to represent people and experiences that

influenced the students from their past. Ask each student to

identify people that influenced them in different stages of his/

her life. Once he/she decides who will get on their bus at each

important time, they should put the names of these people

on the keys. Keep one key on the timeline table and the other

stapled/glued to the bus.

Step 2. Model the tool

Demonstrate how to map out your past on the timeline. It is

useful for the teacher/facilitator to do this as an example of

what brought them to their present.

Step 3. Create your timeline map

Students work individually on their timeline.

Step 4. Share

Students share their own timeline stories by taking their

buses to the start of timeline. The other students listen

and, if time permits, ask questions to gain clarity about the

details of the past story.

Step 5. Reflect

Students will be prompted questions to reflect on their learning

experience from the activity. They also will discuss what they

liked most, what was challenging, and how the map will help

in writing their autobiography. Also, the buses generated from

students’ past timeline will be the takeaways for them and can

act as evidence of their own learning experience.

1. A long table covered with paper

2. Color tape or sharpies (for drawing timeline)

3. Printed buses (letter size, for each student)

4. Key I (people : friend, family, teacher, artist…etc.)

5. Key II (the crucial “experience”.)

How can students learn about themselves by connecting the dots from the past?

1. Metaphor: explain what a metaphor is and how it

can be used in writing a journey/autobiography.

2. Provide the context of traveling to a new environ-

ment by using the metaphor of a bus.

Keep one key on the timeline table and the other stapled/glued to the bus.

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My Journey Maps include three activities that complement the

autobiography writing in the ESLI curriculum.

• The Past Map : Students will reflect on their past experiences,

motivation, and inspiration that contributed to their development

as artists, musicians, or designers. They will add keywords to a

timeline of their past.

• The Present Map : Students will identify places or people on

a map of the city that 1.inspire them, 2.help their growth, and 3.

encourage them.

• The Future Map : Students imagine “heaven” and “hell” states

for their academic, social, and personal life in their near future

(next semester as matriculated students). students will write down

keywords as a small group. Later, each student comes up with

the academic/social/personal goals for the next semester and

write actionable steps they are going to take to fulfill their goals.

• Closure Activity - A future reminder : Students at beginning

identify what they are thinking, doing, saying and feeling in one of

their current challenges. Later, students pick up avatars (LEGO

mini-figures) represent both current self and future self. (The

characters they wish to become in the future). Ask students work

individually first, and as a group later, to think and write down the

secret power their future self will give current self.

In the end, create a motto for a future reminder from those secret

powers they have.

Students show and talk about their maps after completing each

mapping activity. The process leads students through a visual

exercise of synthesizing their experience by reflecting, mapping,

discussion and sharing. That prepares their ideas in a structured

way for their next autobiography writing exercise.

The three sessions of mapping activities will help students who

are starting their journey in a new environment to discuss and

reflect on their learning experience. Students will structure their

learning experience and ideas base on the timeline and maps.

Students will apply their speaking skills and practice speaking

strategies by presenting their maps. Students will practice active

listening skills and giving appropriate constructive feedback to

their peers.

INTRODUCTION

My Journey Maps Overview Objectives The PAST MAPThe PRESENT MAPThe FUTURE MAPA FUTURE REMINDER

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MAP: THE PASTA FACILITATION PLAN

Stats

Room Setup & Tools

Before Starting

Essential Questions

Activity by Steps




Materials needed : Colored pens/markers, long roll of

paper, colored masking tape, glue sticks, printables.

Step 1. Introduce the tool

Timeline

This is where students will note the years, people, or experiences

that have influenced them, giving a details or descriptions on

the timeline paper on the table.

Bus

Each student is the driver of their bus. This is a metaphor for

their life. Student should put their name and draw an image of

themselves on it.

Keys

These are used to represent people and experiences that

influenced the students from their past. Ask each student to

identify people that influenced them in different stages of his/

her life. Once he/she decides who will get on their bus at each

important time, they should put the names of these people

on the keys. Keep one key on the timeline table and the other

stapled/glued to the bus.

Step 2. Model the tool

Demonstrate how to map out your past on the timeline. It is

useful for the teacher/facilitator to do this as an example of

what brought them to their present.

Step 3. Create your timeline map

Students work individually on their timeline.

Step 4. Share

Students share their own timeline stories by taking their

buses to the start of timeline. The other students listen and, if

time permits, ask questions to gain clarity about the details of

the past story.

Step 5. Reflect



liked most, what was challenging, and how the map will help

in writing their autobiography. Also, the buses generated from

students’ past timeline will be the takeaways for them and can

act as evidence of their own learning experience.

1. A long table covered with paper

2. Color tape or sharpies (for drawing timeline)

3. Printed buses (letter size, for each student)

4. Key I (people : friend, family, teacher, artist…etc.)

5. Key II (the crucial “experience”.)

How can students learn about themselves by connecting the dots from the past?

1. Metaphor: explain what a metaphor is and how it

can be used in writing a journey/autobiography.

2. Provide the context of traveling to a new environ-

ment by using the metaphor of a bus.

Keep one key on the timeline table and the other stapled/glued to the bus.

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MAP: THE PASTCASE STUDY

Tool in Practice

Partners :

University of the Arts (UArts), English as a Second

Language Institute (ESLI), Writing Studio

Participants :

Nicole Dupree, instructor; High-Intermediate/Advanced

ESLI Writing Studio students

Timeline : 80 minutes

Location : UArts, Philadelphia

This tool was used as described in the description above

with only a few adjustments. (1) Students additionally

added some illustrations to the timeline. (2)We didn’t

discuss metaphors before using the tool.

The stories told really illuminated many things about the

struggles some of the students faced in their pasts to get

to where they are today. Some of the stories were quite

touching and empowering. Students started to draw

connections between past experiences and influences with

future goals. They enjoyed the activity and left with a lot of

materials for their essay.

(Feedback from Nicole Dupree)

(Feedback from Nicole Dupree) How It Was Used

The Outcome

Photo resource : 2014 summer and fall ESLI writing studio.

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PRINTABLE TOOLS

MAP: THE PAST

Bus : letter size paper with different colors.

(Fold it after print)

Experience Key : etter size paper with yellow color.

(Cut it after print)

People Key : letter size paper in white color.

(Cut it after print)

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MAP: THE PRESENTA FACILITATION PLAN

Stats

Room Setup & Tools

Before Starting

Essential Questions

Activity by Steps




Materials needed : Post-it notes, sharpies, tape,

projector, google map of the city, printables (maps)

Step 1. Mark your footprints on the city

Each student has 8-10 paper marks. Students tape the marks

on the projected-map, showing the places that left them with

great impressions. (Consider where you are inspired; think about

places where you feel you are learning; and places where you

feel you are supported and encouraged.)

Step 2. Walk the audience through your footprints

Students show the places they left their footprints and shortly

explain why they selected those places.

Step 3. Generate the content on the screen map

Students write a short description or adjectives on the Post-it

notes, identifying the places have been marked on the map with

why they have been inspired, what helped their learning, and

how they feel they have been encouraged.

Step 4. Make your own map

Students take or copy the descriptions from the projected-map

to their own individual maps. Add new descriptions if they feel

they are needed.

Step 5. Share your own map

Students share their own individual maps with the group.

Step 6. Reflect



liked most, what was challenging, and how the map will help in

writing their autobiography. Also, the individual maps generated

will be the takeaways for them and can act as evidence of their

own learning experience.

1. A screen can be used to project the map of the city.

2. Post-it notes in three colors

(corresponding to the color coded prompts)

3. Sharpies

How can students share and explore their present connection to the new environment?

Warm-up with discussion questions :

1. Before you came here, what did you expect this

new place to be like?

2. What was your first impression on this new city/

environment?

3.How is it different from or similar to the place you

are from?

Step 1. Mark your footprints on the city

Step 3. Write short descriptions on notes.

Step 4. Make an individual map

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CASE STUDY

MAP: THE PRESENT

Tool in Practice

Partners :



Participants :





As the facilitation plan outlined above.

In this particular group, the places they felt most

encouraged/supported was at UArts and at the gym. I was

pleasantly surprised to see that beyond the academic goals

of the curriculum, the social and personal needs of the

students are being met by the program. There were a few

challenges with the group map. The projected image wasn’t

quite right. If we zoomed in, then it didn’t include enough

of the city, and if we zoomed out, we couldn’t see streets to

place markers accurately. The group map looked chaotic.

Additionally, the post-its didn’t want to stick to the surface of

the smart board. One student told me later that he posted

his maps on the back of the front door in his dorm. He used

it later to help with his essay, but also as a reference tool for

finding things in the city with his roommates. The tool has

a function in his present life beyond the expectations of the

activity. This was a wonderful outcome.

How It Was Used

The Outcome

Photo resource : 2014 fall ESLI writing studio.



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PRINTABLE TOOLS

MAP: THE PRESENT

Marks : letter size paper print with three colors.

(Cut it after print) Individual map : One tabloid size or two letter size paper.

Enlarge to tabloid size while printing.

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MAP: THE FUTUREA FACILITATION PLAN

Stats

Room Setup & Tools

Before Starting

Essential Questions

Activity

Session one : Group (The clouds)

Session two : Individual plan (The mini-figures)


Level of difficulty : Advanced


Materials needed : Pen, Paper, Tape, glue stick

Step 1-1. The heaven state

Students discuss and write down what would happen in the

heaven state for their academic / personal / social life in the

next coming semester on the Post-it notes corresponding with

the colors of the clouds.

Step 1-2. The hell state

Students discuss and write down what would happen in the hell

state of their academic / personal / social life in the next coming

semester on the Post-it notes corresponding with the colors of

clouds.

Step 1-3. Persona from the heaven and hell state

One student presents a persona built from the heaven state

by describing the situation from the Post-it notes. The other

student presents a persona built from the hell state.

Step 2-1. Model

Instructor demonstrates how the mini-figure and actionable

steps work by providing a solid example.

Step 2-2. Identify your own academic/personal/social goals

Each student takes a mini-figure and writes down the goals they

want to achieve in the next semester on the center of body.

Step 2-3. Make actionable steps

Each student writes down three steps that lead them from their

current state to heaven (towards attaining their goal) and three

steps that would lead them from their current state (away from

attaining their goals) to hell. The steps they come up with need

to be actionable tasks that they can try in next coming semester.

Step 2-5. Reflection


experience from the activity. They also will discuss what they liked

most, what was challenging, and how the future map will help

in writing their autobiography. Also, the mini-figures created by

students are evidence and a reminder of this learning experience.

Step 2-4. Present the future plans

Students tape their own mini-figures on the wall with actionable

steps placed toward heaven and hell clouds. After placing them,

students share their personal goals and the steps they will take to

achieve them.

1. A 3ft x 2ft empty wall

2. Group :

Arrange the heaven cloud on the top left side and the

hell cloud on the bottom right side of the wall. Place

them in the order: academic, personal, and social.

3. Group :

Post-it notes in six colors (corresponding to the color

coded themes)

4. Individual :

Mini-figures with color-coded post-it notes

5. Sharpies

How can students identify their goals and come up with actionable plans for the near future (next semester)?

The instructor leads the students to define/describe

what are the qualities of a heaven and hell state.

Session one : Group discuss an write down what would happenin both Heaven state/Hell state on the Post-it notes.

Step 2-3.Make actionable steps.

Step 2-2. Identify your goals

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CASE STUDY

MAP: THE FUTURE Tool in Practice

Partners :



Participants :





This tool was used to help facilitate goal identification and

actionable tasks to help students move toward those goals

in the next semester. The tool was used as described with

a few minor adjustments. Students completed this activity

in one long session. For steps 1 and 2 in “session one”,

students took turns being the person who wrote on the

post-it notes.

Some of the goals identified were quite idealistic or more

long-term goals (e.g.,“I want to be famous”), though others

were concrete and were later noted in their essays. Students

who stated that they didn’t have their own goals previously,

came up with clear and concise ideas through this activity.

Some of the challenges : The first two steps in session

one took more time to complete than expected. Students

needed to look up how to spell words in the dictionary. They

also had some difficulty coming to consensus about what

would constitute ideal or unfavorable outcomes, as well as

whether those ideas should be identified as academic, social,

or personal goals. This required some mediation from the

instructor. Lastly, a few students had difficulty articulating

and creating actionable steps towards reaching their goals.

How It Was Used

The Outcome

Photo resource : 2014 summer and fall ESLI writing studio.



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PRINTABLE TOOLS

MAP: THE FUTURE

Mini-figure : Print in letter size paper, each student gets one mini-figure. Heaven & Hell State Clouds : Print in tabloid size paper.

Post-it notes : corresponding to the colors of clouds.

Enlarge to tabloid size while printing.

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CLOSURE ACTIVITY: A Future ReminderA FACILITATION PLAN : Create your Motto as a Future Reminder

Stats

Room Setup & Tools

Before Starting

Essential Questions

ActivitySuggested time : 60- 90 Minutes

Level of difficulty : Advanced


Materials needed : Post-it notes, sharpies, print stickers,

LEGO mini-figures (with various characteristics)Step 2. Choosing avatars from LEGO mini-figures

Students take some time to look at a group of LEGO mini-figures

with different characteristics. Each student picks up one avatar

to represent their current self (current me). Each student puts

the avatar they choose for current me in the center of their

wheels. Later, pick up another avatar to represent their future

self looks (future me)?

Step 1. The wheel of their current situation

Ask students to imagine a time that their current self met a

challenge. Students write down what their current selves were

doing/thinking/saying/feeling on the wheels.

Step 3. My secret power

Students place the future me avatar a distance from the current

me. Ask students to think about an example of time traveling:

“When your future self visits your current self. “What does your

future self have that your current self doesn’t?” Write down the

secret power your future self will give your current self. (This

part might need facilitator’s modeling.)

Step 4. Present and gain group suggestions for secret powers

Each student presents their current me wheel, their future

me and the secret power. After each student presents, other

students take turns to give suggestions on the presenter’s

secret powers. They write them down on the post-it notes and

explain why.

Step 6. Reflect

Students will be prompted questions to verbalize their experi-

ence of using a reminder in their lives. Also, they will reflect on

their learning experience from the activity. They will be asked

to write down their feedback on the back of the wheels. The

motto stickers motto and the list of secret powers created

by students will be the takeaways for them. It will work as a

reminder for their current selves.

Step 5. Generate your own mottos and share with the group

Students take their list of secret powers and pick up one to

translate into a sentence or motto. The facilitator explains what

1. A desk that displays the LEGO mini-figures in the center.

2. “Current Me” Wheel.

3. Post-it notes in one color. (for brainstorming the secret

power as a group)

4. Speaking bubble stickers. (for writing down the mottos)

5. Sharpies

How can students recognize their strengths and motivate themselves to their challenges? How can we help them see themselves with a different mindset?

Warm-up with discussion questions:

1. Prompt students to discuss “what are the powers

super heroes have?”

2. What does “my secret power” mean? It is the ability/

power you are not aware of having. Imagine that your

ten-year older self visits your current self. From this visit,

you will realize the power in yourself to overcome current

challenges.

a motto is and how it works as a reminder in the future. Stu-

dents are encouraged to seek out help creating and selecting

the best language from the facilitator. After a motto is created

and written down on the stickers, students share it with the group.

Step 3 & 4 : (Individual & group) Write down the secret power your future self will give your current self on the yellow Post-it notes.

Step 1 : Each student write down their current selves’ situation while meeting a challenge.

Step 5 : Generate your own mottos frome the secret powers.

Step 2 : Choosing avatars to represent their current and future me.

your motto!

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CASE STUDY

CLOSURE ACTIVITY: A Future Reminder Tool in Practice

Partners :



Participants :





The tools was used as described above with four male

international students. When students talked about the

super powers they saw in other students, they picked up

the LEGO character representing their classmate’s future

self and talked directly to it. This brief conversation helped

them to articulate the special quality they saw in their

friend, or the thing they thought they would benefit most

from. Students were very supportive of one another. They

concluded with a super power.

This tool was used in the last class of the semester just

before final presentations. It was a great activity to bring

closure to the semester. Here is some of the feedback from

the students:

1. This project helped me with my future to think more

honest to myself and not to be regretted.

2. Solve some of my problems. Helps me to find solutions.

3. I think that this project makes me more confident and

independent to face the challenges in the future. I will keep

on trying.

4. It is great and inspirational. Seeing my challenges

through other people’s eyes was interesting.

How It Was Used

The Outcome

Photo resource : 2014 fall ESLI writing studio.



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PRINTABLE TOOLS

CLOSURE ACTIVITY: A Future Reminder

The wheel of current situation : letter size paper. Current me, future me and my secret power sign : letter size paper. Motto stickers: letter size sticker paper.

Special thanks to the faculties in ESLI program at UArts : Mara Flamm, April Read and Nicole Dupree. This project can’t be done without their enthusiasm in education. I appreciated ESLI student participants’ thoroughly engagement in those activities.

FACILITATION GUILD & PRINTABLE TOOLS

MY JOURNEY MAPS

Min Wen [email protected]

my journey maps: facilitation guide and tools

Documents