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Mathieu Debic

Faculty, Upper School
June Shelton School and Evaluation Center
High School (16 to 18 years old), Adults, Post-Secondary
Teacher/Educator, Student/Learner, Researcher, Topic Enthusiast
Language Arts And English, Foundational Reading Skills, Literature, Nonfiction Informational Reading, Speaking and Listening, Social Studies, Writing, World Languages, Arts :
Faculty, Upper School

Upper School Faculty member at the Shelton School in Dallas, TX. 

Courses taught: English II and College Writing

Mathieu Debic's collections

 

I'm taking my ball and going HOME!

<p>This collection will serve as the basis for a series of activities designed to promote global competence and to teach for understanding . Specifically, these activities focus on building competence in the domains of <strong>investigating the world</strong> and <strong>taking action.</strong> All of these experiences and tasks will use the concept of "HOME" as their point of nucleation or seed, and as a through-line to connect the students to the material and help them extend the material beyond the classroom. </p> <p><strong>Resources in this learning lab include:</strong></p> <ol><li>A collection of global thinking routines to be applied during these encounters, as well as the rationales and goals for their use. </li><li>An example of thinking routines designed to foster global competence based on Homer's <em>Odyssey</em> (I use the Fagles translation) and the work of contemporary Korean-born artist, Do Ho Suh. </li><li>Suggestions for expansion, further interrogation, and fractal extension, including extension into further abstraction.</li><li>A series of journal entries charting some of the thinking leading to the production of this learning lab. </li><li>A padlet including documentation of my thinking process and some photos of other pieces by Do Ho Suh: <a href="https://padlet.com/debic_mathieu/67572xigbcn">https://padlet.com/debic_mathieu/67572xigbcn</a> </li></ol><p><br /><strong>Timeline:</strong></p> <ul><li>This learning lab collection was originally conceived to be used in an English/Language Arts or composition class. As such, it favors written expression. These writing assignments could be altered, shortened, or dispensed with altogether. </li><li>The timeline I had in mind when building this learning lab was about two or three weeks of class time. Obviously it could go longer or shorter, depending on the circumstances of teachers using it. </li></ul><p>#SAAMteach</p>
Mathieu Debic
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Digital Technology and You: Scrolling along the Electronic Superhighway

<p>This collection will facilitate a series of activities combined into a short unit encouraging students to consider the development of digital technology  and their relationships to it through <em>Electronic Superhighway: Continental U.S., Alaska, Hawaii</em> by Nam June Paik. It will consist of several activities that will require class time, as well as time to compose, draft, and revise an argumentative essay. My intention is to make this series of activities fairly flexible. I could imagine completing these activities in about a week (five 50-minute class periods), or taking as much as three weeks to get all the way through with supplementation - maybe of other pieces of a similar aesthetic - and time in class to write. </p> <p>The collection has internal instructions on several of the pieces that are designed to be used either in the classroom or by students independently at home - feel free to change them or disregard them. </p> <p>For a more detailed rundown of what I have in mind for this lesson, please see the lesson concept write-up in the collection. </p> <p>#SAAMteach #visiblethinking<br /></p>
Mathieu Debic
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