Poetic Motivations

Using poetry to reveal and share deep motivations for change

By drafting a poem about their identity and values, students use their creativity and learn to articulate what is close to their hearts. They become aware of their intrinsic motivation for change and share their motivations in a group.

This activity not only facilitates personal reflection but also inspires a collective exploration of how individual values align with and contribute to societal change.

Learning outcome

The student is able to identify and express their inner values and intrinsic motivation for change

Through poetry, students express their identities and passions, connecting with themselves and others.

1.Introducing 'I poem'

5 mins

Hand out the ‘I Poem’ template and explain the goal of the learning activity: compiling a list of sentences that express their identity, values, feelings and motivations for change.

Tip: for this exercise, you can choose a theme relating to change depending on the scope of your course, for example, the future of education, climate change or inequality.

2.Writing the First Draft

20 mins

Encourage students to begin writing a draft in silence, without overthinking, allowing their thoughts and ideas to flow freely. They can skip sentences they find difficult to answer, change the order or add new ‘I (verb)’ sentences.

3.Refining

10 mins

Students proofread their poems and adjust them where needed to ensure the text flows smoothly. They can erase sentences, change the order of sentences or rewrite them.

4.Sharing Circle

20 mins

Students share their poems with the group. Invite students to stand up while reading. The group applauds after every poem.

At first, it can be scary for them to share their writings, but after the first two poems, more students will have the courage to share theirs. The time needed for this step depends on how many students you invite or are willing to share their poems.

Tip: see the Seven golden guidelines to create a safe learning environment and consider offering an option for those students who may feel uncomfortable standing or sharing aloud to take part in a way that respects their comfort levels, such as reading from their seat or opting for a peer to read on their behalf.

5.Reflective Echoes

10 - 30 mins

Thank the students for sharing their thoughts and feelings. You can ask the group for plenary reflections first by asking the following questions:

How was it to write a poem?
How did you feel about sharing your work?
What did you think of the work of others?

Then, students reflect on their learning in duos.

Please note, as part of the assessment as learning, students reflect using reflective questions.

By reflecting on their learning process, students become aware of how this activity contributes to the identification and expression of their intrinsic motivation for change.

You can ask the students for written reflections or oral peer-to-peer reflections using the reflective questions.

Purpose

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Roles

Self-assessment, optionally peer assessment as well

Characteristics

Authentic

Materials

Reflective questions

Download Reflective Questions

For this exercise, a safe learning environment is crucial. Sharing personal thoughts and feelings can make students feel very vulnerable. You can tell students that it is okay not to share their poems in the group if they do not feel comfortable doing so.

Download 'I Poem' template

Download Guidelines to create a safe learning environment