Our Identity

Preparation

Students are expected to:

• Have some background in using IMVR.
• Have some background on using the HHVR headsets.
• Have some understanding on what contributes to someone’s identity
• Have some understanding on what constitutes ‘diversity’ in identities
• Have some background in using Tinkercad

Teachers should make sure that:

• IMVR headsets are calibrated and charged.
• They are familiar with the SculptrVR experience using IMVR
• They are familiar with using Tinkercad and have class logins
• Students have access to and downloaded the Mind Maps Google Chrome extension or created a free account with Popplet – this needs to be changed/ edited to reflect the choice on slide 3 of Our Identity – Teaching Deck
• Our Identity – Teaching Deck has been checked and the teacher has enabled the deck’s accessibility so students can access them.
  
• Students are divided into pairs or groups depending on how many devices are available. A suggested rotation cycle may be:

A class Padlet has been created and link shared on slide 6 of the Our Identity – Teaching Deck

This may differ based on student numbers and number of IMVR stations

Learning Sequence

• Begin by recapping what the term ‘identity’ means. Ask students to brainstorm all the aspects of their lives that give them their identity (e.g. religious beliefs/ faith, culture & heritage, values, interests etc.)
• Students are then to brainstorm what their partner/ class identity is and what they portray to the outside world. 
• Students can use Mind Maps Google Chrome Extension if they have Google Accounts, or can sign up to Popplet for free.
• Explain to students that they will be creating a mascot or totem of their identity in Tinkercad. This may include symbols that represent parts of their identity. It does not need to be ‘human’, but it does need to be a figure of sorts.
  Show the students the example in the Our Identity – Teaching Deck.
• Students will also rotate in and out of the IMVR using SculptrVR in pairs. Here they are to create a simple symbol/ mascot/ totem of the identity of their partner as they portray themselves. It could also be the identity of the teacher or of the class as a whole (pick and adapt to suit the class dynamic). They will leave it once their turn is over and others will add theirs to the space to make a ‘gallery’.
• Direct students to share their models with their table groups/ partners, explaining their mascots/ totems. Ask students to complete the following statement about identity on a padlet: “Identity is important because…” (give a reason, and another sentence expanding on your reason).

Download the PDF for more information