Ms. Saba Rathor - Giving Animals a Voice

8/8/2019 Ms. Saba Rathor - Giving Animals a Voice

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GivingAnimals a

Voice


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Effective Techniques in

Education:How to incorporate an

Effective Educationprogramme about AnimalsRights Tssues into the school,

local, and global community


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15/1/10 Effective Techniques in Education3

Schooling as a Business

How will you advertise yourself to the schools?

Schools need to recognize that the information youwant to pass on to students supports the curriculum

and departmental standards How will you show that the subject of Animal

Rights Issues is interdisciplinary, connecting toScience, Math, History, English, Arts and Drama?

An effective way to gain school, local, and globalsupport in education about Animal Rights Issues isthrough a well-designedlesson plan


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Creating a Lesson Plan

Three main elements:

1. Content Topic

Learning objectives of the lesson and the school

1. Process Materials

Detailed instructions and activities that will fulfill thelearning objectives

Consists of theHOOK,Procedural Body, and Closure1. Product

Student creations/final products of the lesson

Assessment of learning objectives


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Creating a Lesson Plan:

#1. CONTENT - Definition of an Objective

Lesson objectives are NOT procedure!

Procedure is the second step under Process

Objective: a skill that you want students to

learn, develop, or use It is NOT what they will bedoing during the

course of the lesson


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#1. CONTENT - Template for Objectives Learning objectives can be written in various ways

One template- By the end of the lesson, students should-..

know that

understand

be able to

develop be aware of .


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#1. CONTENT - Specific Objectives Two kinds of objectives:

1. Specific

2. General

Try to keep objectives as neutral as possible

schools get turned off by personal agenda, and more importantly,students should develop their own conclusions from the lesson

Specific Objective-By the end of the lesson, students should:

understand the (painful) extraction methods of bear-bile farming

understand the history behind the bear-bile industry

develop an awareness of how bear-bile farming (negatively)

impacts the animals, humans, and the environment

recognize that animals are sentient beings


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#1. CONTENT - General Objectives

General Objectives:By the end of the lesson, studentsshould:

Be able to orally present a well-balanced argument to their

peers(English/History class)

Develop and enhance their persuasive writing skills(English/History class)

Use their story-boarding skills to create an original video

production(Technology class)

Use and develop their drawing/painting skills(Science/Art class)

Be able to actively listen and speak with peers to successfully

finish a group project[e.g. Skit/presentation] (Drama class,English/History class, Science class, and even Math or Statistics)


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1. CONTENT- Linking Objectives

Step 1: Find out the schools mission statement/motto andobjectives in the departments of Science, Math, History,English, Arts/Drama, Civics and Moral Education (CME) etc.

Step 2: Link your objectives to those of the schools curriculum(Your lessons General Objectives will almost always link to theschools objectives)

Step 3: Emphasize the importance not only to the school, butalso to the local and global community (many schools have atheme of students impacting their local community andbecoming global citizens)


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#2. PROCESS - Materials

Resources that may be needed for the lesson:

Chalkboard/Whiteboard

Colored Chalk Student supplies (Markers, pens, pencils, rulers, etc.)

Projector

TV

VCR/DVD player

Internet (Wireless?)

Textbooks, Handouts


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#2. PROCESS - Procedure

Procedure: Step-by-step instruction on

the activities that students will participate

in to fulfill the lesson objectives Procedure consists of:

1. The Hook

2. Procedural Body3. Closure


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#2. PROCESS - The Hook

The Hook: a short opening activity to the lesson thatmentally prepares students for the topic

Gets students to engage in the subject: ithooksstudent interest in the subject matter

Helps with understanding the purpose and objectivesof lesson


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#2. PROCESS -TheHook

Should not be longer than concentration span (5-10minutes)

Used as a link to existing knowledge/previous lessons(also known as the students identity kit)

Helps you plan and adjust the rest of the lesson - letsyou know how much students already know or howmuch they lack in experience/knowledge about thesubject matter


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#2. PROCESS - Example of a Hook

Visual #1: On a projector, display a picture of an Asiatic

bear caged in a bear bile farm (do not provide any

background information).

Ask students to take out a sheet of paper and describe the scenein a paragraph using the five senses (give options: they can write

in 1st person, 3rd person, etc.)

They should hypothesize what they think is going on in the

picture. Where is the bear? Why is he there? What kind ofbear is it?


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Visual #2: Write down several terms relating to bear-bile farming on theboard: Bear, Bile, Ursofalk, Actigall, UrsoForte, Crush Cages,WSPA, HSUS, TCM, Gall Bladder, Catheter, Free-drip Method,China, Vietnam, UDCA (ursodeoxycholic acid), Technical Code,

Fistulated.

Option #1: Ask students to define as many terms as possible andto guess on those they do not know. Ask students to guess thetopic of the lesson.

Option #2: Tell students that all the terms are connected in someway. Ask students individually or in pairs to create a concept map

that connects the terms (even if they do not know the meaning ofthe terms) - This will help students start to form connections


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Auditory: Have students listen to an audio clip of a

bear moaning during an extraction method in bear-bile

farming. Ask students to discuss or write down how they feel.

What animal do they think it is? Why is he making

those sounds? What do you think is going on? Write a

paragraph discussing your reactions.


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*Tactile: Bring in a box with a hole cut so that one handcan reach into the box without students being able to see theobjects in the box. Place astuffed bear,catheter,metal

bars (preferably from a cage),medicinal bottle with liquidin it,and anything else related to the bear-bile industry

Pass the box around to each student, asking students to guessthe objects in the box and write down what they think is inthe box

Ask students to write down possible reasons why theseobjects are in the box and guess the topic of the lesson


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#2. PROCESS - Procedural Body

Procedural Body:

The tasks and activities that the teacher and students will engage in to

fulfill the lessons objectives A step-by-step guideline/manual for carrying out the lesson plan

Use episodes - sections of the lesson with same theme but different focus

(transitions are essential in connecting the episodes)

Examples of episodes - the hook, the lessons different activities,

discussions, closure Examples of transition - using the information in the hook as a platform

into a whole-class discussion about the topic, then using the information

from the discussion to complete the lessons different activities


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Creating a Lesson Plan

#2. PROCESS - Procedural Body

Ask yourself: Is the procedural body detailed enough that sosomeone who has never taught the lesson plan would be ableto carry it out without questions or confusion?

Explain terminology and be clear on when to use materials Be specific about handouts (number or title them)

Avoid lengthy sentences - structure of body should bevisually clear, precise, and concise:

Number the steps Start each step with an action word (Ask, Tell, Distribute,

Remind etc.)

Does not need to be in complete sentences!


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#2. PROCESS - Example of a Procedural Body

15. Play the video on bear-bile farming.

16. Review Handout #4 (Video Response Sheet) withwhole class.

17. Facilitate discussion on bear-bile farming.18. Transition in the Persuasive Writing/Speaking

Activity:

19. Explain to students that they will be writing a

persuasive speech either supporting or disagreeingwith the bear-bile industry (They will be presentingthe speech to the whole class).


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#2. PROCESS: Closure

Use questions to check understanding

Review objectives

Summarise not the lesson, but the learning Opportunity for students to give feedback to

the teacher

Students put learning into context Stimulate interest in their future


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#2. PROCESS- Example of Closure

27. Ask students to come back as a whole class.

28. Go around the room, asking students for questions and comments.

29. Write on the board Bear-Bile Farming.

30. Make a chart on the board, with one category titled Disagree andthe other category Agree.

31. Ask students to briefly discuss their ideas for their persuasivespeech and list in the two categories the various responses thatstudents have.

32. Review the chart with students.

33. End the class with the questions, How would you feel if you were

trapped in a cage for 25 years, not being able to stand up, movearound, or leave your room? How would you feel if you kepthaving a tube being inserted into your stomach without anesthesia,feeling every prick, prod, and probe, everyday for 25 years?


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#3. PRODUCT - Student Creations

Students need to see the fruits of their learning

They need a physical result if they are to view

the lesson in a memorable way Students creations include:

Writing/Drawing (essays, speeches, art)

Speaking (Drama, Skits, Presentations) Real-life activities (Clubs and programmes in

school and local community created by students)


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#3. PRODUCT: Assessment

Ask yourself: How will you assess your objectives? (All

objectives must be assessed)

Which products will show you that studentsfulfilled the objectives?

Two Kinds of Assessment: Formal (quizzes, tests, projects, portfolios)

Informal (checklists, note-taking, observing)


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Teaching and Learning Styles

All students have a unique identity kit - the

personal and background experiences that

becomes a lens through which a child viewslife, school, activities, and lesson plans

Your teaching style and lesson plan should

be able to cater to students with differentneeds, interests, talents, and learning styles


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Teaching Styles

1. Direct Interactive

2. Inductive

3. Enquiry

4. Facilitation


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Teaching Styles:

1. Direct Interactive Talk or demonstration

Followed by student activity

Effective for learning new knowledge

Less effective for exploring feelings


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Teaching Styles:

2. Inductive Students generate own rules and

hypothesis

Students sort and classify informationaccording to their own criteria

Good for forming concepts andexploring feelings

Less effective for learning newskills


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Teaching Styles:

3. Enquiry

Students test a prediction by

collecting and analysing data Good for practising skills and

forming concepts

Less effective for exploringown feelings


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Teaching Styles:

4. Facilitation

Students and teacher actively listen and speak

to discuss different ideas

End product is a culmination of all students

idiosyncratic thoughts, feelings, predictions,

and conclusions, creating a synergistic effect

Good for practising skills, forming concepts,

and exploring feelings


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Teaching Styles:

Facilitators Role Create a safe environment (no bullying!)

Encourage full participation

Promote mutual understanding

Find inclusive solutions

Encourage diverse communication styles


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Learning Styles

1. Interpersonal - working with others2. Intrapersonal - working independently

3. Kinesthetic - learns by doing (action-based)

4. Linguistic - learns through words (reading,writing, speaking)

5. Logical - calculating, looks for patterns

6. Auditory - learns from listening (including music)

7. Visual - learns best through visual diagrams,

charts, and pictures


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Presentation Skills:

Classroom Management

Classroom management is a huge issue WAIT for ALL STUDENTS to be completely quiet

(even if this takes 10 minutes) before starting yourfirst sentence

You will never win over students talking (there aretoo many of them, even in a small group)

For classes that you know are problematic, explainthat the order in your classroom is (must be serious

tone):1. Discipline

2. Learning

3. Fun


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Presentation Skills

Remember- making slides isnt the same as having

prepared a presentation

Practice your presentation with a clock (includingspeed, tone, waiting time, and facial expression)

Dont put too much on each slide

Use pictures or diagrams to replace or enhance words


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Presentation Skills

Repeat key word, phrases and ideas

Ask higher-level thinking questions (How and

Why questions, so students cannot answer just

yes or no)

Do not digress unless the end result has a relevance

Control unnecessary interruptions


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As famous poet, artist, and philosopher Kahlil Gibran says in his book

of poetic essays called The Prophet (On Teaching):

No man can reveal to you aught but that which already lies half asleep inthe dawning of your knowledge.

The teacher who walks in the shadow of the temple, among his followers,gives not of his wisdom but rather of his faith and his lovingness.

If he is indeed wise he does not bid you enter the house of his wisdom, butrather leads you to the threshold of your own mind.

What is Teaching All About?


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The astronomer may speak to you of his understanding of space, but he cannotgive you his understanding.

The musician may sing to you of the rhythm which is in all space, but he cannotgive you the ear which arrests the rhythm nor the voice that echoes it.

And he who is versed in the science of numbers can tell of the regions of weightand measure, but he cannot conduct you thither.

For the vision of one man lends not its wings to another man.

And even as each one of you stands alone in God's knowledge, so must each oneof you be alone in his knowledge of God and in his understanding of the earth.

The Prophet: On Teaching


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15/1/10 ff i h i i d i41

The Essence of Education

Our teaching pedagogy should

emphasize the literal root of

education, ducere, which meansto lead out of (from ones self).

Thus, our role as an educator is not

to simply give information to

students, but to lead students out ofthemselves, to help them recognize

that learning is self-discovery.

Documents

Ms. Saba Rathor - Giving Animals a Voice