Remembrance Day

Today was a very solemn day, as the activities and strategies that we practised today were focused around Remembrance Day. I thoroughly enjoyed all of the activities that this group used - this was a really well done lesson! I think that these are some strategies that I could use in my classroom around an event, such as Remembrance day, or even other traditions and celebrations that are learned at the primary level in a Grade 2 class - such as Kwanzaa, Hanukkah, Easter, Christmas... Keep reading to find out about some strategies like picture walk and the magic hand. 

STRATEGIES

                                                                                     Picture Walk

In this strategy, students are shown a book or a selection of pictures and are asked to make predictions prior to reading any text. In this particular picture walk, there were four images relating to Remembrance Day located around the room, which were backed onto blank sheets of paper. In groups, we had the chance to walk around the class and look at each picture. Then, we were able to record some thoughts or ideas about this picture, making connections and inferences from the picture as to what it could symbolize or be about. This was a very moving and thought provoking activity which I really enjoyed!

I could use this strategy in my classroom, especially in language. In the Language curriculum, one aspect of it is to be able to make inferences. In my placement, before reading a book to my class, I would hold up the book and show the cover only. Then I would ask my students "Based on the picture that you see here, what do you think that this story will be about?" This strategy could also be applied to any image, regarding any topic. You could have a picture of an animal for science and students could write down what they already know about that animal. Or you could do this with a word, not just an image. This could be a great diagnostic tool as well as brainstorming tactic in almost any area.

The Magic Hand

This is a strategy which allows students to explore the ideas of "push" and "pull" factors through participation in a whole group movement. The teacher would demonstrate and explain the activity to students, saying that when the teachers' hand moves, the students should translate everything that the hand does, through full-body movements. When the magic hand pushes toward the students, they should move back; when the magic hand pulls back, the students should move forward; same idea with left and right, up and down. Students must keep their eyes on the magic hand at all times.

This was an extremely powerful tool for understanding cause and effect relationships as well as power and dominant forces. This would be an extremely effective tactic for a social studies or even a history unit, regarding an event such as war, revolution, innovation, or any other cause and effect relationship. By using the magic hand which forces you to move in a certain way, students will begin to understand power dynamics and how forces around us may shape us. This could be used in a science unit including something regarding the environment - the hand could symbolize the effect that humans have on the environment (environment could be represented by the students). I think that this sort of technique would be best used with other students, because I think that this sort of activity could unveil a really deep concept. 

Theory

Today, we learned about Maslow's Hierarchy of Needs. 

In this hierarchy, it shows us the different levels of needs that must be met by all people. It starts at the bottom with the physiological needs such as food, air and water - the essentials for life. These are our most essential needs and unless these needs are met, we cannot move on to the next level which is safety. After one has met their basic needs for survival, they focus on the second level of needs which are security of body, a job, of family and health. Once these needs are met you can move up to love and belonging, once these are met you can move up to esteem and then finally to self-actualization. The core of this theory, is that you cannot move up to the next level without meeting some of your needs. Students cannot be expected to focus on their self-esteem and to meet those needs if their essential needs like food, water and a home are met, or until their physiological needs are met as well.

As a teacher, it is important to recognize where your students may be at in order for you to enhance their learning experiences and for you to better connect with them personally.

These were some great strategies that we got to learn about today, but aside from these strategies, we also learned about Assessment in Drama! It may seem like a really tricky concept - how do you assess drama!? Well, keep on reading for tips and strategies that can be used to assess your students while they are having FUN!

Possibilities for Drama Assessment

Diagnostic Tools:

• KWL Chart
• In a group of...
• Living Venn Diagrams
• Graffiti 
• Position Mapping

Formative Tools:

• Alter ego
• Overheard Conversations
• Position Mapping
• Wordle - which can be accessed HERE

Summative Tools:

• Rubric
• Checklist
• Exit Card
• Portfolio
• Interview