NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED450432
Record Type: Non-Journal
Publication Date: 2000-Nov-15
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
My Place in Time: Using Dialogue in the Exploration of Recollection and Implicit Knowing via Student-Directed Timelines.
Masini, Douglas Eugene
Observation of human behavior increasingly suggests there is a chasm between "what you do" (leadership, skill, behavior) and "what you know" (intellect, cognition, aptitude). To examine the gap between what is done and what is known regarding the teaching of children, a project first reviewed the literature on school-life activities that allows children to express knowledge, judgment, goal setting, decision-making, wisdom, and values. The literature was found lacking. Then 30 rising fifth and sixth graders at a rural elementary school used brightly colored washable markers and a 24" x 48" piece of white freezer paper to create a line to begin at any time in their past and end at any time in the future. They were asked to reflect on what had happened to them in their past, what was happening to them today, and what they envisioned would happen to them in their future, and to put it on paper. Personalization and embellishment were encouraged; spontaneous teams and joint efforts were not discouraged. After one hour, each student gave an extemporaneous presentation, followed by praise and applause from the audience. Findings suggest the students prioritized the relevance of events of their life chronologically, with potent examples of mature life experience emerging from their presentations. Students examined loss, suffering, and death as well as joy and victory in their lives, discussed leadership figures and loved ones, and presented meaningful plans for their future. Every child told his or her story, every child was praised and received the audience's applause. Children are filled with implicit and explicit information and utilize it at a younger age than is reflected in existing texts. Timelines served no diagnostic value in this exercise, but served to establish a dialogue between teachers and students leading to the emergence of critical literacy. (Author/NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A