Activity: What is your cultural identity?
Note: before joining the group going to Kulsbjerg Skole, I belonged to the group that went to Bjørns Internationale Skole, and I made the first activity together with Hasna Hussein and Annabella Efinger. Afterward, all the other activities I did together with my current group.
Lesson Opening: Guiding Questions
- What do you think identity means?
- Is it your culture?
- Is it your heritage?
- Is it your likes and dislikes?
Step-by-Step Procedure
Warm-Up Game: Teacher Puzzle
- Split the class into 4 groups, assigning one number to each pupil, from 1 to 4, counting this way: 1,2,3,4, 1,2,3,4…
- Each group gets a link from the Prezy, that contains 24 objects (see PREZI - Bjørns Internationale Skole), which are the ones we have chosen previously as a representation of our identity.
- Each group must guess and decide which 6 objects could describe the assigned teacher’s identity.
18 objects should be deleted.
The students have 5 minutes for this activity.
When all students have finished, the teachers will ask the groups which objects they have decided on. And finally, each teacher will present their actual identity.
18 objects should be deleted.
The students have 5 minutes for this activity.
When all students have finished, the teachers will ask the groups which objects they have decided on. And finally, each teacher will present their actual identity.
Students Activity:
The students must create their own cultural identity paddles using 5-10 objects. They should include culture, heritage, likes/dislikes, hobbies, etc. They can use pictures, texts, videos, words, sayings, etc. They have 15-20 minutes for this activity.
The warm-up activity implies didactic learning, when we show the pupils how to use paddles and make their own, and also before when we explain to them what culture and identity means. Therefore, all other aspects of the activity are taught to be experiential learning:
- The activity is then taken to experiential teaching method as the students experience to talk and listen to people from other cultures (concrete experience), as well as create their own cultural representation on Prezi, in the way they want without limitations (active experimentation), see how others do it and how others act, from different cultures (reflective observation), and reflect on their own culture and others (abstract conceptualization).
The students must create their own cultural identity paddles using 5-10 objects. They should include culture, heritage, likes/dislikes, hobbies, etc. They can use pictures, texts, videos, words, sayings, etc. They have 15-20 minutes for this activity.
The warm-up activity implies didactic learning, when we show the pupils how to use paddles and make their own, and also before when we explain to them what culture and identity means. Therefore, all other aspects of the activity are taught to be experiential learning:
- The activity is then taken to experiential teaching method as the students experience to talk and listen to people from other cultures (concrete experience), as well as create their own cultural representation on Prezi, in the way they want without limitations (active experimentation), see how others do it and how others act, from different cultures (reflective observation), and reflect on their own culture and others (abstract conceptualization).
- When all students have finished, they will present their padlets to their fellow classmates, explaining their personal cultural identity.
Learning Theories we used:
- Learn to use the program themselves, after a very short explanation, and find out other application they can also add to their subsequent presentation, it is up to them by their experience.
- In the moment we present our identities to the rest of the class, but we don't teach them how to present. It is up on them, to choose how to do it (they can copy us, feel free to do it on their own way, or a mix of both...). It is experiential because they are free to represent their culture as they wish, they "learn by doing".
- The activity is then taken to experiential teaching method as the students experience to talk and listen to people from other cultures (concrete experience), as well as create their own cultural representation on prezi, in the way they want without limitations (active experimentation), see how others do it and how others act, from different cultures (reflective observation), and reflect about their own culture and others (abstract conceptualisation).
- In the moment we present our identities to the rest of the class, but we don't teach them how to present. It is up on them, to choose how to do it (they can copy us, feel free to do it on their own way, or a mix of both...). It is experiential because they are free to represent their culture as they wish, they "learn by doing".
- The activity is then taken to experiential teaching method as the students experience to talk and listen to people from other cultures (concrete experience), as well as create their own cultural representation on prezi, in the way they want without limitations (active experimentation), see how others do it and how others act, from different cultures (reflective observation), and reflect about their own culture and others (abstract conceptualisation).
- Because culture is such a broad topic, we have decided to use the didactic teaching method to guide the students into a certain direction by teaching them the concept of identity or how culture differs or resembles from one group to another.
The experiential teaching was more about understanding, reflection and acceptance of other points of view and different identities, than communicate knowledges of a specific theory. As well as getting tools to know how to explain and present their own identity, with a previous reflection. That is why, personally, this teaching method was the most successful in achieving the objectives. And the didactic method was just a tool to complete it. The experiential teaching was more about understanding, reflection and acceptance of other points of view and different identities, than communicate knowledges of a specific theory. As well as getting tools to know how to explain and present their own identity, with a previous reflection. That is why, personally, this teaching method was the most successful in achieving the objectives. And the didactic method was just a tool to complete it. According to David A. Kolb, an American educational theorist, I think we have covered what it needs to be done for an experiential teaching. He says, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required:
- The learner must be willing to be actively involved in the experience.
- The learner must be able to reflect on the experience.
- The learner must possess and use analytical skills to conceptualize the experience.
- The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
Kulsbjerg Skole
Skolevej 1, 4773 Stensved
Teacher and grade: Per Larsen, 8th grade
Subject: English
Official language taught: Danish
Group members UCSJ: Elisabeth Joensen, Juris Kalnins, Binita Shrestha, Alba Montalbán
Pupils schedule:
Our schedule:
- Monday: from 8 to 9:30 (hold 3) and from 9:50 to 13:50 (hold 2)
- Thursday: from 9:50 to 11:20 (hold 3)
English subject (hold 1): pupils have the level of English proficiency above the average.
English subject (hold 2): pupils have the level of English proficiency that match 7th/8th grade.
English subject (hold 3): pupils find English quite difficult to learn.
Competences to be observe:
Didactical competence: about purpose, planning, implementation, evaluation, and development of teaching.
Classroom management: the organisation and development of pupils' academic and social learning environment.
Relational competence: about contact and relations to pupils, colleagues, parents and the resource persons of the school.
PLANNING
1) What would be interesting to observe?
1.1. Methodology of average Danish school teaching (mistake acknowledgement, values, reinforcement of positive behavior, teachers authority, Blooms taxonomy, teacher body language, classroom dialogue/discourse patterns, classroom language)
1.2. Classroom management, conflict management, use of physical space,
1.3. Environment of teachers, teacher communication, everyday appearance, routine.
1.4. Student/teacher relationship, Multiculturalism management – intercultural competence,
1.5. Social environment, social relationships and interaction between students, how social status effect students relationships and behavior in and out the class
2) What would be interesting to ask?
- Teachers – what is the most challenging for teachers in school, teaching methods they use, what is their teaching philosophy, the overall mood of educators (recognition, salary, development.
- Students – what students think about their education, what daily day-to-day challenges/joys do they experience. What is difficult in language learning, why they feel like they fail or succeed? What interests you the most and what would you change if you had a chance.
- School – school organization, administration, power, policy on young teachers, hiring policy, numbers (stuff, pupils, size), surroundings, aims/values (written document at best), website.
3) What would be interesting to reflect upon?
- - Similarities and differences between school today and time when we went to school. Methodology, teacher/student relationships, dress code, social environment.
· 4) Send the plan to Lonnie, contact the school, and decide on a commute.
Linguistic observation questions
Teaching Experience autumn 2013
Your questions
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Classroom observations
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Which is the primary language used in an English class? Are students allowed to use their native language, on what occasions, how often?
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We expect teaching will be in English constantly, with maybe a few rare exceptions for explaining some specific language structure rules.
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What activities are included in teaching language and how physical space is used?
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We expect quizzes, role-plays, use of U-shape classroom.
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Are all of the students engaged in the language teaching activities? How is the teacher checking for understanding?
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We expect the teacher will work for engaging everyone into activities and check for understanding by asking check-point questions.
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How often teaching is organized in group work, classroom discussion or discourse?
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We expect a combination from all of these tools.
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How feedback is given, how reinforcement of positive behaviour is carried out, how errors are corrected?
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No expectations.
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The teacher
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What language acquisition theories or perspectives supporter you are?
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Probably innatist or socio-cultural perspective.
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Which model (didactic or experiental) do you find more productive in language acquisition and why?
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Probably they meet somewhere in the middle
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How, how much and how often do you plan your lessons?
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No expectations
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The pupils
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Do you feel comfortable speaking English? What is the hardest part in language acquisition?
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We expect students to like using English. Hardest part probably will be language structure and written grammar.
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Do you understand English is a global language? How does it effect or motivate your acquisition?
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We expect pupils to understand this concept and see the benefits from English acquisition.
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Do you have homework? How do you feel about it?
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We expect students to have some and don’t like it.
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