I ask myself this question everyday. What do my students need? I believe that they need instruction that empowers and motivates them. I found my method of delivering such instruction after watching "Precious Knowledge", a documentary about the Chicano studies in Arizona. I decided that I would incorporate positive historical representations of my students' descendants when I cover scientific concepts. In order for students to think like a scientist, they have to look from more than one view. Most of our textbooks only reflect one view. While doing my own research I came across an article from The Walrus by Michael Posner. Its title, "Plants with Soul." It's about a anthropologists, Dr. Jeremy Narby, who travelled to the Peruvian Amazon to conduct field research for his thesis. He had many experiences while there. One of which was a cure to his chronic back problem. In his quest to know more about that particular experience, he asked the shamans to share their knowledge. This article made various comments about some of the scientific concepts that I am covering in my unit.
This was my second time seeing a reference to Egyptian hieroglyphics and genetic concepts. So, in my genetics lesson, I included a few notes letting my students know that there is research being done that shows that many of our ancient civilizations knew very well of the concepts that our countries have just "discovered" within the last few centuries. This to me is culturally responsive pedagogy. I look forward to adding more connections to our many great civilizations. Teaching to the standard is only effective for great test results (sometimes). I want my students to be effective beyond a test. Let them be effective thinkers and learners. If my additions don't not do anything else, I hope the spark curiosity, inquiry, self-love, power, and motivation. Links:
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AuthorMs. Hilary Archives
August 2018
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