Cory+Hurst

Hello,

My name is Cory Hurst and I am a senior this year at Michigan State studying history and secondary education. Originally, I am from Plymouth, MI where I was born and raised. My parents, Becky and Gary are both retired educators from Novi Community Schools. My mom was a special education teacher before switching to first grade. My dad was a fifth grade teacher. I have a sister as well who is currently in grad school at Eastern Michigan University, studying education as well. Growing up in a family of teachers has been an important part of my life and is one of the main influences to me choosing a path of educating.

Outside of my studies, I keep busy with a variety of hobbies and interests. One of my biggest loves is cycling. About two years ago I decided to invest in a nice road bike and have never regretted it once. Soon after, I joined the cycling club, here at MSU, and then began to race on the team. Other hobbies include disc golfing, camping, hiking, traveling, and more. I really enjoy the outdoors and nature around me.

Another important part of my life is my job here at MSU. I am currently a resident mentor in Campbell Hall in West Circle. This is my third year in the position and I have loved every minute of it. Okay, well not every minute. . . but yes every minute of it is important and a valuable learning experience that I will keep with me for the rest of my life.

As for school, I have mentioned that I am a history major, and I am also a political science minor. My favorite classes have always been history and government classes. More specifically, I enjoy studying modern Western Europe and North American history. My greatest academic expirience would have to be my study abroad to the UK to study British Government.

The first semester of TE 407 has been a great experience and I have high expectations for another!

- Cory Hurst

Mason High School - Linda Pierce
 * TE 407 and 408 Placement**

Mason High School - 407 Group Page


 * 4.4.2012**

Differentiated Lesson Plan




 * 2.22.2012**

Assessments - The Muslim World




 * 2.15.2012**

Special Eduction Lesson and Presentation






 * 2.13.2012**

Role Playing Lesson Plan




 * 1.30.2012**

Cooperative Lesson Plan



Humanities Lesson Plan




 * 11.16.2011**

Concept Attainment

It is important to examine maps deeply and look past the names of places. Segall stresses this importance by explaining that students should be critical when looking at maps. To help students understand the concept of Port Access, they will be looking at three major cities and comparing and contrasting them to see the importance of their port location. In turn, students will be able to understand the concept of Port Access and be able to list examples. I will use the 8-step process of concept attainment, laid out by Larson and Keiper.

Step 1: Selecting a Concept
 * Port Access of Major Cities

Step 2: Studying Examples and Gathering Data
 * Three Examples
 * New York City
 * London
 * Tokyo
 * Maps of the three examples to examine
 * New York City: http://www.welt-atlas.de/datenbank/karten/karte-7-245.gif
 * London: http://www.map-of-uk.com/images/map-of-uk.gif
 * Tokyo: http://2.bp.blogspot.com/-MOAAuMbuelc/TWVZTynTgqI/AAAAAAAAACA/aWuMWU2gxTo/s1600/japanmap.gif
 * Data Chart
 * Key geographical features surrounding the city
 * City's location in comparison to other cities and where it is located within the country

Step 3: Reporting Information
 * Students will have the opportunity to speak to the class on the information that they found

Step 4: Noting Differences
 * Class will have a discussion on the differences between the location of the three cities.

Step 5: Noting Similarities
 * Class will have a discussion on the differences between the location of the three cities.

Step 6: Synthesizing
 * Students will use the similarities found by the class, to write a definition of the concept 'Port Access.'

Step 7: Label
 * Students will provide a label to the concept to better understand the meaning.

Step 8: Assessing with Classifying Tasks
 * Students will compare their examples of the concept with non-examples to better understand what is a true example of the concept and why.


 * 11.14.11**

Micro Teaching #5 - Questioning

Unit: The Environment Lesson: Factory Farming Activity: Analysis of a political cartoon

Cartoon URL: http://www.cartoonstock.com/lowres/sea0152l.jpg

Questions:


 * 11.2.2011**

Mackinac Bridge Lecture

Lecture Outline

Timeline Worksheet


 * 10.31.2011**

Halloween Beginnings and Superstitions Lesson

PowerPoint

Student Worksheet

Teacher Outline


 * 10.20.2011**

Weekly Response: Talk with your colleague correspondent about how she or he creates unit plans. Write a summary of what the correspondent shares with you, what you think about the response, and how you make sense of unit planning after the excursions we've had in unit planning over the past few weeks.

Answer from Mentor: "I no longer type out any formal lessons at this point as I lay out a day by day plan on a calendar at the beginning of each unit and work from there."

While the response was short, I did get a good feeling of how he runs his lessons. It seems to me that he has vague discrpitions of what will be covered each day in class. To me, I really don't think that I would be able to do this. My mentor talked about not typing up formal lessons, however, I feel that a formal lesson would keep me organized and I can make sure that cover all that I intend to. Though, if it works for him, that's excellent! I would like to see a copy of his day by calendar, but I'm not sure if he types it out. I'll have to check and see if I can get a peek at one.


 * 10.17.2011**

Portland Middle School 7th Grade Lesson Plan




 * 10.12.2011**

Civil War Hook - Introductory Quiz




 * 10.10.2011**

Columbus Day Lesson Plan




 * 10.3.2011**

Chapter 3 Study Guide:



Social Studies Elective - The Holocaust:




 * 9.21.2011**

5 Day Lesson Plan - Prison System:




 * 9.19.2011**

September 11, 2001 Lesson Plan