Lesson Samples, Winter 2012
"Four Corners"
In order to encourage critical thinking and facilitate discussions between peers, students were asked to participate in an activity called, "Four Corners." Each corner of the room was labeled with a name or topic, and students were asked to stand in one of the corners. They were then asked to come up with a reason for someone who would stand for this corner. For example, the four corners could be: "There is an ideal American family," "Some American family groups are better than others," "No family group is better than another; they are equal," and "There is no such thing as an ideal family." Students went to stand in a corner where they felt they could come up with a supporting statement (it did not have to be their own opinion, but one heard in the media or among friends). The exercise caused thoughtful discussions, community building, and further clarification that stating a supporting argument does not necessarily mean that the individual is of the same opinion. Students could see the value of looking at things from many viewpoints.
Genogram activity
Students worked in groups to create a genogram. They were given a description of a family, with names, dates, and relevant relationships. Three different families were given. Students created a genogram, or family tree, from the description, including the application of commonly used symbols and the creation of a key. Each group then shared what they had drawn up and let other students critique or suggest alternative depictions.
genogram_game_ex_1.pdf | |
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genogram_game_ex_2.pdf | |
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Order vs. Conflict Game
During one of the first lectures, students were introduced to the paradigms of order and conflict. After in depth discussion and practical application in class, students arrived in mentor session to review this key concept. First, the group clarified both perspectives and determined which family theories fall into each paradigm. Then, students were split into two teams. One person from each team went to the board. The mentor provided a scenario such as, "Jennifer calls the police when her partner beats her, but decides not to press charges and returns to living with him repeatedly." Each student then provided an argument from the conflict or order perspective (they could receive help from their team).
Theory Application: Scenarios
Dr. Murray Bowen, family theorist
After several lectures and readings regarding four theories often used to conceptualize families, students were given the chance to apply what they had learned. In partners, students were given a scenario of a person who had specific qualities, issues, and relationships. They worked together to conceptualize how the person could be described using at least one aspect of each of the four theories.
scenario_theoryappl_ex1.pdf | |
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scenario_theoryappl_ex2.pdf | |
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Theory Application: TV episode
After discussing concepts such as parenting styles, attachment styles, defense mechanisms, and relational styles (i.e., fused, triangulated), students were invited to watch an episode of a popular television show about families living in modern times. They were asked to complete a series of questions which asked them to reflect on the relationships and individual styles of the characters on the show. Students reported that they enjoyed being able to apply theory in such a fun, practical, "real-world" way!