Up
 

Reflective Journaling Questions for Week Three:  Brainstorm some possible central themes and write them in your journal.  Ask yourself these and similar questions to assess whether a theme is a good life centered theme. 

Click here to peruse two examples of concept maps for thematic study that might be applicable to the typical classroom curriculum most teachers would encounter.

As you peruse the examples of the maps provided, you will see that we have offered two solutions to a similar idea. In both maps, our teacher is ultimately interested in studying the Rain Forest. In our first map, she has begun by placing her subject as the main central theme. In our second example, she still wants to study the rain forest, but she has begun her map with the much broader theme of SYSTEMS.  By broadening the quest she is no longer isolated in subjects open for discovery. This does not mean that she will necessarily study all of the topics on the map, just as no teacher can study all the things in the universe.  But it does provide her with endless avenues for curriculum exploration.  Most importantly, it demonstrates to students that subjects never before connected actually do have linkages.  They’ll see that the rain forest wouldn’t exist without the water cycle.  But they’ll also see that the deforestation in Brazil is not too much different from the logging in their neighborhood.  In other words the information presented has changed from being interesting to being life centered.

There is another thing to be learned for a comparative perusal of the sample maps.  In our first map, which utilizes the rain forest as a central theme, our teacher has often identified many of the content bubbles by the domains of art, math, music, history, science, etc… This technique seems at first glance to be an easy and convenient way to approach dividing the curriculum of study.  But by this division, they have partially defeated the very purpose for utilizing a concept map in the first place.  This purpose is to show that all information is related, not divided or separate.  In contrast, in our map that utilizes SYSTEMS as its central theme, there is no mention of the subject domains.  By not identifying domains or disciplines you will then be able to approach specific topics through the use of the domains.  It will be easy to investigate trees through science, through mathematics, through art, music, language arts or any way you’d like.  This is what Gardner means by the entry points of study. 

If your classroom has to change from the teacher centered class where you must direct all the flow and have all the answers…to the student centered class where they follow avenues of interest and curiosity, so much the better.  You have become a facilitator helping them to attain their own knowledge.  By taking ownership in their own learning they will be far more apt to achieve the standards or outcomes you desire.  This ownership becomes even more profound when you allow students to help build the map in the first place.  You can stimulate ongoing participation by leaving the invitation for new linkages open to your students.  It is even more effective to set aside a moment each day for new ideas.   As you implement and select these student-generated ideas for actual study, you will harvest immediate and tangible rewards in student self esteem. Just remember to spread your choice around to different students.  If you encourage it, your students will be begin to be more independent in their gathering of knowledge.  As mentioned before you’ll need to adjust your role to that of a facilitator.  You should be prepared to permit broader exploration, more collaboration, and more adept at assessing diverse approaches and projects.  This role of facilitator can at first be unsettling.  But it is more interesting and fun as well.  You must also remember, “We are not paid to teach, we are paid to help students learn”. 

Additional Reflective Journaling Questions for Week Three:  In your journal do some more reflective thinking. Ask yourself these questions and any others you might consider to be relevant:  

·        Have I allowed and encouraged my students to participate in designing the curriculum we study in the classroom? 

·        If I did would they feel empowered? 

·        Would it be easy to become more of a facilitator in my classroom? 

·        What changes would I experience in the classroom if I changed in this way? 

·        What positives and negatives would I encounter?

·        How could I adjust to these? 

Post your most profound reflection on the discussion page.  Make at least one comment on a classmate’s posting that you feel will be valuable for class dialogue.  Read and discuss these comments and ask any questions you might have.  Decide on your central theme or use one of the themes provided.