One problem that always peaks my kids interest is the legality, or in their case the illegality, of marijuana. So I would present this as the problem and ask students how they are going to solve it. They want it legalized so I would ask them to develop a plan. Examples could be protests, writing to their legislatures, etc. They would use devices to thoroughly research the benefits of legalizing marijuana. Then they would implement the plan by writing the letter, highlighting all the reasons they discovered arguing for legalization. I would be their to guide their arguments to, hopefully, make them more coherent. I would then ask them to determine how effective of a solution this was. What made it effective? What could they do better?
Another Problem-based activity Would be with the Great Depression. For this one they can choose one of the many problems of the Depression, unemployment, banks runs, looting, the dust bowl, low prices of American goods. I would simply ask the question "Choose one or two of these and create a plan to lessen the effects of the Depression.?" They will have had lessons and some prior knowledge of the reasons these various problems began. Students will be put into groups and asked to come up with 2-3 solutions for their problems and why this will help. For the implementation phase they will also come up with hypothetical effects of their plans as they can't actually implement. But they will use evidence from history to see what sort of impact their solutions would probably make. So I would need to Phase 3 and 4 together.
I love Snuggies
Saturday, July 21, 2018
Inductive Model
Inductive
1Introduce the idea of movement in history. I would use more examples from history and about immigration. Then have them look at the artifacts
2 Sort the artifacts into categories of their choosing. They will need to be able to explain there categories. I would love to do this digitally, put the artifacts in padlet or something that they can manipulate them on an Ipad or chromebook.
3 For the inductive phase, I will ask questions to get them to think about the topic that I have in mind. In this case, i want them to understand urbanization in during the Gilded Age. We will go through specific relationships between the artifacts to point us toward urbanization.
4 During the closure phase we would pick a push or pull factor of cities and try to reorganize artifacts this way.
5 Students will be city planners and try to highlight a pull factor or fix a push factor.
Integrative
For this model I would use the Dictators of WWII. During Phase one I would put them into groups and give each group a packet with a snippet about each dictators. The students will look for patterns and similarities and differences. Probably a Venn diagram. During Phase 2 I have them fill out the graphic organizer and explain their similarities and differences, urging them to look a bit deeper. During phase 3 they could hypothesize on how WWII would have been different if any of the leaders had been killed, deposed, or won. Then in phase 4 they make generalization about the dictators and infer what will happen based on what they've learned about them. During this phase I would assign each group a different dictator and have them creat a digital portfolio for them in prezi or google slides that will be shared with the class.
Wednesday, July 18, 2018
Cooperative Learning
Cooperative Learning
Jigsaw - The Holocaust comes to mind for this activity. There are so many aspects and resources about this that a jigsaw is would be perfect. I would explain what they were doing, expert group and a home group and that there task is to become an expert on their topic. Topics could be Kristallnacht, Nuremberg, Auschwitz, etc. Then I would explain that while in their groups not only are they becoming experts, but that they are going to be a good listener, share ideas, and assist members in creating their presentation for their home group. Then I would assign them groups with students of all learning levels in each. I would have them use different online resources, articles, virtual tours, to research their topics. Then they would come back to their other groups and teach each of the other groups. It would be cool to have them create some sort of assessment to take back to their home groups. Which they could then administer during step six. Then we could bring it back and evaluate how things went and discuss their findings and how they worked as a team.
General Cooperative learning - During the great depression I have the students make Hoover hotels, shacks made out of whatever they can scavenge from around class. So I'd introduce this task and tell them that they can use anything that they can find, anything that they have on them. They can barter and trade for materials. 2, I would tell them that they need to contribute ideas, offer constructive feedback, and work cooperatively with one another. 3. Then I let them have at and watch as they build. They know that the hotels are going to put through some tests and be judged on how they withstand them. 4. After the tests we talk about ways they could have made their structures better. What worked, what didn't. For step 5, I might have them give themselves, as well as other students in their groups a written reflection on how they worked together. 6. the judging was the assessment.
Jigsaw - The Holocaust comes to mind for this activity. There are so many aspects and resources about this that a jigsaw is would be perfect. I would explain what they were doing, expert group and a home group and that there task is to become an expert on their topic. Topics could be Kristallnacht, Nuremberg, Auschwitz, etc. Then I would explain that while in their groups not only are they becoming experts, but that they are going to be a good listener, share ideas, and assist members in creating their presentation for their home group. Then I would assign them groups with students of all learning levels in each. I would have them use different online resources, articles, virtual tours, to research their topics. Then they would come back to their other groups and teach each of the other groups. It would be cool to have them create some sort of assessment to take back to their home groups. Which they could then administer during step six. Then we could bring it back and evaluate how things went and discuss their findings and how they worked as a team.
General Cooperative learning - During the great depression I have the students make Hoover hotels, shacks made out of whatever they can scavenge from around class. So I'd introduce this task and tell them that they can use anything that they can find, anything that they have on them. They can barter and trade for materials. 2, I would tell them that they need to contribute ideas, offer constructive feedback, and work cooperatively with one another. 3. Then I let them have at and watch as they build. They know that the hotels are going to put through some tests and be judged on how they withstand them. 4. After the tests we talk about ways they could have made their structures better. What worked, what didn't. For step 5, I might have them give themselves, as well as other students in their groups a written reflection on how they worked together. 6. the judging was the assessment.
Concept Attainment
Concept Attainment
I'd like to do this during a WWI lesson on propaganda.
1. The artifacts would be a whole slew of propaganda, which is super cool. Posters and songs.
2. Students would then look at the common themes in the artifacts. Looking for what they are trying to get you to feel, think, believe, or act to.
3. I'd have each of them to come up with a definition independently before bringing it to the whole class and really hammering out a good one. There would be time to reflect on how they came to their definitions.
4. They'd then use a website like piktochart, prezi, or the like to create their own propaganda posters.
Another idea to use this would be in my guitar class. I would follow the same model above, but I would use types of chords. Introduce examples and no examples of major and minor chords. Students would hypothesize as to what makes the chord sound different from one another. We'd then talk about how flattening the 3rd by a half step in creates a minor chord. I'd get out ipads and let them record chord progressions they creating utilizing these chords, with garage band.
I'd like to do this during a WWI lesson on propaganda.
1. The artifacts would be a whole slew of propaganda, which is super cool. Posters and songs.
2. Students would then look at the common themes in the artifacts. Looking for what they are trying to get you to feel, think, believe, or act to.
3. I'd have each of them to come up with a definition independently before bringing it to the whole class and really hammering out a good one. There would be time to reflect on how they came to their definitions.
4. They'd then use a website like piktochart, prezi, or the like to create their own propaganda posters.
Another idea to use this would be in my guitar class. I would follow the same model above, but I would use types of chords. Introduce examples and no examples of major and minor chords. Students would hypothesize as to what makes the chord sound different from one another. We'd then talk about how flattening the 3rd by a half step in creates a minor chord. I'd get out ipads and let them record chord progressions they creating utilizing these chords, with garage band.
Thursday, July 12, 2018
Concept Development
I think one way I could use this is during the Gilded Age I would have students list all of the problems they knew about from class. Once they had a good list they could then classify them into groups. Social, health, government, etc. From there they could reclassify them into government responsibilities and citizen responsibilities. I would then have an activity where they told me why they grouped things the way they did.
Another way I could use this model would be in my music class. I would use the same grouping activity but I would do it with different music types or genres. We would spend a day listening to a variety of music. Much of the music would be chosen by the students themselves to keep them interested but I would chose some that they wouldn't typically listen to. I would have them group it, label it and defend their reason for doing so.
I think one way I could use this is during the Gilded Age I would have students list all of the problems they knew about from class. Once they had a good list they could then classify them into groups. Social, health, government, etc. From there they could reclassify them into government responsibilities and citizen responsibilities. I would then have an activity where they told me why they grouped things the way they did.
Another way I could use this model would be in my music class. I would use the same grouping activity but I would do it with different music types or genres. We would spend a day listening to a variety of music. Much of the music would be chosen by the students themselves to keep them interested but I would chose some that they wouldn't typically listen to. I would have them group it, label it and defend their reason for doing so.
Socratic Seminar and/or Role-play/Simulation
One way I think it would be cool to to a simulation is during the my Great Depression. I would like to simulate the stock market. Show them how it ebbs and flows. How their choice of buying/selling, natural disaster, supply and demand, all effect the prices of goods. Once they had it figured out and how to make money, I'd crash it just like on Black Tuesday and see there feeling of helplessness as their wealth slowly disappears.
I like to use the Socratic Seminar during controversial subjects. Immigration, gay marriage, abortion, dropping atomic bombs. I like to use the cards to ensure that everyone participates. I had a student once ask me why they killed socrates. So decided to use the Socratic method on him and continuously ask him questions until he came to a conclusion. It went well, until the student shot up and told me to shut up, not so kindly. I then said "that's why they killed him." History in action.
Tuesday, July 10, 2018
Inquiry Model
Scientific Method of Inquiry
One way I could use this method is in my WWI unit. I'd like to ask them about propaganda that was used, specifically by the British. Ask how it was used then have them write down there thoughts. Then we'd look at some examples and evaluate what the purposes of the specific examples were. Based on that we would assess there original ideas on how it was used, what did they get right, what was off he mark. Then discuss how they came up with their findings. I like the idea of doing this in small groups.
5 E's
I'd likely use a story with a nice twist at the end to get students attention. A cool operation from WWII would be fun. I would probably present it as a mystery that needs to be solved and ask them questions to guide them to possible solutions. This would be fun as the whole class. I could then bring it back to WWII and ask how that might have affected the outcome of the war, using inquiry again.
One way I could use this method is in my WWI unit. I'd like to ask them about propaganda that was used, specifically by the British. Ask how it was used then have them write down there thoughts. Then we'd look at some examples and evaluate what the purposes of the specific examples were. Based on that we would assess there original ideas on how it was used, what did they get right, what was off he mark. Then discuss how they came up with their findings. I like the idea of doing this in small groups.
5 E's
I'd likely use a story with a nice twist at the end to get students attention. A cool operation from WWII would be fun. I would probably present it as a mystery that needs to be solved and ask them questions to guide them to possible solutions. This would be fun as the whole class. I could then bring it back to WWII and ask how that might have affected the outcome of the war, using inquiry again.
Vocabulary Acquisition and Picture Word Induction
Vocabulary Acquisition
The way I would use this in my class is to introduce a theme or movement. For example introducing a word that is heavy and full understanding can't come just by defining it, but by using examples, stories, and pictures. I would use this with a topic like Nationalism or Nativism or muckraker. This would get the students thinking broadly. Then I could bring in the content to help them understand it in context.
Picture Word Induction
I would like to use this with political cartoons. There are a lot of difficult concepts in history and political cartoons illustrate how people that lived then viewed topics. It also shows how some of the controversial topics of back then are still controversial today. There are great cartoons about immigration fro example and this would really help my class analyze. Or photos from How the Other Half Lived would also be really fun.
The way I would use this in my class is to introduce a theme or movement. For example introducing a word that is heavy and full understanding can't come just by defining it, but by using examples, stories, and pictures. I would use this with a topic like Nationalism or Nativism or muckraker. This would get the students thinking broadly. Then I could bring in the content to help them understand it in context.
Picture Word Induction
I would like to use this with political cartoons. There are a lot of difficult concepts in history and political cartoons illustrate how people that lived then viewed topics. It also shows how some of the controversial topics of back then are still controversial today. There are great cartoons about immigration fro example and this would really help my class analyze. Or photos from How the Other Half Lived would also be really fun.
Tuesday, July 3, 2018
Online Lesson
For my students, I don't know that I would use an online lesson like was outlined in this module. Definitely not for them to do at home. My students often times don't have access to technology outside of class, and are even court ordered not to have it. However, where I could use it is during our FLEX period. I would be interested in using it more as a form of remediation. That way I could monitor their electronic usage and be able to help them if they get stuck or have questions.
Personally I liked the Hyperdoc version better. It just seemed much simpler and succinct for the students to engage in and complete. Not just for students but it also seems more user friendly for teachers. I would like to poke around with this.
I'm interested in using the Hyperdoc in a flipped classroom model. Although I wouldn't be able to send them home with the assignment, I could use this in class. The engage section of the template could be a video that they watch at he beginning of class. I'd specifically like to try this with something like the Holocaust. I use lots of images and text documents when I teach this that I could easily incorporate into the Explore section. For apply I'd have them piece together a story of someone that was in one of the camps then they would share their story with the class.
I hope that me applying this to my situation and not doing it exclusively online works.
Personally I liked the Hyperdoc version better. It just seemed much simpler and succinct for the students to engage in and complete. Not just for students but it also seems more user friendly for teachers. I would like to poke around with this.
I'm interested in using the Hyperdoc in a flipped classroom model. Although I wouldn't be able to send them home with the assignment, I could use this in class. The engage section of the template could be a video that they watch at he beginning of class. I'd specifically like to try this with something like the Holocaust. I use lots of images and text documents when I teach this that I could easily incorporate into the Explore section. For apply I'd have them piece together a story of someone that was in one of the camps then they would share their story with the class.
I hope that me applying this to my situation and not doing it exclusively online works.
Wednesday, June 20, 2018
Peer Assessment
I really like this. I would use this in conjunction with a performance activity I do in my guitar class. I have what I call guitar circle where we all sit in a circle and play what we have been working on for each other. After reading this I would like to take it a step further and have students write down praises and critiques of each performer. It would be great for students to get feedback from their peers on what they are doing well instead of always getting it from me. I would keep a copy and give one to the students and use it to to shape my own feedback. Totally going to try this.
Observation
Every week or so I call students back to my desk one at a time and listen to them play. Though I am constantly observing and offering feedback, this gives me a chance to focus completely on the one student. I would like to take this to the next level by keeping a journal or spreadsheet of a document that I can write down specific feedback that I have given them. The next week when I call them back to my desk I can pull up the journal and see exactly what we talked about and see how where they are now. By doing this I can come up with strategies for students' practice while I'm prepping as well.
Performance Assessment
This is what I'm all about. I love having students perform a task or skill, record their data and have them perform the same task again in a month or so. It's so fun and rewarding for both me and the student to see how they have progressed in the allotted time. I like to do this in my guitar class with both chord changes and scales. I set a metronome and see how fast they can complete it. The students love playing fast so this is great motivation for them.
Portfolio
This assessment kind of freaks me out a bit. But as I've been thinking about it, I've thought of an idea that sounds interesting. Rather than seeing how they've grown in writing or something similar over the unit, I'd like to see how their attitude of a topic or controversy changes over the course of our discussions and lessons. For example asking a pre-assessment question about gun control or immigration, then presenting them with facts, not biases, about what these issues do to our country and its citizens. Using evidence from both sides of course. I'd like to see if their opinions change over time through their writing and reflections. Sounds daunting, but really cool.
I really like this. I would use this in conjunction with a performance activity I do in my guitar class. I have what I call guitar circle where we all sit in a circle and play what we have been working on for each other. After reading this I would like to take it a step further and have students write down praises and critiques of each performer. It would be great for students to get feedback from their peers on what they are doing well instead of always getting it from me. I would keep a copy and give one to the students and use it to to shape my own feedback. Totally going to try this.
Observation
Every week or so I call students back to my desk one at a time and listen to them play. Though I am constantly observing and offering feedback, this gives me a chance to focus completely on the one student. I would like to take this to the next level by keeping a journal or spreadsheet of a document that I can write down specific feedback that I have given them. The next week when I call them back to my desk I can pull up the journal and see exactly what we talked about and see how where they are now. By doing this I can come up with strategies for students' practice while I'm prepping as well.
Performance Assessment
This is what I'm all about. I love having students perform a task or skill, record their data and have them perform the same task again in a month or so. It's so fun and rewarding for both me and the student to see how they have progressed in the allotted time. I like to do this in my guitar class with both chord changes and scales. I set a metronome and see how fast they can complete it. The students love playing fast so this is great motivation for them.
Portfolio
This assessment kind of freaks me out a bit. But as I've been thinking about it, I've thought of an idea that sounds interesting. Rather than seeing how they've grown in writing or something similar over the unit, I'd like to see how their attitude of a topic or controversy changes over the course of our discussions and lessons. For example asking a pre-assessment question about gun control or immigration, then presenting them with facts, not biases, about what these issues do to our country and its citizens. Using evidence from both sides of course. I'd like to see if their opinions change over time through their writing and reflections. Sounds daunting, but really cool.
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