To begin with the students individually complete a set of ‘3, 2, 1’ responses (3 thoughts, 2 questions, and 1 metaphor). Then after engaging with new content – such as articles or clips – students complete another ‘3, 2, 1’.
Students then share their initial and revised thinking with partners, discussing how and why their perspectives shifted. The goal is to be able to self-identify the growth and evolution of their understanding.
1. Initial '3, 2, 1' Reflection
Set the Context: Introduce the topic and explain the purpose of the ‘3, 2, 1’ activity. Emphasise that this is an opportunity to reflect on their existing knowledge and thoughts.
Distribute Materials: you may find it helpful to provide students with a template to write down their responses.
Give students 5-7 minutes to note down:
- 3 thoughts they have about the topic.
- 2 questions they have or things they are curious about.
- 1 metaphor that represents their understanding of the topic.
2. Engage with new content
Remind students to take notes or reflect on the new information as they engage with it, noting anything that challenges or expands their understanding.
3. New '3, 2, 1' Thoughts
Students complete the ‘3, 2, 1’ activity again, focusing on how their thinking has changed after the new learning experience. (Another 5-7 minutes)
- 3 new thoughts they have after the instruction.
- 2 new questions that have arisen from their learning.
- 1 metaphor that now reflects their updated understanding of the topic.
Facilitate Sharing: Pair students up or organise small groups to share their initial and new thoughts. Encourage them to explain how and why their thinking has shifted, fostering a collaborative learning environment.