{"id":120,"date":"2017-09-15T00:40:43","date_gmt":"2017-09-15T04:40:43","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=120"},"modified":"2017-09-15T01:00:29","modified_gmt":"2017-09-15T05:00:29","slug":"movement-toward-the-margins","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2017\/09\/movement-toward-the-margins\/","title":{"rendered":"Movement Toward The Margins"},"content":{"rendered":"

Movement Toward The Margins<\/strong><\/h2>\n

By: Hayley Johnson, Miami University<\/em><\/p>\n

\"\"<\/p>\n

Think back to when you were in middle or high school. What were your favorite memories in class? What made it memorable? No matter how far out of\u00a0high school you are, most of your answers will not include anything about lectures, textbooks, and tests. The activities, experiments, and projects that may come to mind when reflecting back, are what can be metaphorically seen as “margins” in the classroom.<\/p>\n

Margins in the Classroom:<\/strong><\/p>\n

Many classroom environments consist entirely of monocultural, unidirectional regurgitation of subject matter (Sound miserable? It should.). This is viewed as the \u201ccenter\u201d of the classroom (i.e. what you see between the margins). In this case, the students are all expected to act, respond, and learn in the same way. The margins are what help the classroom break away from this and allow for diversity, risks and, consequently, individual growth.<\/span><\/p>\n

Characteristics of Margins:<\/strong><\/p>\n

-Activities enrich the areas they connect<\/span><\/p>\n

-Uncontrolled varieties allow for polycultures instead of monocultures in margins<\/span><\/p>\n

-Margins must be dissected and analyzed to find their meaning and responsiveness<\/span><\/p>\n

-Margins may be viewed as unimportant or insubstantial by some<\/span><\/p>\n

-Margins encompass risk and uncertainty- less stable<\/span><\/p>\n

-A place where diversity can be considered<\/span><\/p>\n

\"\"<\/p>\n

Margins\u00a0<\/strong>\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 vs.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Teachable Moments<\/strong><\/span><\/p>\n

-Accidental or planned\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/span>\u00a0-Spontaneous<\/span><\/p>\n

-Explorable\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/span>-Short-lived<\/span><\/p>\n

-Content focused<\/span>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0-Instantaneous<\/span><\/p>\n

-Foster creativity<\/span>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0-One-time thing<\/span><\/p>\n

-Student focused<\/span><\/p>\n

-Questionable<\/span><\/p>\n

Although teachable moments can be considered a margin in a classroom, margins include much more opportunity and exploration by the students and relate to the course content.<\/p>\n

Key Terms for “Margins”:<\/strong><\/p>\n

Explore, question, create, opportunity, spontaneity, curious, connections, students<\/em><\/p>\n

\"\"<\/p>\n

Margins Come to Life:<\/strong><\/p>\n

\n

Feb7\/2 students create own experiment about kinetic and potential forms of energy w\/ Olympic examples. #kytnsci<\/a> pic.twitter.com\/1zubvk6Elp<\/a><\/p>\n

— Connected Classrooms (@BCHSstory) February 7, 2014<\/a><\/p><\/blockquote>\n