An inquiry provocation is meant to help us stretch our thinking beyond what we normally consider. It’s designed to plant the kind of seed that, as it grows, inspires us to continue reconsidering and rethinking the world around us. We learn to ask more thoughtful questions, make connections to existing understandings, and develop consideration and empathy for others.
Thus, this week’s provocation on how people get their food isn’t just about food. It’s about getting us to consider broader concepts (including, but not limited to, PYP units of inquiry such as How the World Works, How We Organize Ourselves, and Who We Are). I would love to hear if/how you use these resources with your class!
#1 of 3: Atlas of Beauty image
Mihaela Noroc is a Romanian photographer who travels the world with the goal to capture beauty in all countries. Below is a recent photo of a woman doing her grocery shopping in Myanmar.
#2 of 3: What I Eat, Around the World in 80 Diets
Photojournalist Peter Menzel documented what individuals around the world eat each day. See here for several of his photos along with the fascinating stories of each person.
#3 of 3: Amazon Go Concept
Amazon has developed a smart store that allows shoppers to grab their groceries and go without standing in line for payment. According to Futurism, “The store is powered by sensors, deep learning artificial intelligence (AI), and computer vision, which allows it to detect which items a customer has selected and even when products are returned to shelves.”
How do people eat differently?
Why do people eat differently?
What do people’s eating habits tell us about their lives?
How is the way people get their food changing over time? Why?
Why is it important for us to consider how people eat differently around the world?
“The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”
While I taught at an IB (International Baccalaureate) we were encouraged to cultivate the 10 traits defined within the Learner Profile (inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, reflective).
This week’s provocation (appropriate for upper elementary and older) will look particularly at the open-minded quality. When I think of open-mindedness, cultural perspective readily comes to mind.
The first resource is one I’ve shared with my fifth graders in the past, and has made for some fascinating conversation. Graphic artist Yang Liu’s East Meets West helps students start to consider how our cultural differences influence the way people approach various situations (click link above for more of her images).
The second is the awe-inspiring story of Rais Bhuiyan, a Muslim American who was shot in the aftermath of 9/11, but who worked to save his assailant from death row. I particularly appreciate how this illustrates that whatever our differences, compassion can bring us unity, understanding, and healing.
How is open-mindedness related to cultures?
What is our responsibility for open-mindedness?
How does open-mindedness help with fearfulness (or other negative emotions)?
Last month, I followed Pernille Ripp’s 7th grade English class’ progress through a project on refugees. I even pointed to it in a recent post as an example of Twitter’s potential for learning. And on Tuesday, Microsoft shared a beautiful Youtube video of their experience:
After witnessing how all this learning and growing has unfolded, I was saddened to encounter the following comment on the Youtube video:
It’s not the first time we’ve heard this kind of rhetoric, nor will it be the last. The “reading, writing, ‘rithmatic” camp is still alive and well.
However, what those who are of this mindset still don’t understand is that this is English in today’s world.
A world in which current events no longer sit quietly in the morning paper, and instead are loudly debated at all times from the devices in our pockets.
A world in which the negative is amplified and distorted truths go viral.
So when the standards instruct us to “engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly” (CCSS.ELA-LITERACY.SL.7.1), is it beyond English instruction to tackle an issue that is very much a part of their lives?
Or when we’re to teach students to “Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence” (CCSS.ELA-LITERACY.SL.7.3), is it beyond English instruction to seek out civility and compassion to help bring clarity to current events fraught with misinformation?
The truth is, we can’t just direct our students to the encyclopedia anymore. The volume and quality of the information our students receive every day from the Internet is staggering, and we simply cannot pretend that it does not shape their learning process. Especially since with greater global access comes greater global citizenship. Thus, dramatic is the difference between asking a student from 1990 vs. 2016 to “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims” (CCSS.ELA-LITERACY.RI.7.8).
In the complexity of teaching and learning today, 21st century educators know that we are tasked to teach our students how to think, not what to think.
Or, as Pernille put it so well herself at the onset of this project,
“My job is not to make you think a certain way, my job is to make you think. So whatever your opinion may be, all I ask of you is to have one based on fact, rather than what others believe. Keep your ears open and ask a lot of questions. That is the least you can do as the future of this country.”
Keep up the great work, Pernille, and all other teachers dedicated to helping their students make sense of this dynamic and exponentially shifting world!
Last week, I shared an inquiry into tech use provocation that teachers can use with their students to consider its effects on them as individuals, as families, as communities, and as a world.
I also spent part of last Monday running some PD sessions at my old school (one on inquiry, and two on tech use).
The most rewarding moment during my tech sessions was when teacher told me as she left, “You made me think differently about Twitter!” Mission accomplished!
Of course, Twitter is just one piece in the puzzle of effective and innovative edtech, but there really is something special about it when it comes to becoming global citizens as teachers and students! So this week’s provocation is going to consist of examples of how Twitter can impact student learning, a worthwhile possible investigation for both teachers and students…
Example 1: These 3rd graders found this animal skeleton on their campus. Study “Approach C” for their Twitter use example.
Example 2: 7th grade teacher, Pernille Ripp, searching for refugees to Skype with her students. See the breathtaking results of that Tweet here.
I am looking for people who are willing to share their experiences as refugees or working with refugees in a skype call with my students
A Monday-Friday workweek is so commonplace that it has created a culture of its own. #TGIF, Hump Day, Garfield’s animosity toward Mondays–the list goes on. But what about people for whom it’s not the reality?
As members of my PLN stretch around the globe, I’ve become more familiar with people posting back-to-school Tweets in January, or starting school each week on Sundays. But recently, these differences have intrigued me enough to do some research.
For example, did you know that almost a third of countries listed on Wikipedia do not use the Monday-Friday workweek?