I’d been invited to prepare a presentation on service learning to my school’s leadership team. We were discussing a proposal to make community service an ‘expectation’ for all graduating seniors.
It was 1996, the pre power-point era, and my supporting visuals were slides for an OHP. For digital natives – that’s an Over Head Projector.
A few weeks ago, I wrote a post on integrating theory into introductory social and cultural anthropology courses. Many teachers also had questions about how to integrate more basic, yet important, concepts into their courses. Some of these concepts are linked to theoretical schools and perspectives, others are a little more basic. For those teaching the IB course, the syllabus begins with a list of core terms and ideas – agency, community, comparative, cultural relativism, culture, ethnographic, meaning, process, qualitative, social reproduction and society. Because the subject guide has coupled these terms with explanations that seem to look a lot like definitions or encyclopedia entries, the temptation is for students to attempt to memorize set definitions for each of the core ideas. However, this would be the wrong path to take.
The IB likes to see collaboration between schools when it comes to the Group 4 project.
If you are looking for another school to work with or would like to share examples of successful Group 4 projects, please feel free to leave a reply in this post. A couple of ideas to get you started:
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