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Listening Takes Heart

Elementary

Description

Listening Takes Heart is the first lesson plan in a set of three centered around the theme of Citizenship prepared for Martin Luther King Jr. Day.

In this lesson, the students will observe an artwork and using Visual Thinking Strategies prompts describe what they see and support their observations with evidence from the picture. Using this discussion as a springboard, the students then move on to role-playing listening with kindness.  As a class the students will brainstorm things they like about their community and make a list of what could be improved.  The students will choose one issue to work toward making better and then create individual posters with text that communicate to others to take action on the issue.  Posters will be shared in class and then displayed around the school.

General Assessment

What skills does this resource explicitly teach?

Through the role playing activity, the students are taught explicitly how to listen with kindness and visual thinking strategies.

Strengths

  • interesting activities and final project
  • easy to use and well organized activities with all supporting materials
  • allows for student choice and voice in the direction of the project

Weaknesses

  •  lack of assessment tools
  •  lack of suggestions for students with learning difficulties

Recommendation of how and where to use it

The lesson is meant to be used as part of a three part unit for Martin Luther King, Jr. Day but it could also stand alone in the Visual Arts room as a beginning of the year lesson.  It is also applicable in Social Studies as a lesson focusing on community and how an individual has responsibilities within that community.

Relevant Curriculum Units

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        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
        • Developing and affirming identity contributes to well-being and understandings of self and one another
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        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
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        • The World and Me
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        • Arts: Visual Arts: To produce media works in the visual arts
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        • Arts: Visual Arts: To produce media works in the visual arts
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        • Arts: Visual Arts: To produce individual works in the visual arts
        • Arts: Visual Arts: To appreciate works of art, media images, personal productions and those of classmates
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        • Arts Education: Visual Arts
      • Social Studies
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        • Rights, roles, and responsibilities shape our identity and help us build healthy relationships with other
        • Our communities are diverse and made of individuals who have a lot in commo
        • Identity and Families
        • Identity and Families
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Visual Arts
      • Social Studies
        • Step 4Relevant matches
        • Local Communities: Our rights, roles, and responsibilities are important for building strong communities.
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Themes Addressed

  • Citizenship (2)

    • Community-Building and Participation
    • General Guide to Taking Action

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

The acting on learning in this lesson is to create a poster for their school to encourage others to act upon the problem selected by the class.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

The opportunity for this arises through the discussions that will occur during the lesson as well as with the final poster project.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

Students are taught how to listen with kindness along with a message that we might interpret things differently as we all have different traits and backgrounds that make us who we are.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This component is not a focus of this resource.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

As the goal of the lesson is to create posters to encourage positive change in the students' community, this lesson plan is definitely locally focused.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

 Strong Visual Arts focus could easily be used in a Language Arts classroom as well as in Social Studies.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

Addresses the needs of visual, auditory and kinesthetic learners, lack of strategies for learners with difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

This component is not a focus of this lesson.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

With the focus on listening with kindness, the students are learning skills that are cooperative in nature; however, these skills are not assessed.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There is a short assessment suggestion that says, "Student pictures should demonstrate thought and attention to visual design to communicate a message of respect and take action for the school."  The teacher may want to develop a rubric with the students in order to provide direction for the students.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

Students share their posters and what they hope others will learn from their pictures.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

The focus of the lesson does not lend itself toward the examination of a case study.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Very Good

This is a strength of this resource as the students direct the nature of the poster's content as well as how they will illustrate the issue.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.