Please enable JavaScript.

Coggle requires JavaScript to display documents.

Another approach to Divorce Issue in Vietnam. Targeted community:…

- - - - Correct or assumed, there are more generalization than necessary for students' development.
    - - Students of divorce are not reaching out enough
      - Not enough encouragement for students to seek help
      - Mental health issue is still not as close to important as academics
      - Not enough discussions to exchange ideas and support
    - - In a society of close relationships, social image is important for a lot of people that
  - - - Call centers for adolescents
        
        Emotional support and advice
        
        Legal consulting
        
        Reports
      - Free services
      - Distractions
- - - - Let the (potentially) "bullying" students understand that classmates going through divorce live in a different private life/world from them outside of school. The divorce world may have a "hard language" for a lot of people when the set of "language" does not tie to a personal meaning as one does not live in somebody else's world, is helpful to prepare for further work (James Paul Gee on Learning with Video Games, 2012). The activities in class should plant a humble seed in students, knowing that the only thing they can assume is that they don't know, to become more open-minded and loving (and forgiving, for the counterparts).
      - For teachers, be one and direct students in need to helpful people, organizations, materials, activities etc. Educate oneself more to design better plans.
    - - May incorporate conversations about differences: local diversity and global connectedness. Normalizing differences as a part of life, to prompt branching out into the conversation about family. Broadening the concept of a male father and a female mother as a complete and "normal" family, or other social constructs that are pertinent to the discussions that possibly need to be broken down into separate conversations because information cannot be retained as well in big chunk, as well as creating more time for teachers to prepare more thoroughly. There are a lot of platforms to find multimodal materials to speak to as many different students as possible. The multimodal implementations can be but not limited to simulation, role playing, drawing, narrating, watching, listening etc. should be a part of practicing exchanging ideas openly and warmly.
    - - The New London Group. (1996). A pedagogy of multiliteracies: Designing social future. Harvard Educational Review, 66, (1); Research Library, 60.
        
        Multiplicity of communication channels is relevant given today's increasing interconnectedness in the world. Students may rely on online contents for knowledge, for entertainment, for self-growth, distraction or hindrance. These contents can take all kinds of modes to make meaning, and use all design elements to attract adolescents. The world of content creating seems to be competing for innovation in terms of message delivery. Teachers can introduce more helpful resources that are as attractive, by making use of their credibility, knowledge that they have been qualified for, to select educational ones among the mixed contents.