Lesson Report:
**Title: Exploring Physical and Metaphorical Boundaries**
*Synopsis: This lesson focused on the exploration of physical and metaphorical boundaries, emphasizing their definitions, examples, and the intersection between them. Through a combination of discussion, personal reflection, and an engaging campus activity, students were guided to identify, illustrate, and articulate the significance of boundaries in their lives and within the university context. The session aimed to deepen students’ understanding of how boundaries inform their roles and interactions both academically and socially.*
**Attendance:**
– No specific absences were mentioned in the transcript.
**Topics Covered:**
1. **Introduction to Boundaries**
– Review of previous lesson’s definition of boundaries: Boundaries signify where something ends and another begins, acting as separations.
– Discussion on physical vs. metaphorical boundaries with examples:
– Physical boundary example: A door separating the classroom from the hallway.
– Metaphorical boundary example: Personal boundaries such as expectations of friends and family.
2. **Personal Reflection Exercise**
– Students were asked to identify one personal physical and metaphorical boundary and to explain their significance.
– This exercise prompted students to consider important boundaries in their life and their roles in providing separation or definition.
3. **Intersection of Boundaries**
– Discussion on the overlap between physical and metaphorical boundaries.
– Example provided: How a classroom door can symbolize a boundary between work and social life.
– Students explored how physical spaces could take on metaphorical meanings to them personally.
4. **Campus Walk Activity**
– Introduction to an exploratory activity titled “Campus Walk.”
– Students paired up and identified a location on campus representing both a physical and metaphorical boundary.
– Requirement to draw the location from their perspective, emphasizing the personal significance of the boundary.
– Group discussion involved sharing drawings, titling them, and explaining the boundaries identified.
5. **Show and Tell**
– Students presented their drawings and explained the physical and metaphorical boundaries chosen.
– Various boundaries discussed included study vs. personal life, library as a workspace, sports fields as spaces for roles and mental focus.
**Actionable Items:**
– **Prepare for Next Class:**
– Next session will involve reading assignments. Ensure students have the necessary materials.
– Encourage students to obtain coffee or necessary refreshments during the break for a productive reading session.
– **Drawings and Insights:**
– Collect all submitted drawings and titles for potential use in future lessons.
– Consider discussing the deeper implications of shared boundaries and how they might relate to coursework.
– **Future Activities:**
– Plan to revisit the concept of boundaries in upcoming sessions to connect them with further academic theories or practical applications.
Homework Instructions:
ASSIGNMENT #1: Campus Walk – Boundaries Exploration
In this assignment, you will explore the intersection of physical and metaphorical boundaries within the context of our university campus, enhancing your understanding of how these boundaries manifest in everyday environments.
Instructions:
1. Pair up with a classmate. Your partner cannot be someone sitting directly next to you; try to find someone from across the room.
2. Spend 20 minutes walking around the university campus with your partner. During this time, identify one location that simultaneously represents both a physical boundary and a metaphorical boundary to you.
3. From your perspective, draw this location, highlighting how it functions as a boundary. The drawing does not need to be artistically perfect—focus on capturing your personal viewpoint.
4. Once the drawing is complete, return to the classroom.
5. Collaborate with your partner to create a title for your drawing. This title should be concise, no more than four to five words, and should capture the essence of the boundary represented.
6. Take a picture of your drawing and share it in the designated group on ‘teleprompter’ as instructed during class.
7. Be prepared to discuss your drawing, including the physical and metaphorical boundaries represented, in the next class session.
Make sure to incorporate your personal experiences and reflections on the boundary when discussing its significance with the class.