Stories for Change: Our Tales, Our World

Step 1: Our stories, our world

• Introduce the project objectives to the students, ensuring they understand the goals and purpose.
• Students bring their favorite books or a written version of their favorite stories to class.
• In groups, they share what they like about these stories and why they consider them special.
• They then create digital cards highlighting the main ideas of their favorite stories.
• These digital cards are posted on the project board section of the Class2Class.org platform so that students from the partner class can review them.
• Interaction is encouraged by inviting students to comment and respond to their peers’ posts.
• A brief introduction to the concept of the Sustainable Development Goals (SDGs) and their significance is provided.
• Through guiding questions, students explore connections between their stories and the SDGs or imagine how they could adapt their stories to address one or more of these goals.

• Form teams of four students.
• Each team selects one of the shared stories to transform and connect it to one or more Sustainable Development Goals (SDGs). To achieve this, they can:

1. Create new characters.
2. Modify the beginning, middle, or end of the story.
3. Adapt key events to reflect real-world challenges.
4. Integrate SDG-related themes and solutions.
5. Illustrate scenes from their new version.
6. Practice storytelling by rehearsing their adapted versions.

• Teams collaborate to creatively transform their chosen story.
• Once finalized, they upload their revised story as a Word document to the project board on the platform.
• Encourage students to provide friendly and constructive feedback on their peers' work, fostering an interactive and supportive learning environment.

• Organize a live session where both classes can connect to discuss their experiences and share insights gained from the project.
• Have students share their presentations.
• Include an interactive segment, such as a Q&A or brainstorming activity, to promote dialogue and mutual understanding.
• Conclude the session by recognizing student contributions. 

Assessment and reflection ✍️

• Evaluation Criteria for Participation:
• Active participation in video calls with international peers.
• Regular contributions to discussions on the project board.
• Final Evaluation Criteria
• Quality of final presentations – Clarity, organization, and creativity in conveying key ideas.
• Depth of connection between the book’s theme and the identified SDGs – Relevance and insightfulness in linking the story to sustainability goals.
• Level of intercultural engagement – Active participation in discussions, exchanges, and collaboration with international peers.
• Presentation of individual reflections – Thoughtfulness and depth of personal insights shared.
• Reflection Activities
• Project journal – Students document their learning journey, key insights, and personal growth.
• Group discussion on the learning process – A collaborative space to share experiences, challenges, and discoveries.
• Final reflection on cultural perspectives gained – Encouraging students to analyze how the project broadened their understanding of different cultures and sustainability.

Teacher tips 💡

• Foster a safe and inclusive learning environment that values diverse perspectives and experiences.
• Provide clear guidelines and expectations for respectful communication and collaboration. We suggest you review the coexistence policies of Class2Class.org.
• Facilitate the formation of diverse international teams, ensuring a mix of skills, backgrounds, and perspectives.
• Provide scaffolding and support throughout the research and action planning process, offering guidance and resources as needed.
• Encourage student agency and ownership of their learning, allowing them to drive the direction of their projects. 
• Celebrate student achievements and facilitate meaningful reflection on their growth and the impact of their actions.