Recently, I facilitated a session with our Elementary cohort using the Think, Feel, Care thinking routine from Project Zero at Harvard University. This simple yet powerful approach turned an everyday topic—the library system—into a meaningful exploration of perspectives.
We started by breaking down the library as a system. Who are the people involved? What roles do they play? How does everything work together? Once the children had this understanding, they were asked to step into different roles: a librarian, a visitor, a cleaner, and even a book.
What followed was a lively discussion filled with thoughtful insights and some unexpected humour.
Stepping Into Different Shoes
The books had strong opinions. They didn’t want dog-eared pages or stickers stuck on them and insisted on being treated with care. The cleaners, on the other hand, worried about losing their jobs if they didn’t do their work properly but also wanted respect and fair treatment, especially when taking a day off.
Then came a playful debate. The books argued, “If you’re not keeping us clean, why should you even be paid?” The cleaners countered, “If we don’t clean, no one will want to read you!”
The librarians saw themselves as problem-solvers, the “go-to” people in the library. Visitors reflected on their needs—a welcoming space, a variety of books, and a positive experience.
These conversations weren’t just fun; they were deeply engaging. Children weren’t just talking—they were thinking critically, empathising, and connecting ideas.
The Value of Open-Ended Learning
This session reminded me of the importance of learning that goes beyond answers. When we move away from rigid, right-or-wrong questions and create space for open-ended discussions, something magical happens.
Children begin to see things from new angles. They realise there’s more than one way to look at the world. They feel heard, and their ideas are valued. For Elementary children, who are naturally full of curiosity and energy, this kind of learning is a perfect fit.
Why It Matters
As a facilitator, sessions like this reinforce my belief in the power of meaningful learning. It’s not about getting everything “right.” It’s about exploring, imagining, and thinking deeply about the world around us.
When children engage in activities like this, they develop skills that go far beyond the classroom—empathy, collaboration, and the ability to think critically. These are the foundations of becoming thoughtful, compassionate individuals.
For me, this was more than just a session. It was a reminder of what learning can and should be: engaging, thought-provoking, and filled with opportunities to grow.
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