Constructivism lesson
The document discusses an activity where students are divided into groups and each group is given half of a story and asked to come up with 5 different ways to complete the story by adding 5 blank cards. It then provides a half story about a government wanting to build an IT complex that would require clearing 2000 trees from a forested area that acts as a "green lung" for the city. It poses 3 discussion questions about how development impacts the environment, why environmental concerns should be integrated with development concerns, and what principles could guide decision making when there are conflicts between environment and development. It asks 3 reflective questions about the ideas in the student-generated story endings and how they relate to real-life experiences, for examples of story endings and
Constructivism lesson
- 2. Madhavi_Dharankar_Constructivism A class to be divided into groups of 5- 7. One half-story card and five blank cards/ papers to each group Each group to come up with five different ways to complete half- story. Illustrations with pictures, photographs, drawings are allowed. 30 minutes to complete the task 2
- 3. The government of Surya Pradesh wants to build a massive information technology complex outside their capital. They believe that this complex will attract many companies from all over the country and the world and that this will provide jobs to the people of Surya Pradesh. The area selected for complex has about 2000 trees. Scientists say that this area acts as a ‘green lung’ to the heavily polluted city. 3 Madhavi_Dharankar_Constructivism
- 4. Madhavi_Dharankar_Constructivism How do development decisions impact the environment? Why should we integrate environmental concerns with development concerns? What could be the principles to guide decision making in environment and development conflicts? 4
- 5. Madhavi_Dharankar_Constructivism What ideas and notions did the suggested ends of the story contain? Did these notions and perceptions that the students carried had any link to the real-life exposures they have? Share a few examples of what ends the students suggested to half a story and your comments to these. Share at least one more teaching- learning ideas (like half- a-story) that could be effective in dealing with ‘open ended’ topics and themes like that of sustainable development. 5