{"id":2448,"date":"2019-09-11T21:52:59","date_gmt":"2019-09-12T01:52:59","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=2448"},"modified":"2019-09-11T21:52:59","modified_gmt":"2019-09-12T01:52:59","slug":"teaching-in-the-margins-a-yes-and-philosophy","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/09\/teaching-in-the-margins-a-yes-and-philosophy\/","title":{"rendered":"Teaching in the Margins: A &#8220;yes, and&#8230;&#8221; Philosophy"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">When you hear the term &#8220;the margins&#8221;, what do you think of? Most people probably think of the edges of a paper where you write comments and questions to yourself. But what are the margins in the context of a classroom? Surprisingly, both versions of margins are very similar! In the margins you question what is being presented in &#8220;the center&#8221;. <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/i.pinimg.com\/originals\/60\/4c\/9e\/604c9e1632b07b1c60c7b2144e9c614b.jpg?resize=208%2C278&#038;ssl=1\" alt=\"Image result for writing in the margins\" width=\"208\" height=\"278\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Now what exactly does it mean to be in &#8220;the center&#8221; in a classroom?<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Lecture based instruction<\/li><li>Teacher at the front of the room<\/li><li>Desks in straight rows facing the front<\/li><li>Teaching to the test<\/li><li>Student disengagement and boredom<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>And what does it mean to be in &#8220;the margins&#8221;?<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Student-led learning<\/li><li>Interactions between students<\/li><li>Connections to student interests and everyday life<\/li><li>Spontaneity in lessons<\/li><li>Experimentation and creation<\/li><li>Inquiry based learning<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Which sounds like a better way of learning to you? I would assume that the idea of being in the margin sparks interest in more people and sounds much more exciting than being in the center. So, in what ways can we begin our journey into the margins and how can we exist there as teachers?<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/miro.medium.com\/max\/816\/0%2AUy3xyzERde8KOp9Q.jpg?resize=471%2C313&#038;ssl=1\" alt=\"Image result for beginning of a journey\" width=\"471\" height=\"313\" \/><\/figure><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">What does it mean to teach &#8220;in the margins&#8221;?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">One way I like to think about teaching in the margins is by connecting the idea to improvisational theatre. While improvising a scene, an actor is always supposed to accept any new situation, character, or dialogue introduced by another actor and expand on whatever was introduced. This is referred to as the &#8220;yes, and&#8230;&#8221; principle and is a kind of rule of thumb in improv. However, this &#8220;yes, and&#8230;&#8221; concept can also be applied to the classroom and is a good analogy for teaching in the margins.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/quotefancy.com\/media\/wallpaper\/3840x2160\/1973050-Robin-Williams-Quote-Improv-Sometimes-it-works-sometimes-it-doesn.jpg?resize=431%2C242&#038;ssl=1\" alt=\"Image result for quote about improv\" width=\"431\" height=\"242\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"> Imagine that you&#8217;re teaching a unit about photosynthesis. A student notes that plants capture Carbon Dioxide from the atmosphere to use in the process of making Glucose and later on in the process, Oxygen is released as waste. They then ask if there is a way to capture Carbon Dioxide from the atmosphere on a larger scale in order to reduce the effects of global warming. If we follow our &#8220;yes, and&#8230;&#8221; philosophy that will lead us to the margins, our conversation with that student may look something like this:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>Student: If there a way this process be created on a larger scale in order to remove Carbon Dioxide from the environment and reduce the effects of global warming?<\/p><p>Teacher: Great question!  Everyone imagine you are designing a contraption that can produce artificial photosynthesis. Think about the theoretical components you would need to make it work, what it would look like and where you could put it that it would make the most impact. Feel free to work together to describe or draw what your contraption would look like.<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">From here you would be able to lead students into research about artificial photosynthesis and carbon sequestration and see how their ideas compare to those already established in science. You could also continue the idea by building models, conducting experiments, and connecting material to everyday life.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/bristol.ac.uk\/media-library\/sites\/publicengagementstories\/news\/2008\/14-1.jpg?ssl=1\" alt=\"Image result for students building models\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">In this Ted Talk, Uri Alon explains why we need to explore the unknown in science and connects his thoughts to, you guessed it, improvisational theatre.<\/p>\n\n\n\n<figure class=\"wp-block-embed-ted wp-block-embed is-type-video is-provider-ted wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Uri Alon: Why science demands a leap into the unknown\" src=\"https:\/\/embed.ted.com\/talks\/uri_alon_why_science_demands_a_leap_into_the_unknown\" width=\"500\" height=\"282\" frameborder=\"0\" scrolling=\"no\" webkitAllowFullScreen mozallowfullscreen allowFullScreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Teachable Moments vs. The Margins<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">If we continue with our &#8220;yes, and&#8230;&#8221; analogy, a teachable moment would simply be the &#8220;yes&#8221; while teaching in the margins would be the full &#8220;yes, and&#8230;&#8221;. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Take the example given above about photosynthesis: when the student asks if photosynthesis can be done on a larger scale to reduce the amount of Carbon Dioxide in the atmosphere, a teacher looking for a teachable moment may take the opportunity to describe carbon sequestration, responding with only the analogical &#8220;yes&#8221; and then returning to the lesson. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">However, a teacher looking to move into the margins may begin talking about carbon sequestration and then continue on the topic, allowing the students to explore the question by researching, modeling, and creating. Thus, the teacher answers with a resounding &#8220;yes, and&#8230;&#8221;, moving them directly into the margins and beginning a journey of inquiry. <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2019\/09\/image.jpeg?resize=533%2C335&#038;ssl=1\" alt=\"\" class=\"wp-image-2457\" width=\"533\" height=\"335\" \/><\/figure><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">How Can I Get to the Margins in my Classroom?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">My goal as a science teacher is to make my class as engaging as can be. I want to be about to spark curiosity in my students and question the world around them. Of course, to do that I need to teach in the margins. We&#8217;ve already talked about &#8220;yes, and&#8221;-ing our way into the margins but what are some other ways that I can take my students into the margins?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Here are some ideas that I plan on using in my own classroom:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Hands-on labs in which the outcome is unknown<\/li><li>Having students explore science in their own community<\/li><li>Relating content to current events<\/li><li>Bring animals into the classroom<\/li><li>Participate in science fairs<\/li><li>Student-led projects and research<\/li><li>How is science being done in the world? Take students to real labs and science museums<\/li><li>Inquiry based learning<\/li><li>Let students create!<\/li><\/ul>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/i.pinimg.com\/originals\/0f\/8e\/69\/0f8e69691b6c1476fa18b158dadd3d63.png?resize=290%2C290&#038;ssl=1\" alt=\"Image result for quotes about exploration\" width=\"290\" height=\"290\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Here&#8217;s an example of teaching in the margins in action! This teacher inspires his students to research what interests them, create, and solve problems not just in their own community, but all over the world!<\/p>\n\n\n\n<figure class=\"wp-block-embed-ted wp-block-embed is-type-video is-provider-ted wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Cesar Harada: How I teach kids to love science\" src=\"https:\/\/embed.ted.com\/talks\/cesar_harada_how_i_teach_kids_to_love_science\" width=\"500\" height=\"282\" frameborder=\"0\" scrolling=\"no\" webkitAllowFullScreen mozallowfullscreen allowFullScreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Our goal as teachers is to get our students engaged with what they are being taught. We want them to question the world around them and lead the way into new discoveries!<\/p>\n\n\n\n<figure class=\"wp-block-embed-twitter wp-block-embed is-type-rich is-provider-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">How do we get to the margins? Question, explore, experiment, learn, and repeat! <a href=\"https:\/\/twitter.com\/hashtag\/EDT431?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT431<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/scienceteaching?src=hash&amp;ref_src=twsrc%5Etfw\">#scienceteaching<\/a><\/p>&mdash; Miss Page (@page_anna21) <a href=\"https:\/\/twitter.com\/page_anna21\/status\/1171957821803585536?ref_src=twsrc%5Etfw\">September 12, 2019<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>When you hear the term &#8220;the margins&#8221;, what do you think of? Most people probably think of the edges of a paper where you write <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/09\/teaching-in-the-margins-a-yes-and-philosophy\/\" title=\"Teaching in the Margins: A &#8220;yes, and&#8230;&#8221; Philosophy\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":2783,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3],"tags":[],"class_list":["post-2448","post","type-post","status-publish","format-standard","hentry","category-teaching-in-the-margins"],"aioseo_notices":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/2448","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/2783"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=2448"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/2448\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=2448"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=2448"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=2448"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}