Many thanks to this week's presenters. Again we heard about many interesting topics. First, we learned about ethics and classroom management, including ways to handle problems. Then we explored the more ethical possibility of teaching ESL students in their own languages. We also revisited inclusion and utilitarian views. Then we examined the question of indoctrination and education in religious schools. We looked at animal rights, moral concerns and how we can teach children to expand their respect for all living things. Lastly, we looked at issues connected to public/private/segregated schools. Well done, everyone.
Next week, July 29, your three lesson plans will be due. You should have three separate plans, but one "plan" might be a series of classes or a unit plan. The rationale should explain clearly how ethics plays a part, either in how the lesson is taught, how it is embedded in the curriculum or with what specific ethical issues students will engage. Tell me your reasons for teaching the lesson in this way and what ethical objectives you hope the students will achieve. The plan itself can be according to a template or point form: just clearly show what will be happening. Please note: each lesson plan should be about one and a half pages, with the rationale a minimum of a half page. (This is different from what I originally wrote in the syllabus.)
Due to time constraints with the paper presentations, we will no longer do lesson presentations in our last class, Aug. 4. I would ask that you choose one lesson to share on the blog next week and write up a short description. This should be posted between July 29 - Aug. 4. This way, if someone in class is interested in your lesson, you could e-mail a copy to him or her.
Enjoy the lovely weather!
Ethical lesson plan:
ReplyDeleteI have put together a conflict resolution project with grade 12 law students in mind. Students will be working in groups as "conflict resolution teams employed by the United Nations" to find an ethical solution to the dispute seen in the Avatar movie over the Unobtanium. They will create contracts detailing their proposed solution, present their resolution to the class, and finally write individual responses about the experience of working as part of a team trying to resolve this conflict and conflict resolution in general.
If anyone is interested in a copy of this plan, please feel free to email me at bjg6@sfu.ca
~b
No, this isn't a make-work project. I think it's good to acknowledge the presenters even if we aren't required to make more blog posts. It was another good night of riproaring ethical dilemmas. I really enjoyed Lorn's thought-provoking paper, and it was cool to hear Lorn recognize Canada's flexibility with language when compare to the USA. I would take a slight issue with comparing capitalistic endeavors (ie banks) vs public schools in how they adopt more languages. The businesses don't necessarily want to recognize diversity, but they sure like to profit from it.
ReplyDeleteFor the purposes of this lesson we will examine how our passion relates to emotional literacy. Our passion relate to our feelings and emotions because in order to have a healthy soul we must know how to regulate them.
ReplyDeleteTeaching emotional literacy is key to understanding and controlling emotions, so as a byproduct the students will become according to Socrates strolling down a path towards a healthy soul. I have chosen to teach this lesson primarily through over exaggerated comic expressions to allow more of the students to fully engage with the material in a non threatening way.
In addition the packages of comics distributed throughout the class will allow the students to see examples as well as offer material to be traced if they feel they do not draw well, which will in turn will ease anxiety and offer differentiated learning. Allowing for difference of comfort level with emotion and drawing ability between students is another example of how ethics plays a role in how this lesson is taught. Because of this sensitivity this lesson will allow for greater class participation and be an effective method for teaching emotional literacy.
Lesson Plans:
ReplyDeleteMy three lesson plans are as follows:
1. Language Arts(Grade 5)
Perspectives on Heroes and Villains in Fairy Tales
In this one, we look at traditional fairytales/fables (3 little pigs) and then at a fractured fairytale (told from another perspective (“The True Story of the 3 Little Pigs") and grapple with concepts of right and wrong.
2. Health and Careers Lesson Plan (Grade 7)
“Pay it Forward”
For this lesson, we are practicing Aristotle’s Virtues by doing 3 kind acts.
3. Social Studies Lesson Plan (Grade 4 OR Grade 9) Avatar/Early Contact
This lesson is a precursor to learning about early contact and relationships between European explorers and Aboriginal peoples.
If you would like a copy of any of these lessons, please contact me at pegantifaeff@hotmail.com.
I agree with Doug, and so I would like to send a few of my comments as well.
ReplyDeleteFirst, I think the purpose of Lorn's paper was largely misunderstood. I think, though I am not sure, the point of his paper was to bring up whether or not making ESL students do their work in English is morally permissible _not_ whether or not it is possible. Our objections in class seemed to prove that it wasn't possible overall, but I think its impossibility does not at all diminish the purpose of his argument. In fact, it brings up other interesting ethical questions. The question it brings up for me is do we have to sometimes act unethically because there is no practical way to act otherwise? (I also don't remember if Lorn brought this up but if we look at this issue from a utilitarian view point, are we maximizing the good considering the resources we actually have? Is our current school system basically the lesser of a bunch of evils?)
I'd also like to comment on the indoctrination paper. I found it quite interesting, and in a lot of ways it reminded me of my own. You (Neetu, I think...sorry I've forgotten your name!) said in your presentation that you are Hindu but don't really believe it (and sorry if I'm paraphrasing you incorrectly) or don't really accept it. I wonder then, what is Hinduism? I suppose there is undoubtedly a cultural aspect, but is the cultural part of it really enough? This also brought to mind the question of whether or not atheism was a religion. I would say no, atheism is not a religion. Why must everything be a religion? (I'm just realizing now this post isn't really about my comments it's about my questions! But I enjoy having questions.) For me, this points to our human desire to have an explanation for the world, and I think recognizing this could be particularly useful in our classrooms. People have this innate curiosity about the world around them and taping into that allows our students to become imaginatively and emotionally involved in the curriculum.
So yes, I do have more questions that I have answers, and I love it that way. Questions are what drive me forward in my search for knowledge and why I'm so utterly addicted to learning. So thanks again everyone for another round of thought-provoking presentations.
See you later,
Allie
For one of my lesson plans I related the issue of change to Aristotle's Doctrine of Means. We all need to deal with expected or unexpected change at different times in our lives. By using your pre-established value systems you can relate them to the changes that you have to make in your lives. As teachers I believe it is good or moral for us to give students the ability to feel empathy for other people when making important decisions in their lives. This is an important tool in a persons toolbox that will help them to live in society more peacefully. Has anyone heard the term "going postal"? It relates to postal workers in the states who take out their frustrations on their former co-workers after they have lost their jobs. These are people who have not developed proper coping strategies
ReplyDeleteHere's a brief description of my three lesson plans:
ReplyDelete1. "Writing Love Letters"
This lesson will discuss the various forms of romantic unions that exist in today's society (ex. homosexual, mixed race, second marriages, etc.). This lesson is aimed at an English class, and students will be asked to write love letters with the goal of honing their narrative style writing and grasp of literary devices. Targeting this lesson to higher grades (11-12), this exercise will also offer hormonally charged teenagers the chance to express their emotions in words.
2. "The Pornography Debate"
Again, this lesson will be aimed at grades 11-12. This is a 5 class unit that will examine the porn industry. What constitutes a pornographic image, freedom of expression vs exploitation, etc. will all be discussed. The class will break up into 4 groups and each take a "for" or "against" stance in analyzing two different marketing campaigns. American Apparel and Calvin Klein each use what could be considered "pornographic" images to market their products. The class will discuss the implications of these campaigns and debate the issue.
3. Celebrities and World Issues
Prompted by an episode of South Park I just watched called "Butt Out!", this class will discuss the implications of celebrity endorsements of global issues. Students will be given insight into how celebrity endorsements are often spawned by a particular celebrity believing that they are smarter or more well-informed than the average person, and therefore believe that they have the right to become spokespeople for a cause. Students will learn to critically analyze an issue beyond the celebrity who may be the face of it.
Email me (cfc@sfu.ca) if you want these. But please note these are the first lesson plans I have ever written, and don't specifically include any PLOs.
Hello every one:
ReplyDeleteMy lesson plans are:
1- Mutation/Science 9. I talked about mutations,types of mutations, mutagenes, and results of mutation. Te ethics behind that is how far we can go on destruction of our environment and biologicla system with out controll.
2- Evolution/Biology 11. Again it is about destruction of natural habitats in our environment and change the population inthe biological systems.
3- Radioactivity/Science 10. In this one more focus on nuclear weapons race and uncontrolled nuclear activiies that lead to many disasters in human life.
If you need to see any one please e-mail me on Ysuleman@sfu.ca.
Hi all,
ReplyDeleteHere's a summary of my lesson.
Take it easy,
Allie
• Word of the Day (WOTD)
• “Hook”—Start with the title and make predictions about the story: what do they picture when I say “two fishermen”? What do the two fishermen look like? What do they talk about? Tell them one of the fishermen is a hangman! Imagine the men and their conversation again
• Read “Two Fishermen” stopping for clarification/discussion
• Divide the students into groups of 4 and have them look for examples of what influences/motivates Michael and how this may have lead to his mistreatment of Smitty (will examine how the pressures of society may lead people to act against what they see to be right)
• As groups they will determine 3 things that influence Michael. 3 students will focus on one thing each and the 4th student will be the recorder/on task supervisor
• Groups will present this information to the class and we will discuss how outside forces can sometimes lead us to judge people
• “Closure” (Hot Topic)—Students will be asked to write 3 blog entries a week on the “Hot Topic” we determine at the end of class. I will always have one prepared, but will ask the students what they might like to discuss based on how the class went. In this way, there will be some “food for thought” from each day, which they can discuss online
• Hot topic #1: 35 states have the death penalty, what do you think of this? OR If you were out in public and saw someone being mistreated, would you stand up for them?
My three lesson plans:
ReplyDelete1) Law 12 – examined a real life medical ethics case and had a group discussion on the issues and the students were required to choose a side and support their argument in an essay.
2) Language Arts/Social Studies – Grade 5 – examined the BP oil spill and the ramifications of it. Kids were required to complete a map of the area affected and write a short summary of what happened and the possible consequences.
3) Language Arts – Grade 6 – Examined plagiarism, what it is, explained how to properly cite a source. Class discussion on the ethics involved, and kids were required to properly cite sources so as to avoid plagiarizing.
for further info: kevinmilos@hotmail.com
Lesson Plan 1: Book Study
ReplyDeleteThe students of a grade 11 English Class will study a non-fiction book; an autobiography of Vladka Meed called On Both Sides of the Wall. In this book, Vladka Meed recounts her experiences from the age of 17, surviving the Nazi occupation of Poland. She is the only Holocaust survivor of her family, the majority of whom were killed in the gas chambers of the Treblinka death camp. Vladka’s story recounts her life during the war. Since she had fair skin and blonde hair, Vladka managed to pass as an “Aryan” or non-Jew, and escaped from living in the Warsaw ghetto. Vladka began to work for the underground resistance as an aid to Jewish people still in the ghetto. Vladka smuggled food, illegal literature, money, weapons and correspondence into the ghetto and also worked with partisans, going into the forests to give reports. Upon being asked for her identification papers by German soldiers, Vladka had to lie or use bribes to avoid detainment.
Rational and Learning Objectives for the Unit: Students will examine, recognize, and discuss ethical and unethical uses of power. Students will recognize and reflect on individual, organizational, and community roles in promoting tolerance, understanding, and acceptance versus intolerance and hatred. Students will discuss how Vladka needed to act against her moral, cultural and societal values to do the greatest good. Discuss the concept, “The end result justified the means”.
Lesson Plan 2 - Ethics in Action
ReplyDeleteThe students of a grade 5 class will discuss ethical issues through a hands-on demonstration.
Rational and Learning Objectives for the Unit: Students will experience and discuss the ethics of inclusion and equality. Students will investigate and reflect on promoting tolerance, understanding, and treating others as they themselves want to be treated.
Materials Needed:
• Small candies such as smarties. Approximately 2 small boxes of smarties needed.
Time Allotted for the Unit: 1 - 60 minute class.
Student Groupings: For the duration of the lesson, students will be separated by the teacher according to a random criterion such as all students with brown eyes on one side of the classroom, and students with any other eye colour on the other side of the classroom.
Accommodation of Multiple Abilities: All students will be able to fully participate together for this lesson.
How does this Lesson Fit: This unit will be done at the start of October, right after the social studies unit about cultures around the world.
Explain Directions: At the start of the lesson, tell the children that we are going to be reviewing information from the previous social studies class, but we will first be rearranging the desks. Without explaining why, regroup the room with students who have brown eyes on one side of the classroom, and students without brown eyes on the other side of the class room. Begin to ask simple questions about the material covered last class; focus all your attention on the students with brown eyes and ignore the other students. When asking for responses to your questions, only take answers from the brown eyed students. Praise their responses, and give the students a smartie when they answer the question. Ignore students in the other group; do not allow them to answer questions, and do not give them candy. If you can, physically turn your back to the students who do not have brown eyes to fully exclude them. After a time, students from one group or another will comment on the obvious favoritism of the brown eyed students. Ignore the first comment, and then respond to the next student who protests the disparity. At this point ask the students to discuss the following:
1. How are the students on the right side of the room different from the left?
2. To the children who were excluded: “How did being ignored make you feel?”
3. To the children who were favoured: “How did being favoured make you feel?”
4. How are people different? How are people the same? Should we focus on people’s differences, or their similarities?
5. Should we treat all people the same?
6. Can you give examples in history when people were treated without equality?
7. What does the phrase, “treat people how you want to be treated” mean?
8. How do you treat people kindly or fairly? How does it make you feel?
9. How do you treat people unkindly or unfairly? How does it make you feel?
New Vocabulary: During the discussion phase of the lesson, write new vocabulary words up as they emerge in the conversation. Vocabulary words are: ethics, discrimination, favouritism, stereotyping, differences, similarities.
Purpose of the Lesson: Students will experience and discuss the ethics of inclusion and equality. Students will investigate and discuss promoting tolerance, understanding, and treating others as they themselves want to be treated.
Lorn Kennedy
ReplyDeleteGrade 12 Communications
Visual Design Lesson Plan
Rational:
This lesson is designed to promote media literacy. Media literacy is the ability to filter and digest the myriad of media sources we are bombarded with every day. Media literacy promotes the critical thinking skills needed to navigate our media saturated world, where every way we turn there is a media source trying to influence us. This lesson begins this process by allowing the students to unpack some of the advertisements they may come in contact with everyday. By beginning to understand the motivations of and who the people are who benefit from influencing our choices. Media literacy is the key in beginning to understand our world and to contemplate the daily decisions we make and how these actions impact our world. This topic becomes a matter of ethics when the connections between a product and those who benefit or lose by our consuming it become clear. For example we can make informed decisions about buying fair trade coffee or conflict free diamonds. The students can begin to look at company policy in regards to environmental issues or sweatshop labor. This lesson will directly branch into further discussion in regards to these types decisions allowing students to become cognizant of their own code of ethics. We will also spend a brief part of class discussing propaganda and the ethical implications of media. In addition this lesson has been ethical designed to incorporate many different types of student interests and skills. Students will have the choice of using video ads, radio ads or print ads depending on their academic needs allowing for differentiated learning.