Curricular Integration and Social Activity: Participating in a Model United Nations Session; from planning to assessment. Michael Reuben Stance Dual School São Paulo, Brazil. Personal Information. Degree in Psychology – Pontifícia Universidade Católica ; PUC – São Paulo
Stance Dual School
São Paulo, Brazil
PUC – São Paulo
Project Developed in a Bilingual School in São Paulo
6 language arts, 2 social studies, 2 math and 2 science classes/week
“Participating in a Model United Nations Session”
integration: Language Arts., Social Studies, History (portuguese)
“Participating in a Public Awareness Campaign”
Language arts, Science (portuguese and English), I.T.
1.Explain the basics of the concept of Social Activity (Leontiev, 1977), (Liberali, 2009).
2. Describe a project using a social activity; focus on its didactic sequence,planning and assessment strategies.
3. Explore the possibilities of curriculum integration between different content areas within the social activity framework.
4. Focus on a “hands on” / practical approach to the use of this framework in the classroom; from a teacher to other teachers.
5. Highlight the importance of working with cyclical genres and textual types contextualized in “real life” situations, defined by their social-communicative characteristics.
6. Performance and Improvisation as key aspects to a significant and engaged learning process; performance x role playing; show examples of performances at a school setting.
- Internationally known as the “distance between the level of real development and the level of potential development”
- Holzman (2002) points that people construct “zones”, e.g., between the place that they are and the one that they are becoming, that enables them to become.
- In the construction of ZPD’s, subjects do things that they don’t master yet; they go beyond themselves (Holzman,2002)
How do we do it? When and where do we do it? Why do
we do it? What do we need to change? How can we improve?
2. Participating in social/cultural activities.
3. Planning imaginary situations (multiple associations).
4. Representing roles in different social situations (different
from role playing!).
5. Acting with purpose; integrating specific contents and
6. Performing and improvising.
7. Creating future possibilities of acting in the world and
A Social Activity is constituted by agents (subjects) that perceive their needs, that are motivated by a purpose (object), which is mediated by artifacts (instruments) and by the means of a relationship between individuals (community), which is constituted by rules and by the division of labor.
The structure of a human activity system (Engeström, 1987, p. 78)
2010 - Work and Consumerism
2011 - Alterity
Both years – debate on Child Labour following the Model United Nations format.
- Written genres: country profile; position paper
- Oral genres: speeches; argumentation strategies
- Linguistic devices: showing opinion; argumentation
- Rules and procedures: debate; focus performance
Social Studies / History:
- Industrial Revolution
- Concept of Labor
- Contextualization and reasons behind Child Labor
in the world; investigating their countries actions
a) position paper
“Participating in a Model United Nations Session”
- adaptation of the real Model U.N
- speeches, debating main issue, questions and
answers (room for improvising)
- voting on best position presented
Performance X in my teaching-learning process?
Script and sequence
Repetition of phrases
Focus on content
No room for improvising
2. Formative: in my teaching-learning process?- establishing clear expectations all along the process- constant feedback; possibilities to change course of action- evaluating all stages of the process, from collecting data to elaboration and planning of performance- elaborating your own proficiency indicators; from mastering specific content of the areas involved to language proficiency indicators- evaluating the chore products of the project (oral and written genres involved); evaluating performance- indicators for your expectations in collaborative / social / interactive work along the process (focus on procedures and active participation)
A – Identifies the context of production of the model U.N.
B – Is able to write a research report on a given country using the appropriate textual organization of the research report genre.
C – Identifies the element of a position paper; identifies the difference between position paper and expository paper; Is able to write a position paper on the issue of child labor.
E – Classifies where, when, why, how and in what conditions child labor is characterized; defines what is child labor.
F -Is able to express oneself in an informal debate, using appropriate language, pronunciation and intonation of a typical debate (also specific oral performance indicators)
G- Is able to perform in a formal debate, following the appropriate rules and procedures of the genre, defending a position of his (her) country, reaching consensus (or not) and proposing solutions (petitions) on the issue of child labor.
(Reuben, et al, 2011)
1. PISA - Programme for International Student Assessment
1. Recuperation / Identification / Reproduction of information
2. Interpretation / Analysis / Explanation
3. Reflection / Evaluation / Application
2. Pre K-12 English Language Proficiency Standards (TESOL)
Social Activity: Participating in a public awareness campaign
Subject Area Contents:
- Global warming: Causes and effects; technology
- Revolutionary actions to reduce global warming
- Cycles of water, carbon and oxygen
Social Activity: Developing a public awareness campaign
- Persuasive letter
- Campaign speeches
To my coordinators Sarah Weiler and Andrea Miranda and colleagues at Stance.
Special thanks to:
Carlos Marotto (science and maths) and Daniel Pecego (language arts) for all the brainstorming and help on some of the ideas presented here regarding the social activity theory and more importantly for “making it happen” in real life through some of the wonderful projects we have presented along the years.
Ana Maria David