Lowell and Burniske’s meetings in the Manabi Hut served the purpose to inspire students to become engaged in open minded inquiry. However, it was noted that they, themselves, encountered difficulties in engaging in such discourse. This brings up an extremely important point when collaborating and planning lessons for the classroom. I believe that teachers must be open minded and eager to guide their students towards discussions in which the students are genuinely interested and engaged. If teachers are not able to engage in such discourse on their own, it is very likely that students will not be eager to do so either. Thus, in order to ensure that teachers provide positive models for engaging in open minded inquiry, it is important to use resources in the classroom that provide students with varying opinions on a given topic. In the chapter, the authors discuss how the purpose of a text is to inspire dialogue rooted in the belief that “truth was found in dialogue” (p. 10). I think that this refers to the idea that because language was the only way to convey ideas, what we read is based on the truth of such language. This idea is extremely important, but it is equally important to note that in today’s world, there are multiple ways of conveying information and ideas, including video, radio, and other forms of media that can convey meaning without using spoken or written language. Though the media has changed the way we tell stories or information, such information has not changed. Technology has provided us with news means to the ends; not new ends.
I found the story of the lion and the man very interesting. The man claimed to the lion that he was stronger and because the lion didn’t believe him, he proved it to him by showing him a statue of a man defeating a lion. Though this statue may been a source of proof for the man, it is important to note that the man made the statue. Thus, what is the truth? This story can be translated to the classroom setting by telling students that there is truth in specific articles or textbooks. The truth that is spoken in such resources may be skewed to convey the ideals of one particular viewpoint. In one of my undergraduate classes, I read a book titled, Lies My Teacher Told Me. This book discussed history that is taught in classrooms across the country and the problems that lie within such teachings. Because we read from textbooks made in the United States, we often do not get the entire truth about negative aspects of our own country. The book discusses the fact that these lies are purposefully kept from students so that they see our country as superior. Though I am not quite sure I believe this text completely, I do believe that it is important to use resources that vary in opinion so that students can see multiple perspectives of a situation, and therefore FIND the truth on their own.
Another point that was made in this chapter was the fact that as teachers, we need to move beyond the technique of students answering questions that we present. Instead, students should gather background information about a given topic and then create their own questions to answer. I feel that this would make learning meaningful to the lives of young students. Elementary school children are often interested in only what revolves around them. Thus, if they are able to create questions that they feel are important (with the guidance of teachers), the learning that will occur will becoming meaningful to them and therefore make a difference in their lives.
The chapter concludes with two important questions that teachers should ask themselves when planning lessons. “What might students gain from this? What might students lose from this? (p.13)” These questions are extremely important and can absolutely help to guide teacher instruction and student learning. When using technology or other resources to plan lessons, teachers must look for the student benefit as far as content gain. If the technology is simply used as the ends of purpose of the lesson, then it may not positive impact student learning. If, however, the technology is used to deliver the content, then there may be more of a positive impact on learning outcomes. These two guiding questions can help teachers to create and teach lessons that have as much of a positive impact on learning experiences as possible, thereby enhancing overall student learning outcomes.
Annotations
Heifer International (2008). Retrieved from: http://www.heifereducation.org/site/c.lwL0KlN1LvH/b.3993181/k.BDA8/Home.htm
This website, run by Heifer International, provides teachers with information and resources to help achieve the organization’s mission of ending poverty and caring for the Earth. The resources vary from lesson plans to online games and activities that help students learn more about hunger around the world. In order to access resources, teachers must create an account with a username and password.
Nobel Prize (2009). Retrieved from: http://nobelprize.org/educational_games/
The Novel Peace Price website provides individuals with information about the history of the Nobel Prize and also provides various educational games online that are based on the works of a specific Nobel prize awarded throughout history. Though the site is based on the Nobel Prize, I don’t feel that the activities make a true connection to helping to create global citizens in the classroom setting.
Explore Africa Today (2009). Retrieved from Discovery Education from: http://africatoday.discoveryeducation.com/
Discovery Education provides teachers with lessons and activities that explore the country of Africa in depth. Teaching guides include vocabulary, writing prompts, and interactive media including videos. I think it’s great that students are able to compare their own culture to cultures of different children across varying African countries. Furthermore, the website breaks down the topics covered so that students are able to directly compare facets of American life, such as the environment and culture, with those of life in Africa.
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