Resources:‘Have you ever’ sheets – one for each studentGrouping - For the next activity, I want five groups (27 students = 3 groups of 5 + 2 groups of 6), but want to make the grouping activity interactive, so while they are still standing, ask them to make groups of 3 with their left feet touching; then groups of 5, still left feet touching, then groups of 8 with right hands touching, then groups of 6 right feet touching. Three groups will only have 5, but this is better than having ‘left over’ people.Once they sit down, ask them to think about the question – personal reflection. Then show the Youtube clip ‘why I am who I am’.
Ask class to volunteer key points first.
This activity serves two purposes: it provides an opportunity to engage in a hands-on representation of the theory, and results in a model that can be referred to in following activities.
Tree/flower with room for two quotesA caring teacher is to a growing child as sunshine is to a flower’ and ‘every child needs at least one adult who is irrationally crazy about him or her’Flowers/petals: One colour for implications, and another for suggestions regarding what teachers could do (practical applications). These do not have to be related.
This is a good way of encouraging students to reflect on their own learning, rather than being told what they should have learnt.
1. Compiled by Students XXXX for EDUC 1077 SP2 2013
2. • Icebreaker – ‘Have you ever …’• Overview of theory – Key principles of Ecological Systems Theory – Ecological systems diagram – activity• Activity # 1 – Creating a model• Activity # 2 – Personal reflection• Activity # 3 – Applying theory to schooling contexts• Activity # 4 – Educational implications and practical suggestions• Recap• Questions and comments
3. • In the next 5 minutes: Using the prepared sheet, try and fill as many spaces as you can. Limit answers from each person to no more than 3.How do these criteria link to particular social /economic / cultural circumstances in theindividual’s life? ‘Why I am who I am’ video clip http://www.youtube.com/watch?v=sjhDYR1NbZY
4. • Children do not develop in isolation• Individuals influence and are influenced by socio-cultural factors (ie: factors based in society and culture• Emphasises the impact the immediate and extended environment has on individuals – Interrelatedness of interdependence between the child and social systems• Focus on complexities of the contexts in which children exist• Views the individual as developing within a multi-layered system of relationships.
5. • Each group will be allocated one of the ‘systems’ from Ecological Systems Theory.• Your group task is:a) Given the size of your cutout in comparison to the others, determine which system you are working with. Around the edge of the cutout, write the system name and a brief definition.b) Using the prepared graphics, decide which factors belong in your system. Stick them on, avoiding the space in the middle.NB: The group with ‘Mesosystem’ will need todemonstrate relationships in a manner of your ownchoice.
6. • Watch the video clip “Tara Miller – ‘my ecological map’ “• http://www.youtube.com/watch?v=ITjV7nNnSVI• Using the blank diagrams provided, have a go at creating your own ecological map. Share with your small group - only if you feel comfortable doing so.
7. • In your small groups:a) Think of a child, either one you know (for example from your own schooling or a relative/friend, BUT ensure you maintain confidentiality). OR Make up a composite scenario of a child.b) Include as many aspects of family, home, school, culture, friendships etc as you can.c) Record details in narrative form (give the child a name)d) Analyse the child’s circumstances using Ecological Systems Theory. How might these impact on the child’s school contetx? Think about the positive and negative influences on the child’s life.e) Choose one person to report back to the whole group.
8. With all you now know, think of:a) An educational implication related to Ecological Systems theory.b) Something a teacher could do to recognise influences in a child’s life, and positive actions to support the child’s emotional or academic experience at school.c) Write each on a flower petal and stick on the provided board.
9. • In your groups, try to be first to come up with five things you have learnt from today’s presentation.