Introducing the Identity Unit

Ms. Baldwin's class has a yearly unit revolving around identity.  At the beginning of the unit, she tells the class that there are so many aspects of identity that it is hard to even narrow down what to look at in the unit.  However, there will be a range of activities and lessons, and the students can dive into parts that they are most interested in. 

Wednesday's class incorporated the Myers-Briggs test.  This revolves around four main categories: where individuals get their energy (introvert or extrovert), how they process information, how they make decisions, and how they choose to live their lifestyle.  Ms. Baldwin stressed the importance of telling the students that no category is better or worse than another category, and straddling different categories is totally fine.

The students got excited about this activity.  Much of the value of the lesson lay in forcing the students to turn a critical lens on their own behaviors.  They had to decide what they would do in situations, how they act and react, and what things they like.  It wasn't rare that a student would say something along the lines of: "I guess I do do that.  I never thought about it before."

The test is a little outdated, so some of the language had to be broken down and analyzed.  These instances of analysis were teachable opportunities.

One important aspect to stress is that some answers in different categories actually contrast or conflict with each other.  This is not a bad thing.  Human beings are complex, and the answers can change based on many different factors.

I'm teaching in this unit!  It's coming up!!!