1 - Start ~4 mins
Today the planning stops and the action starts. Look again at the plan the class made last time for our first action: the change somebody outside this room should notice, the roles, and what counts as done. If part of the action happens outside school and cannot be finished today, your teacher will tell you which part the class will start here in the room.
Check your role card or group slip now. It already names your job, a short secondary job, and what you note against the four evidence prompts. One person from each group says the group's job out loud. If you were absent when roles were set, take a spare slip from the teacher. Then you run the action and keep a record while you work, not afterwards. Something that goes wrong is still useful evidence, as long as you write down what actually happened.
2 - What to Capture While You Work ~5 mins
Evidence collected after the event is usually vague. You each get a four-box evidence slip matching the four prompts still on the board. Fill the boxes as you go:
1. Who said what (a real sentence, a name or role).
2. What changed (something different afterwards you can point to).
3. What did not change (be honest; a no is still a finding).
4. What you would do differently next time (one concrete change).
Weak: "The principal was interested." Strong: "Ms Byrne said she would raise it at the Thursday staff meeting."
Write your own notes in that stronger form on the slip.
Your role card also names a short secondary job (for example tally, time-check, or materials) so you still have a named task if your main part finishes early.
Today's goal is to make a real start on the action and to keep honest evidence. If part of the action cannot be finished today, start the part your teacher named, here in the room. Note on the slip what still needs to happen next. Unfinished outside steps are expected, not a failure.
3 - Run the Action ~20 mins
Carry out the action in your roles. Fill your four-box evidence slip against the prompts still on the board as you work. Every role has a concrete note job on the card, so writing evidence is part of your job, not something extra for later. Write what actually happened, including delays, refusals, empty replies, and things that went better than expected. Do not wait until the end of the period to start writing.
If your main part finishes early, switch to the secondary job already printed on your role card (tally, time-check, materials, or photo log if allowed), or add detail to the notes already made. If part of the action cannot be finished today, keep going on the part your teacher named for this room, and write on your slip what still needs to happen next. By the end of this stretch the class should have a first pile of honest evidence, not a polished story.
4 - Make Sense of It ~8 mins
First, in pairs for about a minute: each person speaks one specific piece of evidence from their four-box slip (a name, a sentence, a number, a place, or a clear no). Everyone contributes once here.
Then, as a class, share three things only:
- one piece of evidence that shows something changed, or started to
- one piece of evidence that shows something did not go to plan
- one note you would trust enough to keep for a later record
Listen for specifics. A name, a sentence, a number, a place, or a clear no is stronger than "it went well".
5 - What You Covered ~3 mins
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