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Speaking to the Whole Class

This critique of whole class instruction poses some helpful questions and suggestions for language and peace educators. The writer describes the weaknesses of speaking to the whole class, whether for giving directions, engaging in class discussion, or presenting content. As a solution, using the “flipped” model is suggested, with a description of some specific tools.

What do you think of the writer’s stated  goal that “every moment in the development of young people in schools is fully inclusive”? What might this look like in a language class? Might this approach connect with traditional Anabaptist communities’ emphasis on the individual as part of the whole (i.e. priesthood of all believers, baptism on confession of faith)?

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About clwoelk

Cheryl Woelk is coordinator of Language for Peace and specializes in language and peace education in multicultural contexts. She holds an MA in Education and a graduate certificate in Peacebuilding from Eastern Mennonite University in Virginia, USA. Cheryl currently lives in Saskatchewan, Canada with her spouse and son.

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Contributing Author

Cheryl Woelk is coordinator of Language for Peace and specializes in language and peace education in multicultural contexts. She holds an MA in Education and a graduate certificate in Peacebuilding from Eastern Mennonite University in Virginia, USA. Cheryl currently lives in Saskatchewan, Canada with her spouse and son.

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