3_In Class Exercise 2.12.24
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Michigan State University *
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Communications
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Feb 20, 2024
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In-Class Exercise #3
2.12.24 (8 points)
Directions: Respond to items 1 and 2 on your own for ~25 minutes. Afterwards, there will be a chance to share an insight that was meaningful to you. 1.
View and reflect about the following picture then answer the question below it.
What message do you take from this picture? Explain. The message that I take away from this picture is that although we want to be fair and even, the reality is that there will always be advantages and disadvantages among people, and that is in a way how our society was set up. Due to this, we must
go against society to make sure we are treating people equally and with fairness, especially in our classroom.
2.
For 1
of the 4 anti-bias education (ABE) goals (Identity, Diversity, Justice, or Activism), review the assigned page in your anti-bias education textbook (see slide 10 from tonight’s ABE PowerPoint for page #) and then respond to the following questions. Which
1
of the 4 ABE goals did you review?
Identity What was 1 sentence
that captured a core understanding for you?
“This goal means supporting children to feel strong and proud of who they are without needing to feel superior to anyone else.” (Derman-Sparks & Edwards, 2020, p. 15)
1 phrase that moved, engaged, or provoked you?
“Long-term commitment” (Derman-Sparks & Edwards, 2020, p. 15)
What was 1 word that struck you as powerful?
“Nurturing” (Derman-Sparks & Edwards, 2020, p. 15)
In your view, how does this goal connect to the picture above?
Explain in a few sentences.
This goal connects to the picture above as it highlights that from left to right gradually allows each of the children to feel strong and proud of who they are without having a barrier (fence) to block them from feeling this way. As a society, we try to block or diminish children from achieving their full potential as educators we need to make sure we move against “reality” and try to encourage children to feel proud of their identity and
set them off to feel strong for who they are. What is an example
from your lab classroom of how this goal was supported?
Describe in a few sentences. Note: You may want to review slide 11 for thought starters. One way our lab classroom does this is by having a variety of different cultures, languages, disabilities, etc. highlighted throughout the classroom. For example, we have a
place in the block area where we have different Barbies/people represented for the children to use for pretend play. In this area we see a diverse range of people showcase different identities, so each child feels like they are being mirrored in the classroom. They
have people of color, white people, and those with disabilities (in a wheelchair, amputated, etc.). In reflecting on your Aesthetic Lesson Plan, how was children’s Identity
supported?
In my aesthetic lesson plan, the children’s identity was supported as I made sure that although the activity goal is to create a unique version of a planet it also is open-ended. Meaning if a child paints the ball with green vs rainbow stripes each child is reassured and is praised for creating something that they identify with and are proud of in their
Describe in a few sentences. artwork. Just because one thinks and paints a planet a certain way doesn’t mean it’s the right or wrong way. Each child is unique and has different beliefs in how they identify personally or create art and made sure to express that throughout my lesson plan.
3.
On your own for ~5 minutes, review and reflect on
your Aesthetic Lesson Plan Procedures, i.e., imagine
what you will do step-by-step (see below). Then for ~5 minutes describe
your Procedures to a colleague
and respond
to any questions your colleague has about them. Note: Below is just a reminder of the Lesson Plan Procedures from the template that may be helpful to you both in imagining and describing them. 1)
Invitation/attention getter that includes a main vocabulary word
2)
Introductory statement of purpose
that tells children what they get to do or learn about
(aligns with the AG, DO, or
CO) and includes a main vocabulary word
3)
Step-by-step
description of what will happen/
how teacher will support the children’s experiences during
the lesson, with two
examples of what to say at key times
4)
Wrap-up statement
that restates purpose from #2 above but in past tense now
5)
Transition support statement
about where children are going next that, if possible, connects with your lesson content in some way After
both of you have had a chance to describe (and discuss) your Procedures, respond to this question in writing:
How did imagining, describing, and discussing your Procedures perhaps help you become even more ready to implement your lesson?
Discussing my procedures helped me become even more prepared as it allowed me to get both praise and advice that I will consider in changing my lesson plan to make sure it correlates and aligns with my goals. I will go back to my lesson and furth extend and or fix some things that I need to clarify or develop further. It’s always important to double-check and get advice and feedback for your work and I was glad this in-class activity provided me that opportunity to practice and try and perfect my goals for this lesson plan.
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