We decided that we are going to use Appendix B as an activity for our presentation / lesson plan. In our activity, we will divide the class into four group; each group will read and discuss one case out of four cases. groups need will
first, each group will imagine what each teacher says that makes it possible for the students to say what they do.
Second, the whole class will decide which students are from the same class.
What do we feel is the necessary background information our classmates need for them to get what we envision out of this activity?
ReplyDeleteI would think that giving a example of everykind of language would be more helpful in figuring the activity out! but, the text is very obvious and easy to understand without furthur explaination.
ReplyDeleteSo, I spent some time really thinking about the activity and I came up with a timeline and resources. Let me know what you think--
ReplyDelete1. Ask the class to read the case study they were assigned (four groups). Attached to the case study will be two quotes from the book (I'll post the quotes in the next comment box) to help guide the reading of the case study. In these groups we would like them to answer two questions relating to how the student sees themself and what kind of language is being used as a part of a hidden curriculum.
2. We will ask groups to share their thinking. Then, I can lead a whole class discussion about both the hidden curriculum of the language we use in the classroom and the power of that language in creating an anti-oppressive atmosphere.
3. The final step would be to ask the class who they think is in the same class? (Mandy and Millie/Steven and Henry)
I am totally comfortable leading the discussion if you, Reham, will take on the instructions for reading the case studies and reflecting on the questions. I'll post the quotes below along with a link to the instructions sheet I am putting together on google docs.
Quotes to guide reflection:
ReplyDelete"Teachers play a critical role in arranging the discursive histories from which these children speak. talk is the central tool of their trade. With it they mediate children's activity and experience, and help them make sense of learning, literacy, life, and themselves" Johnston p.4
"Teachers can position children as competitors or collaborators, and themselves as referees, resources, or judges, or in many other arrangements. A teacher's choice of words, phrases, metaphors, and interaction sequences invokes and assumes these and other ways of being a self and of being together in the classroom." Johnston p. 9
And the quotes to lead discussion as a whole class:
"The process of teaching involves not only what we do but also what we do not do, what we say as well as what we do not say, what we include as well as what we do not include, how we interact as well as how we do not interact. We can never teach in ways that do not involve hidden lessons, especially hidden lessons that reflect the oppressive norms of society." Kumashiro p. 37
"We acquire language, and by the time we arrive at school, we have remarkable facility with it. At the same time, we are largely unaware of it...many children graduate high school with little change in their level of awareness, leaving them unprepared to manage the effects language has on them and on others. This leaves them at the mercy of advertisers, politicians, authors, and so forth. It also leaves them unaware of the effects their discursive histories have had on them. Failure to understand these relationships means that they cannot take up issues of social justice perpetuated through language." Johnston p. 12
Ok, new idea. I think we hand out the first page of the google doc that can be found here:
ReplyDeletehttps://docs.google.com/document/d/1rwk3i6aKoN7to_749ipB_x8kuwAhFbeQnlnKNayUFqE/edit
We have them discuss in small groups and after they share their answers they do "small talk." Each person gets one of the two quotes on the second page of the google doc. They walk around and paraphrase their quote to two other people and listen to each partner's paraphrase. Then they sit back down and we discuss those last questions as a whole class.
Thoughts?