In previous work in Emily Mikuzis’ senior English 101 class,
her students worked on exemplification—making a claim and supporting it with
examples rather than reasoned evidence.
In this case, students are using the guiding question “To what extent
has your education served you?” with examples from their own experience.
To prepare for this lesson students read and annotated an
excerpt from Ta-Nehisi Coates’ “Between the World and Me,” which focuses on his
experience in education—specifically compliance versus critical thinking. Students prepared by annotating form 4 different
perspectives, color-coding each: urban student, suburban student, urban
teacher, suburban teacher.
They used Coates’ description of his neighborhood for the
experience with urban schools and their own experiences with suburban
schools. Understanding that this pulls
on some biases, the class had a conversation on empathy, per While this is a
limitation of the activity, the class talked through the nuances of each,
handling it compassionately. For
example, one student pointed out that just because someone has a certain
identity, it doesn’t mean they only have one perspective or a common
perspective.
Students worked independently first, then in small
like-groups, then together in a “pinwheel” activity [from Sarah Wessling on the Teachers’Channel]. One member of each “perspective” sat in the “hot seat” and
answered questions posed by the “provocateur,” who had prepared based on a
question writing workshop held by the whole class on the previous day. Therefore, groups were aware of some of the
questions, but they could not prepare for all.
In the “pinwheel,” the provocateur also asked follow-up questions to
continue and push the conversation.
Students referenced the text directly but also made inferences based on
their perspective. This is a much
smaller group discussion than a Socratic with only 6 students in the group to
encourage all students to participate while the outer group participated in a
real-time backchannel on BackChannelChat.com
After class students debriefed. Students expressed the difficulty in looking through others’ perspective, but they also appreciated that it slowed them down, forcing themselves to rethink what they would say. They also really liked the backchannel because they could speak from their own life perspective and experiences, which allowed them a comfortable place to share. In the end they felt it helped them take different perspectives in addition to simply analyzing what the text means. After this practice activity, students will return to this activity in a few weeks, focusing on multiple authors and putting them “in conversation with each other.”
