Hey guys,
I stumbled upon this letter written by a social studies teacher and thought it was interesting how it mentions stuff that we talk about in Price's class, like citizenship and creating awareness.
Take a look!
Jenn
Monday, November 30, 2009
The Canadian Social Studies Super Site
Like others, I've been busy working on an E-Binder for EDCI 336. A valuable site that my group came across is the "The Canadian Social Studies Super Site." A pretty bland looking site it is, but the links that it provides lead to a multitude of valuable resources. The site is sectioned off into numerous different categories:
-Canada General Information
-Canadian Biographies Online
-Controversial Issues
-Current Events
-Environment
-First Nations/Native Canadians
-Geography, Maps Skills and Space Age Maps
-Global/International Education
-Government,Law,Politics
-History and Historical Pictures
-Human Rights
-Pen Pals
-Planning and Teaching-General Resource Information
-Technology in Education
-Space the New Frontier
-Canadian Social Studies The National Journal
Beneath these listed subheadings there are over a 100 sites to surf through. My recommendation is just to check it out!!
If the link up top isn't working just slap this lil baby in your Google bar:
http://www.ualberta.ca/~jkirman/#DISCLAIMER
Practicum vs Internship
I would like to start a topic regarding whether the practicum approach is better than a year long internship.
The practicum approach gives us a two week observation period, five weeks in the classroom and than eight weeks to wrap up the program. These three stints in classrooms are supposed to give us enough teaching experience to allow us to feel that we will be able to teach a class of our own. In some ways this is advantageous, because we are making the time we have in the classrooms well worth it. This shortened time enables us to use our time wisely and try to get as much as we can out of the experiences. However, there are disadvantages to this approach. The most important being the fact that we are thrown into a class were we have no rapport with the students and we do not get to form those teacher/student bonds that would come with an internship. This year long internship allows the teacher to become comfortable with the students which may facilitate a better learning environment. The internship may also provide us with an opportunity to run our own classes from start to finish, giving us valuable experience for when we are beginner teachers. I am half wondering why they made these changes to the program because there seems to be more benefits to being in a classroom for a full term or year. I just wanted to get some more opinions on this topic and see if anyone can bring forth other sides of the story. Is it better to break up our practicum experiences? Are we losing an important aspect of the program by having these three separate experiences? Would you choose a practicum over an internship?
UN
here are the countries taken for the u.n. exercise:
BELIZE...GERMANY...PERU...BRAZIL...DENMARK...JAMAICA...BOLIVIA...FRANCE...CHINA...COLUMBIA...RUSSIA...NEPAL...FINLAND...AUSTRALIA...ARGENTINA...INDIA...NEW ZEALAND...SOUTH AFRICA...CANADA...CZECH REPUBLIC...HAITI...PHILIPPINES...CUBA...EGYPT...BOSNIA...ENGLAND...VENEZUELA...USA...BARBADOS...KENYA...MEXICO...SWEDEN...JAPAN...BOTSWANA
BELIZE...GERMANY...PERU...BRAZIL...DENMARK...JAMAICA...BOLIVIA...FRANCE...CHINA...COLUMBIA...RUSSIA...NEPAL...FINLAND...AUSTRALIA...ARGENTINA...INDIA...NEW ZEALAND...SOUTH AFRICA...CANADA...CZECH REPUBLIC...HAITI...PHILIPPINES...CUBA...EGYPT...BOSNIA...ENGLAND...VENEZUELA...USA...BARBADOS...KENYA...MEXICO...SWEDEN...JAPAN...BOTSWANA
Calling all Jimmy Joe's
J-J.
I am in need of a UN assignment! can you send me your email? Or does anyone know Jimmy Joe's email?? send me one at dhorton@uvic.ca
Thank you!
I am in need of a UN assignment! can you send me your email? Or does anyone know Jimmy Joe's email?? send me one at dhorton@uvic.ca
Thank you!
Practice what you preach
I was reading Trisha's post and it got me fired up enough to put down some of my thoughts about some of my experiences in this program.
I'm doing my undergraduate in Education, and as such have been taking classes similar to our methods class for the past couple years. I have had some absolutely amazing teachers that are so efficient and dedicated I hope I can be half of what they are in my teaching career! That being said, I feel that few actual examples of different teaching methods are ever used in a university classroom. There are moments within the classroom that we get a chance to practice these different forms of teaching and see what they could look like in a classroom. And if we don't know what these methods look like in a classroom, how will we successfully use these tools in a classroom?
That being said, I cannot shake this feeling that this program has spent the last few years lecturing at me on how NOT to lecture and how to engage students. Only, there is so little engagement by our teachers to us as students. I'm sure other students feel similarly. There are so few professors, even within education, that actually practice what they preach. I understand that they are teaching us the theory so we can take it how we will and become different and unique teachers, but sometimes we need a bit more engagement.
There are a few lessons I've learned from this experience up until this point that I hope might help others who are feeling similarly a bit:
1) remember how you feel being lectured at and if you feel you are really being engaged. If you feel that way as a student who has succeeded in the school system we have, think about how other students who learn differently would feel. (Easier said than done if the examples of how to reach those students are few and far between, but we'll figure out some of what works and what doesn't on your practicum!)
2) practice what you preach because the student's will recognize when you don't
3) use the things you don't like about your classroom experience to remind yourself what not to do in your own classroom as a teacher
4) at least look like you enjoy your subject material, even if you don't!
Does anyone else have any lessons they've learned so far through this program and how it will impact their teaching style that was not ever directly taught by the teachers? I would love to hear them!
I'm doing my undergraduate in Education, and as such have been taking classes similar to our methods class for the past couple years. I have had some absolutely amazing teachers that are so efficient and dedicated I hope I can be half of what they are in my teaching career! That being said, I feel that few actual examples of different teaching methods are ever used in a university classroom. There are moments within the classroom that we get a chance to practice these different forms of teaching and see what they could look like in a classroom. And if we don't know what these methods look like in a classroom, how will we successfully use these tools in a classroom?
That being said, I cannot shake this feeling that this program has spent the last few years lecturing at me on how NOT to lecture and how to engage students. Only, there is so little engagement by our teachers to us as students. I'm sure other students feel similarly. There are so few professors, even within education, that actually practice what they preach. I understand that they are teaching us the theory so we can take it how we will and become different and unique teachers, but sometimes we need a bit more engagement.
There are a few lessons I've learned from this experience up until this point that I hope might help others who are feeling similarly a bit:
1) remember how you feel being lectured at and if you feel you are really being engaged. If you feel that way as a student who has succeeded in the school system we have, think about how other students who learn differently would feel. (Easier said than done if the examples of how to reach those students are few and far between, but we'll figure out some of what works and what doesn't on your practicum!)
2) practice what you preach because the student's will recognize when you don't
3) use the things you don't like about your classroom experience to remind yourself what not to do in your own classroom as a teacher
4) at least look like you enjoy your subject material, even if you don't!
Does anyone else have any lessons they've learned so far through this program and how it will impact their teaching style that was not ever directly taught by the teachers? I would love to hear them!
Sunday, November 29, 2009
Universal design and differentiated instruction
I've come across a number of people in the PDPP program who are concerned that we're not learning anything practical in the way of differentiated instruction (at least, not yet). So it's kind of ironic (not to mention frustrating) that we hear so many comments from our profs about the importance of accessibility, flexibility, and differentiated approaches. If these issues are so important, can someone please give us some more information?!
A few students have suggested that they might be providing us with in-depth information and practical strategies on this topic in ED-D 420. Let’s keep our fingers crossed!
Until then, I suppose this might be one of those "opportunities" for us to seek out answers and learn on our own. But let's be realistic: between our program requirements and personal lives and families and jobs... who has the time? I’m fortunate enough to work for the Learning and Teaching Centre here on campus, and I was involved in distributing a booklet the LTC published called Universal Instructional Design.
Universal design aims to create environments that are accessible and effective for everyone, rather than specifically for those with disabilities. It’s an inclusive concept that can be applied in architecture, activities, and social interactions. The principles of universal design help us design buildings and societies differently, in the hopes that people with a full range of abilities and disabilities will be able to exercise the same degree of freedom.
Universal design in learning (UDL) is the topic of a book by Dr. Ruthanne Tobin of UVic’s Department of Curriculum and Instruction. I believe her book in still in press, but a draft chapter discussing the relationship between universal design and differentiated instruction can be found online:
Link to Tobin: Chapter 3
Hopefully this might provide some answers and ideas...? If nothing else, I think it’s worth skimming. I’ve also included a few interesting links if anyone is interested…
References
Tobin, R. (In press). Differentiation: Respectful Responses to Diverse Literacy Learners. In M.C. Courtland & T. Gambell (Eds.) Young Adolescents Meet Literature: Intersections for Learning.
Learning and Teaching Centre
http://www.ltc.uvic.ca/
Access UVic
http://www.accessuvic.ca/index.html
National Education Association of Disabled Students
http://www.neads.ca/
Inclusion International (see section on Inclusive Education)
http://www.inclusion-international.org/
A few students have suggested that they might be providing us with in-depth information and practical strategies on this topic in ED-D 420. Let’s keep our fingers crossed!
Until then, I suppose this might be one of those "opportunities" for us to seek out answers and learn on our own. But let's be realistic: between our program requirements and personal lives and families and jobs... who has the time? I’m fortunate enough to work for the Learning and Teaching Centre here on campus, and I was involved in distributing a booklet the LTC published called Universal Instructional Design.
Universal design aims to create environments that are accessible and effective for everyone, rather than specifically for those with disabilities. It’s an inclusive concept that can be applied in architecture, activities, and social interactions. The principles of universal design help us design buildings and societies differently, in the hopes that people with a full range of abilities and disabilities will be able to exercise the same degree of freedom.
Universal design in learning (UDL) is the topic of a book by Dr. Ruthanne Tobin of UVic’s Department of Curriculum and Instruction. I believe her book in still in press, but a draft chapter discussing the relationship between universal design and differentiated instruction can be found online:
Link to Tobin: Chapter 3
Hopefully this might provide some answers and ideas...? If nothing else, I think it’s worth skimming. I’ve also included a few interesting links if anyone is interested…
References
Tobin, R. (In press). Differentiation: Respectful Responses to Diverse Literacy Learners. In M.C. Courtland & T. Gambell (Eds.) Young Adolescents Meet Literature: Intersections for Learning.
Learning and Teaching Centre
http://www.ltc.uvic.ca/
Access UVic
http://www.accessuvic.ca/index.html
National Education Association of Disabled Students
http://www.neads.ca/
Inclusion International (see section on Inclusive Education)
http://www.inclusion-international.org/
Inspired by Letter from Birmingham Jail
I just read The Letter from Birmingham Jail again (Martin Luther King Jr, 1963). I have always been so fascinated by the power of non-cooperation/non-violent resistance in the Civil Rights Movement and the Indian Independence Movement. Gandhi and King both have been major players in shaping my world view. I know that as teachers we will have the opportunity to infuse our particular interests into our classes, but how great would it be to teach a whole unit on Satyagraha (or even better, a semester long class). Does anyone have any ideas how Gandhian philosophy can be incorporated into the existing social studies curriculum?
As promised... sorry so late!
I said I would do this almost a month ago but here ya go...
Out of all of the districts people are doing their observations/practicums, mine was the only one where our practicum advisor wanted to meet us during the observation period. I was told that I couldn't tell anyone but the information my supervisor gave me was fairly invaluable and set me at ease pending what is to come in the spring. I realize I am disobeying Betty but I think you will all understand how it benefits you (and how I wish you all got to meet your own supervisors):
First of all, when we're being assessed they will be looking for how we PACE our lessons... are we fast/slow given the level of students? How do we transition? WHEN do we transition? If we notice that students are off task, to we change what we're doing and do we have something we can we can bring into the lesson at the drop of a hat to keep them engaged? Finally, does our pacing fit appropriately (ie: with grade 12 EN LIT we can get through certain materials quicker than with EN 10)?
--my supervisor said pacing is not simply about instinct but it's about being flexible in an intelligent way.
Second, they will be looking for effective and appropriate discipline techniques. Sometimes it can be off the cusp but we should have some general tactics in our arsenals.
Third, how we facilitate discussions -- do we give the students TOO MUCH room where things get out of hand or is it effectively placed? Are we allowing students room to question US (without being defensive on our end)?
Finally, they supervisors will want a copy of a lesson plan that is DETAILED with EVERYTHING: objectives, resources, hooks, transitions/bridges/ and assessment). They will be asking for this right from the get-go.
Other things she said:
-be as PREPARED AS YOU CAN before you arrive because then you can spend more time finetuning things you've already done rather than working until late, late at night just to prepare for the next day. She said in 90% of her evaluations student teachers are a little "less" of themselves as teachers simply because they are exhausted from day 1.
-supervisors will be coming in once or twice a week, depending on what they feel. Sometimes we will know which lesson they will be observing and sometimes they will be there unannounced.
-Our practicum supervisors are out ADVOCATES. If ANYTHING doesn't sit right, whether it be with our mentor teachers or the school we're in OR with UVic and the courses, our practicum supervisors are our ADVOCATES and our MIDDLE MEN. We are not advised to go trying to argue or change things in our practicum situations ourselves... so not only is your advisor evaluating you but she/he is your voice in those times you need it.
-Don't let the short time span scare you (5 weeks). There is a lot you can learn in that time even if it's not an appropriate length to coach a team or sit on committees, you should still go watch games or observe meetings.
-Determine with your mentor teacher how often he/she is going to be in the room. (IE: My teacher and I decided she'd be in there 40-50% of the time... she knows that I will be a better teacher if I am not constantly worried about being watched... yes!)
Remember: Relax. The supervisors are not supposed to help us fail but to give criticism. Expect LOTS of criticism -- but take of it what you will.
------
If you want to know anything else, just ask me and I can get in touch with her to find out.
Cheers, Kate
Out of all of the districts people are doing their observations/practicums, mine was the only one where our practicum advisor wanted to meet us during the observation period. I was told that I couldn't tell anyone but the information my supervisor gave me was fairly invaluable and set me at ease pending what is to come in the spring. I realize I am disobeying Betty but I think you will all understand how it benefits you (and how I wish you all got to meet your own supervisors):
First of all, when we're being assessed they will be looking for how we PACE our lessons... are we fast/slow given the level of students? How do we transition? WHEN do we transition? If we notice that students are off task, to we change what we're doing and do we have something we can we can bring into the lesson at the drop of a hat to keep them engaged? Finally, does our pacing fit appropriately (ie: with grade 12 EN LIT we can get through certain materials quicker than with EN 10)?
--my supervisor said pacing is not simply about instinct but it's about being flexible in an intelligent way.
Second, they will be looking for effective and appropriate discipline techniques. Sometimes it can be off the cusp but we should have some general tactics in our arsenals.
Third, how we facilitate discussions -- do we give the students TOO MUCH room where things get out of hand or is it effectively placed? Are we allowing students room to question US (without being defensive on our end)?
Finally, they supervisors will want a copy of a lesson plan that is DETAILED with EVERYTHING: objectives, resources, hooks, transitions/bridges/ and assessment). They will be asking for this right from the get-go.
Other things she said:
-be as PREPARED AS YOU CAN before you arrive because then you can spend more time finetuning things you've already done rather than working until late, late at night just to prepare for the next day. She said in 90% of her evaluations student teachers are a little "less" of themselves as teachers simply because they are exhausted from day 1.
-supervisors will be coming in once or twice a week, depending on what they feel. Sometimes we will know which lesson they will be observing and sometimes they will be there unannounced.
-Our practicum supervisors are out ADVOCATES. If ANYTHING doesn't sit right, whether it be with our mentor teachers or the school we're in OR with UVic and the courses, our practicum supervisors are our ADVOCATES and our MIDDLE MEN. We are not advised to go trying to argue or change things in our practicum situations ourselves... so not only is your advisor evaluating you but she/he is your voice in those times you need it.
-Don't let the short time span scare you (5 weeks). There is a lot you can learn in that time even if it's not an appropriate length to coach a team or sit on committees, you should still go watch games or observe meetings.
-Determine with your mentor teacher how often he/she is going to be in the room. (IE: My teacher and I decided she'd be in there 40-50% of the time... she knows that I will be a better teacher if I am not constantly worried about being watched... yes!)
Remember: Relax. The supervisors are not supposed to help us fail but to give criticism. Expect LOTS of criticism -- but take of it what you will.
------
If you want to know anything else, just ask me and I can get in touch with her to find out.
Cheers, Kate
ICBC? BUT DO YOU?
Hi,
by clicking the title of this post, you can read the article i am referring to.
i would suggest reading the article before carrying on. the comments at the end of the link/article are irrelevant to what i'm blogging about. here's a quick summary. the government is, whether the courts allow whatever what they find to be admissible or not, accessing facebook and myspace to find information about your "private" life.
what do you think? is there a line? is it a floating line? what about your line versus my line, does that matter? last year the australian supreme court ruled that delivering court notices to defendants via facebook is valid, so don't think the concept is all that abstract. new zealand followed suit. and though it may or may not happen in canada, there is no stopping the government (your future employer and your loan operator) from using facebook to create a profile at least partially based on text and images. in person, 55% of communication is body language. what about when there is no voice or body to communicate, only words and 1/1000 images? and just because you're not confronted with the "evidence," they need not tell you that part of the profile they have on you will be based on how you present yourself in those social networking spaces. i for one do not doubt that once you get a sin number, a profile begins to be built, especially if you cross paths with the government in any way, i.e. taxes or collecting a cheque as a teacher.
maybe you're thinking "i have nothing to hide. who cares?" i would see it as a matter of interpretation. you might not, but what about that awkward photo? or the photo someone you don't even know took of you and posted? doesn't matter? i watched a program a few weeks ago on "the passionate eye" about teenage girls and how technology is influencing their self-esteem and their social status. one scenario they went through was of a girl going up a flight of stairs and the boy behind her tripping. the moment when he fell forward and grabbed her while pulling her down, was caught by someone with a phone camera, and in seconds distributed through a labyrinth of social forums and networks. within minutes this girl was a "slut." not only did she not know about it, she couldn't have responded adequately if she had.
what are the implications for our students? talking with a councillor at the school where i did my observation and will do my practicum, i was told that there is a huge problem with girls sending their boyfriends nude/semi-nude photos of themselves and these guys posting them for their friends to see. now, i'm not on facebook or myspace, so i don't know if those sorts of images are even allowed, but the point is, young people may not be aware or care about who sees the images they post and what might be thought about those images. so what about years later when they try to get a teaching job and the district does a little clandestine searching? or a young girl is put into a position where she has to defend herself in court and these old pictures are produced (knowing full well they can't be used but creating a false context)?
to change perspective a bit. do you remember the video we saw early in the semester which followed several teachers around for a year? remember the one teacher who actually began hanging out with a student as sort of a big brother? obviously you would get to know that person in a more intimate way than your other students. you might even find out something pretty unsavoury about his/her life. what would you do? would you involve yourself to that degree. i thought it was pretty perplexing myself. dangerous for both you and the student. but as teachers we will sometimes, i'm sure, be given a glimpse into a life beyond what we see everyday. maybe it's a disturbing poem or a student comfortable enough to talk with you. not that you're spying, but now we're into a similar position that icbc is taking. based on "evidence," an interpretation is made. the poem is made up, the confidence exaggerated or a naive attempt at friendship. in the article, icbc media relations manager, mark jan vrem says that "as a matter of course, we have a duty to protect all our customers." i would respond, at what cost? altruism is all too often dressed up as a noble duty toward "the greater good," while often disregarding the greater repercussions of its "benevolence."
so be careful! be savvy and aware. teach your kids the same thing. at least give them the tools, your knowledge, to defend themselves, because the deck is currently stacked against them and their ignorance is the number one weapon used against them.
NOTE: POSTED THE NEXT DAY...
I wrote at the beginning of this blog that the comments associated with the article are irrelevant to what i'm talking about. i've been thinking about that, and i take it back. they are actually a perfect illustration about the larger, more incriminating issue. NOT 1 PERSON questioned the ethics of the government having access to "private" information. the one who did say anything close to that, seemed to be more confused about who had access to their page, not about the degrees to which government in invading privacy or the implications.
are we therefore tacitly approving of government interference?
by clicking the title of this post, you can read the article i am referring to.
i would suggest reading the article before carrying on. the comments at the end of the link/article are irrelevant to what i'm blogging about. here's a quick summary. the government is, whether the courts allow whatever what they find to be admissible or not, accessing facebook and myspace to find information about your "private" life.
what do you think? is there a line? is it a floating line? what about your line versus my line, does that matter? last year the australian supreme court ruled that delivering court notices to defendants via facebook is valid, so don't think the concept is all that abstract. new zealand followed suit. and though it may or may not happen in canada, there is no stopping the government (your future employer and your loan operator) from using facebook to create a profile at least partially based on text and images. in person, 55% of communication is body language. what about when there is no voice or body to communicate, only words and 1/1000 images? and just because you're not confronted with the "evidence," they need not tell you that part of the profile they have on you will be based on how you present yourself in those social networking spaces. i for one do not doubt that once you get a sin number, a profile begins to be built, especially if you cross paths with the government in any way, i.e. taxes or collecting a cheque as a teacher.
maybe you're thinking "i have nothing to hide. who cares?" i would see it as a matter of interpretation. you might not, but what about that awkward photo? or the photo someone you don't even know took of you and posted? doesn't matter? i watched a program a few weeks ago on "the passionate eye" about teenage girls and how technology is influencing their self-esteem and their social status. one scenario they went through was of a girl going up a flight of stairs and the boy behind her tripping. the moment when he fell forward and grabbed her while pulling her down, was caught by someone with a phone camera, and in seconds distributed through a labyrinth of social forums and networks. within minutes this girl was a "slut." not only did she not know about it, she couldn't have responded adequately if she had.
what are the implications for our students? talking with a councillor at the school where i did my observation and will do my practicum, i was told that there is a huge problem with girls sending their boyfriends nude/semi-nude photos of themselves and these guys posting them for their friends to see. now, i'm not on facebook or myspace, so i don't know if those sorts of images are even allowed, but the point is, young people may not be aware or care about who sees the images they post and what might be thought about those images. so what about years later when they try to get a teaching job and the district does a little clandestine searching? or a young girl is put into a position where she has to defend herself in court and these old pictures are produced (knowing full well they can't be used but creating a false context)?
to change perspective a bit. do you remember the video we saw early in the semester which followed several teachers around for a year? remember the one teacher who actually began hanging out with a student as sort of a big brother? obviously you would get to know that person in a more intimate way than your other students. you might even find out something pretty unsavoury about his/her life. what would you do? would you involve yourself to that degree. i thought it was pretty perplexing myself. dangerous for both you and the student. but as teachers we will sometimes, i'm sure, be given a glimpse into a life beyond what we see everyday. maybe it's a disturbing poem or a student comfortable enough to talk with you. not that you're spying, but now we're into a similar position that icbc is taking. based on "evidence," an interpretation is made. the poem is made up, the confidence exaggerated or a naive attempt at friendship. in the article, icbc media relations manager, mark jan vrem says that "as a matter of course, we have a duty to protect all our customers." i would respond, at what cost? altruism is all too often dressed up as a noble duty toward "the greater good," while often disregarding the greater repercussions of its "benevolence."
so be careful! be savvy and aware. teach your kids the same thing. at least give them the tools, your knowledge, to defend themselves, because the deck is currently stacked against them and their ignorance is the number one weapon used against them.
NOTE: POSTED THE NEXT DAY...
I wrote at the beginning of this blog that the comments associated with the article are irrelevant to what i'm talking about. i've been thinking about that, and i take it back. they are actually a perfect illustration about the larger, more incriminating issue. NOT 1 PERSON questioned the ethics of the government having access to "private" information. the one who did say anything close to that, seemed to be more confused about who had access to their page, not about the degrees to which government in invading privacy or the implications.
are we therefore tacitly approving of government interference?
Thursday, November 26, 2009
Who Wants Lesson Plans?
Hi Everybody,
I have a pretty good package of Social Studies unit plans that I gathered from my practicum last April/May. Figured I should share it, even if you won't use it on practicum it might come in handy as a sample for the unit plans we have to create in a few weeks. What I've got is as follows:
Socials 8:
Be Peace!
I have a pretty good package of Social Studies unit plans that I gathered from my practicum last April/May. Figured I should share it, even if you won't use it on practicum it might come in handy as a sample for the unit plans we have to create in a few weeks. What I've got is as follows:
Socials 8:
- Course Outline
- Renaissance
- Renaissance Art power point (40 slides approx)
- World Religions Project Outline and Marking Key
- Review Unit and SS 8 Final Exam
- Course Outline
- Democracy and Civil War in England
- French Revolution (Napoleon)
- Industrial Revolution
- First Contact in Canada
- SS9 Final Exam
- Colony to Confederation
- Western Canada Geography
- The Northwest to 1870
- The Prairies 1870-1896
- BC to 1896
- The Emergence of Modern Canada
- Economy of Canada
- SS10 Review Unit
- A bunch of activity ideas and outlines
Be Peace!
Wednesday, November 25, 2009
Rewards and lessons from one-on-one teaching
Tutoring was never something I’d given much thought to before the opportunity suddenly presented itself to me at the beginning of the school year. However, now that I think about it, I’ve always enjoyed helping others in one-on-one situations, where I can find out exactly what the individual would like to know and tailor my explanations and instructions to suit their learning style. For example, in high school, I would frequently help my peers understand a math problem or science concept by having them lead me through the question in a step-by-step manner, so I could identify where their misunderstanding or misconception was occurring. I would then provide prompts and learning probes to guide them towards refining their understanding and discovering the correct answer.
In retrospect, I can see that I was naturally relying on a constructivist approach to teaching, as opposed to a direct instruction method. From a teaching perspective, I have always instinctively felt that people learn more effectively when they discover and manipulate knowledge themselves, rather than being told or shown how to do so. From a learning perspective, I’ve always believed that imitating an observed behavior, technique, or analysis is useful for conditioning oneself to perform that behavior, technique, or analysis – but ineffective for learning the justifications and thought processes that support it. Through my psychology courses this term, I’ve developed an understanding of the theory and reasoning behind my intuitive approaches to teaching and learning, and I now understand why my methods of teaching seem to be successful.
In practical terms, being a tutor allowed me to directly observe and engage with an adolescent – an invaluable experience which I'm sure will serve me well in my teaching career. I noticed that my student, while usually an eager and active learner, could be quite stubborn at times. Occasionally, she would be convinced that she knew the best way for her to learn the given material or complete the task at hand, and it was often difficult to change her mind. In some cases, I would recognize that she was frustrated and looking for the easiest route to the answer, which usually involved asking me to simply tell her. However, in keeping with my teaching strategy, I was always reluctant to give her the answer, so I would instead redirect her attention by helping her look at the problem from another angle, or by suggesting that we move on to something else and return to the current problem or topic later. In other cases, I came to realize that, sometimes, she did know the best way for her to learn the material. In these situations, it was crucial that I was ready and willing to listen and be flexible, because it would have been easy to overlook her understanding of her own personal learning style. Sometimes, students are the experts, and they hold the key to maximizing their own learning potential.
Just some food for thought!
http://pppst.com/
This site might look like its for elementary teachers, but there are plenty of powerpoint presentations on here for high school.
This site might look like its for elementary teachers, but there are plenty of powerpoint presentations on here for high school.
The Raw Goods
Wikileaks just released over 500,000 intercepted text and pager messages sent on the hours leading up to and the hours after 9/11.
Pager data and text messages are open and unencrypted when they are transmitted and the people who operate wikileaks managed to find this huge collection of data. A lot of the stuff is nonsense or automated computer msgs sent out but some of it it interesting. Its both interesting and scary to read some of the personal messages being sent and really sheds light on peoples emotions that morning.
The title of this post links directly to the database of text messages, but this website has a bunch of people who are going through and posting interesting things for those who dont wanna read the plethora of tiny text.. http://www.reddit.com/r/reddit.com/comments/a7xpt/conspiracy_theories_commence_wikileaks_to_release/
Pager data and text messages are open and unencrypted when they are transmitted and the people who operate wikileaks managed to find this huge collection of data. A lot of the stuff is nonsense or automated computer msgs sent out but some of it it interesting. Its both interesting and scary to read some of the personal messages being sent and really sheds light on peoples emotions that morning.
The title of this post links directly to the database of text messages, but this website has a bunch of people who are going through and posting interesting things for those who dont wanna read the plethora of tiny text.. http://www.reddit.com/r/reddit.com/comments/a7xpt/conspiracy_theories_commence_wikileaks_to_release/
Pop Music in Social Studies
Since I decided to become a social studies teacher I have envisioned integrating pop music and its history within the curriculum. I would eventually like to create a whole pop music unit that integrates within the social studies curriculum. Below is my review of an article that I feel is a great launch pad for harmonizing pop music in the classroom. Just as a note on definition: I use pop music as a broad sweeping term to encompass many forms of non-classical, "western" oriented pop-culture or counter/sub culture music and their respective movements.
Simon Butler’s article ‘What’s that stuff you’re listening to Sir?’ Rock and Pop Music as a Rich Source of Historical Enquiry encourages teachers to use rock and pop music as a tool to captivate classes and even attract the attention of the students that are chronically disengaged. Butler cites the article by Grice, Sweets and Mastin in a previous issue of Teaching History in which music is used to provide, “insight into beliefs, attitudes, and feelings,” of the past. Building upon this previous article, Butler believes that music can create an atmosphere of the period that is easier for the students to hear, and therefore become interested in, than it is to read.
Butler mentions how a song with historical subject mater can be used in different ways: as a starter activity to attract initial attention to the subject, as a cross referencing source, or as its own viewpoint that students can evaluate and reflect upon as historically significant. Butler then puts forth two songs and gives detailed instruction on how to use each in the classroom.
Billy Holiday’s ‘Strange Fruit’ is used as a primary source by Butler to visually explore the South East US during the 1930s. Once the students are “hooked”, usually after the second listening, the lesson unfolds with lyrical analysis. Afterwards, the discussion leads to a vast array of possible directions including, but not limited to who, what, when, where, and why the song was written. After the song has been analyzed the students then have a decent picture of the historical setting of the time. Once the students have come to a conclusion of the song and its context, Butler “throws them a curveball” that a white Jewish communist sympathizer actually wrote the song. This will then lead to further discussions and look at the situation from a different historic angle.
Billy Bragg’s ‘The World Turned Upside Down’ is used as a secondary source by Butler to investigate the Diggers of the American Civil War. In addition to the song, Butler gives a short biography of Billy Bragg. This song may appeal more to today’s students, as opposed to 1930s jazz/blues, as it has a “one man guitar rock style” states Butler. He uses the song to get students to compare and contrast the historical accuracies of Bragg’s lyrical landscape. However, the use of the tune does not stop there as many questions may be asked of the song such as: why is this subject sang about 300 years after it has taken place? What is the view presented in the song? Why might Bragg have these views? What inspires Bragg in today’s world to write about the Diggers in this manner? The lesson can link learning about the civil war and its radical groups to today and why people, after all this time, still sing about these groups.
Butler concludes that for the most part the songs he has chosen are not necessarily remembered for their musical merit. However, they do provide a good cultural record and can give insight into popular opinions of the times or of today using historic references.
Ever since I chose to become a teacher I have thought about incorporating my love for music and record collecting into my future lessons. Butler provides a descriptive and anecdotally successful approach to incorporating pop and rock music into his lesson plans as a means to capture the interests of his students including the ones who before have never paid attention. During my year teaching ESL to kindergarten kids in Seoul, South Korea I used pop music in my classroom. I used music as a form of calming the students and bribing them into staying on task so they could hear songs that they developed a liking for or to laugh at Toban Teacher’s attempt to sing along. The incorporation of music proved effective and though Butler and I had different motives and implementations of music the end result of getting our students engaged and focused was similar.
Since I have not had any experience with teaching high school students yet Butler’s anecdotal success and detailed lesson descriptions seem like an excellent incorporation of pop and rock music into the classroom. There are a couple things that I would do differently with regards to music choice. I would work backwards from a historical point of view incorporating music of today and trace the evolution of its sound to a particular period piece.
One example is that I would use some of the hip-pop of today since many students are a fan of the sound. I would relate it back to when hip-hop had a message and play for them some early Public Enemy. Then I would ask the class where the samples/breaks in a certain song came from. I would have music of James Brown on hand and explain the influence and social-political force he was in the 60s and early 70s within the African-American population at the tail end of the civil rights movement. Then I could go back to the roots of the civil rights campaign and introduce Billy Holiday. This would be just one example of how I would attain a more recent connection to a primary source being used to explore a certain historical timeframe. This could be done for various current “genres”/sounds of music. I believe that the sounds of the song are equally important as the message. Without each other the tune would not exist. Though I respect and own records of both Bragg and Holiday I would not simply jump into either without linking it to something the kids were listening to today.
When Butler uses Billy Bragg as a secondary source I think he could discuss the context of the era when the song was written more. Then link it to how there are always parallels between historical periods and the sentiments of each. I understand that time is an utmost issue to teachers and covering as much ground as possible is usually the means of instruction. But I feel the more one relates past to present, the more students will be interested and engaged in the subject matter as it relates more to their lives. This is also true with incorporating and teaching students about pop and rock music.
Bibliography
'What's that stuff you're listening to Sir?’ Butler, Simon. Teaching History, Jun2003, Issue 111, p20, 6p.
Simon Butler’s article ‘What’s that stuff you’re listening to Sir?’ Rock and Pop Music as a Rich Source of Historical Enquiry encourages teachers to use rock and pop music as a tool to captivate classes and even attract the attention of the students that are chronically disengaged. Butler cites the article by Grice, Sweets and Mastin in a previous issue of Teaching History in which music is used to provide, “insight into beliefs, attitudes, and feelings,” of the past. Building upon this previous article, Butler believes that music can create an atmosphere of the period that is easier for the students to hear, and therefore become interested in, than it is to read.
Butler mentions how a song with historical subject mater can be used in different ways: as a starter activity to attract initial attention to the subject, as a cross referencing source, or as its own viewpoint that students can evaluate and reflect upon as historically significant. Butler then puts forth two songs and gives detailed instruction on how to use each in the classroom.
Billy Holiday’s ‘Strange Fruit’ is used as a primary source by Butler to visually explore the South East US during the 1930s. Once the students are “hooked”, usually after the second listening, the lesson unfolds with lyrical analysis. Afterwards, the discussion leads to a vast array of possible directions including, but not limited to who, what, when, where, and why the song was written. After the song has been analyzed the students then have a decent picture of the historical setting of the time. Once the students have come to a conclusion of the song and its context, Butler “throws them a curveball” that a white Jewish communist sympathizer actually wrote the song. This will then lead to further discussions and look at the situation from a different historic angle.
Billy Bragg’s ‘The World Turned Upside Down’ is used as a secondary source by Butler to investigate the Diggers of the American Civil War. In addition to the song, Butler gives a short biography of Billy Bragg. This song may appeal more to today’s students, as opposed to 1930s jazz/blues, as it has a “one man guitar rock style” states Butler. He uses the song to get students to compare and contrast the historical accuracies of Bragg’s lyrical landscape. However, the use of the tune does not stop there as many questions may be asked of the song such as: why is this subject sang about 300 years after it has taken place? What is the view presented in the song? Why might Bragg have these views? What inspires Bragg in today’s world to write about the Diggers in this manner? The lesson can link learning about the civil war and its radical groups to today and why people, after all this time, still sing about these groups.
Butler concludes that for the most part the songs he has chosen are not necessarily remembered for their musical merit. However, they do provide a good cultural record and can give insight into popular opinions of the times or of today using historic references.
Ever since I chose to become a teacher I have thought about incorporating my love for music and record collecting into my future lessons. Butler provides a descriptive and anecdotally successful approach to incorporating pop and rock music into his lesson plans as a means to capture the interests of his students including the ones who before have never paid attention. During my year teaching ESL to kindergarten kids in Seoul, South Korea I used pop music in my classroom. I used music as a form of calming the students and bribing them into staying on task so they could hear songs that they developed a liking for or to laugh at Toban Teacher’s attempt to sing along. The incorporation of music proved effective and though Butler and I had different motives and implementations of music the end result of getting our students engaged and focused was similar.
Since I have not had any experience with teaching high school students yet Butler’s anecdotal success and detailed lesson descriptions seem like an excellent incorporation of pop and rock music into the classroom. There are a couple things that I would do differently with regards to music choice. I would work backwards from a historical point of view incorporating music of today and trace the evolution of its sound to a particular period piece.
One example is that I would use some of the hip-pop of today since many students are a fan of the sound. I would relate it back to when hip-hop had a message and play for them some early Public Enemy. Then I would ask the class where the samples/breaks in a certain song came from. I would have music of James Brown on hand and explain the influence and social-political force he was in the 60s and early 70s within the African-American population at the tail end of the civil rights movement. Then I could go back to the roots of the civil rights campaign and introduce Billy Holiday. This would be just one example of how I would attain a more recent connection to a primary source being used to explore a certain historical timeframe. This could be done for various current “genres”/sounds of music. I believe that the sounds of the song are equally important as the message. Without each other the tune would not exist. Though I respect and own records of both Bragg and Holiday I would not simply jump into either without linking it to something the kids were listening to today.
When Butler uses Billy Bragg as a secondary source I think he could discuss the context of the era when the song was written more. Then link it to how there are always parallels between historical periods and the sentiments of each. I understand that time is an utmost issue to teachers and covering as much ground as possible is usually the means of instruction. But I feel the more one relates past to present, the more students will be interested and engaged in the subject matter as it relates more to their lives. This is also true with incorporating and teaching students about pop and rock music.
Bibliography
'What's that stuff you're listening to Sir?’ Butler, Simon. Teaching History, Jun2003, Issue 111, p20, 6p.
Tuesday, November 24, 2009
Great site for Literacy Strategies
Hey everyone, I have posted a link above to the Ontario Ministry of Education website. Recently we have had to complete a literacy project in which we had to outline 3 strategies to actively engage the class and foster a positive learning environment. A lot of these strategies will be old news to you but there are some really good links in here. They tell you how to use the strategy, when to use it and why it is useful. Have a look and see what you think. They can definatley be used in a socials classroom!!!
Website of Leason Plans and Teaching Strategies
As I was searching around I fell upon this website. It is easy to use, free, and contains many lesson plans. It is an American website so some of the content is inapplicable. However, there is good stuff on the American revolution, slave trade, etc.
I apologize if someone has already blogged this particular website.
Website: http://www.csun.edu/~hcedu013/plans.html
I apologize if someone has already blogged this particular website.
Website: http://www.csun.edu/~hcedu013/plans.html
Monday, November 23, 2009
Microsoft education site
Microsoft is putting teacher resources up and creating programs for teachers to use!!
On this site you can explore pre-made lesson plans as well as select from a wide variety of templates! They also have a newsletter.
Microsoft is also promoting a partners in learning program, "which is a global initiative designed to actively increase access to technology and improve its use in learning. Their goal is to help schools gain better access to technology, foster innovative approaches to pedagogy and teacher professional development and provide education leaders with the tools to envision, implement and manage change."
Just thought I'd share this info..
On this site you can explore pre-made lesson plans as well as select from a wide variety of templates! They also have a newsletter.
Microsoft is also promoting a partners in learning program, "which is a global initiative designed to actively increase access to technology and improve its use in learning. Their goal is to help schools gain better access to technology, foster innovative approaches to pedagogy and teacher professional development and provide education leaders with the tools to envision, implement and manage change."
Just thought I'd share this info..
Self-Esteem
For our Psych Adolescence class we had to read this article on self-esteem and it gave me a lot to think about. The article argues that we (really referring to American Society but you can make the parallels) believe self-esteem to cause success when really it is actually a product of success. The one research example that really stuck with me was about a teacher helping students who had not done well on a science test. After identifying the students who were struggling in the class after the first test the teacher emailed the students who received a C, D, or F prior to the next test with review questions. One third of the students received just the review package, one third of the students received comments that empowered the individual to be in control of their own success in the class and the review package and one third of the students received comments that boosted their self-esteem and the review package. The students who received the self-esteem boosting comments did worse on the second test! Is that because they felt so good about themselves that they didn't think that they needed to work hard? Do you think that in boosting student's self-esteem that we are giving students a false perception of themselves?
I attached a link to the article if anyone is interested!
I attached a link to the article if anyone is interested!
Sunday, November 22, 2009
A musical break
Since Jason showed us some KRS One earlier in the semester, I thought I'd toss this video up. From the school of conscious hip hop, Talib Kweli and Mos Def.
http://www.youtube.com/watch?v=1xBZ3Cs9bCM
The song touches on tons of contemporary issues. Check out their collaboration cd under the name BlackStar or check out any of their solo albums. Its a damn shame that people like Lil Wayne are world famous while these guys go unnoticed for the most part.
http://www.youtube.com/watch?v=1xBZ3Cs9bCM
The song touches on tons of contemporary issues. Check out their collaboration cd under the name BlackStar or check out any of their solo albums. Its a damn shame that people like Lil Wayne are world famous while these guys go unnoticed for the most part.
BC Social Studies Teacher's Association
As education students we can become members of this association. There are many others covering pretty well all subject areas. The Pro-D day at the end of observation is when many of these "provincial specialist association" seminars were put on. Their website also has links that are useful for different subjects within our "Social Studies" designation, eg. Socials, First Nations Studies, Geography. There is also a link for general teacher resource websites.
Saturday, November 21, 2009
Blood, Sweat and DEBATE
Teeth gnarlin, gavil hungry, social studies beasts caught in full debate action!
Both sides sat eager and ready to pounce on the subject in question...
The forum spiked to an intense climate!
Order was tough at hand
Too close it was...
With the victors closing the debate and holding the prized gavel in hand, together they celebrated with a healthy amount of pelvis rotations.
Tuesday's Speaker!
Hi everyone,
I just wanted to get everyone excited about the speaker coming on Tuesday! I am pretty sure that it is Adrian French, who is a Social Studies teacher at Mount Doug. During observation I had the privilege of watching his class numerous times and he is incredibly engaging and passionate about teaching Social Studies. I was also fortunate enough to observe his mosaic class which was awesome. The students were given a piece of the mosaic, a colour scheme, and a topic about WWI and they were to visually represent their topic on their piece using the colour scheme assigned. Once the students had handed in their pieces, Adrian put together the mosaic and it was really amazing. Then after the mosaic was put together the class participated in a "chalk talk." A "chalk talk" is were the class engages in conversations silently by writing on the chalk board. The conversations were prompted by the phrases: "It is good and right to die for ones country" and "In war we gain, in war we lose." Even if the speaker happens to be the other teacher in Victoria who is nominated for a Governor Generals award I wanted to share this experience with you because it is a great example of how Social Studies can come alive in a classroom!
I just wanted to get everyone excited about the speaker coming on Tuesday! I am pretty sure that it is Adrian French, who is a Social Studies teacher at Mount Doug. During observation I had the privilege of watching his class numerous times and he is incredibly engaging and passionate about teaching Social Studies. I was also fortunate enough to observe his mosaic class which was awesome. The students were given a piece of the mosaic, a colour scheme, and a topic about WWI and they were to visually represent their topic on their piece using the colour scheme assigned. Once the students had handed in their pieces, Adrian put together the mosaic and it was really amazing. Then after the mosaic was put together the class participated in a "chalk talk." A "chalk talk" is were the class engages in conversations silently by writing on the chalk board. The conversations were prompted by the phrases: "It is good and right to die for ones country" and "In war we gain, in war we lose." Even if the speaker happens to be the other teacher in Victoria who is nominated for a Governor Generals award I wanted to share this experience with you because it is a great example of how Social Studies can come alive in a classroom!
Thursday, November 19, 2009
Best Practices: Use old provincial exam questions in your tests
After our pop-test the other day in class I remembered a Best Practice from my History 12 class back when I took it.
In the spirit of working "smarter, not harder" our teacher would download old provincial exams and compose all of our unit tests out of questions from them. There was enough exams online that he would just pick out all the questions that related to our unit. The format of these tests was also the same as the provincial exam (just shorter), Multiple Choice, Primary Source Question, Essay (or whatever it was).
Best part of it was that we were more than ready for, and not stressed out by, the format and testing style of the provincial!
Also, I'm pretty sure you could do this with all subjects that still have a provincial.
Justine
Wednesday, November 18, 2009
Thoughts on standardized testing
I just found this video on the BCTF website. While it's mainly focused on Science and the Science 10 provincial that is now required, what the teachers in the video have to say is applicable to all subjects with standardized tests. I know it's a bit of a long video but I think the messages that come through are important and support some of the ideas we have discussed in our class. On my observation, one Socials 11 teacher who used to incorporate numerous projects and research type activities told me that he has had to cut most of that out, basically cut out the fun things that students really learn and benefit from, in order to teach to the test. How does that benefit our students? I really don't think it does.
BCCT
Not sure if anyone has brought up the BC College of Teachers yet, but I just found this on their website. It's a list of workshops they put on ranging from your identity as an educator to professional boundaries, complaints and investigation processes. They also have a dvd on boundary violations and how to avoid them. The BCCT website is full of information that is useful to all of us, and if you have any questions about certification or requirements I think it's a good place to start.
Making your first year a success: a classroom survival guide for middle and high school teachers
My mum gave me this book while I was home during observation. Being a teacher, she is usually a good resource for me when I have questions but she teaches at the elementary school level so the challenges she faces are different than what we will be facing. I want to draw everyone's attention to a part of the book titled "Global Connections" which shares a practice that a high school geography teacher uses. He has students draw country names from a hat, then each one has to connect (via the internet presumably) with the country's secretary of state office, their UN representative and the mayor's office from 3 different cities in that country. Different countries shipped different things to the students, one sent travel books, another sent some of the country's currency to display and one received a complete wardrobe that would be worn in that country consisting of a silk shirt and pants, a turban, a pair of ceremonial shoes and jewelry that a young man coming of age would wear during a celebration there. Many students also received formal letters from head's of state.
I think that this type of activity would be amazing to use in a classroom, not only for the possible items that may be sent, but for the experience the students gain. Imagine having all of those authentic resources in your classroom, including the ceremonial wardrobe, for your students to see. I think it's a great way for your class to develop a better global understanding.
Monday, November 16, 2009
Article Review: What is "historical significance"?
Article Summary
‘Historical significance’ is often ill conceived among today’s Canadian students. In an attempt to address this issue, Stéphane Lévesque introduces ‘historical significance’ as a second-order concept. While first-order concepts involve the content of history (e.g. events and figures), second-order concepts arise during inquiry and investigation into the past. In particular, the application of ‘significance’ is necessary for students to engage in historical content and learn “to make informed decisions [and] understand different perspectives.” It is therefore problematic that second-order concepts are largely omitted from social studies textbooks and classrooms.
While the idea of significance allows us to distinguish ‘relevant’ from ‘trivial’, we still rely heavily on established criteria to help us determine that significance. According to Lévesque, criteria have evolved independently within three different domains: the history community (of professional historians), the students’ community (of cultural context), and the education community (of ministries and educators). However, none of these criteria have been identified as standards for determining significance in the classroom.
The history community uses criteria of “disciplinary significance” (e.g. importance and relevance) while the education community employs criteria of “memory significance” (e.g. intimate interests), the latter relying on personal connections and contemporary justifications to determine historical significance. This divide indicates the dynamic and complex nature of historical significance, and demonstrates the difficulty in understanding how students “relate and connect to the past.” Given the many sources of influence existing in the students’ community (e.g. disciplinary, political, cultural, and educational), it makes sense that students in different cultural contexts encounter different versions of history.
To illustrate how different school communities and different personal contexts (e.g. family, language, culture) influence historical thinking, Lévesque surveyed Anglophone and Francophone students’ conceptions of historical significance. In asking 78 Ontario high school students to each identify the most significant event in Canadian history, he found that a variety of events were selected, with Francophones being more likely than Anglophones to suggest events of significance within French culture (and vice versa). Furthermore, French students used criteria of memory significance to explain their selections more often than English students, who relied more heavily on disciplinary criteria. These differences were apparently related to “school and cultural/linguistic divides.”
According to Lévesque, these results imply that education and history communities are less influential than students’ cultural communities when it comes to understanding and justifying historical significance. For example, Francophone students evaluate historical significance in terms of intimate interests because their minority status promotes connectedness.
In short, historical significance is a concept that is defined differently by different people at different points in time, largely due to the varying cultural contexts and communities that surround us. In conclusion, Lévesque speaks to the importance of educating Canadian students about historical significance as a second-order concept, so that they can critically evaluate the “interpretative frames and collective values used to make sense of the past.”
Evaluation and Exploration of Results
Personally, I have conflicting opinions of this article. Overall, I think Lévesque provides an intriguing and valuable lens through which to view social studies education. However, I feel criticism can (and should) be made of the author’s research strategies and derived conclusions.
There is certainly evidence within our current education system to support the need for a new approach to learning about the past. As adolescents, high school students are continuously battling a host of developmental, social, and personal issues, making it difficult for them to see beyond their immediate lives and current environments. Thus, the past holds no inherent meaning or value for them. Given that the subject of social studies is so firmly rooted in the past, it is critically important to emphasize relevance and connection in the learning process. Without direction, students will passively define historical significance within their own limited (and unrecognized) cultural contexts, and further, will precariously internalize “misconceptions and misunderstandings of the past.” But with the guidance of active educators, students can learn to identify the influence of the “collective past” and, in turn, re-evaluate the criteria they employ in determining historical significance. This type of second-order engagement with course content facilitates students in developing greater knowledge and understanding in the area of history.
From a critical standpoint, however, the findings of Lévesque’s research are not substantial enough to support his assumptions. While it was logical to select Anglophone and Francophone students from the same province (Ontario) to control for the influence of curriculum, this choice was also problematic in that it increased the chances that students would share similar cultural contexts and influences. In addition, with a sample group of only 78 students, the observed differences between French and English students might be easily attributed to other possible explanations, such as gender or scholastic standing. Without more thorough research to support his claims, Lévesque’s proposed changes are somewhat a priori.
That said, I believe there is still a place for innovative teaching and learning strategies to be tested in the classroom. Lévesque’s endorsement of second-order concepts in the study of history is compelling, since connection and engagement with the material would enhance the learning experience for students. In fact, second-order concepts are reminiscent of higher-level intellectual skills, such as analysis and evaluation, included in Bloom’s Taxonomy (1956). When considered in this context, Lévesque is not necessarily advocating anything new; instead, he is re-considering an established approach to learning and providing justification for its use in today’s education system. Educators must remember that it is not merely content that holds value for students – ultimately, it is the learning process that is crucial. Only by developing tools for learning, thinking, and evaluating will students see their educations truly serve them in life.
Reference
Stéphane Lévesque. “Teaching Second-Order Concepts in Canadian History: The Importance of ‘Historical Significance’.” Canadian Social Studies 39.2 (2005). Online.
Strategies for diverse learners: Is streaming an answer?
Meeting the needs of all types of learners is a huge challenge for any educator. This topic was recently raised in my seminar class, so I thought I'd share with you all some of my thoughts on the issue of diversity and differentiation in the classroom.
Only recently has "diversity" become a common consideration and focus in education, and even so, it's not given the same priority in all high school classrooms. While much work is being done on the administration and planning side of things, it's obvious that some teachers are struggling with the notion of having to coordinate their lessons to meet a range of learning abilities.
In my observation school, I was surprised to find a noticeable lack of diverse learners in the classrooms I visited. This is because many of the classes of my high school were "streamed" to provide different education options for students with a range of skills and interests. For example, Math 10 and 11 were streamed (as they are across BC) to give teachers the opportunity to work with discrete groups of students who benefit most from focusing on basic concepts and understandings (Essentials), or on real-life applications they can relate to (Applications), or on higher-level operations and problems they'll need if they plan to go on to university (Principles). I couldn't imagine having such a wide spectrum of learners all in one classroom - and the math teacher I spoke with couldn't have agreed more.
But is there not something inherently problematic about segregating students into a hierarchy of learning environments? While observing the Math Essentials class, I couldn't help but wonder what these students could be capable of if they were only presented with the right form of challenge. At this point in my career, I must admit, I'm a big believer in the idea that young people will generally live up to the expectations you set for them. Given the opportunity to do easier work that requires less cognitive effort and praises "satisfactory" as the ultimate goal... well, students are going to find that hard to resist.
Sure, there will always be a significant group of students who are self-motivated and who want to go to university and who know they need to take the upper-level courses. But those are the students who would learn what they need to know regardless of how they're taught - it doesn't take nearly as much effort or skill on the part of the teacher to get those PLOs across. So why are these more "gifted" students the ones who are challenged to grow and develop, while the students who really need that attention and guidance are permitted - if not encouraged - to sneak by with the bare minimum?
But even though this is clearly an imperfect system, are we up to the challenge of creating a better alternative? How can we ensure each student has an equal opportunity to learn to the best of his/her ability, without resorting to segregation?
Song Friday!
Hi
In response to the last post, when I was on my two week observation I witnessed a great best practice: Song Friday.
Every Friday this English (but you could totally do this in Social Studies too, why not right?) teacher played a song for the class and then they looked at the lyrics on an overhead and had a discussion about it. I watched three of these classes and although the songs were totally different (Brighteyes, Joni Mitchell, and even Tom Waits!!!) each one incited a great discussion bringing in, in particular, some of the students that otherwise didn't really participate in the class.
If you have a more musical background you could probably whip out the sheet music or look at the melody in more depth as well.
Choosing a song from the historical period you are studying could help students relate to the cultural tone of that time (plus Jason Price is always saying you can find tons of that sheet music on line!)
Just a great idea that was not only effective but fun!
Happy Monday,
Justine
Sunday, November 15, 2009
Music and Social Studies
Just thinking back over Jasons lesson on the use of music to teach and inspire stuents in the classroom, why is it that it is rarely used? I don't know if this is true to all areas of education but during my schooling we were never exposed to music. The only lesson I can think of where music was used was in the Battle of Hastings and the bayeux tapestry. We actually had to sing in one of the lessons and the words still haunt me to this day---well more so the pitch in which the teacher sang. That was many moons ago and I still remember it, so I believe we should try to use it more often. Anyway, I was wondering how to incorporate music into our lessons and how to use it in a motivating way. It seems like such a great resource that is not used enough.
Are there any resources to help link certain music/songs with certain subject areas?? Is Jason going to post the website that he spoke of in class??
Are there any resources to help link certain music/songs with certain subject areas?? Is Jason going to post the website that he spoke of in class??
Saturday, November 14, 2009
National Geographic
Hey Everyone!
This may be a little obvious, but I just thought the other day about how much I loved the National Geographic magazine as a kid. So, I thought I would see if their website was any good. I just took a look, and it seems to be jam packed with tons of resources that we can use as Socials teachers.
There are great pictures and articles that cover both history and geography, as well as various maps. They also have short video clips (2-10 minutes) that are free after you watch a short commercial. There are videos about animals, the environment, travel . . . they even have some music videos about important world topics! The website also has a whole subsection called the "Green Guide" which gives advice about being more environmentally friendly in your every day life.
I would definitely recommend that you check this site out (if you already haven't).
Friday, November 13, 2009
ANOTHER HEADS UP....
something else to check out...
AFRICA, PEACE AND CONFLICT
occurs on Thursday November 19 2009 in the
BOB WRIGHT CENTRE,Room 150
3800 Finnerty Rd
Approximate running time 120 minutes
Peformance Notes
AFRICA, PEACE AND CONFLICT: Dr. Jean-Bosco Butera is director of the Africa Programme at the University for Peace (UPEACE). The programme focuses on the necessity to stimulate and strengthen Africa's ability to teach, train and conduct research in areas of peace and conflict studies. In his Nov. 19 University of Victoria President's Distinguished Lecture entitled "Building Capacity for Peace in Africa," Butera will discuss how the programme contributes to a better understanding of conflicts in Africa, their prevention and the creation of an environment for lasting peace to ensure the sustainable development of Africa.
From 1995 to 2003, Butera was vice-rector at the National University of Rwanda. He is currently the patron of Never Again Rwanda, a chapter of Never Again International, a collaborative international network that aims to promote a constructive exchange of ideas to prevent violent conflict and remedy its effects. For more information about the UPEACE Africa Programme visit www.africa.upeace.org.
This President's Distinguished Lecture will take place on Thursday, Nov. 19 at 8 p.m. in the Bob Wright Centre, room B150. Although this event is free of charge, seating is limited and tickets should be booked in advance . An evening parking permit of $2 can be purchased in advance when booking tickets.
AFRICA, PEACE AND CONFLICT
occurs on Thursday November 19 2009 in the
BOB WRIGHT CENTRE,Room 150
3800 Finnerty Rd
Approximate running time 120 minutes
Peformance Notes
AFRICA, PEACE AND CONFLICT: Dr. Jean-Bosco Butera is director of the Africa Programme at the University for Peace (UPEACE). The programme focuses on the necessity to stimulate and strengthen Africa's ability to teach, train and conduct research in areas of peace and conflict studies. In his Nov. 19 University of Victoria President's Distinguished Lecture entitled "Building Capacity for Peace in Africa," Butera will discuss how the programme contributes to a better understanding of conflicts in Africa, their prevention and the creation of an environment for lasting peace to ensure the sustainable development of Africa.
From 1995 to 2003, Butera was vice-rector at the National University of Rwanda. He is currently the patron of Never Again Rwanda, a chapter of Never Again International, a collaborative international network that aims to promote a constructive exchange of ideas to prevent violent conflict and remedy its effects. For more information about the UPEACE Africa Programme visit www.africa.upeace.org.
This President's Distinguished Lecture will take place on Thursday, Nov. 19 at 8 p.m. in the Bob Wright Centre, room B150. Although this event is free of charge, seating is limited and tickets should be booked in advance . An evening parking permit of $2 can be purchased in advance when booking tickets.
RESTORATIVE JUSTICE MOVIE NIGHT
hi there,
just thought you might be interested in this...
TO: U Vic Students, the schools of Greater Victoria and the general public
FROM: Victoria Restorative Justice (RJ) Resource GroupRE: Films and Free Pizza
DATE: Starting at 4 pm, Wed. Nov. 18, 2009, running until 9 pm
LOCATION: Auditorium, Murray and Anne Fraser Law Bldg. at U Vic. Drop in and catch any one the 6 DVD's, professionally produced, presentingreal cases of adults and youth sharing their experiences in restorativejustice and circle practices.
WEST PHILLY STORY (11 mins.) - students in one of the worst high schoolsfor violence in Philadelphia tell how using the "circle process" has uppedits rating to one of the best schools.
THE REENA VIRK STORY (27 mins.) - Reena's parents, Suman and Manjit Virk,meet with youth in schools, and gently persuade them to see the signs andlearn the ways to prevent the bullying which led to Reena's murder. Warren Glowotski, one of her murderers, shares his journey forforgiveness.
BEYOND ZERO TOLERANCE (15 mins.) - Instead of detentions and suspensions,teachers and administrators build a constructive climate for learning bytaking take time to address problems through the regular use of the"circle process". Those affected by a problem are drawn together todiscover What happened? Who is affected and how? and What's to do torepair the harm? CONCRETE,
STEEL AND PAINT (55 mins.) - Men in a prison art class agreeto collaborate with victims to design a mural about healing. At times thedivide seems too wide to bridge. But as they work together, mistrust givesway to genuine moments of human contact and common purpose.
IN SEARCH OF HEALING JUSTICE (50 mins.) - In British Columbia, two braveFirst Nations women challenged convention, bureaucracy and themselves todiscover a healing process which included face to face reconciliationbetween them: one the family survivor of the murder committed by theother.
And if time permits, ENDEAVOUR HIGH SCHOOL STORY, Hull, England, (16mins.) - features how the use of restorative practices changed this schoolwith over 40 cultures represented, from a "failing" school" to "a placewhere respect and safety are the norm".
just thought you might be interested in this...
TO: U Vic Students, the schools of Greater Victoria and the general public
FROM: Victoria Restorative Justice (RJ) Resource GroupRE: Films and Free Pizza
DATE: Starting at 4 pm, Wed. Nov. 18, 2009, running until 9 pm
LOCATION: Auditorium, Murray and Anne Fraser Law Bldg. at U Vic. Drop in and catch any one the 6 DVD's, professionally produced, presentingreal cases of adults and youth sharing their experiences in restorativejustice and circle practices.
WEST PHILLY STORY (11 mins.) - students in one of the worst high schoolsfor violence in Philadelphia tell how using the "circle process" has uppedits rating to one of the best schools.
THE REENA VIRK STORY (27 mins.) - Reena's parents, Suman and Manjit Virk,meet with youth in schools, and gently persuade them to see the signs andlearn the ways to prevent the bullying which led to Reena's murder. Warren Glowotski, one of her murderers, shares his journey forforgiveness.
BEYOND ZERO TOLERANCE (15 mins.) - Instead of detentions and suspensions,teachers and administrators build a constructive climate for learning bytaking take time to address problems through the regular use of the"circle process". Those affected by a problem are drawn together todiscover What happened? Who is affected and how? and What's to do torepair the harm? CONCRETE,
STEEL AND PAINT (55 mins.) - Men in a prison art class agreeto collaborate with victims to design a mural about healing. At times thedivide seems too wide to bridge. But as they work together, mistrust givesway to genuine moments of human contact and common purpose.
IN SEARCH OF HEALING JUSTICE (50 mins.) - In British Columbia, two braveFirst Nations women challenged convention, bureaucracy and themselves todiscover a healing process which included face to face reconciliationbetween them: one the family survivor of the murder committed by theother.
And if time permits, ENDEAVOUR HIGH SCHOOL STORY, Hull, England, (16mins.) - features how the use of restorative practices changed this schoolwith over 40 cultures represented, from a "failing" school" to "a placewhere respect and safety are the norm".
Thursday, November 12, 2009
Remembrance Day
my peeps,
so i was planning some things to do at my work (i work at an after school care) this past month and was looking at the key themes. and well November has Remembrance Day. This got me on the internet and then into some teaching ideas. Anyways, i found a pretty wicked website. And some SWEET activities.
the following is part of one lesson plan... if you scroll down under 'lesson plans' (its the adobe one). [http://sd71.bc.ca/sd71/edulinks/Remember/remember.pdf]
- anyways, i think its pretty good stuff. easily something you could just talk about in a socials class or spend a class or part of one on.
This sheet is designed to help you understand Remembrance Day. Follow
the instructions carefully and do not go anywhere that you have not been
instructed to on this sheet or by your teacher.
1. Please type in the following address www.vac-acc.gc.ca/youth/ or click on
Veteran Affairs Youth Page on the Remembrance Day links page.
Click on A Day of Remembrance and then click on Why Remember. Read the
first paragraph.
Why do we celebrate Remembrance Day? ____________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Read the fourth paragraph (As Canadians...). What were Canadian soldiers
fighting for? _________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Click on the BACK arrow at the top of the screen and then click on Whom Do
We Remember. Why did Canadians voluntarily sign up to go to war?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Click on the BACK arrow at the top of the screen and click on What Should We
Remember. What three wars did Canadian soldiers participate in?
___________________________________________________________
___________________________________________________________
5. Click on the BACK arrow at the top and then click on How Do We Remember.
How do we remember? __________________________________________
___________________________________________________________
___________________________________________________________
6. What do the poppies stand for and why do we wear them? ________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
FROM
http://sd71.bc.ca/sd71/edulinks/Remember/#teachers
so i was planning some things to do at my work (i work at an after school care) this past month and was looking at the key themes. and well November has Remembrance Day. This got me on the internet and then into some teaching ideas. Anyways, i found a pretty wicked website. And some SWEET activities.
the following is part of one lesson plan... if you scroll down under 'lesson plans' (its the adobe one). [http://sd71.bc.ca/sd71/edulinks/Remember/remember.pdf]
- anyways, i think its pretty good stuff. easily something you could just talk about in a socials class or spend a class or part of one on.
This sheet is designed to help you understand Remembrance Day. Follow
the instructions carefully and do not go anywhere that you have not been
instructed to on this sheet or by your teacher.
1. Please type in the following address www.vac-acc.gc.ca/youth/ or click on
Veteran Affairs Youth Page on the Remembrance Day links page.
Click on A Day of Remembrance and then click on Why Remember. Read the
first paragraph.
Why do we celebrate Remembrance Day? ____________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Read the fourth paragraph (As Canadians...). What were Canadian soldiers
fighting for? _________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Click on the BACK arrow at the top of the screen and then click on Whom Do
We Remember. Why did Canadians voluntarily sign up to go to war?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Click on the BACK arrow at the top of the screen and click on What Should We
Remember. What three wars did Canadian soldiers participate in?
___________________________________________________________
___________________________________________________________
5. Click on the BACK arrow at the top and then click on How Do We Remember.
How do we remember? __________________________________________
___________________________________________________________
___________________________________________________________
6. What do the poppies stand for and why do we wear them? ________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
FROM
http://sd71.bc.ca/sd71/edulinks/Remember/#teachers
Making a difference
So while I was on observation I sat in on an English class. The teacher had given out an assignment at the beginning of the year called Making a Difference. Basically every student had to start making changes in their life starting with small changes in their personal lives and building to changes within the community. She led by example and had already made changes such as using a to-go mug for coffee and walking or biking to work three days a week. The students had to keep track of their changes and make some sort of record of them, such as photographs or videos. She got the students to report to the class what progress they had made. I thought this was awesome because the kids got excited about each others changes and encouraged those that were finding it hard. For example, one student who had decided to start eating more vegetarian meals a week was giving out recipes to those that felt this was too difficult. Another student had started peer tutoring a younger student. Another had taken up running.
During the class that I sat in on one student had mentioned doing a food drive and volunteering at a local soup kitchen. It was amazing because even before she had finished speaking she had managed to convince the class to do it together.
I was impressed that an English teacher would make this an assignment in her classroom and thought to myself how easy it would be to implement in a social studies class. What a way to teach kids that they can make a difference not only in their lives but in the the community. I recommend to everyone that we try this in our classrooms.
During the class that I sat in on one student had mentioned doing a food drive and volunteering at a local soup kitchen. It was amazing because even before she had finished speaking she had managed to convince the class to do it together.
I was impressed that an English teacher would make this an assignment in her classroom and thought to myself how easy it would be to implement in a social studies class. What a way to teach kids that they can make a difference not only in their lives but in the the community. I recommend to everyone that we try this in our classrooms.
Student choice grading? What?
Hey guys,
I've been thinking lots lately about student choices in regards to how they are assessed in a classroom. I understand that core subjects like math or chemistry it is not as likely to involve students in how they are assessed, but maybe not. I've been thinking about it in regards to a physical education setting to give students more meaningful assessment, but what if we used it in other classes like socials. What if students had a choice of what types of assignments and projects they did and how they were weighted. Things like tests maybe necessary (especially in a class with a provincial exam), but maybe homework assignments like papers could be switched up to posters, plays, diaramas, collages with a summary etc. Set it up so students have to select one or the other for a certain percent. OR they could choose to select how much a poster is worth and how much a paper is worth (for example they have to choose that the paper is worth either 20% or 30% and the paper is worth either 20% or 30% and they must total up to 50%) so that the students feel they have slightly more control over how they are graded.
Thoughts?
I've been thinking lots lately about student choices in regards to how they are assessed in a classroom. I understand that core subjects like math or chemistry it is not as likely to involve students in how they are assessed, but maybe not. I've been thinking about it in regards to a physical education setting to give students more meaningful assessment, but what if we used it in other classes like socials. What if students had a choice of what types of assignments and projects they did and how they were weighted. Things like tests maybe necessary (especially in a class with a provincial exam), but maybe homework assignments like papers could be switched up to posters, plays, diaramas, collages with a summary etc. Set it up so students have to select one or the other for a certain percent. OR they could choose to select how much a poster is worth and how much a paper is worth (for example they have to choose that the paper is worth either 20% or 30% and the paper is worth either 20% or 30% and they must total up to 50%) so that the students feel they have slightly more control over how they are graded.
Thoughts?
WWI POSTER PROJECT Gr 11
WWI POSTER PROJECT
Name: _______________________ Due Date: _____________
Group Members: __________________________________________________
Introduction
Over the next few days you will be working on a poster project which encompasses the topics we’ve covered so far in World War One. In groups of three or four you will complete a project that’s major components will be put onto poster paper provided by Mr. Van.
Goal of the Project
The goal of the project is two fold:
1. You will learn how to research and analyze data and put it onto a poster.
2. You will gain an appreciation for the human sacrifice that was WWI.
What’s to be Included
How you want to utilize the space on your poster is up to you, but there are some very important requirements that must be followed in order to be able to do well on the assignment. The poster should be divided (as you see fit) into 3 sections.
1. A section that looks at 5 important WWI battles.
a. At least 3 of which must have Canadian involvement.
2. A section that considers the effects of war at home.
a. Politically, with relation to women, propaganda, etc.
3. A section which focuses on the development of a Canadian identity.
a. You are encouraged to include memoirs, letters home, symbols of our changing Canadian identity, etc.
Also to be Included
Visuals which enhance your poster (complete with captions).
A reference section which points to at least 5 sources (2 of which must be books).
**A note on plagiarism: Don’t try it. I know how to check it. It’s a zero if I see it.
Tuesday, November 10, 2009
Marking Participation
A classmate told me that in high school we are not allowed to mark for participation and I want to encourage us all to think purposely and thoughtfully about how we plan to assess students' participation in our classes. In one of the unit plans that we went over on Friday the authors constantly wrote that participation was not going to be marked but still noted. I really don't like that because it suggests that somehow a students' participation will be taken into account in an informal way. As a student I remember having such comments said to me and I would immediately become suspicious of what they meant. Was the teacher going to mark my assignments harder if I didn't participate or hold it against me as a personal flaw? Probably not, but it still made me worry. All I am trying to say is that we need assess thoughtfully and clearly so that students know what is expected of them.
united nations environment program 2009
i have referenced the united nations many times through out university. a good reference for environmental governace that is always current is a booklet that the united nations puts out yearly. every year a booklet is available to download on line, or to buy. the book was called the geo year book( for earlier copies) or resent copies--google UNEP Yearbook or check out this link
http://www.unep.org/publications/contents/title_search.asp?search=year+book
http://www.unep.org/publications/contents/title_search.asp?search=year+book
Lesson plans
Hey people, just thought I would share this website, it has some interesting lesson plans on it. I know we are being bombarded by them right now but they do have some decent ideas in.
http://www.teach-nology.com/teachers/lesson_plans/health/
http://www.teach-nology.com/teachers/lesson_plans/health/
Sunday, November 8, 2009
Keeping Students Engaged When Watching Movies in Class
This is used by my sponsor teacher.
When watching history movies in class my sponsor teacher makes sure to hand out worksheets to fill out during the movie. There will be about 20 questions per movie. All the questions are in sequential order. And the worksheet is for marks. This keeps the students engaged in the movie.
With the Grade 10's he finds that multiple choice works better than fill in the blank. Otherwise the grade 10's get lost fairly easily.
With the Grade 11's he steps it up a notch.
i.e. Social Studies 10 - The Great Enterprise Part 1
1. As the 1860's dawned in North America, a sense of __________ wakefulness disturbed the British colonies of North America.
A. Frightful B. Fearful C. Dreadful D. Mournful
2. President ________ was furious that Britain seemed to be siding with the southern states during the Civil War.
A. Abraham Lincoln B. Andrew Jackson C. Ulysses S. Grant D. James Polk
i.e. Grade 11 - Rural Urban Migration
1. The shift from rural areas to urban areas is called ______ ______ migration.
2. People move from rural areas to urban areas because it will ______ their quality of life.
6. In which two areas of the world are experiencing the greatest change?
10. Indicate 3 push factors discussed in the video.
When watching history movies in class my sponsor teacher makes sure to hand out worksheets to fill out during the movie. There will be about 20 questions per movie. All the questions are in sequential order. And the worksheet is for marks. This keeps the students engaged in the movie.
With the Grade 10's he finds that multiple choice works better than fill in the blank. Otherwise the grade 10's get lost fairly easily.
With the Grade 11's he steps it up a notch.
i.e. Social Studies 10 - The Great Enterprise Part 1
1. As the 1860's dawned in North America, a sense of __________ wakefulness disturbed the British colonies of North America.
A. Frightful B. Fearful C. Dreadful D. Mournful
2. President ________ was furious that Britain seemed to be siding with the southern states during the Civil War.
A. Abraham Lincoln B. Andrew Jackson C. Ulysses S. Grant D. James Polk
i.e. Grade 11 - Rural Urban Migration
1. The shift from rural areas to urban areas is called ______ ______ migration.
2. People move from rural areas to urban areas because it will ______ their quality of life.
6. In which two areas of the world are experiencing the greatest change?
10. Indicate 3 push factors discussed in the video.
Want Current Events in Your Classroom? Check this out.
My sponsor teacher uses this for his Grade 10's for every month.
What in the World? / Le Monde en Marche (Level 2) is a photocopiable current events resource, published in English and French, for Canadian students in grades 8 through 10. Designed to enhance students' understanding of and interest in current Canadian and international events and issues, this publication addresses numerous curriculum outcomes while saving teachers time.
Published nine times a year from September to June (except January), each issue focuses on the previous month's top news stories and includes:
- Four news articles, written at a level students can understand;
- Relevant background information to enhance understanding of each event or issue;
- A content-area vocabulary assignment;
- On-the-line, between-the-line, and beyond-the-line questions;
- Analyzing a political cartoon assignment;
- Examining a news photo assignment;
- Crossword and wordsearch;
- Community Connections article and assignment;
- Quizzes;
- Map assignment;
- Answer key.
Subscribers receive one copy of each issue which they may photocopy for use by all teachers and students within one school. Subscriptions are delivered by first class mail, or via Internet download. Electronic subscribers receive a password each month enabling them to access the publication on our website as soon as it has been posted.
Cost - $126 for the year.
Observation Highlights - Idea's For You!
Governance -
This one came from Kitsilano. They called this program 'Vinery'. It involved struggling students including 16/17 year old grade nines. Instead of a regular year long or semester style course load, these students worked independently on ONE subject for an entire month. This helped keep the students from overloading with too much information. When that subject was done, the student would move on to the next. The teachers involved worked with these students on a first name basis, almost like a friend. However, the teachers still had high expectations.
Resource/Material -
Also from Kits. A teacher and the librarian worked together on a unit plan involving the full use of the library. The students go through stations (reading books, looking up articals online, finding information in magazines, etc.) and have to answer questions for each one that they hand in. The entire process took 4-5 classes (60 min. classes) with 20 stations. Especially with socials, this could work great for developing the necessary research skills for your students.
Activity/Teaching Strategy -
This one came from Claremont and a Confederation unit. At the very beginning of the unit, the teacher got the students into groups. Each group represented a province. Then, each group did research on thier province as to the pro's and con's of joining confederation. Each group then presented to the class their findings, except this was done in a role play. Each group was applauded in and out. Each group started off their findings with 'Good day my worthy deligates.'
This one came from Kitsilano. They called this program 'Vinery'. It involved struggling students including 16/17 year old grade nines. Instead of a regular year long or semester style course load, these students worked independently on ONE subject for an entire month. This helped keep the students from overloading with too much information. When that subject was done, the student would move on to the next. The teachers involved worked with these students on a first name basis, almost like a friend. However, the teachers still had high expectations.
Resource/Material -
Also from Kits. A teacher and the librarian worked together on a unit plan involving the full use of the library. The students go through stations (reading books, looking up articals online, finding information in magazines, etc.) and have to answer questions for each one that they hand in. The entire process took 4-5 classes (60 min. classes) with 20 stations. Especially with socials, this could work great for developing the necessary research skills for your students.
Activity/Teaching Strategy -
This one came from Claremont and a Confederation unit. At the very beginning of the unit, the teacher got the students into groups. Each group represented a province. Then, each group did research on thier province as to the pro's and con's of joining confederation. Each group then presented to the class their findings, except this was done in a role play. Each group was applauded in and out. Each group started off their findings with 'Good day my worthy deligates.'
Saturday, November 7, 2009
MY ARTICLE REVIEW
Click on the title to see article.
"LITERATURE IS FROM VENUS, SOCIAL STUDIES IS FROM MARS: LET'S WORK IT OUT"
Not until my third year of university, and never since, did I see a fictional piece of literature used to enhance a history or social studies class; therefore, I was drawn to Waters’ article on children’s literature as a resource in the social studies classroom. Waters sees a natural link between socials and literature, as literature “is the window to the world of human experience” (Waters, 1999, p.2. Note: article page breaks not noted online; therefore, page references reflect the order in which the article was printed) and social studies is the study of those experiences.
Waters looks at five main reasons for using literature to compliment social studies in both elementary and secondary classrooms. First, “literature makes social studies content more relevant to the lives and needs of the student” (Waters, 1999, p.2); second, “books bring...historical events; geographic locations; and people from various times, places and cultures” (Waters, 1999, p.2) to life; thirdly, “literature is an excellent resource for fostering the development of thinking skills essential to social studies” (Waters, 1999, p.2), such as being able to see alternative perspectives or positions on an issue and constructing alternative consequences; fourthly, literature can be used to “facilitate young peoples’ understanding of abstract concepts” (Waters, 1999, p.2). Finally, Waters believes in using literature in social studies classrooms to present role models from various times and cultures to young people.
Waters emphasizes two points above all others. The first is relevant to his third rationale for using literature in the socials studies classroom, that is, developing critical thinking skills by working on “sequencing, hypothesizing, problem solving, determining cause and effect, and predicting outcomes” (Waters, 1999, p.4). Literature, says Waters, can be used to help young people see the world from multiple perspectives, and enhances ones own already held beliefs and values.
The second point Waters emphasizes, is how best to use literature in a classroom to get those critical thinking skills working to their utmost. Waters feels reading aloud and retelling are strategies which will best accomplish this. The suggestions he makes about how to retell a tale are excellent, and range from acting out a scene in a book without using dialogue, to a creative dramatization.
Though I agree with most of what Waters presents, his fourth and fifth rationales were somewhat perplexing, as I felt he was underestimating students and idealizing the teacher’s role. He claims, in his fourth rationale, that literature can be used to introduce concepts he considers abstract, such as “justice, equality, diversity, freedom and democracy” (Waters, 1999, p.2); and the books he uses to emphasize these concepts all draw upon heroic stereotypes. I would not say he is wrong to use such books, but I wonder if he is intentionally ignoring an entire genre of literature, the dystopian novel, which often introduces the same concepts by emphasizing their extreme opposites. Suggesting it is best that we as teachers seek out only heroic tales of bravery and morality, is to underestimate students’ abilities and distort the teacher’s role.
Further to the point of the teacher’s role, I was uncomfortable with Waters’ fifth rationale, in which literature is used to present role models. I would disagree entirely. It is dangerous for teachers to try and impose upon students a model of what makes a good citizen. Today history is seen from all perspectives and there is rarely one which, when held up to scrutiny, is ideal. I am not saying we ignore diverse texts with strong protagonists and heroic, moral characters, just that we want to be careful with the intent with which we introduce the material.
I will definitely use some of Waters’ ideas, especially his use of drama as a means of enhancing a lesson. An idea he inspired, would be to look at “The Diary of Anne Frank” and have students recreate the conversation those who housed her family surely must have had before they chose their path, drawing from whatever other compatible resources I could find.
Overall, though I disagree with his fifth rationale altogether and am unclear about the intent behind his fourth, Waters’ article is valuable, as it bridges the gap between literature –particularly fiction- and social studies. Waters reminds us that the study of society and history is not limited to facts and dates, but can include fictional interpretations, even biased interpretations, of those facts, and that ultimately the point is to nourish the young minds entrusted to us as teachers.
REFERENCES:
Water, D. Scott. (1999) Children’s literature: A valuable resource for the classroom. Canadian Social
Studies, 33(3), 80-83
"LITERATURE IS FROM VENUS, SOCIAL STUDIES IS FROM MARS: LET'S WORK IT OUT"
Not until my third year of university, and never since, did I see a fictional piece of literature used to enhance a history or social studies class; therefore, I was drawn to Waters’ article on children’s literature as a resource in the social studies classroom. Waters sees a natural link between socials and literature, as literature “is the window to the world of human experience” (Waters, 1999, p.2. Note: article page breaks not noted online; therefore, page references reflect the order in which the article was printed) and social studies is the study of those experiences.
Waters looks at five main reasons for using literature to compliment social studies in both elementary and secondary classrooms. First, “literature makes social studies content more relevant to the lives and needs of the student” (Waters, 1999, p.2); second, “books bring...historical events; geographic locations; and people from various times, places and cultures” (Waters, 1999, p.2) to life; thirdly, “literature is an excellent resource for fostering the development of thinking skills essential to social studies” (Waters, 1999, p.2), such as being able to see alternative perspectives or positions on an issue and constructing alternative consequences; fourthly, literature can be used to “facilitate young peoples’ understanding of abstract concepts” (Waters, 1999, p.2). Finally, Waters believes in using literature in social studies classrooms to present role models from various times and cultures to young people.
Waters emphasizes two points above all others. The first is relevant to his third rationale for using literature in the socials studies classroom, that is, developing critical thinking skills by working on “sequencing, hypothesizing, problem solving, determining cause and effect, and predicting outcomes” (Waters, 1999, p.4). Literature, says Waters, can be used to help young people see the world from multiple perspectives, and enhances ones own already held beliefs and values.
The second point Waters emphasizes, is how best to use literature in a classroom to get those critical thinking skills working to their utmost. Waters feels reading aloud and retelling are strategies which will best accomplish this. The suggestions he makes about how to retell a tale are excellent, and range from acting out a scene in a book without using dialogue, to a creative dramatization.
Though I agree with most of what Waters presents, his fourth and fifth rationales were somewhat perplexing, as I felt he was underestimating students and idealizing the teacher’s role. He claims, in his fourth rationale, that literature can be used to introduce concepts he considers abstract, such as “justice, equality, diversity, freedom and democracy” (Waters, 1999, p.2); and the books he uses to emphasize these concepts all draw upon heroic stereotypes. I would not say he is wrong to use such books, but I wonder if he is intentionally ignoring an entire genre of literature, the dystopian novel, which often introduces the same concepts by emphasizing their extreme opposites. Suggesting it is best that we as teachers seek out only heroic tales of bravery and morality, is to underestimate students’ abilities and distort the teacher’s role.
Further to the point of the teacher’s role, I was uncomfortable with Waters’ fifth rationale, in which literature is used to present role models. I would disagree entirely. It is dangerous for teachers to try and impose upon students a model of what makes a good citizen. Today history is seen from all perspectives and there is rarely one which, when held up to scrutiny, is ideal. I am not saying we ignore diverse texts with strong protagonists and heroic, moral characters, just that we want to be careful with the intent with which we introduce the material.
I will definitely use some of Waters’ ideas, especially his use of drama as a means of enhancing a lesson. An idea he inspired, would be to look at “The Diary of Anne Frank” and have students recreate the conversation those who housed her family surely must have had before they chose their path, drawing from whatever other compatible resources I could find.
Overall, though I disagree with his fifth rationale altogether and am unclear about the intent behind his fourth, Waters’ article is valuable, as it bridges the gap between literature –particularly fiction- and social studies. Waters reminds us that the study of society and history is not limited to facts and dates, but can include fictional interpretations, even biased interpretations, of those facts, and that ultimately the point is to nourish the young minds entrusted to us as teachers.
REFERENCES:
Water, D. Scott. (1999) Children’s literature: A valuable resource for the classroom. Canadian Social
Studies, 33(3), 80-83
Friday, November 6, 2009
jeopardy in the classroom
i would love to share some resources that i was given. so, any fellow students interested in some great jeopardy powerpoints for teaching socials 9 and would like to reciprocate with a great lesson or unit etc. send me an email and i will take the time to return it with some jeopardy games.
kimmii16@uvic.ca
kimmii16@uvic.ca
Thursday, November 5, 2009
Engaging in controversial issues
ProCon.org is a neat resource for social studies classes on current events, politics and public policy. The site poses a controversial issue (mostly from a U.S. perspective), gives an overview/background, divides the topic into pros/cons and provides sources such as books, news articles and quotes. It also has a separate teacher's corner, lesson plan samples and ideas on debating, role playing, extemporaneous speech and essay writing!
Some of the issues covered:
Should the U.S. have attacked Iraq?
Social networking -- good for society?
Born gay? Nature or nurture.
Another cool resource: Free technology for teachers
http://www.freetech4teachers.com/
Critical Review Summary
'I've been in the Reichstag': rethinking roleplay. By: Luff, Ian, TeachingHistory, 00400610, Aug2000, Issue 100 Database:Academic Search Complete
I decided to summarize my critical review article because it seems most fitting for the article I wrote on. The article that I used provided a justification for the use of role play in the classroom as well as five different detailed examples of role plays. First, I will list some of the justifications for role play,then a quick description of the examples that were given. The author justified the use of role play with a few explanations. First, he claims that role play can be an inclusive tool to provide stimulation for all students in the classroom. A student with weak reading skills but strong oral skills could be included in a way that is not always available to them. Or, a quiet student may find a way to branch out and develop news peaking skills which they cannot do in a regular classroom setting. He also expresses a belief in the importance of historical empathy, writing that role play can ease students out oftheir personal life contexts, gradually placing them within the situation and emotions that people of the past faced when history occurred. As a result, students may be able to look at a difficult situation (such as therise of the nazi party) and understand how they gained power through democratic (or pseudo-democratic) means. Though the justification is nice to have, it is not backed by much research or cited information. This article is based more upon personal experience in the classroom. This can be valuable, but does not hold as much weight as one might expect out of an article in a journal. Despite this, the article is valuable because of the examples provided by the author.There were five examples or role play provided, some big, some small:
1) The first was a society game designed to mimic almost any era of British society but could be applied to almost any historical society. It involves passing out character cards to each member of the class who are given instructions on how to act them out or are told to research how each character would live.
2) Success in the army- involves demonstrating how particular military powers were led to success. Keys involved army discipline, leadership, and marching practice. It involved the practice of marching in step and imparting discipline upon those doing so poorly or acting out of role. This was meant to demonstrate how militaries become strong through disicpline.
3) Use of roads- (could be almost any transport).
Using the desks of your classroom, tell the students to create bottlenecks and disorder in order to slow movement in the area. Ask two volunteers to represent the roman legions (or occupying forces). Have a person in the middle of the classroom signal a rebellion (using an arm signal). Have the legions move in to stop it by tapping the rebels on the shoulder. This should take some time because of the disorder of the desks and when they get close, you can have other rebellions start in other corners of the room. This is to demonstrate how important roads or transport are for armies.
4) Rise of Hitler-This role play is a little to complicated to include in the summary but essentially recreates the state of the Reichstag at the time of Hitler’s rise to power. Used to quell questions of how Germans could elect such a radical party to lead their country.
5) Interrogation of an indiviual-Use a historical figure real or made up and have the class ask interrogation style questions to you, or a student who is playing that role.
Suggestions include: - the defence of apartheid policies infront of liberal South Africans
- Custer's ghost before an audience of families bereaved by the Little BigHorn massacre
6) Slave Transport:To demonstrate the conditions found on slave transport ships, the author suggests placing some desks together and finding same-sex volunteer who are willing to lay down in close quarters to squish on the desks. Explain to students during this (once the laughing has died down) that this was a regular situation on slave ships but without the volunteers being chained up with limited food and toilet facilities. You can follow this up with a look at an historical slave ship.
Though argumentative part of the paper has value, the greatest value ofthe article came in the presentation of different role plays. They suggest that teachers can use role plays for almost any topic and involve many different situations in the classroom. The main suggestion that I took out of the article was that there should be few limits for role play in the classroom, and that they are an effective way to promote higher level learning and promote a better learning environment for students.
I decided to summarize my critical review article because it seems most fitting for the article I wrote on. The article that I used provided a justification for the use of role play in the classroom as well as five different detailed examples of role plays. First, I will list some of the justifications for role play,then a quick description of the examples that were given. The author justified the use of role play with a few explanations. First, he claims that role play can be an inclusive tool to provide stimulation for all students in the classroom. A student with weak reading skills but strong oral skills could be included in a way that is not always available to them. Or, a quiet student may find a way to branch out and develop news peaking skills which they cannot do in a regular classroom setting. He also expresses a belief in the importance of historical empathy, writing that role play can ease students out oftheir personal life contexts, gradually placing them within the situation and emotions that people of the past faced when history occurred. As a result, students may be able to look at a difficult situation (such as therise of the nazi party) and understand how they gained power through democratic (or pseudo-democratic) means. Though the justification is nice to have, it is not backed by much research or cited information. This article is based more upon personal experience in the classroom. This can be valuable, but does not hold as much weight as one might expect out of an article in a journal. Despite this, the article is valuable because of the examples provided by the author.There were five examples or role play provided, some big, some small:
1) The first was a society game designed to mimic almost any era of British society but could be applied to almost any historical society. It involves passing out character cards to each member of the class who are given instructions on how to act them out or are told to research how each character would live.
2) Success in the army- involves demonstrating how particular military powers were led to success. Keys involved army discipline, leadership, and marching practice. It involved the practice of marching in step and imparting discipline upon those doing so poorly or acting out of role. This was meant to demonstrate how militaries become strong through disicpline.
3) Use of roads- (could be almost any transport).
Using the desks of your classroom, tell the students to create bottlenecks and disorder in order to slow movement in the area. Ask two volunteers to represent the roman legions (or occupying forces). Have a person in the middle of the classroom signal a rebellion (using an arm signal). Have the legions move in to stop it by tapping the rebels on the shoulder. This should take some time because of the disorder of the desks and when they get close, you can have other rebellions start in other corners of the room. This is to demonstrate how important roads or transport are for armies.
4) Rise of Hitler-This role play is a little to complicated to include in the summary but essentially recreates the state of the Reichstag at the time of Hitler’s rise to power. Used to quell questions of how Germans could elect such a radical party to lead their country.
5) Interrogation of an indiviual-Use a historical figure real or made up and have the class ask interrogation style questions to you, or a student who is playing that role.
Suggestions include: - the defence of apartheid policies infront of liberal South Africans
- Custer's ghost before an audience of families bereaved by the Little BigHorn massacre
6) Slave Transport:To demonstrate the conditions found on slave transport ships, the author suggests placing some desks together and finding same-sex volunteer who are willing to lay down in close quarters to squish on the desks. Explain to students during this (once the laughing has died down) that this was a regular situation on slave ships but without the volunteers being chained up with limited food and toilet facilities. You can follow this up with a look at an historical slave ship.
Though argumentative part of the paper has value, the greatest value ofthe article came in the presentation of different role plays. They suggest that teachers can use role plays for almost any topic and involve many different situations in the classroom. The main suggestion that I took out of the article was that there should be few limits for role play in the classroom, and that they are an effective way to promote higher level learning and promote a better learning environment for students.
Wednesday, November 4, 2009
BCTF - Another "Favourite"
Short and sweet: here's another link to add to the favourites. Once we become teachers we pay dues to the BCTF for them to represent our "best interests." We need to be aware of their actions and know who is representing us, and essentially the students, on their board of governors.
But for now, they can be of great use!! Find on this site: salaries for teachers by district since 2004, code of ethics, job postings by district, more teacher resources, TOC resources...keep your eye on this one.
But for now, they can be of great use!! Find on this site: salaries for teachers by district since 2004, code of ethics, job postings by district, more teacher resources, TOC resources...keep your eye on this one.
An Earth Adventure - Constructivist Learning
Warner, A. (2009). Creating earth adventures: Self-guided programs to connect children with nature. The Green Teacher, 85, 3-8.
Summary of an outdoor constructivist lesson
An Earth Adventure is a program developed to help youth rediscover the natural environment. An Earth Adventure includes:
-hands-on activities
-an engaging storyline with a final discovery
-time to reflect in nature
-links to local natural history and environmental information
-opportunities to work together
-suggestions to reduce our environmental impact (4)
Essentially, students participate in an adventure through nature. They play a role in the adventure and actively help to progress the storyline. In doing so, the student has a chance to uncover information about the past, present, and future of their story's setting.
A successful Earth Adventure takes practice in program design, "environmental education...creativity, writing skills, and attention to detail" (7). However, the greater the planning and preparation, the greater the success of the program will be.
Why is this article relevant to teaching?
An Earth Adventure is a somewhat alternative approach to teaching than the well known lecture-based style. This approach is based on the constructivist learning theory.
What Wiki Says about constructivist learning theory -
(http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29)
Dallas's Wiki Summary
- Knowledge and meaning is created from our own experiences.
- Mainly adopted from Jean Piaget's ideas of internalizing knowledge.
- Learning is seen as unique and guided by more knowledgeable individuals.
- The student determines the importance and truth attributed to shared knowledge and is thus responsible for their own learning.
- Subsequently, motivation for learning is internal instead of being applied externally.
- In the classroom, the student and teacher relationship needs to be changed. The teacher becomes a facilitator who asks questions and converses with the student to aid the student in reaching their own understanding of material.
-Meaningful learning comes from social and environmental interaction. Students should not be isolated but should help build the collaborative knowledge of the classroom.
- The teacher, as part of the classroom, does not hold the "correct" viewpoint, but instead holds another viewpoint in which the students can use to solve a problem.
- Diversity in a classroom is important for developing deeper meanings.
- Students need to learn in many different contexts. If the students are expected to learn how to think from a feminist perspective, they need to take part in a feminist activity in which the feminist context is identified and applicable feminist thinking is modeled by the teacher.
- (Side Note) In addition, Albert Bandura would argue that effective modeling requires students to be attentive, motivated, and able to access and retain pertinent information, as well as, be able to present a clear reproduction of the modeling being presented.
- Assessment no longer involves testing, but instead is based on the dialogue between the teacher and student.
- Knowledge is not divided into strict disciplines but instead flows between subjects.
- The classroom should be a challenging environment for the student, and the students should be showing mastery of problem solving and well as the problems involved.
- Constructivist learning is not a free-for-all. There needs to be a balance between the underlying structure which guides the student towards a particular outcome and the student's freedom to pursue the knowledge they find relevant.
Criticism
- How can constructivist approaches work within the Mathematics and Science disciplines?
- What about students who do not have experience in free thought?
- Students learn in different ways, what about those who do not want to participate?
Criticism of Criticism
- Problem-based learning is structured and constructivist.
- Learning should revolve around behaviour and change, not just memorization.
Criticism of Criticism of Criticism
- If you start children with "learning by doing" they will develop slower cognitively.
- Lazy teachers will simply turn discovery learning into just discovery.
- The fundamentals of mathematics cannot be learned through simple discovery.
Criticism^4
- Constructivist learning does not need to abandon structure. However, as youth get older, less and less structure should be provided to the student.
- At the core of constructivist learning is expert guidance.
Cheerio.
Dallas.
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