Students had a recap on what has been covered so far before lesson proper.
Students had to recall previous lessons and fill in the missing blanks (wk 2, 3, 4).
This helps to cross check their journals, their date stamps, and labeling their weekly 'chapters'.
It also serves as a timely reminder to those who have not been consistent.
(II) WHO ARE YOU?
This lesson takes students back from the ‘ME’ in the previous week, to connect and associate with others who collect in the case studies, expanding the scope and idea of collections.
Students double up as private investigators as they role-play given subjects who are known for their collections. Here are the chosen personalities (printed and pasted on walls for reference):
1. Koh Nguang How
2. Singapore Psychogeographical Society
3. Anthon B Nilson's Annual Report
4. Kate Bingburt
5. Pascal Rostain
Students were given time to research on their chosen subjects (different personalities in 1 group of no more than 5 students), and take part in an investigative process in a group.
Students take turns to play the role, as they learn more about the subject from their friends. In this way, students acquire knowledge faster, as opposed to finding out on all the subjects on their own. It is also more fun and memorable in the process.
They also find means and ways to imagine clues and information that they do not have time to find out/ lack/ unable to retrieve in the situation.
Here's how it all started, a little shaky with a bit of facilitation.
A Day in the Life of ___
Students are to role play the role of the personality for a week and enter their observations into their journals.
This is after a debrief, where everyone in class collectively adds to the keywords and clues that will help the other groups add on to their own group discussions and investigations.