“Inclusion”, noun, the action or state of including or of being included within a group or structure. During ISB’s ninth-grade Interdisciplinary unit, the term inclusion was used continuously. The whole grade was split into teams of 3-5 and was given data from an ISB inclusion survey in order to find an issue to solve. The inclusion issue my group decided to do was the discrimination of people with a different country of origin or race. This can be simplified to people not feeling comfortable with where they live, as they cannot call it home. Some kids are born somewhere but must move around the world so they can never call anywhere their “home” until they could feel comfortable enough. My group consisted of 3 others, Aris Wang, Michael Ceng and Suhan Jin.
After multiple meeting sessions with my team, we were given a rubric based on collaboration so that we could evaluate ourselves and our teammates. In my perspective, I believed that I did about 80% of the groups work, so in turn, I ranked myself with two’s and three’s. In terms of ranking the norms of the collaboration from most important to least, I would say paying attention to self and others is first, then presuming positive intentions, posing questions, putting ideas on the table, providing data, paraphrasing, and finally pausing.
Like with any other group, I believe that the most important dynamic is that every member in the group contributes ideas and opinions. This can help the group gain a broader and more diverse perspective on their topic of discussion as well as determining roles in the group. After this, our group can then choose the idea that best suits our target audience and inclusion issue. It is also essential to make sure everyone’s thoughts are heard and considered. That is the most basic way of showing respect and can even spark a debate or additional support of the concept, which in turn can expand knowledge or change opinions. I think that the most difficult one to implement is staying on task because in an environment with no teacher supervision, students find it hard to concentrate and often distract themselves. This lack of supervision was one of the main problems that my group encountered, as they felt that there was no need to concentrate, but rather play piano games on their phone.
I feel that my greatest strength in this project was the ability to get my team in order and provide tasks for each member to do. During one of our many community times, Ms Beatty advised me to guide my group instead of letting them figure out their roles themselves, and I found it very helpful. On the other hand, something I still need to work on is my organization when it comes to teamwork, I feel that I learn a great deal in terms of organizing my team, but I would like to improve on that.
In conclusion, I feel that I learned plenty during this IDU project. This project has not only taught me about the incredibly important inclusion issues we face at ISB, but also taught me how to be a leader and present strongly. I feel that my group’s final product was very impressive and can be implemented at our school, and I am proud of the outcome.