Video episodes and teaching/facilitator resources available for free
The resources include seven videos as follows:
Teacher/Facilitator Resource - a guide to using Inside Out
Aside from video episodes, Inside Out also comes with a Resource Pack, which includes:
a) Episode Lesson Resources with class discussion ideas for each episode
b) Glossary of Terms
c) Pedagogy Guide to help a teacher/facilitator prepare before screening the episodes
Episodes 1-5 for Year 9-13 or Inside Out for Year 7-8 students
A Pedagogy Guide is included in your resource pack to help you prepare in creating a safe, open, inclusive and respectful learning environment during these screenings.
Stimulate robust discussions using the included Episode Lesson Resources and Pedagogy Guide
Each episode includes an Episode Lesson Resource, with suggested questions, activities and discussion points to help facilitate healthy and reflective conversations after viewing.
We recommend watching this video before facilitating a screening of Inside Out to children and young people.
When running the resource with groups of young people their safety is paramount.
Exploring sensitive topics requires preparation, consideration and care. There are many ways you can establish a safe, supportive learning environment while exploring Inside Out with children and young people, as outlined on the Pedagogy Guide included in the Inside Out Resource Pack.
The first thing you can do to foster a safe learning environment is to co-construct important ground rules about how the group discussions that the resource promote can be safely conducted.
Guidelines could include things like:
Inside out takes a norm-challenging approach. This means that some of the discussions that may emerge might make students feel uncomfortable as they realise the extent to which norms have structured their lives. Some of them may realise that these norms have fostered negative reactions to other people, that may have caused others’ distress. This discomfort is totally acceptable, and often desirable to produce deeper learning. However, it is important that the learning environment frames problematic norms as the issue, rather than individual who hold these attitudes. The learning environment then becomes less threatening, and is more likely to foster critical thinking and discussion.
Equally important is to consider that you may have students in your classroom who are sex, gender, or sexuality diverse — or have whānau who are. Be careful not to put the spotlight on them as an “expert” on the topic. It may be good to briefly talk to them in private before a class discussion, to assess their thoughts and feelings about the upcoming discussion topic.
Other details that may be touched on during class discussions — such as religion, concepts of oppression, safe and appropriate questions to ask a transgender person and more — are covered more fully in the Pedagogy Guide included in the Inside Out Resource Pack.