{"id":4589,"date":"2022-09-22T16:14:27","date_gmt":"2022-09-22T20:14:27","guid":{"rendered":"https:\/\/sites.miamioh.edu\/edt431-531\/?p=4589"},"modified":"2022-09-22T16:14:27","modified_gmt":"2022-09-22T20:14:27","slug":"take-a-walk-in-the-margins-a-metaphor","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2022\/09\/take-a-walk-in-the-margins-a-metaphor\/","title":{"rendered":"Take a Walk in the “Margins”: A Metaphor-"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

What are Margins<\/strong> to you as a Teacher?<\/h2>\n\n\n\n

The diverse ecosystems between barren farm fields and an offtopic discussion in a classroom could constitute a margin. Let’s explore this margin metaphor: <\/p>\n\n\n\n

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  • Margins represent a place for learning, not a particular teaching style. <\/li><\/ul>\n\n\n\n
    • Margins keep the classroom exciting and innovative. <\/li>
    • Allow for diversity in your classroom just as margins in nature. For an area to thrive, all individuals should occupy the same space with differing opinions. Let your students show their unique ideas and concepts. <\/li>
    • The \u201cmargins\u201d are outside the \u201ccenter\u201d<\/li><\/ul>\n\n\n\n

      – The center refers to a typical classroom in which all students are expected<\/p>\n\n\n\n

      to be homogeneous. <\/p>\n\n\n\n

      • Use the margins to connect ideas back into the center. Pull the individuality of students into discussions and activities. <\/li>
      • Taking a \u201crisk\u201d within classroom content and the processes of science. Allow students to lead just as much as you would. <\/li>
      • Margins allow students to express themselves and stand out with their unique knowledge. <\/li><\/ul>\n<\/div>\n\n\n\n

        What are the Potential \u201cRisks\u201d Involved in Exploring the Margins in YOUR<\/strong> Classroom?<\/h2>\n\n\n\n
        • Individuality through the margins can be seen as negative behavior by some educators. <\/li>
        • Students may use the margins to drive class discussion off-topic. <\/li><\/ul>\n\n\n\n

          -Use the knowledge of your students to determine between a genuine discussion<\/p>\n\n\n\n

          and a mischievous intention. <\/p>\n\n\n\n

          • Going into the margins could disrupt lesson plans. <\/li>
          • Margins are less predictable for educators. An activity may go to waste if the margins are explored too often. <\/li><\/ul>\n\n\n\n

            -Value the QUALITY of your instruction, not the quantity of information shared. <\/p>\n\n\n\n

            \"\"<\/figure>\n\n\n\n

            Teachable Moments ARE NOT<\/strong> Exploring the Margins! <\/h2>\n\n\n\n

            \u201c An event or experience which presents a good opportunity for learning something about a particular aspect of life.\u201d<\/p>-Oxford Dictionary <\/cite><\/blockquote>\n\n\n\n

            \"\"<\/figure>
            \n

            Teachable moments are: <\/p>\n\n\n\n

            • When students have a heightened interest in a subject. <\/li>
            • When a student has a related question to a lesson or activity. <\/li>
            • A student makes an error that can lead to a discussion. <\/li>
            • A sidenote to a lesson, but does not completely derail from the topic at hand. <\/li>
            • When your classroom has an eagerness to learn a certain topic. <\/li><\/ul>\n<\/div><\/div>\n\n\n\n
              \n