Four in One

Four in One

“Globalization, connectivity, networking and innovation are terms that are bandied everywhere. How much of that is encouraged in our classrooms? We are training learners to pursue disciplinary isolationism. We are sharpening compartmentalized thinkers–people who have to be prompted to turn on specific parts of their brains. I am about to tell you a joke, switch on your creative side of the brain.”

“Yet, all of us, learners, teachers, curriculum developers and all the other stakeholders, are expected to practice multidisciplinary approach to everyday issues. This can be difficult because of the deep chasms created around the subjects. In fact, in some quarters they have been advocating for the scrapping of art subjects. The language teacher says, ‘This is not Science.’ The science teacher says, ‘We don’t focus on small lifeless things like commas and full stops. If I can’t study it under a microscope, I am not interested. By the way, what is the temperature of a joke? What are the pH levels of fiction, songs or paintings?”

Judge Dogood introduced his presentation. He was addressing teachers and curriculum developers on creative teaching methods. They hang on every word he said, and they had ninety minutes for that.

“Perhaps we should have lessons on integration of knowledge, you know, a sort of networking of subjects. This will encourage learners to make connections in everything they study and everyday experiences. In a sample short lesson of about seven minutes, I will show you how to teach four subjects. I will need two volunteers, preferably a male and a female.”

Sudden movement and murmurs of excitement spread across the hall. It seemed like the participants had come prepared for another seminar with the same old methods: PowerPoint presentation and group activities.

“Here we go, thank you. What is your name?”

“My name is Naomi.”

“How is Ruth?”

Naomi flashed a smile.

“And the gentleman?”

“I am Peter.”

“Peter, the rock. Where are the eleven?”

Peter holding his left hand as a visor scanned across the four hundred participants as if the apostles had actually tagged along. The participants laughed.  Dogood joined in the laughter. “Peter, you are my kind of guy.”

“Naomi, move five steps to my left; Peter, five steps to my right. With me in the middle, face each other like we are ready to play Kati (dodgeball).

“We will only be here for seven minutes; we go out to play Kati and rounders.”

The participants clapped.

Dogood picked up a box on the table and took it to Naomi. She opened it.

“Naomi, tell us what is in the box.”

“Balls.”

“How many balls?”

“Three?”

“For today’s demonstration, we will use balls. You can also use eggs or potatoes.”

“Naomi, throw the three balls at Peter, one at a time. Please vary your throws and their speed. You can lob, toss, or throw a curveball. That is how the Physics comes in.

“Peter, catch all the balls.”

“Wonderful! Great catch, Peter.”

“Naomi, who taught you how to throw stones, your brothers or your dad?”

The participants laughed.

“Peter, how many balls do you have?”

“Three.”

“No, Peter, five! Right now, you have five balls, but you are holding three balls.”

After a long pause, the hall broke into laughter, clapping and loud cheering.

“That is how you teach English, Mathematics, Biology and Physics in one short lesson. If you want to be more creative and adventurous, you can add History, Geography and Economics.”

Next week: Judge Dogood in church