{"id":299,"date":"2024-04-04T06:43:44","date_gmt":"2024-04-04T03:43:44","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/exercise-4-differences-between-children-and-groups\/"},"modified":"2024-06-21T09:46:29","modified_gmt":"2024-06-21T06:46:29","slug":"exercise-4-differences-between-children-and-groups","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/exercises-5\/exercise-4-differences-between-children-and-groups\/","title":{"rendered":"Exercise 4: Differences between children and groups"},"content":{"rendered":"<nav style=\"font-style:normal;font-weight:400;\" class=\"has-background has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation is-horizontal is-content-justification-left is-layout-flex wp-container-core-navigation-is-layout-c39e78a4 wp-block-navigation-is-layout-flex\" aria-label=\"School Belonging and the Construction of the Other in Educational Settings\" 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has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation has-regular-font-size\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/\"><span class=\"wp-block-navigation-item__label\">School Belonging and the Construction of the Other in Educational Settings<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/methodological-explanation-6\/\"><span class=\"wp-block-navigation-item__label\">Methodological explanation<\/span><\/a><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": false, \"focus\": false }, \"type\": \"submenu\", \"modal\": null, \"previousFocus\": null }' data-wp-interactive=\"core\/navigation\" data-wp-on--focusout=\"actions.handleMenuFocusout\" data-wp-on--keydown=\"actions.handleMenuKeydown\" data-wp-watch=\"callbacks.initMenu\" tabindex=\"-1\" class=\"wp-block-navigation-item has-regular-font-size has-child open-on-click wp-block-navigation-submenu\"><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Presentation of the topic submenu\" class=\"wp-block-navigation-item__content wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Presentation of the topic<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/presentation-topic-5\/two-movies\/\"><span class=\"wp-block-navigation-item__label\">Two movies<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/presentation-topic-5\/presentation-topic-6\/\"><span class=\"wp-block-navigation-item__label\">Inclusion and exclusion in educational setting<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/presentation-topic-5\/references-4\/\"><span class=\"wp-block-navigation-item__label\">References<\/span><\/a><\/li><\/ul><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": false, \"focus\": false }, \"type\": \"submenu\", \"modal\": null, \"previousFocus\": null }' data-wp-interactive=\"core\/navigation\" data-wp-on--focusout=\"actions.handleMenuFocusout\" data-wp-on--keydown=\"actions.handleMenuKeydown\" data-wp-watch=\"callbacks.initMenu\" tabindex=\"-1\" class=\"wp-block-navigation-item has-regular-font-size has-child open-on-click wp-block-navigation-submenu\"><button data-wp-bind--aria-expanded=\"state.isMenuOpen\" data-wp-on--click=\"actions.toggleMenuOnClick\" aria-label=\"Exercises submenu\" class=\"wp-block-navigation-item__content wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Exercises<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/exercises-5\/exercise-1-developing-positive-social-and-interethnic-relations-classroom\/\"><span class=\"wp-block-navigation-item__label\">Exercise 1: Developing positive social and interethnic relations in the classroom<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/exercises-5\/exercise-2-teachers-approach-pace-based-seating-arrangements\/\"><span class=\"wp-block-navigation-item__label\">Exercise 2: The teacher\u2019s approach to pace-based seating arrangements<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/exercises-5\/exercise-3-teaching-and-learning-culturally-diverse-classes\/\"><span class=\"wp-block-navigation-item__label\">Exercise 3: Teaching and learning in culturally diverse classes<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/e-module7\/exercises-5\/exercise-4-differences-between-children-and-groups\/\"><span class=\"wp-block-navigation-item__label\">Exercise 4: Differences between children and groups<\/span><\/a><\/li><\/ul><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav>\n\n<p>\n\t<strong>Duration:<\/strong> 45 minutes\n<\/p>\n<p>\n\t<strong>The goal of this exercise:<\/strong>\n<\/p>\n<ul>\n<li>\n\t\tto show how socioeconomic differences are reflected in teaching and learning as well as how they affect the climate and life at school.\n\t<\/li>\n<li>\n\t\tto engage in active discussion with students about the differences among social groups in the classroom in terms of school success and socioeconomic status.\n\t<\/li>\n<\/ul>\n<h4>\n\t<br>Teaching methods:<br>\n<\/h4>\n<ul>\n<li>\n\t\tdiscussion\n\t<\/li>\n<li>\n\t\tcase study\n\t<\/li>\n<li>\n\t\tindividual work\n\t<\/li>\n<li>\n\t\twriting\n\t<\/li>\n<li>\n\t\tcritical analysis of the text\n\t<\/li>\n<\/ul>\n<h4>\n\t<br>Instructions for the teacher:<br>\n<\/h4>\n<ul>\n<li>\n\t\tBefore you start, be ready to face any possible incidents that could go wrong while discussing this topic.\n\t<\/li>\n<li>\n\t\tGet ready for a discussion about a very sensitive topic. Ensure your thorough knowledge of the ethical aspects and conditions of a respectful discussion and the inclusive environment.\n\t<\/li>\n<li>\n\t\tRead the introduction to exercise 4 and take a look at table 1.\n\t<\/li>\n<li>\n\t\tAsk the students the questions to elicit their reflections on this topic (see Questions to elicit student reflections).\n\t<\/li>\n<li>\n\t\tCreate a space for student questions and discussion. You may collect questions that students may ask and write them down on a flipchart to be discussed together.\n\t<\/li>\n<li>\n\t\tSummarizing discussion \u2013 Try to cover all students\u2019 points of view in brief regarding the issue. Then filter through the main arguments in detail and identify key points.\n\t<\/li>\n<li>\n\t\tEvaluation of exercise \u2013 Ask the students to write feedback on the exercise on a piece of paper. As they leave the classroom, they can put their pieces of paper signed or anonymously into the feedback box. Written feedback is part of the system of teacher-student communication (Nicol 2010). Constructive feed\u00acback is an important ele\u00acment of every dis\u00accus\u00acsion in education, and it can provide effective information for learning and teaching. Students can provide feedback to the teacher on the topic. What did they like about the exercise? What did they not like? What did the teacher do to help students feel safe and comfortable during this exercise? What improvements can the teacher make? What would they do differently if they were teaching the class? Students can take approximately 10 minutes to write feedback.\n\t<\/li>\n<\/ul>\n<h4>\n\t<br>Introduction to Exercise 4 and Story 4<br>\n<\/h4>\n<p>\n\tPicture a class in which there are significant differences among groups and children in terms of the socio-economic status of their families and the educational level of their parents. These differences are reflected in the teaching and to some extent affect the overall atmosphere in the classroom. These differences become apparent in the period before Christmas when the children have to draw on paper what they want for Christmas (see table 1).\n<\/p>\n<p>\n\tTake a look at these differences between the first and second groups. Students from the second group have a lower socioeconomic status compared to students from the first group. You can notice the differences in the wishes. There is no need to calculate how much money each \u201cwish\u201d would cost, since the differences are obvious at first glance. Any child could wish for anything, but his or her wishes reflect to some extent his or her position and the socio-economic status of his or her family. The children usually do not want anything that they would be 100 percent sure their parents would not buy. They are aware of their limits, which are affected by several factors. The desire of children is constructed and motivated by family, classmates, the consumer society, the media, and social media. For nine-year-olds, the family likely has the greatest influence. \u201cThe family I live in determines the life perspectives I have. The family fundamentally influences our identity, self-concept, desires, and aspirations \u2013 what I can do, what I can have, what I am.\u201d This example shows that children wish for what suits their world and their abilities. They create their own wishes, which correspond to the family they live in.<br>\u00a0\n<\/p>\n<p>\n\t<strong>Table 1: Wishes for Christmas presents<\/strong>\n<\/p>\n<table class=\"table table-hover\" style=\"width: 100%\" cellspacing=\"1\" cellpadding=\"1\" border=\"1\">\n<tbody>\n<tr>\n<td>\n\t\t\t\t\u00a0\n\t\t\t<\/td>\n<td>\n\t\t\t\t<strong>Group 1<\/strong>\n\t\t\t<\/td>\n<td>\n\t\t\t\t<strong>Group 2<\/strong>\n\t\t\t<\/td>\n<\/tr>\n<tr>\n<td>\n\t\t\t\t<strong>girls<\/strong>\n\t\t\t<\/td>\n<td>\n<p>\n\t\t\t\t\t* Roller skates, earrings, knapsack, pencil case.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Board game, T-shirt, pants, potter\u2019s wheel.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Books, pencil case, bag.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Book, Lego building set, Monopoly, board game, material for creating a bracelet.\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t^ Doll and pram.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t^ Schoolbag.\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n\t\t\t\t<strong>boys<\/strong>\n\t\t\t<\/td>\n<td>\n<p>\n\t\t\t\t\t*Nerf toy gun (gun for rubber bullets), tablet, new schoolbag.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* T-shirt, skateboard, wardrobe (\u201cI share a wardrobe with my brother, and I want my own\u201d).\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* FIFA 2019 (PC game), Xiaomi mobile, NHL 2019 (PC game), knapsack.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Xiaomi 9 mobile, Lenovo tablet, new computer, PlayStation 4, headphones.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Roller skates, headphones.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Lego building set, baseball cap, ice skates.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t* Slot car track and Formula 1 remote controlled slot cars.\n\t\t\t\t<\/p>\n<\/td>\n<td>\n<p>\n\t\t\t\t\t^ Jacket and T-shirt Football boots, training bag, headphones.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t^ Child\u2019s scooter, Xbox (game console). shoes, remote controlled slot car, glue, scissors.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t^ soccer ball, football boots.\n\t\t\t\t<\/p>\n<p>\n\t\t\t\t\t^ pencil case, scissors, glue.\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>\n\tSource: Vorl\u00ed\u010dek (2022).\n<\/p>\n<h4>\n\t<br>Questions for reflections for students<br>\n<\/h4>\n<ul>\n<li>\n\t\tDiscuss with students whether these differences in wishes could be reflected in teaching and learning?\n\t<\/li>\n<li>\n\t\tHow do they affect the climate and life at school?\n\t<\/li>\n<li>\n\t\tAre economic differences among students important in education?\u00a0\n\t<\/li>\n<li>\n\t\tCould any child wish for anything?\n\t<\/li>\n<\/ul>","protected":false},"excerpt":{"rendered":"<p>Duration: 45 minutes The goal of this exercise: to show how socioeconomic differences are reflected in teaching and learning as well as how they affect the climate and life at school. to engage in active discussion with students about the &#8230;<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":291,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-299","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/299","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=299"}],"version-history":[{"count":4,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/299\/revisions"}],"predecessor-version":[{"id":2328,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/299\/revisions\/2328"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/291"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=299"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}