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1. Introduction
2. Latin America
3. North America
4. North Africa /
    Southwest Asia
5. Sub-Saharan Africa
6. Russia
7. Europe
8. Global Forces /
    Local Impact

From: Beverly A. Prestage (rid21546@ride.ri.net)
Date: Wed Oct 02 2002 - 10:20:48 EDT

  • Next message: Cindy Lee Duckert: "[Channel-talkgeography] video 2"

    I appreciated the sharing of ideas and will try the "role-playing" technique
    with my class.

    -----Original Message-----
    From: channel-talkgeography-admin@learner.org
    [mailto:channel-talkgeography-admin@learner.org]On Behalf Of Mueller,
    Thomas
    Sent: Tuesday, October 01, 2002 10:19 AM
    To: channel-talkgeography@learner.org
    Subject: RE: [Channel-talkgeography] Video 1

    I am waiting for my videos, as soon as I get them I will start contributing.

    -----Original Message-----
    From: Cindy Lee Duckert [mailto:duckert@focol.org]
    Sent: Sunday, September 29, 2002 1:56 PM
    To: Channel-talkgeography@learner.org
    Subject: [Channel-talkgeography] Video 1

    I have yet to review my notes in terms of the geography standrds and my own
    practices, but I thought we should get a discussion started.

    I have been using a lot of role-playing lately. The Ciudad Juarez/El Paso
    situation struck me as one where the various views of geography could be
    examined through this process more extensively than in a short 5-7
    minutes. Students who are INS/Border Patrol have a viewpoint of the
    border that differs from a mequilladora owner living in the gated compestre
    community, the government or sevice providers in both comunities, the
    immigrant family of David Villaloba in the El Paso colonia that of Concha
    Martinez. If students received a role, used resources to examine how they
    would do there jobs and then made a presentation to the group about their
    views AND then we watched a tape like the one we just saw, I think there
    would be greater understanding of the roles of borders and regions.

    Here is what I would add: What I have not seen done in role-playing
    activities is changing roles. I'd like to see a recap after the intial
    presentations and the exposure to the video. Would greater understanding
    be shown?

    It was a pleasure to watch Fred Walk and his class. I appreciated seeing
    how he used various ways to communicate the same thing (asking his students
    to collaborate, communicate, talk with one another, come to consensus,
    etc.) to direct them. His validation of student observations, efforts and
    ideas was not just for the "star pupils" as, for example, asking a student
    to tell us what was occurring "in his mind." Mr. Walk could then rephrase
    their ideas in the terminology of the discipline as well as focus on the
    idea that moved forward his goal for the lesson. This is the piece I need
    to emphasize when discussing how the inquiry-mthod is not just a random
    walk in the park. One of the valued pieces of the inquiry method as I have
    used it (I am a homeschooler but also do workshops for kids and teachers)
    has been the positive reinforcement you get. The focus on understanding
    means that participants don't hear "incorrect, wrong, not so." Students
    who get affirmation for their ideas or questions are more likely to
    generate more.

    ---
    Cindy Lee Duckert, duckert@focol.org
    

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    Workshop 8 - Global Forces/Local Impact Workshop 7 - Europe Workshop 6 - Russia Workshop 5 - Sub-Saharan Africa Workshop 4 - North Africa/Southwest Asia Workshop 3 - North America Workshop 2 - Latin America Workshop 1 - Introduction