The students answer questions with different techniques about the use of clothing, where they buy it, how many times they use it.
The intention is to scope out how clothes are being used in the class.
Introduce the assignment to students: we’re exploring our clothing habits as a class. Explain that there’s no judgment, but simply exploration. Ask for short, respectful listening when peers share. Three different methods will help to scope out the students’ habits. Teachers can craft own statements about fashion usage if they want to focus on the specific class footprint, or use inspiration from The truth behind the fast fashion industry for a broader overview.
Set up stations & signals
Read a short list of statements aloud (or hand them a sheet). After each, students show the card for their response (agree/disagree) (or stand/sit). Teacher or a recorder quickly tallies counts on a chart. Use 4–6 focused statements so the activity stays short.
Call out quick prompts. Students raise their hand if it applies. Teacher tallies or uses a quick visual count. This is great for yes/no facts (e.g., “Raise your hand if you bought at least one item online this month”).
Assign one answer to each corner of the class. Ask more questions or statements, and invite students to move to the corner/zone that matches their answer. Once settled, ask students to pair up within their zone and jot one reason on a sticky note and place it in that area — this creates immediate qualitative data without public speaking.
Collect tallies, photograph the sticky-note clusters, or transfer counts into a simple chart on the board. If you want anonymity, students write reasons on sticky notes without names.
Read patterns aloud (e.g., most students buy online; one corner had many “rarely worn” notes). Use the 3-Point Presentation method, or ask 2–3 reflection prompts: What surprised you? What affects whether you keep or discard clothes? What small action could the class try (swap, repair session)?
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