Today I presented my demonstration lesson as part of the UNCC National Writing Project Summer Institute. In part, I based the demo on a lesson that I’ve done with both adults and students, but I also made some changes to it. I’d never used Lino with a group of folks and wanted to try it out as a potential alternative to Wall Wisher, which has been unstable for me and not particularly aesthetically pleasing.
One of the things that I really enjoy about the demos is the chance to give and receive feedback afterward. Several people said is that they felt the use of technology in the lesson was seamlessly integrated. As someone who is constantly thinking about ways to integrate tech in ways that feel authentic and not just flashy, I was really happy to hear this.
The primary sources related to Japanese-American internment during WWII I chose generated some really interesting and passionate discussion and got at several of the larger themes of identity and use of language that I was hoping to address. There was definitely more material than I’d try to pack into a typical 45 minute lesson, but I think it got at the issue of connection to and disconnection from historical material (avoiding an overly simplified historical narrative) that I’m thinking about for my inquiry project.