Below is an example of a lesson created by myself and my teaching partners for one of our Field Experience placements.
Group 4: Nandita Sheth, Simone Westerkamp, and Rachel Zubrowski
Friday, February 15, 2013
Kindergarten Class
Our big idea was inspired by the Kindergarten’s current unit on Jim Dine’s Hearts. Hearts are iconic, global images associated with ideas of Love. We will use dialogic inquiry based pedagogy to engage our KG class in expanding discussions that unravel and bring to articulation, through words and actions, the rich “fields of meanings” that resonate with heart imagery and concepts of love. In the first class Nandita will explore ideas of what we “love”: what we value and why; in the second class Simone will build upon the first in a discussion and mind map of the difference between the feelings of like and love, and in the third class Rachel will present to the class examples of artwork that are inspired by the emotions of the heart and the class will discover and discuss their own emotions when viewing the art through an interactive activity.
Friday, February 15, 2013
Kindergarten Class
Our big idea was inspired by the Kindergarten’s current unit on Jim Dine’s Hearts. Hearts are iconic, global images associated with ideas of Love. We will use dialogic inquiry based pedagogy to engage our KG class in expanding discussions that unravel and bring to articulation, through words and actions, the rich “fields of meanings” that resonate with heart imagery and concepts of love. In the first class Nandita will explore ideas of what we “love”: what we value and why; in the second class Simone will build upon the first in a discussion and mind map of the difference between the feelings of like and love, and in the third class Rachel will present to the class examples of artwork that are inspired by the emotions of the heart and the class will discover and discuss their own emotions when viewing the art through an interactive activity.
Lesson Two: Like or Love?
Lead Teacher: Simone Westerkamp
Learning Outcomes: Building upon last week’s class, students will delve together into an understanding of the nuances/differences between the feelings of love and like and will again have the chance to express these via snap judgments, tastes, etc. toward presented images and sounds.
Activity: Students will engage in a discussion about the differences between love and like, recorded in a mind map by Nandita and Rachel. The idea is to hone in on elements of last week’s discussion and to explore the terms according to a Kindergarten-aged person. Using some of the tokens from last week, we will finish with a snap judgment activity: a slideshow featuring works of art, installation, photos, and music. Since they just engaged in the group discussion differentiating the two, the students should hold up either the like or love symbol for each slide (or a dislike), and offer reasoning for their decision.
Schedule:
05 min gathering/recap of last Friday and introduction of today’s activities.
20 min Group Mind Map activity/discussion
15 mind Snap Judgment activity/discussion
10 min sum up of the day, line up to leave
Guiding Questions:
Intro: Who can help me remember what we talked about last Friday? (maybe show tokens to spur memory). Can you tell me a little bit about Jim Dine and his work?
Mind Map: What does it feel like to like something? What are some examples of things you like? (Conversely,) What does it feel like to love something?
What are some examples of things you love? Many responses are expected for each, and other questions will most likely arise based off of student answers.
Snap Judgment: What made you decide to hold up your love/like/dislike symbol? How does this image (/music) make you feel? What do you like or love (or not like) about it?
Back Up Activity (if necessary): If extra time needs filling in the end of class, students will be presented with the opportunity to explain the decorations they drew on nametags last week.
Assessment Measures: Assessment will occur in the form of student responses and ideas during the mind map and the snap judgment activity. Responses should show an understanding of the ideas presented and discovered in the lesson.
Support: Rachel and Nandita will help set up the tables before class and lay out paper for mind mapping. They will be scribes, physically writing the mind map as the students provide answers, thus creating a manifestation of the philosophical discussion taking place. They will help hand out tokens. They will make and record general observations.
Lead Teacher: Simone Westerkamp
Learning Outcomes: Building upon last week’s class, students will delve together into an understanding of the nuances/differences between the feelings of love and like and will again have the chance to express these via snap judgments, tastes, etc. toward presented images and sounds.
Activity: Students will engage in a discussion about the differences between love and like, recorded in a mind map by Nandita and Rachel. The idea is to hone in on elements of last week’s discussion and to explore the terms according to a Kindergarten-aged person. Using some of the tokens from last week, we will finish with a snap judgment activity: a slideshow featuring works of art, installation, photos, and music. Since they just engaged in the group discussion differentiating the two, the students should hold up either the like or love symbol for each slide (or a dislike), and offer reasoning for their decision.
Schedule:
05 min gathering/recap of last Friday and introduction of today’s activities.
20 min Group Mind Map activity/discussion
15 mind Snap Judgment activity/discussion
10 min sum up of the day, line up to leave
Guiding Questions:
Intro: Who can help me remember what we talked about last Friday? (maybe show tokens to spur memory). Can you tell me a little bit about Jim Dine and his work?
Mind Map: What does it feel like to like something? What are some examples of things you like? (Conversely,) What does it feel like to love something?
What are some examples of things you love? Many responses are expected for each, and other questions will most likely arise based off of student answers.
Snap Judgment: What made you decide to hold up your love/like/dislike symbol? How does this image (/music) make you feel? What do you like or love (or not like) about it?
Back Up Activity (if necessary): If extra time needs filling in the end of class, students will be presented with the opportunity to explain the decorations they drew on nametags last week.
Assessment Measures: Assessment will occur in the form of student responses and ideas during the mind map and the snap judgment activity. Responses should show an understanding of the ideas presented and discovered in the lesson.
Support: Rachel and Nandita will help set up the tables before class and lay out paper for mind mapping. They will be scribes, physically writing the mind map as the students provide answers, thus creating a manifestation of the philosophical discussion taking place. They will help hand out tokens. They will make and record general observations.