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Weekly Inquiry
questions:
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Objective: A series of Lesson plans for student
teachers that will encourage them to create an inclusive classroom where all
children are celebrated and safe and they are too.
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Sites, texts,
clips to explore:
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What is happening
in our world? Right now.. July 2013
Do you know?
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Choose one
country and see what is happening there: explore the current news items on
line:
·
Africa
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Egypt
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Afghanistan
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Vietnam
·
Middle East
·
Cambodia
·
Indonesia
Create a 2
page information document for July 2013:
What is
happening in our world? [use the headings WWWWWH? ]
Refugee
stories?
War?
Conflict?
Poverty?
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What do the
statistics tell us is happening for the children in these countries??
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Is there a
crisis?
Where?
Create a mind
map around this topic and the country of your choosing in relation to the
children: Identify some of the complexities:
UNESCO
United
Nations Millennium goals
PISA
Asia Society
Global
education
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Students will practice
evaluating facts, bringing to bear their own experience, preferences, and
international contexts.
Report Summary
Displaced People.pdf
UHNCR report summary Displacement
people 2012
PISA 2009 Results: What Students Know
and can Do : STUDENT PERFORMANCE IN READING,
MATHEMATICS AND SCIENCE
http://www.globaleducationconference.com
http://teachunicef.org/explore/topic/millennium-development-goals
http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=381&sid=4
Students will examine how
generalizations can easily be invalid, and they will learn how to qualify
generalizations to make them accurate.
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What is the
response to this dislocation on the ground in these countries?
Who is doing
what?
Which
agencies are at work?
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KWL chart
What you know
about what is happening with the children and what you want to know?
Be clear
about this and create an Inquiry question to follow through the next lessons.
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Where we live helps shape who
we are. By examining the concept of community and its importance in our
lives, students will gain an appreciation for their own community while
gaining respect for communities that may be very different than their own.
They will also explore their role within the community around them.
Students will examine a
real-life confrontation of cultural values through the experience of a Peace
Corps Volunteer in Papua New Guinea.
Students will focus on aspects
of the Maasai pastoralist culture and compare it with their own.
http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=381&sid=4
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Teacher
identity….What makes a teacher?
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1. Drawing
self….then add depth
2. What do
you stand for? What do you believe?
3. How do you
create a safe inclusive classroom? Does it matter where you teach?
5. Are you
the same teacher wherever you are?
WHO are you
then?
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Each of us has unique
characteristics that make us not only look different from one another, but
also act differently. These characteristics include our likes and dislikes,
as well as our talents and abilities. These characteristics can help children
understand that we each have worth and are a vital part of our world.
Students will also see that although we are different, there are also many
things that make us similar.
Students will learn that they
belong to many groups, depending on the criteria they choose to determine the
groupings.
As each of us goes to school,
it quickly becomes one of the most important parts of our lives. Although
schools are found in every corner of the world, they can be quite different.
Learning about schools and schooling around the world can help students
understand not only the importance of education, but also how children of
every culture have many of the same needs.
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Teacher
stories from conflict
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Rania’s
story…. 5 TWB stories
Look at each
of these stories from the teacher’s perspective.
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TWB website
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Parent
stories of the value of education
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Parent’s
stories of supporting their families through war/ conflict/ poverty:
How similar
are these values to your parent stories?
Look at the
information provided from the parent’s perspective:
What do they
want for their children?
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The concept of family and it
importance in our lives is something that is shared by people of every
culture. By looking more closely at photos and simple text describing the
roles we each play in our families, students will gain an understanding of
the similarities shared by families around the world.
You tube?
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Children’s
classroom stories
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Hearing children
speaking about their experiences with war/ dislocation/ poverty and the part
schooling plays in their adjustment to the challenges that they face is vital
for teacher.
Schools often
provide one of the first connections that children in crisis have.
Teachers play
a vital role in the settlement and recovery of children and families by
developing a trustful and ongoing relationship with them where they feel
safe, thus restoring hope, trust and dignity to families.
What do the
children’s stories all have in common?
Look at the
information from the child’s perspective
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The Journal of
Multiculturalism in Education Volume 8 (October 2012) 1
“Teachers, Flip Your Practices on Their
Heads!”
Refugee Students’ Insights into
How School Practices and Culture must
Change to Increase Their Sense of School Belonging
M. Kristiina Montero, Hany
Ibrahim, Colleen Loomis, and Sharon Newmaster
Wilfrid
Laurier University
http://www.journeysinfilm.org/wp-content/uploads/2010/11/To-the-Teacher_Notes-for-Implementation.pdf
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Children’s
texts
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Cross-Cultural Understanding
Exercises, texts and
activities specifically designed to help students understand cultural
differences will enhance respect and tolerance between and among students of
different ethnic backgrounds.
Choose a children’s text ,
film or clip and create a lesson plan for your classroom focused upon
inclusion .
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If the world were a village: David J Smith
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Mirror: Jeanie Baker
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Discover our world
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Peace : Sam Williams, Mique Moriuchi
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Whoever you are: Mem Fox
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More….
Peace Corps
lesson plans:
In this lesson, students learn
about culture in Chad through the eyes of two Peace Corps Volunteers: Michael
Varga, who served in Chad from 1977-1979, and Fan Yang, who served there
almost thirty years later, in 2005-2006. Both Volunteers were evacuated due
to civil war. Students will watch a slide show and examine primary
sources–letters sent home from Michael Varga during his service–to learn
about the geography and culture of Chad, as well as how his Peace Corps
experience shaped his future. Then students will study photographs and
stories from Fan Yang's time in Chad to compare the two Volunteers'
experiences.
Students will read and discuss
"Declaration," a poem written by a Peace Corps Volunteer serving in
South Africa. Students will focus reading and discussion on issues of gender
as they appear in the poem.
Students will learn about and
experience just a bit of what it's like living in a village in Tanzania—from
language to geography to health and hygiene issues.
Asha, a young girl living in
India, takes the reader on a virtual journey through her village. She offers
a glimpse into aspects of her culture and daily life while introducing a
variety of words in Hindi. By seeing components of a village in India,
students can compare and contrast daily life in India with their own. In
doing so, they can see that although people may have differences in country
of origin, foods, or language, we are more alike than different.
This lesson is designed to
support exploration of the issue of gender equality and traditional gender
roles. By viewing the introductory slideshow and using class discussion
questions which accompany the 25 minute video “ You Can Dream; Stories of
Moroccan Women Who Do ,” students travel to the fascinating country of
Morocco and learn first-hand how several Moroccan women are transforming not
only their own lives, but their entire community by becoming role models and ensuring
equal opportunities are available for all.
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Best practice
in multi-cultural classrooms:
What do
teachers say?
What do they
parents say?
What do the
children say?
What does the
research say?
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List 15
characteristics of a ‘healthy’ multi-cultural classroom
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Our own culture is all around
us and has helped to shape who we are, what we enjoy, and our social norms.
Our encounters with those of a different culture are excellent opportunities
to celebrate our diversity while appreciating our own culture. Students will
compare and contrast cultures of the world celebrating their differences and
similarities.
Students will wrestle with
resolving contrasting values between cultures.
Creating Communities
Working with Refugee Students in Classrooms
by Kevin Roxas
Democracy & education, vol 19,
no- 2 feature article 8
Diversity in BC
Schools: A Framework:
Website:
www.bced.gov.bc.ca/diversity
Planning the
learning environment for refugee
back ground
students
Primary
English Teachers Association PETA
PAM LUIZZI
& JANET SAKER March 2008
Students from Refugee Backgrounds – A Guide 2009
“ESL Standards,” British Columbia
Ministry of Education, 2001
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Observation
opportunities in your classroom….tomorrow!
Look for the
multicultural connections….build your knowledge of the classroom culture in front of you.
Choose a
student and create a simple profile:
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Focusing upon
what you see, touch, smell and hear NOT what you interpret …that comes next.
Make
classroom observations related to the multicultural elements as objective as
possible.
Then build a relationship with the student:
Play, play, play!
Begin to
build a profile of the student.
Building student language and learning profiles:
It is important to gather as much
information as possible
about refugee learners as this
will help to inform the teaching program they need.
This needs to include information
on:
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date of arrival in Australia
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time spent in transit countries and/or refugee
camps
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the student’s schooling both prior to and in
Australia, including information
about the kind of
schooling experienced, subjects
studied, time spent
in intensive English language
programs
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family educational experiences and literacy
practices,and their educational aspirations
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where and when students use English in out-of class
contexts
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student’s and family’s first language(s).
What does
this information tell you about the student you have observed …..
What is your
hunch?
Clarify this
with a colleague.
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Students will begin to analyze
what it is that constitutes culture.
Planning the
learning environment for refugee
back ground
students
Primary
English Teachers Association PETA
PAM LUIZZI
& JANET SAKER March 2008
Students will identify
features that all cultures share and decide which are visible and which are
invisible.
Students will be led to grasp
the importance of understanding behavior from the perspective of the culture
in which that behavior is the norm.
Students will identify the
advantages of being flexible when visiting or living in a culture different
from one's own.
Students will try to resolve a
cross-cultural misunderstanding in a constructive manner.
Students will practice
distinguishing between facts and opinions, in order to better understand
their own observations.
Students will examine the
cultural trait of sharing, trying to view it from the point of view of
someone in another culture.
Students will see that it is
crucial to understand the perspectives of another culture if one is trying to
work within that other culture to effect change.
http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=381&sid=4
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Your plan…….
Knowing what
you now know about your student from your observations what you will do to
create an inclusive classroom for all?
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Y chart
drawing:
What does this
inclusive classroom look like, feel like and sound like?
Then:
How you will
set out to create this classroom?
Steps in the
process:
·
Relationships
·
Structures:
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Processes:
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Values:
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Curriculum:
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Inclusion:
Draw what it
might look like
Summing up :
Did you Learn
what you thought you would learn in this series of activities?
Finish your KWL chart…..make it a celebration!
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Students will probe their own
histories to record how they have had to expand their worldviews.
Classroom
architect
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Sunday, 4 August 2013
A multicultural perspective
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