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transformative practice activities

Page history last edited by Gwen 13 years, 2 months ago

Peace Education as Transformative Practice Activity

 

Materials:  paper, pens/pencils

 

Steps

  1. Quick Write.  Ask participants to write about the following:

          “We must be the change that we want to see in the world.” –Ghandi

 

Make sure all understand the purpose of the quick write is to write continuously, without concern about grammar, punctuation, etc.  The aim is to get your thoughts on paper.  Encourage them to employ this approach with their students; it is NOT to correct their work. (5 min.)

 

   2.   Ask participants to consider the five elements of the Transformative Model of Peace Education (pg. 35). 

          (Suggestion:  display in room/on board during session.)

ü  Diversity

ü  Participatory Learning

ü  Globalized Perspectives

ü  Indigenous Knowing

ü  Spiritual Underpinnings

                   *clarify that this does NOT mean promoting (any) religion, but rather the importance of tolerance, and respect for diverse practices of how people search

                    for meaning and peace in the world

  •  In groups of 3-4, assign each group one of the five elements.  Each group will complete a “See-Hear-Feel” chart (see sample at end of lesson).  The chart represents the ideal Peace Education learning environment/classroom.   Participants should make a list of things we should see, hear, and feel in these learning environments based on one of the five elements.  (8-10 min)

 

See

Hear

Feel

 

 

 

 

 

 

See:  activities/lessons we should see in this classroom; classroom layout; visual

         aids, etc.

Hear:  language being used by teacher and students

Feel:  how will students internalize this?  (how should this empower them?)

 

  • Ask groups to share their answers and discuss.  Consolidate the charts so that all participants may have a copy to take home.  (10-15 min).  (Suggestion:  create a handout and make several copies for participants to use)

   3.  Close the session by asking participants to complete the following personal reflection questions:  (8-10 min)

    1. What can you do to promote transformative learning?
    2. What challenges do you anticipate?
    3. How will you overcome these challenges?

(Suggestion:  collect the personal reflection and then return them at the end of unit 2; then ask them to reconsider their responses to see if they’ve changed based on what they’ve learned.  They should feel more at ease with additional tools/sample lessons, and resources that Unit 2 provides. )

 

 

 

Sample See-Hear-Feel Chart

 

Element:  Diversity

 

See

Hear

Feel

-cooperative learning activities.

-male and female students will be working together.

-students of various abilities will be collaborating on projects.

 

 

-students expressing their opinions by taking turns when speaking.

-teacher facilitating the discussion(s) dialogue during activities that encourage each student to use appropriate language.

-students feel safe expressing their ideas.

-peers encourage each other during activities; between classes.

-students embrace their differences.

 

The objective is to encourage teachers to use this chart as a brainstorming tool for creating lessons, as well as a form of critical thinking and self-reflection in their teaching.  Participants may have difficulty with the last column, so ask them to imagine HOW they want students to feel when they are in their classrooms.  (possible responses:  safe, included, relevant, encouraged, etc.)

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