A Perfect World IRP:Vygostky and Duckworth Unite

Alaina Smith and Lindsay Willms (EPSE 505)

Socials 10Voices From the Ones Who Know…

PLAY INTERVIEW

Socials 10 FeedbackListening to Students:“I believe it was simply dragged out too long.”

“The information got into small irrelevant details to fill time.”

“Socials 10 is completely irrelevant to Socials 11…nothing that carries over besides the name ‘Canada’.”

-Grade 11 Student (IEP)

IRPs & CurriculumHow can teachers plan lessons to maximize potential development when the curriculum IRPs are working against them?

RationaleCurriculum

Rationale

IRP Goals Our Goals

Combining Perspectives

Vygotsky Duckworth

Duckworth and Our Goals

DUCKWORTH:

“Engaging students minds and hearing what they have to say.”

Breadth of Strategies & Cross-Curricular Learning

Goal 2

Vygostky and Our Goals

VYGOSTSKY:“not by what the child knows how to do by himself, but by what he knows how to do under guidance……..with help according to instruction, or in collaboration.”

Encourage Peer-Peer and Student-Teacher Interactions

Goal 3

Socials 10 IRPTime for a Re-Vamp

Our Approach

Click icon to add picture

In order to align the IRP with developmental theory, we will re-vamp both the Prescribed Learning Outcomes (PLO) and the format of a section of the current IRP for Social Studies 10!

2010

Our Focus

Without curriculum

that is relevant to students, it

makes it very difficult to

engage learners.

The Re-Vamped PLOs!

*Simplified Language, Intuitiv

e

Order, Opening Curric

ulum for

Student Connection

The Re-Vamped PLOs! 1. Immigration Then and Now

Examine current immigration trends in Canada and compare to trends from 1815-1914

How did immigration trends help shape Canadian Society in this time period?

2. Canadian Identity Compare national identity 1815-1914 to modern day Canadian identity To what extent is and isn’t Canada a cultural mosaic?

3. First Nations Perspective Evaluate the perspectives of First Nations to new European immigrants Examine the response and action of new European immigrants directed

towards First Nations

4. Gender and the Arts Examine how Canadian society is reflected through the arts (from 1815 –

1914) Compare traditional gender roles from this time period to current day

gender roles

1. Immigration Then and Now

Rationale: Have students make connections to their own world and understand why the Canadian multicultural landscape looks the way it does

Vygotsky argues that, “education leads development, which is the result of social learning through the internalization of culture and social relationships.”

Lesson ExamplePart One:

Duckworthian

Share family examples of immigration to Canada – why did these people, families immigrate?

Can you suggest why people 150 years ago may have immigrated to Canada?

Do world events influence immigration? Make connections to what is going on in the world now and how/why people are immigrating.

Part Two: Vygostkian

Working in groups, choose a strategy to represent the origins of each family in the class (pie graph, bar graph, chart, timeline with dates and locations, etc)

Join with another group and share how you each represented the immigration of class members.

In partners, research important world events from 1815-1914 – each group will contribute their information to a class-constructed timeline of world history from this time period (large, visual representation).

The Survey

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Design a survey about immigration and go out into the community and gather data about current day immigration, include things like where from, reasons why? Ensure to poll a good cross section of the population – for example, some groups to visit a retirement home to poll the aged.

2. Canadian Identity

Rationale: The Socials 10 curriculum does not encourage an introspection on our current definitions of Canadian Identity

In order to learn, students must be able to connect with the material because as Duckworth says “knowing enough about things is one prerequisite for wonderful ideas.”

Lesson Example:Part One:

Duckworthian

Get up and listen to my question.

Find a place somewhere along the horseshoe – between STONGLY AGREE / NEUTRAL / STRONGLY DISAGREE

What does this say about Canadian Identity?

Part Two: Vygostkian

Write a two-three generational history of your family

In class share your story with four others

Mark on the map the paths of your ancestors

As a group, define Canadian identity

Make a MUSIC VIDEO for the song “Oh Canada”

Rationale: The Socials 10 textbook looks at the First Nations perspective from an Eurocentric view – how do students get past the stereotype and truly LEARN about Native Canadians.

They must experience their perspective and as Duckworth says, draw on their own “repertoire of thoughts, actions, connections, predictions and feelings.”

3. First Nations Perspective

Lesson Example:

The Duckworth EXPERIENCE:

Students will make First Nations drums

They will research a symbol from a First Nations culture they identify with

The Vygostkian LEARN and INTERACT:

A local chief is then invited in to discuss drumming and the topic of assimilation

Student will be armed with questions for the chief and encouraged to ask

Rationale: How society has evolved can be seen by examining many of its’ different elements. Examining the changing role of women or the development of the arts can be key indicators of societal change.

Students need to do comparisons, engage in discussion, examine authentic works of art, listen to, interact and question people who are experienced in the field.

Duckworth states that “having wonderful ideas doesn’t come out of passive acceptance of textbook material.”

4. Gender and the Arts

Lesson Example

Works Cited BC Ministry of Education, Social Studies, Integrated

Resource Package (2006). http://www.bced.gov.bc.ca/irp/irp_ss.htm (retrieved November 15, 2009).

BC Ministry of Education, Visual Arts, Integrated Resource Package (1996). http://www.bced.gov.bc.ca/irp/irp_fa.htm (retrieved November 15, 2009).

Duckworth, Eleanor (2005). Critical education in the classroom. The New Educator, 1 (4), 257–272.

Duckworth, Eleanor (1974). Language and thought. In M. Schwebel & J.Raph (Eds.). Piaget in the classroom. (132-173). New York: Basic Books.

Works Cited Cont’dDuckworth, Eleanor. (1974). The having of wonderful ideas. In M. Schwebel

& J. Raph (Eds.). Piaget in the classroom. (258-277). New York: Basic Books.

Gindis, B. (1999). Introduction of Dr. Gita L. Vygodskaya. Remedial and Special Education, 20, 329.

Gindis, B. (1999). Vygotsky’s vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 333-340.

Meek, A. (1991). On thinking about teaching: A conversation with Eleanor Duckworth. Educational Leadership, 48 (6), 30-34.

Vygodskaya, G. L. (1999). Vygotsky and problems of special education. Remedial and Special Education, 20, 330-332.

Vygotsky analyzes Piaget’s theory. Retrieved September 20, 2009, from http://www.des.emory.edu/mfp/302/302vygpiaget.PDF.

Vygotsky, L.S. (1938). Mind in society. Cambridge, MA: Harvard University Press.