The following is a reflection on Lesson 4 of the RD Program that I have started in collaboration with a classroom teacher in a kindergarten classroom at my school. Read more about the program here, as well as reflections on each lesson:
The purpose of Lesson 4 is to discuss careers and how they relate to the “smarts.” The plan for the lesson was as follows:
- Discuss different celebrities or well-known people and what their “special smart” might be.
- Present different props relating to careers and decide which “smarts” are required for each of the careers.
- Discuss what students would like to do when they grow up, as well as what “smarts” might be needed for each chosen career.
Before starting this lesson we did a quick review of the work we had done together in the prior lesson, when we built our community brain. Students impressively shared the key points from that lesson.
Next, we started an activity on the interactive whiteboard. The classroom teacher had prepared an activity where students revealed different celebrities or well-known people, and together the class discussed what their “special smart” might be. Students enjoyed going up to use the interactive board, and with some guidance, they were able to identify the essential smarts for each celebrity’s job.
Following this activity, we thought it would be nice to incorporate a hands-on activity with some props that the students could manipulate. I had done this activity already with Group B (Grade 4 students) and they loved it, so I was pretty certain that these kids would too. We added a few more props to the ones I had used with Group B to make sure every student got a turn.
Going around the circle we had each student share what their job was (cook, baker, hair stylist, builder, doctor, etc.). Then, together as a class we talked about what “smarts” they would need to do that job. They really enjoyed pretending and the activity went as planned.
We wrapped up this lesson by having a few students share what they would like to do as a career when they grow up, followed by what type of “smarts” they would need. Some students chose careers that lined up with their identified “special smart,” so we drew attention to this. Others didn’t, which lead to a short discussion on how we can develop and improve our “smarts.”
As we get further into the program, these students continue to dispel any worries I had about Kindergarten students being too young for this program! I look forward to moving into the second half of the program with them!
Read more about this program here.
Katz, J. (2012). Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Winnipeg: Portage & Main Press.