The two major outcomes for this activity include the reocgnisation of the participant as a individual with unqiue traits and attibutes which is crucial in adolscents as they begin to transisiton into adulthood. Addtionally the students are exposed to social difference through the sharing of their identity and experiences in the groups as they begin to understand difference with the communication of different forms of the goals, experiences and personal lives of other students; giving them a visualtion into the diverse social world of society.

 

The outcomes for this exercise include the recognition of both difference and stereotypes within the classroom and the extent to which they play a role in influencing our perception of others. More importantly as pre-service teachers, it is inevitable that such labels will come into play into the classroom environment in influencing both the students and teacher, therefore in order to become ethical influencers upon young learners in creation of a safe space for both learning and personal development we must learn how to navigate the dangers of stereotypes and labelling.

This individual and group activity focuses on what we define and visualise as normal. As an introduction the participants are to construct a simple and short definition to what they consider as ‘normal’. Following this description, students are to draw various objects associating to their home or personal life of what they consider as the regular such as a family, house, bed, dinner, baby etc. As part of the group exercise they are to share their interpretations of the objects within small groups with listing the reasons of how and why they perceive these drawings the way they do. Following this discussion, the participants are tasked with analysing their drawings in association with topics of social difference including race, ability, socio-economic status, language and gender. Lastly as a conclusion the students are to reflect and redefine their definition of ‘normal’ that was noted at the beginning of the activity.

 

The outcomes for this activity are for the participants to become more aware of the extant that both personal experiences and identities influence thier perspectives of the world and more importantly ones learning within the classroom with the recognition that individuals respond to things differently depending upon their social background. 

This group activity involves the investigation of how privilege and difference play a role within the learning environment. Students are tasked with approaching and addressing inequity in form of a puzzle. Participants are tasked with formulating their different ideas and approaches into resolving the issue of difference represented by the pictorial metaphor of animals tasked with climbing the tree. This challenge acts as a symbol for common hurdles in the educational environment such as assessments, testing and opportunities. Following the collaboration of ideas, the members of the group are to identify and associate this visualisation with social issues or influencers in the learning of environment including intelligence testing such as standardised assessments, ethnicity, race, ability, class and public/private schooling.

The goals for this activity are for participants to remove the issue of inequity in the classroom and the identification of how the task acts as a learning tool for educators in allowing for equal opportunities and attention to students while recognising the effects that privilege play a role in determining ones success both in their learning and later in life.

 

 

The major outcome for this task is learning about difference in the learning environment; with the communication of the different experiences held by the members within the group, additionally pre-service teachers are more aware of the notion that students respond and engage to different forms of teaching being the diverse individuals that they are. Therefore in order to construct a successful and ethical pedagogy we  must be diverse in our teaching practices.

 

The goals for this activity are for participants to remove the issue of inequity in the classroom and the identification of how the task acts as a learning tool for educators in allowing for equal opportunities and attention to students while recognising the effects that privilege play a role in determining ones success both in their learning and later in life.