G Dan K
Originally uploaded by supaken55.
I've often used photos that I bring to class or pull up on a screen to get a discussion started. If I were teaching Violence and Nonviolence again, I might use this photo in a preliminary discussion about what constitutes violence. For example, to activate students' prior knowledge, I might ask them to look at the picture and tell them that it is a "headstone" of a young man who died at age 34 from an overdose of drugs. Then I would ask, "does this constitute violence? Why or why not?" It would have to be one of a series of photos, some with more obvious forms of violence and some with less obvious forms.
Such an activity gets the class going, begins the direct students towards one of the primary objectives for the course, and allows for some indirect instructions. It could be followed up with asking students to find images on their own that depict certain kinds of violence. (Asking them not to be too graphic)
1 comment:
I've often used photos that I bring to class or pull up on a screen to get a discussion started.
This sounds like an excellent means of stimulating discussion. Can you comment more on how it relates to some of the theory and background reading that we have been doing in Ped2?
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