Learning = Experience + Reflection

My teaching skills have improved significantly throughout this course. Planning for instruction has become easier for me to accomplish.  I have become more aware of students who needs differentiated instruction and now know how to accommodate their needs. My job is to challenge the students while creating an interest in their work and allowing them to use and apply the knowledge they gain. Once I became aware of this, planning became more complex, yet thorough. I have learned that over planning is much better than under planning. Teachers must not waste a minute that will bring a student closer to reaching his/her potential.

Once of the most important things I have learned this semester was the difference between the three types of lesson planning. These three lessons are direct, inquiry, and cooperative learning methods. Direct instruction occurs when teachers introduce new information to the students and is a teacher-centered strategy. An example of this would be presenting a PowerPoint to the students and telling them to take notes on an outline. Inquiry-based instructions describe approaches to learning that are based on the investigation of questions, scenarios or problems - often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. An example of this would be using an artifact bag to present the student with several objects from the past and allowing him/her to research its origin. Cooperative learning involves more than students working together on a lab or field project. It requires teachers to structure cooperative interdependence among the students. Positive interdependence, individual accountability, face-to-face interaction, interpersonal and small group social skills, and group processing are all promoted with cooperative learning. An example of this would be putting students into groups based on their interest and cover social skills and roles before immersing them into their given activities. Activities could include poetry, acting in a skit, creating a song, or creating an ad.

Collaboration was a huge component to my success this semester. From my fieldwork group groups for jigsaw assignments, I could not have learned as much as I have in in this course without my fellow future teachers. They have introduced me to different perspectives and concepts throughout the course. It is beneficial for any student to engage in collaboration. The acknowledgment of individual differences is important. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range  of perspectives and is thus more complete and comprehensive. Collaboration also provides more opportunities for personal feedback. Because

 there are more exchanges among students in small groups, students receive more personal feedback

 about their ideas and responses. This feedback is often not possible in large-group instruction, in

which one or two students exchange ideas and the rest of the class listens.

Watching my own teaching and my peers’ teaching has allowed me to enhance my reflective practice

 skills and professional growth. The more lessons I observed and conducted, the better I became at

reflecting on my progress and that of the students.  I also grew more knowledgeable in the types of

 lessons. When observing a direct lesson, I noticed that it was teacher-centered and that the students

 only spoke when formative assessment was occurring. Teachers would ask convergent and divergent

 questions to assess understanding throughout the presentation of new information. When observing

 an inquiry lesson, I noticed that no new information was presented. Students had to draw their own

conclusions based on their knowledge and research conducted. When observing cooperative lessons,

 there was plenty of student to student interaction. The teacher walked around to monitor progress

while students worked together to accomplish a goal.

 

I Touch the Future. I Teach.

I cannot believe that I am already writing my final blog for this course! The time has truly gone by extremely fast. In completing this survey, it is amazing to notice all the progress I have made. Though this course was a lot of work, it was worth all of the long nights and weekend meetings with my fieldwork group. I learned so much and am truly thankful of Dr. Smirnova for providing all of the resources and materials that led to my success. She was always willing to answer my questions and elaborate on ideas. My original goal for the semester was to, “develop a better understanding of teaching methods and incorporating technology into my lessons”. I have definitely achieved my goal. My exposure to the various technological programs such as Quizlet, QR codes, JogNog, Cacoo, Prezi, and Googledoc presentation have all enhanced my ability to create exceptional lesson plans. During fieldwork, I used them to present information to students and assess their knowledge. They could also be used for students to practice information in a way that is comfortable and more engaging.

My professional growth in the course has been substantial. Experiencing teaching a whole class and watching it myself has been helpful for my growth as a teacher. I was able to notice what went well and what needed changes. One of the most important concepts I have learned through watching my own teaching is my language in the classroom. I never realized how informal my language was when instructing students. I used to shorten my words and say “guys” when addresses the young ladies and gentleman of the classroom. I am on my way to perfecting my language. This course has also helped me get into a routine of staying on top of my assignments. This experience has taught me to time manage as well as creating my own deadlines and setting goals for my own progress. My new self-monitoring skills will allow me to problem-solve and become more independent in lesson planning. This course has well-prepared me for student teaching. I feel ready to teach, differentiate instruction, and use technology in the classroom.

Social studies is more than teaching history and important dates and figures. After surviving this course, I have learned it is more about creating our future. My blog title, "Socializing Our Future Leaders", reflects this idea. Our job as teachers is to create an environment where students can interact with one another, build relationships, and develop social skills necessary for the future. Students need to learn history to understand how the nation has come to be the way it is and the origins of our beliefs and values. Once this is established, the teacher should encourage different views from students. Every student should have his/her voice in the classroom, which will demonstrate their future role in society. Speaking up and expressing their thoughts will be practice for them to become respectable citizens. Our job is to provide them with situations in which they can introduce and express their individuality.  

 

I have provided the links to my fellow future teacher's blogs on which I have commented:

 

Alex Hercules' blog: Changing Tides and the Wave of Education

Lindsay Panko's blog: Keep Calm and TEACH ON

Ericka Knox's blog: Changing the World, One Student at a Time

James Welsh's blog: Social Studies Bloggersphere

 

"I have come to believe that a great teacher is a great artist, and that there are as few as there are other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit."
--John Steinbeck

Calling all Aspiring Teachers!

The class has been submerged into the interviewing experience. We participated in role playing interviews in which four students in the class were to represent administrators, while the rest of us were potential teachers. I found this to be a great activity for us to gain some experience with being on the spot and asked questions about our knowledge of instruction. The variety of questioning was a good thing to experience as it allowed me to expect any type of question. Examples of these interesting questions was, "What song comes to mind when you think of direct instruction", and, "What color comes to mind when you think about inquiry lessons." I liked these questions as they made me realize it is the justification behind your answer that really matters. You should answer the questions with references to your experiences as evidence to back up your answers.

 

I am extremely thankful to Dr. Smirnova for exposure to the interviewing process. This process allowed me to realize that my interview skills need some improvement. I have never been that good at interviews to begin with. Because of this fact, I become excessively nervous when I think about interviewing for a teaching position. I need all the practice I can get! Additionally, I appreciate Chrissy's article about differentiating instruction in the classroom from Carol Tomlinson's book, Leadership for Differentiating Schools & Classrooms. I studied this a lot before arriving for the role play interviews. It was extremely helpful for this occasion and for the future.

 

Native American Tribe Jigsaw Project

The jigsaw technique for cooperative learning was practiced again this week in the context of Native American tribes. We were each put into base groups where we picked a tribe on which to become an expert. I chose the Cayuga tribe. After this, I was put into a group of other people who were interested in doing more research on the Cayugan tribe. Christina, Ericka, and I conducted research and created a powerpoint to display our findings. After this, we were to return to our base groups and teach our members all about the Cayugan tribe. Our fellow group members then took a quiz on Jognog to assess our teaching and their learning.

 

 

It has been a long time since I studied or even discussed Native American tribes. Needless to say, my content knowledge of them has suffered over the years. However, this project was not too intimidating as I was not expected to become literate in all aspects of the many Native American tribes. I was able to focus on one tribe, which was much more manageable as a student. Since some students dismiss themselves from activities that are overwhelming, this would be a great technique to ensure that all students are able to manage their workload.

The information we were instructed to find  in our research groups included the history, geography, culture, clothing, food, habitat and famous people for our assigned tribe. We also were asked to focus on the question: "How did geography influence the Native Americans?" This aspect of the jigsaw technique also takes away from pressure on the students. They can work with one another and interpret information differently which will enhance their understanding.

This project allowed me to develop my content knowledge of Native American tribes. I was able to pick a tribe of which I have never heard, and become an expert on them. Hearing my classmates' presentations allowed me to learn even more about all of the tribes: Mohawk, Seneca, Oneida, and Munsee.

The jigsaw method of teaching is truly one of my favorite techniques I have learned this semester. It is such a simple technique that can be executed smoothly with some practice. This method aids with comprehension, encourages cooperative learning among students, and practices listening, communication, and problem-solving skills. The jigsaw method allows students to take control of their learning. They know what information they need to gather in their research groups in order to ensure the success of the base group. Students have motivation to complete the topic as they are instructed to teach the subject to their classmates. Teaching information to another person is the highest method of learning that can be fulfilled in the classroom.

I could use this technique in science, English, and social studies. In social studies, students could break into expert groups to research the founding fathers. In English, a teacher could utilize a story that is currently being read in the class and have groups answer different questions regarding theme, vocabulary, characters, and important concepts. In science, students could break into expert groups to research different types of clouds. Some groups could be given the same topics and this technique would still be effective. If students with the same topic come up with the same information, it is a great reinforcement tool. On the other hand, one group may discover some facts that another group may have missed. Following research by expert groups, information can be shared to base groups or to the class as a whole.


Click here to view our Cayuga powerpoint.

Sequencing the Facts

Defining 'sequence'.

Today Brittney, Liz, and I presented our mini current event lesson to the class. We chose to implement the method of Sequencing the Facts. Our goal was to teach how to organize information and events in the order which they occurred, at a fifth grade level.

I think that the lesson went smoothly and we clearly explained the task at hand. Difficulty in the lesson began after the students finished putting the sentences in the order they believed to be correct. We had expected students to vary in their interpretations; however, due to time restraint, it was difficult to address these differences. It would take a great amount of time to have students fully justify the conclusions they made based on the way they read the article. In order to make up for this imbalance, I explained that we tried to create the sentences in a way that forced students to read and comprehend the article. There was no intention of tricking students.

Working together.

Sequencing the facts.

 

Some students did not appreciate that we had not gone over the article prior to beginning the activity. Since we were crunched for time, this was not possible. If we were to change the presentation, we would have definitely read the article as a whole class. Students could then take turns reading the article to be sure that they are all on track and staying together. I had mistakenly underestimated the importance of this aspect of the lesson, as all of the sentences being used in the activity were in the first two paragraphs.

The full class application slide that we created holds true after we have implemented this lesson in a short, 10 minute lesson. We would have modeled the activity, given different articles, and allow summarization of the article. One suggestion from a student in class that I enjoyed was one regarding competition. Students can be given the same article and can be broken up into smaller groups so that the activity can be a race to the finish. This would give students more motivation to read the article and complete the activity.

Teaching to my peers was a great experience. I love this method of teaching current events and could implement this lesson in an actual classroom. It was great that I was able to practice this lesson with my classmates and future teachers. This way, I know what I can fix about my teaching to be better prepared for when I use this lesson with a class of fifth graders. I enjoyed receiving their feedback and appreciated the honesty. Their feedback allows me to improve, which is what I aim to do.

Presenting the final products.

Here is the link to our current event lesson.

Here is the link to our current event presentation.

Five Themes of Geography

Beginning a discussion of geography always makes me nervous! It has never been a strong skill of mine to know locations and regions around the globe. I have created this web using Cacoo to help me remember and organize the themes of geography.  



I really love this program and it is so easy to use! This is really helping me in remember the five themes of geography. I think that students would have fun creating these mindmaps for several different topics. It helps in organizing new thoughts and ideas. Since I am not great in geography, this is necessary for remembering important themes.

 

My goal is for myself, and later on my students, is to become Geographically literate. These are citizens who are aware of

(1) what is happening in the world

(2) why it is happening

(3) how it affects other people throughout the world as well as themselves. (Sunal 371)

 

We participated in quiz games to test our knowledge of geography and elements associated with geography using Jognog. Jognog is a website that utilizes the principles of gameification, by creating fun quizzes that allow students to earn points/coins and forms of praise for completing the quizzes. This site could be used for creation and implementation of pre-assessment quizzes and final examinations.

Taking these geography knowledge quizzes in class today has eased my nerves of not knowing enough. Thankfully, I did well on these quizzes and have realized that I know more than I thought I did! Such a wonderful revelation to have! :)

 

 





Kids Can Make a Difference

To commence class, Dr. Smirnova engaged us students in an "Around the World" activity. We were each asked to pass a foam globe around. The task was to hug the globe and share an issue that concerns us about geography and how we address it in our classrooms. I shared my concern regarding poverty and hunger in the world. Though poverty exists in the United States, it is must more severe in other parts of the world. It is in these parts where young children don't even get a fair chance as life as they starve to death.
I was deeply affected by photos that I have viewed of young children in Africa. On this

continent, children and adults die every day due to lack of wealth for food and healthy living
conditions. Viewing these pictures inspired me to want to raise awareness of this tragic issue.
It is important to understand poverty in order to make an attempt at changing it. Students can overturn the forces that are driving hunger.

• Hunger Banquet: Students sit at one of three tables. One table is overflowing with too much food, another table has just enough food, and a third table has a little bit or rice and water. This can provoke a lot of questions and is a great way to begin a unit about hunger. Who controls the distribution of food? Why do some people have too much food and some people barely have enough? Is there enough food on the planet for everyone?

 

            "Finding Solutions to Hunger Project"

Trenton, NJ and Philadelphia, PA, USA

http://www.kidscanmakeadifference.org/

Smile Because it Happened

We are done with fieldwork! I can't believe it went by so quickly! This was such a great experience and I am truly thankful of the students, Mrs. Benfer, and Dr. Smirnova. This was my first full-class teaching experience and I was glad to have my best friends in the front of the room with me. We all worked so well as a group. All of us kept in contact and helped each other throughout the entire journey. I learned a plethora of information regarding the creation and implementation of lesson plans. I learned how to transition within a lesson and the importance of each component of a lesson plan. The introduction, development, guided practice, closure, and independent practice all have a strong purpose in the lesson. This was clear to see when I reviewed our videos of our instruction. Also, my professional knowledge has improved tremendously. Though I have not perfected it, I am working on it and am now well aware of it.

Cooperative Learning

Today we engaged our students using a cooperative learning lesson in the fourth grade classroom.  Each group of students took on a teacher to facilitate and  four roles to complete the work-load. The students had to create either a poem, an advertisement, a skit, or a song. The roles provided were recorder, time-keeper, manager, and speaker.

Ericka and I led the students in creating a skit about colonial times. The students were to create a conversation that would happen on their way home from school. Several ideas were provided by the students and we helped them narrow down their ideas into one sentence or thought to be read to the class.

It definitely helped that the teacher surveyed students to ask them which activity they would prefer to complete. We had no problems with a shy student that did not want to present a skit. This was one less thing to worry about and made putting the skit together much easier. In the future I would use this technique to give students options; I wouldn't want a student to feel forced into presenting a project that would embarrass them as this could effect their public speaking abilities long-term.

Creating Historians in the Classroom

On October 11, my group of teachers and I implemented our lesson for inquiry learning. This problem-solving based strategy allows students to think for themselves and draw their own conclusions which is the highest-level of thinking. Artifact bags were used in this lesson to allow students to problem-solve. After review of the scientific method, the role of historians, and a definition of an artifact, our historians were ready to investigate!

I loved this lesson and so did the students. They had a plethora of questions about the artifacts. Students were dying to know where the artifacts came from, who made them, and how they were used. They were so busy exploring and discussing the uses of the artifacts that some students forgot to write their findings on the provided worksheet. This was not a big issue; however, due to the fact that there were four groups and five teachers. During the second session, I was the "extra teacher" that walked around to ask brief questions and remind them to record on the sheets. The students were especially excited about their artifacts when they found information about them in the books. They were able to check their hypothesis to see if their thinking was correct and this was exciting for them.

As a future teacher this lesson was pleasing to watch. I loved watching the children enjoy exploring. After long weeks of preparing and rehearsing lesson with my group, this lesson reminded me of why I love teaching. It was truly rewarding is view the students interacting and learning from each other and aiding in one another's comprehension. The most pleasing event from this lesson came when the students discovered more information about their artifact in the books provided; they were so excited! While not enough time was allotted for presentations, I still believe that this lesson was implemented effectively to the fourth grade class. The students were able to explore their artifacts and use the scientific method to make generalizations. If I could change anything about this lesson I would allow more time for sharing. I think that it is necessary for students to receive feedback and learn more about other artifacts to enhance their understanding of the time period.

An Adventure to Colonial New York

On October 7th, Group A (New York and the New Nation) began teaching a class of third and fourth grade students in two group sessions. I was extremely nervous and it definitely showed. My knowledge of professional language went right out the window. I said "guys" at least five times in both sessions combined. Although I rehearsed my "lines" quite often- even while I was driving- my nervous nature overcame it. I spoke clearly but my lines became all jumbled up in my head and I didn't know where to begin!

Besides my poor performance, I think my group did fantastic with all the pressure they were under. The technology that was to be used in our direct instruction lesson was horrible; nothing worked at all! Our prezi was the main attraction to our lesson and we were thankful to get that to work. In order to improve the prezi portion of the activity, I think that we could have demonstrated how to take notes on an outline with the first one or two slides. We overlooked the fact that the students may have never been exposed to this type of activity before. We should better prepare our assessment of background knowledge not just regarding knowledge, but also regarding method of delivery.  

My Educational Philosophy: Student-Centered Learning

Though I have already taken a philosophy of education course, I have learned even more about the various types of teaching beliefs. Taking the Educational Philosophies Self-Assessment has aligned  my psychological orientation with my educational philosophy, resulting in....

Humanism -23
Humanist educators consider learning from the perspective of the human potential for growth, becoming the best one can be. The shift is to the study of affective as well as cognitive dimensions of learning. Beliefs include: human beings can control their own destiny; people are inherently good and will strive for a better world; people are free to act but must be responsible; behavior is the consequence of human choice; and people possess unlimited potential for growth and development. There is a natural tendency for people to learn, which will flourish if nourishing, encouraging environments are provided.

Cognitivism/Constructivism- 22
The learner actively constructs his or her own understandings of reality through acting upon and reflecting on experiences in the world. When a new object, event, or experience does not fit the learner's present knowing structures, a conflict is provoked that requires an active quest to restore a balance. Teachers facilitate environmental conditions and mediate experiences to support student learning.

Progressivism- 20
Progressivists believe that education should focus on the child rather than the subject matter. The students' interests are important, as is integration of thinking, feeling, and doing. Learners should be active and learn to solve problems by experimenting and reflecting on their experience. Schools should help students develop personal and social values so that they can become thoughtful, productive citizens. Because society is always changing, new ideas are important to make the future better than the past.

 



 

A common theme that I take away from the three philosophies I fit into are that they are all student-centered. Humanism, constructivism, and progressivism advocators all implement lessons that allow the learner to construct their own meaning of a concept while reaching their full potential.I believe that with these three philosophies, my classroom can be run with efficiency while taking consideration of students' individuality.
 

I would like to  focus on individual development through a process of developing a free, self-actualizing person. Education should start with the individual and the choices made by the individual. My classroom will be welcoming and caring. Students will feel comfortable to share their thoughts, feelings, beliefs, fears, and aspirations with each other.

 

In addition to establishing individuality and comfort, I will take responsibility in creating effective learning situations rather than constantly lecturing students. Personal meaning is the best way for students to connect to the material being taught. I believe that students will be more prepared for the ever-changing world if they learn how to develop critical thinking skills. Unlike traditional ways of learning, my classroom will focus on the way a learner internalizes, shapes, or transforms information.

 

 Human experience is far more important than authority when it comes to learning. Change is occurring and should be embraced rather than ignored. A classroom with organized freedom that allows students to take responsibility for their actions is ideal.

 

 

Lessons, Lessons, Lessons!

QR Treasure Hunt

Dr. Smirnova never disappoints with the engaging and creative activities! This week we got into groups and went on a treasure hunt. This was no ordinary "map-and-find" treasure hunt. We all were able to explore using a QR treasure hunt. A QR code can not be read with the naked eye; instead, a technological device, such as the iphone or ipad, can scan the code and decipher its meaning. This was cool to me so I know a young student would just love it. Besides the enjoyment of deciphering a mysterious code, this activity also provides motivation for students to complete first and win a prize! Students can answer questions embedded into the QR codes and learn while working together to find solutions and solve problems. With proper access to technology I would love to use this in my classroom in the future.

 

This link is for future me and anyone else that may need it. :)


Direct Instruction Lesson Video Notes (10/2/13):

-demonstration is key in DI lesson

-needs to be perfect so students practice proper behaviors

-use models

-poor modeling=bad habits

-provide practice activities for students: alone, large groups, small groups

-guided practice can be practiced with whole class (early stages)

-early stages-> students can unknowingly form bad habits that can be difficult to unlearn

-practice is of little value without feedback

-"stand up if you agree, head down if you disagree"

-provide students with independent practice (if time permits; otherwise, HW)

-let students try things out on their own

1. Anticipatory Set- pre-assess prior knowledge
2. Development- grabber and introduction
3. Demonstrate- model and explain (check for understanding throughout- teach for 5-7 min at a time)
4. Guided Practice
5.Independent Practice

Cooperative Learning Lesson Video Notes (10/2/13):

-John Dewey- classroom should mirror actual social situations

-Vtgosky- students develop intellectually by learning together in a social setting

-students share talents and explore differences

 

1. Clarifying Aims

2. Providing learning materials

3. Organizing study teams

4. Assisting teams

5. Sharing, evaluating, and recognizing works 



 



First Day of Fieldwork

Though we did not teach a formal lesson today, it was a great opportunity to begin interacting with the children.  They seem like they are excited to embark on the journey with us future teachers. Alex and I went and picked up a camera to record our lessons for the week. This will be such a great experience and exposure to what it will be like to student teach.  I am excited to begin teaching ! :)

 

 

 

Make Learning Your Own

How Are Powerful and Meaningful Social Studies Units Constructed?

I created a visual map to outline Chapter 8 of Sunal's Social Studies for the Elementary and Middle Grades: A Constructivist Approach using Cacoo. I think that this activity was helpful in organizing the various ideas in this chapter. I would use this in my classroom so that my students aren't overwhelmed with paragraphs of information. If I present something like this to my class, I would follow the map one box at a time and check every few steps to be sure everyone is following along. I may ask certain students to read a box and tell what they think that sentence of idea means. Additionally, I could ask my students to create one of these on their own instead of simply highlighting a reading. This is a good way for me to assess their comprehension of a reading and to recognize how they organize information.

**Click on the web picture to enlarge it. 

Cooperative Learning:

This week I learned so much about cooperative learning that I never knew before! Sunal's chapter was informative; however, Dr. Smirnova's  collaborative learning jigsaw puzzle project was excellent. Having set responsibilities for group work made this activity fun and made me feel like an important part of the group. This is a feeling I would love to give my students. They each would have a role to play in the group assignment and no role would be more important than another. Additionally, having students become an expert on a topic is a great idea. This gives them a motivation and purpose for learning the material as they will use their expertise to teach other group members. Along with learning and experimenting with a cooperative learning practice, I also learned how to create a cooperative learning lesson plan and how it is different from an inquiry lesson or a direct instruction lesson.

 Click here to view the MSMC Cooperative Learning Lesson Plan Frame.

This is extremely helpful as Dr. Smirnova has highlighted the important social skill components of this type of lesson plan.

 

 

 



Instruction and Assessment Go Hand in Hand

Creating this graph and reading Sunal's chapter 14 helped me learn a lot about the forms of assessment. This chapter was extremely informative for me considering I am not extremely knowledgeable of assessment. Upon reading Sunal’s chapter on authentic assessment, I have learned the three main types of assessment and decided which ones I should utilize in my future teaching. Since my main concern is my students’ learning, I will implement formative assessment. I like to think of this assessing as “benchmarking”. This means that I would be checking on students’ progress towards the learning objective which would result with me correcting any issues as they go along. It is better to find the issue as soon as possible and correct it rather than having the issue effect the rest of a student’s learning. In addition, formative assessment could help me modify my teaching strategies to fit the needs of the student.




Another strategy in assessment that I would like to use in my teaching is the self-assessment tactic. This form of assessment can be used in the earliest grades with collaborative goal setting. I think it is neat how the students can create their own learning goals so that they know what is expected of them. Students help decide what is to be learned through a task and what makes a complete assignment. I could create a checklist with learning goals stated as questions and encourage students to refer to them when needed at specified reflective times. I like the idea of a student-led conference in which students present the information from these assessments and show their work and progress to family members and teachers who ask questions.

Life in Colonial America Artifact Bag

For my artifact bag, I chose to go with a theme of a young colonial girl. The artifacts include a dress, bonnet, and a corn husk doll. This combination can give students a good idea of what the lifestyle was like during colonial times. It may be difficult for students to visualize life long ago when they are so accustomed to life today in the 21st century. Girls can especially contrast their dress and belongings with the contents of this artifact. Boys can contrast what they have observed girls wear and have with the contents of the article.

Click here to view Group A's artifact bags, books, and websites. :)

It is the Stories Behind the Facts that Make History Memorable and Real

The most important aspect of teaching any subject is to make it interesting! Engaging the students with a variety of instruction and activity is the key to a successful teacher. This is especially true for social studies which would otherwise seem mundane and drab.

The class was asked to take a guess on percentages based on the relationship between the way we learn and the amount of information that is retained in our memory.

How We Learn	My Guess	Actual Data
When we read/ Reading	20%	10%
When we hear/ Lecture	20%	5%
When we see & hear/ Audiovisual	40%	20%
Demonstration	30%	30%
When we discuss/ Discussion Group	60%	50%
When we do things	70%	75%
When we teach others	90%	95%

It is amazing to me how ineffective simply reading or lecturing is for remembering a concept. Despite our designated "learning types" this data holds true. You may believe you learn best through lecture; however, you may be unaware of your true potential if you were to do instead of hear. Learning this information made me seriously think about my future lesson in my classroom. I plan to incorporate a variety of learning approaches in my class with an emphasis on actions and discussions with optimal participation resulting in wonderfully intelligent learners who can also teach the topic. Teaching others results in twice the learning! :)

 

 

 
Why Should We Study History?

 

I was assigned to answer the following objective for homework:

Identify four goals and purposes for the study of history.

 

There are many reasons why we would study history both in schools and in general. I have provided several reasons through the program Prezi.

 
 

 

http://prezi.com/e7-oedpww8wv/?utm_campaign=share&utm_medium=copy

 

 

 

 

 

Bring A Period of History to Life:

This is the most interesting social studies activity I have ever discovered. I enjoyed this activity during class which means that a student would love this just as much. Getting a surprise artifact that has to do with the lesson is meaningful. Once the students get their hands on an artifact, the lesson becomes real. A hands-on activity that can convey an abstract concept is essential is the student finding meaning in the concept.

 

I have made a list of guidelines regarding the use of artifact bags that I plan to utilize.