According to James Paul Gee, “Social Languages are distinctive, in that they are used to enact, recognise and negotiate different socially situated identities and to carry out different socially situated activities”(Gee, 2000). Therefore our group found it fitting that we should create smart board lessons based on the idea of Identity and Self. These lessons were created to integrate the English and PE stage 4 and5 Syllabi.
It is important to recognise that there are many different social impacts on student learning. Social and cultural identities are just two factors which impact on student learning, but there are many others that can be explored, both in and outside the classroom. Our group believed that it is also important to recognise that classroom activity has an impact on the outside world of students, and affects those students’ social and cultural identities. By making students more aware of who they are, or what they could become, students are more socially aware of the world in which they live.
It is important to recognise that there are many different social impacts on student learning. Social and cultural identities are just two factors which impact on student learning, but there are many others that can be explored, both in and outside the classroom. Our group believed that it is also important to recognise that classroom activity has an impact on the outside world of students, and affects those students’ social and cultural identities. By making students more aware of who they are, or what they could become, students are more socially aware of the world in which they live.
Authentic activities, such as those in the smart board lessons created by our group, are an important vessel, which guides students to a better understanding of content knowledge and self-awareness, and serve a larger purpose than teaching the curriculum. “Authentic activities have real-world relevance” (Reeves, 2002). An example of this in the digital artefact we have created includes the activity in which students must identify the type of family that is being shown. Through this activity, students are not only made aware of the type of families that exists, but can also begin to accept and expand on the knowledge that the dominant view in society is only one representation of identity and self. As these activities can be worked on in groups, students also have the opportunity to support other students which may not have made clear links to the task via individual learning.
References:
Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43(5), 412-420.
Reeves. Thomas. (2002). Authentic activities and online learning. HERDSA 2002. P.564.
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