Next message: Beverly A. Prestage: "RE: [Channel-talkgeography] Video 1"
I am waiting for my videos, as soon as I get them I will start contributing.
-----Original Message-----
From: Cindy Lee Duckert [mailto:duckert@focol.org]
Sent: Sunday, September 29, 2002 1:56 PM
To: Channel-talkgeography@learner.org
Subject: [Channel-talkgeography] Video 1
I have yet to review my notes in terms of the geography standrds and my own
practices, but I thought we should get a discussion started.
I have been using a lot of role-playing lately. The Ciudad Juarez/El Paso
situation struck me as one where the various views of geography could be
examined through this process more extensively than in a short 5-7
minutes. Students who are INS/Border Patrol have a viewpoint of the
border that differs from a mequilladora owner living in the gated compestre
community, the government or sevice providers in both comunities, the
immigrant family of David Villaloba in the El Paso colonia that of Concha
Martinez. If students received a role, used resources to examine how they
would do there jobs and then made a presentation to the group about their
views AND then we watched a tape like the one we just saw, I think there
would be greater understanding of the roles of borders and regions.
Here is what I would add: What I have not seen done in role-playing
activities is changing roles. I'd like to see a recap after the intial
presentations and the exposure to the video. Would greater understanding
be shown?
It was a pleasure to watch Fred Walk and his class. I appreciated seeing
how he used various ways to communicate the same thing (asking his students
to collaborate, communicate, talk with one another, come to consensus,
etc.) to direct them. His validation of student observations, efforts and
ideas was not just for the "star pupils" as, for example, asking a student
to tell us what was occurring "in his mind." Mr. Walk could then rephrase
their ideas in the terminology of the discipline as well as focus on the
idea that moved forward his goal for the lesson. This is the piece I need
to emphasize when discussing how the inquiry-mthod is not just a random
walk in the park. One of the valued pieces of the inquiry method as I have
used it (I am a homeschooler but also do workshops for kids and teachers)
has been the positive reinforcement you get. The focus on understanding
means that participants don't hear "incorrect, wrong, not so." Students
who get affirmation for their ideas or questions are more likely to
generate more.
---
Cindy Lee Duckert, duckert@focol.org
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