Meaningful Use Day Of Reckoning Health Story Nick Van Terheyden
Week 3 monday. In the Peace Corps people talk a lot about how the most meaningful things are the...
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Transcript of Week 3 monday. In the Peace Corps people talk a lot about how the most meaningful things are the...
![Page 1: Week 3 monday. In the Peace Corps people talk a lot about how the most meaningful things are the little day-to-day victories. Today in one of my classes.](https://reader035.fdocuments.in/reader035/viewer/2022062321/56649da05503460f94a8ba0c/html5/thumbnails/1.jpg)
week 3monday
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• In the Peace Corps people talk a lot about how the most meaningful things are the little day-to-day victories. Today in one of my classes I asked for a volunteer to read a definition written on the board. I was answered by blank stares. I waited and asked 2 more times before a girl finally stood up (in Mozambique students stand to answer questions or otherwise speak in class). The next time I asked for a volunteer, after a slight pause the same girl started to stand again. I thanked her, but told her I wanted a new person. waited again and asked 2 more times before another girl finally stood. The 3rd time I asked for a volunteer a girl stood up right away. The 4th time I asked for a volunteer six students jumped up at the same time, making me laugh out loud.
• On the walk home from town one day some girls ran from a house with their hands extended, asking for money. I told them I wasn’t giving them money, and they yelled at me in Tchopi. A week later I walked by the same house. The girls yelled, “Oi, mulungo!” I responded “ I have a name, but it’s not mulungo.” They giggled at this idea. About 10 seconds later one girl hesitantly asked, “What’s your name?” They called, “Goodbye Anata” as I walked away. The following week when I walked by one of the girls yelled, “Hey! I forgot your name, what is it?”
• Today in all of my classes, each time I asked for a volunteer there was a huge commotion as 8 different people would jump out of their seats, trying to be the first one to start reading. It was a wonderful feeling. One girl also asked a question today in class. It wasn’t subject related, but I’ll take it! With about 15 minutes left in my last class it started pouring and I had my first experience with trying to teach a class of 45 students (absurdly miniscule by Mozambican secondary school standards let me add) in a cement room with a metal roof. I ended up letting them go 5 minutes early because attempting to teach was just futile. (Scooter, January, 2010)
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teaching in culture
seeing the kids• as layers of mystification and
obfuscation are peeled away, as the student becomes more fully present . . . experiences and ways of thinking and knowing that were initially obscure become the ground on which an authentic and vital teaching practice can be constructed. (To Teach, p. 25)
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labels (good and bad) always limit kids
• labels one-dimensional• a label (even an accurate one)
emphasizes one dimension at the expense of many others
• labels emphasize differences between kids– emphasizing differences limits kids– valuing similarities frees kids
• the goal of good teaching is a community of children, each with many identities and indefinite possibilities
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how to learn to see kids• begin to understand how kids are
viewed in this culture—explore the beliefs and values we hold about kids
• pay close attention to kids from as many perspectives as possible, in as many contexts as possible
• strive to glimpse the possibilities, knowing that the more possibilities we see, the more we create
• be humble—understand that no matter how closely we look we will only be scratching surfaces
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• see kids as unique and rare, – but not as completed, rather as
having with many and unknowable potentials.
– without defining them in terms of their differences from others
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the great (American) cultural (teacher) myth
• others – may prejudge kids – may bring preconceived ideas
about kids– be influenced by what others say
or believe about them or about kids in general,
• but I see kids for who they really are
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mediation• we do not act directly on the world
—no person, thing etc. is directly accessible
• all our transactions with the world—people, things, relationships—are mediated by – cultural beliefs, values,
expectations, – experience, knowledge, and so
on.
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history of ECE• a stream with many currents.
– at times some currents are stronger and closer to the surface than others.
– some currents become weak and seem to disappear, only to reappear later.
– often different currents join to form a seemingly new one.
– but the currents of today can be traced to the currents of yesterday.
• you are entering a stream that has been flowing for centuries
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wednesday
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teaching
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teachingsome initial premiseskids have many selves, many identities,
many dimensions, often depending on contexts
• the more selves, dimensions etc. one sees in a kid the more possibilities for connecting with the kid
• the more selves, dimensions etc. one sees in a kid the more possibilities one creates for the kid
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• kids spend much time sharing who they are with other kids.
• they spend much energy being like each other, talking like each other, dressing like each other, and so on.
• so why do we as educators spend so much time emphasizing the differences between kids.
• what would it be like if we spent as much time and energy looking at what kids share, at what they have in common?
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history projects• don’t plagiarize—cite sources for
quotations and paraphrases—always credit
• full references for books, articles, etc.
• quotations—citation and page #• present well—organized, attractive• first person plural
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friday
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Lesson Studyin lesson study teachers• explore long-term goals of schooling,
eg, love of learning, respect for others• explore goals of a particular subject
area, unit, or lesson• plan and conduct a research lesson• carefully observe student learning,
engagement and behavior during lesson
• discuss and revise the lesson based on these observations
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research lessons• 3 groups (6, 6, 7)• plan & teach a 40 minute lesson to the
rest of the class (2/17; 2/22; 2/24)– lesson—first of a 3-lesson unit on the
topic– 2 or 3 people teaching, the remaining
3 or 4 observing and taking notes• after the lesson, a 30-minute discussion
by the research lesson planning group on the lesson, revisions etc (others observe)
• ending with short 5-minute recap by an outside observer