Scoping out 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 Critical questions on the fast fashion industry for a broader overview.

Set up stations & signals

• Mark four areas (corners or zones) ahead of time and label them for the “move-to-area” activity.
  
• Give each student two small cards (e.g., green = Agree, red = Disagree) for the agree/disagree step.
  
• Explain that “raise your hand” questions are quick, show-of-hands checks — no names required.

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. All statements throughout this activity can be tailored to the age and depth of knowledge of the students. Example statements:

• I think there are too many pieces of clothing in the world.
• We buy more clothing nowadays than in the past.
• I buy more clothing than most people in this class.

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. Example prompts:

• I bought at least one item of clothing this month.
• I bought more than five items of clothing this month.
• I buy most of my clothing online.

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, explanation or opinion related to the question on a sticky note and place it in that area (this creates immediate qualitative data without public speaking, if that is not desired). Example questions:

• What would be the best solution for fighting overconsumption of clothing? Higher prices for buying clothing – higher fines for companies for bad and unethical production – more sharing and second-hand clothing – a whole different idea. Why do you think so?
• What is the best that we can do as a class? All buy 5 items of clothing less per year – organize an event focused on clothing consumption – protest against big fashion companies – a whole different idea. Why do you think so?
• What kind of events would you want to organize with the class to work on clothing problems? Organize a second-hand store – start a clothing loop – send letters to big clothing companies – a whole different idea.

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)?