Brian+Ault

1. Cooperative Learning Lesson Plan 2. Simulation/Role-Play Lesson Plan 3. Discussion/Debate Lesson Plan 4. Student-Directed Project Lesson Plan 5. Humanities-Based Lesson 6. Assessment Samples 7. Classroom Procedure Plan 8. Resume and Cover Letter 9.Student Focus Plan 10.Special Ed Artifact 11.ELL Artifact 12.Differentiated Instruction Teaching the Terrible

When it comes to teaching the terrible in a classroom, there are many factors that need to be considered before you can just jump into the topic. One of the most important I feel is that you need to examine yourself and see if you are ready to teach on the topic. We have to understand that some kids are going to joke around and throw there arm up like they are following Hitler if you show them a parade (happend in my placement this semester). Its important that we stay passionit but not expect that every student will feel for the subject just as much as you do.

Maturity level is a big issue as well. Like I mentioned about the Hitler moment above, some students just wont be able to handle the topic if you try and make it such doom and gloom. I know they need to know and learn, but we need to look over the material we are using to see if its appropriate for the maturity level of the class. Especially early in the semester it will be important to look over reactions by students to other events to see what actually affects them and what you can do to create the right atmosphere in the room for the subject.

Handling parents I feel should be done prior to teaching the subject. When you know your going to be teaching a tough topic it might be smart to just send a letter home informing the parents on what is going to be covered in class and to contact you if you have any questions. By doing this you might also benefit from the parents possible passion in the issue to help get the students prepared to be professional in class.

I know this is something that is going to take some time to learn and we cant expect to just know exactly what to do in every situation. Over the years we can start to get used to what works and what completely backfired on us for a lesson. We cant be afraid to fail but if we have the right intentions in our lesson over time we will find the right combination for teaching the terrible in the classroom.

**__For this week’s wiki post__** – due by Sunday at 8pm – reflect aloud (or “e-loud” if you will) about Monday’s teacher panel. Respond thoughtfully (e.g. in handsome & articulate paragraphs) to the following prompt about some profound “take-aways” you had from the panelists. __Respond to 4 of the 6 options__.

A - On an EMOTIONAL level, what especially comforted, troubled, excited, frustrated, or (other emotion) … you? One thing that seemed common among the group was a sense that in the beginning they still questioned whether or not it was what they wanted to do but as they began teaching they were reminded of why they wanted to become teachers in the first place. I still go through phases where I just wonder but one thing that stays constant is wanting to work with kids to help them grow. Its something that each of the panel really focused on in that they enjoyed seeing the growth in there students.

B - On a PROFESSIONAL level, what insights especially stood out to you? The struggle they had between teacher and friend. There was so much they talked about on that personal level between being the teacher and friend but the emphasis given on not becoming the friend. I know I want to make sure my students feel open with me but I also know its going to be tough not to cross over that line, but just hearing they were able to remain close without crossing that line brought comfort, but I feel its going to be something I learn on the job of just seeing how that difference is made.

C - Making OBSERVATIONS, what traits did the panelist appear to have in common and/or differ on? A trait that each of the panelist had in common was a love for kids. They each had there stories about different things that happened to them from parents or from other faculty. But the stories they loved the most were there interactions with students, not the lesson plans made but about those times they had that they could enjoy with there students. During those times you could tell how much they enjoyed being there for them.

D - MORE PLEASE: Because our time was limited, much was left unsaid. SO, what questions, requests for stories, tips, or issues still remain either unexplored or find you wishing would have been explored more? One thing that was covered a good amount but I still wish there was more of was about was the interview process. I know its different for each person and depending on the area your interviewing in but its still something I just wonder about. I wish they would have gone more into the good and the bad things that happened during the interview process.

E - RELATING: Who did you most identify with/relate to or aspire to be like and WHY? F - VISION CASTING: How did this panel help you think about your future "legacy" or teacher identity?

Post 3 a) What do the authors have in mind for education to be responsive to prepare students for a globalized world?  The authors try and give examples of ways we can incorporate a globalized world into education. One of the key points was being able to keep students aware of not only the past of other areas of the world but to also connect them to issues faced today. To be Globally aware doesn't only mean knowing other places of the world, but also how we all connect together . As teachers we need to be able to connect the past with today and show our students perspectives of other areas of the world and how they might feel towards events in the past and present.

b) What do you find especially helpful or troubling about the claims being made? I found it troubling when, in the end, the author was talking about trying to add even more standards into what needs to be taught. It is hard already trying to think about everything that we are going to be doing then trying to add even more into it. What I found helpful though was that alot of the examples given were ways that you can apply a globalized education already in the standards we have. We don't have to necessarily change the standards just be more aware of what we are teaching our students and what type of perspectives are they actually getting.

Post 2

I feel like a good activity we could do with the candidates we looked up is have a short debate in class. The debate could be structured in a way similar to the debates on tv where the candidates are asked questions on there views for certain issues. Since last week we just went through and got the basic details for the candidate, this time each member of the group would be held responsible for a specific issue with one member acting as the candidate making the student learn the material well enough to teach it to the speaker of the group. Through this each member would he held responsible but at the same time have the goal of winning as a group. The winner could be determined by the teacher, looking for not only content but also how comfortable the student might look about the information they are presenting, and the winner could receive extra credit or possibly exemption on the homework for that day.

Post 1 second Semester 1. The text explains the significance of media by discussing its importance in creating a democratic citizen. The article points out how European education already uses media in its education and how in today's world it is important for people to stay up to date so they can know whats going on around them, and be able to think critically about the things they might hear. It is especially important to show how we cant always believe what we see and we need to teach students to not fall into that trap. 2. A) A film I might use could be The Last of the Mohicans, I really like the movie and it gives students a representation of what life was like during the time period. B) 2 show a political point, I might take advantage of some of the videos from the Colbert report or John Stewart, I love some of these videos because they make some of the dry political topics fun and more understandable to a younger target. C) I cant think of a biography off hand but I feel like the history channel might be a good place to look for a biography on almost anyone. D) For the idea of overcoming diversity, Remember the Titans I feel would be a good film to show. It is something alot of students would like, as well as show race relations and just a small degree of what African Americans had to deal with during this time.

Week 13 For Civil Rights

A.

B. Look at some of the protests going on with occupy wallstreet. They share in showing how there was a split in national opinion and the people making a stand.

C. the song A Dream, by Common, it has MLK's speech within the song and goes more into the issues not only from then but how they are still around now.

D. I would bring in the full I have a dream speech for the students to see. while I play the clip then ask what they think about the speech.

Week 12 1A. Intrinsic Motivation is when someone is self motivated to learn or accomplish a task without the need for a reward. An example of intrinsic motivation in a classroom would be a student going above and beyond the assignment given, they are so motivated to learn more on there own even when the grade no longer matters to them. Extrinsic Motivation is when the only motivation to learn something from external rewards not on there own. An example of Extrinsic Motivation would be if a teacher offers a prize for students who receive an A on a test, if the external motivation is worth it the student will then be willing to study harder for the test. 1B. I feel like In Ben Pineda's classroom, on that day, the motivation of the students was extrinsic. The reason I feel it was extrinsic is because I feel the students were in a way trying to impress our class. The reward for them was a sense of impressing our group and not as much because they personally were interested in the subject. Even though for this day I feel like it was this way, I feel Ben was really trying to push for Intrinsic learning in his class by making what they were learning very personal and showing how knowing this information is important in each of there lives.

2A. Multicultural Education is when the teachers goal is to educate students equally no matter where they might be from racially, ethnically etc. Giving every student the chance to learn how things are not just personally but globally. 2B. In the future I want to make sure that students become globally aware of things around them. I personally would want to teach a class like world history where this would be easier to be brought up, but also make sure to relate the past to today's world and show how the world today was shaped by the events of the past even if at times it might not seam like it.

3A. Differentiated Instruction is when you have to be able to work around the differences of all your students to try and create a classroom where everyone is able to learn no matter how different the atmosphere of your class might be. 3B. In the cycle I feel for me personally the most important parts that I will need to work the most with is getting to know my students and being able to make a lessen plan that will benefit every one of my students.

4A. I feel like I really relate with the Interpersonal Intelligence. I have, for the most part, been good at understanding what people around me are doing and able to pick up when things aren't right or if something is wrong. Even if I don't act on everything I usually have a sense of things going on without being told whats actually going on. 4B. I feel like one intelligence that is underrepresented is Musical. For the most part outside of music classes, this intelligence is basically non existent and leaves a large amount of kids struggling because it is hard to bring it into the class. But just because its difficult doesn't mean there isn't a way, we just need to work harder to find ways.

Week 11 A. The difference between objectively discribing a conflict and subjectively engaging in one is that when you are being objective about a topic you are being neutral in the discussion and not taking one side or the other but just going with what is in front of you with no personal opinions slipping in. Subjectively engaging in a discussion brings in personal oppinions on the matter.

B. When a teacher is able to remain neutral, it allows for students to really engage the situation and not feel like there has to be one right answer. By throwing in loaded language, it can make students feel uncomfortable and it makes more students want to just back out of the conversation if they have a different view then the one the teacher is trying to show.

C. It is important that teachers stay impartial because when we start to only show our personal opinions we are no longer allowing students to come up with there own opinion on the topic. This can also lead to a student becoming uncomfortable with interacting on the topic. One thing I think would be important in an election year is not bashing one particular candidate. When it comes to in the classroom I feel it would be important to be careful of what news media you use and try to keep it balanced, even in showing humor clips like Colbert and John Stewart, Colbert on the show is more for Republicans where John Stewart is more Democratic.

Week 10 A.When it comes to teaching controversy in the classroom, there are some teachers that choose to shy away from it instead of confronting the issues. One of the reasons given for staying away is the teacher costs. Teachers are putting themselves out there when they choose to confront controversy, it takes alot of time and effort in order to do it and they run the risk of being confronted if they give to much of there own views or are telling the students what to think on an issue. Although there are risks to it, there are many bennefits that can come and make teaching controversy important in a classroom.

B. Werner argues that these issues are worthy of addressing in a classroom, but warns that we need to be careful when addressing the issues and not going in unprepared. He argues for it because there have been teachers who have successfully been doing it and for that reason there must be a way to be able to get it into the classroom. We arent teaching because its easy but because we really want to teach students and if we ignore the issues they are missing out on what is going on in the world, and truly only seeing what is good and not the other side.

C. Something I really enjoy that my teachers did was always trying to bring in current affairs at the beginning of class. The current issues are best for getting both sides because often both sets of data is out there and it helps teach everything isent as hot or cold as it might seam. I also think by doing debates in a controlled setting it would help bring about a good discussion showing both sides in a situation.

Week 9 Personal Q's A. Idealist, the letters associated with this are ENFP (Champion) INFJ (Counselor) INFP (Healer) ENFJ (Teacher) B. The main thing about Idealist are that they are looking out for the better of others. Idealist's love to help and share whatever they can if it will help someone who is in worst off shape. The character traits of the individual is caring and loving. To be honest when reading this there was alot in the character traits that match me right on. C. Princess Diana, Mohandas Gandhi, Gorbachev, Eleanor Roosevelt. I find it funny that I matched Gandhi in both my political spectrum and personality test. But I feel like for the most part each of the people on this list I respect for what they did for society and are looking out for everyone. D. When it comes to jobs the ones that stuck out the most were Teacher, Social Worker, and in a Ministry. My mom's a teacher and my sister is a Social Worker and those were the two that I was really debating between at the end of my Freshman year. But as of the middle of last year the one that I have really felt drawn to is in the Ministry. I feel as though through ministry I can in a way bring out the aspects I like in teaching with the aspects I like about Social Work, I dont really know what area in Ministry but lately I have felt pulled towards Missions.

Political Q's

Social Libertarian/Authoritarian: -2.26


B. The candidate I relate to the most is Nader, I dont really know to much about Nader but I do know he was very different from the other candidates. C. The people I relate most to are Gandhi and Nelson Mandela. I greatly respect both of these men and feel as though what they did for society as a whole I greatly appreciate and I wish some day I could have an impact a fraction of the size they were able to have. D. I really enjoyed this test for the most part because it separates from the belief you are either democrat or republican. Everyone has there own beliefs that are missed when you say its either one side or the other. One thing I don't like about this test was that it forced you to take a stance on issues even if you were middle of the road. For the most part though it surprised me where I was at first but after thinking about it for a little bit I wasn't as shocked.

Columbus plan
 * Day 1 || Day 2 || Day 3 || Day 4 || Day 5 ||
 * Topic: Introduction || Topic: Pre Voyage- Spain || Topic: Pre Voyage- Columbus || Topic: Columbus Voyage || Topic: First Arrival ||
 * Event: Open the topic with a short quiz non-graded then discuss each question and anything else the students might have learned about Columbus. || Event: Teach about what Spain was like around the time of Columbus to show what was important to the Spanish as well as the rest of the world at the time. || Event: There is a good amount of Columbus’s life we know of before he took the voyages, the students should learn about this to help show why he might have done the things he did. || Event: Explain the significance of the voyage and the conditions they would have faced on board the ships. The students should learn about expeditions at that time and how this was unlike anything done before. || Event: Have the students come in and take a pencil on someone’s desk and act as if its mine. This will help show what the first arrival would have felt like to the natives ||
 * Assessment: The short quiz will act as a way to see where each student is at and by not grading it, you allow for the students to not stress to much whether there right or wrong || Assessment: The next day begin the class with a short discussion on what was learned the day before to see what the kids can remember. || Assessment: Have the students write a letter to the king and queen as to why he should be allowed to go on the voyage. || Assessment: have the students write a small statement of what they learned and hand it in at the end of class || Assessment: at the end have a small discussion over what they might have learned. ||


 * Day 6 || Day 7 || Day 8 || Day 9 || Day 10 ||
 * Topic: Exploring new land || Topic: The Columbian Exchange || Topic: The new world’s culture || Topic: Columbus Vs. the Natives || Topic: Global Impact ||
 * Event: begin with a short quiz to go over the previous week material then jump in where we had left off on the new land || Event: have students exchange gifts of envelopes and have them open, some will be good others disease to show what the exchange was like. || Event: show pictures of native clothing compared to the settlers clothing. || Event: look at documents explaining the way Columbus treated the natives. || Event: have a class discussion on what type of global impact this would have had for the time. ||
 * Assessment: A weekly quiz will help the students not cram for a final test but gets them learning in chunks. || Assessment: write a short note on what they received and the impact it would have had either good or bad. || Assessment: short exit paragraph explaining the differences they saw. || Assessment: short discussion on whether this was similar or different to anything they might have heard in other classes. || Assessment: look for what the students say about impact and try to get everyone to contribute. ||

Sixth Response

The argument for or against Columbus day is hard to make. I feel as though the day itself should be remembered because it marked the founding of the world unknown of and marked the beginning of how we ended up here. I do have a problem with calling it Columbus day though, had Columbus been a better ambassidor to the new world then by all means name the day after him, but because of the legacy he left behind I feel his name is one that should be known but not glorified the way it is today.

The voyage in itself was something to celebrate. Its easy today to overlook what a voyage of that length meant at the time they set sail, they risked there lives to try and find that passage not knowing how long they would be at open water in wooden ships far inferior to anything like the Titanic or Royal Caribbean cruise line. The holiday should represent the accomplishments for that time and not on an individual. Although the treatment of the Natives is something that should never be overlooked, by not celebrating Columbus it eases that event.

I feel like Columbus day is one that should be taught about because it is a very important time in our nations history. If we choose to ignore it who would that be honoring. The kids are going to have to learn the truth at some point in there life. Someone arguing it shouldn't be celebrated is like saying we shouldn't celebrate Independence day, over 30,000 people died in that event and although it marked a key point in our history, it came with the death of thousands. Columbus day should be celebrated in schools as an important time for our nation but with the respect for those who suffered from it which should also be known.

Fifth Response

Formal Curriculum- The standards that your State has come up with that tell you what needs to be taught within a subject.

Delivered Curriculum- The info that is actually taught to students, if a student asks a question about something that might not be in the state standards it is better to discuss it than to ignore it.

Learned Curriculum- What the students actually learn, if you give an essay test over a subject and the student is able to explain what they know within the paper you can have a good idea of what they learned.

Hidden Curriculum- A student knows they need to raise there hand to use the bathroom but then when coming back in to try not to disturb the class, I worked a camp in China where I was confused when after going to the bathroom the student would wait outside and was confused why but it is just something they learned they had to do.

Null Curriculum- What is not taught, If we choose not to look at one aspect of a time period so we can focus longer on another area, the kids are missing out on learning and it can affect there perspective on a certain time or era.

B) When looking at the diagram the teacher is actually pretty far down in the hierarchy. Teachers are responsible for looking at the different standards set out by the state, district, and school then come up with a lesson plan that meets those standards. In all reality though, teachers are actually the ones who have the final call within there own classroom of what they are going to go over. The teachers are the ones at the end of the day who actually have the final call as to what the students learn about within there class. I dont know about the rest of you but growing up I never looked at the state or department plans for a topic, what I got was either learned or refined by my teacher and family but even then it was still in a way my teacher (my moms a teacher haha).

Fourth Response

A) The Modern Middle East came into existence as the Middle East became an important region and major player in current world affairs. I know a good amount of information about the Middle East up until WW2 but I want to learn more about that time frame after WW2 and what took place to bring the Middle East back into a major world player.

B) Modern is a term that has been used to show that something or somewhere is up to date with the rest of the world. When I think of modern I think about all the innovations that have been happening and how the world I know today is nothing like it was a few years ago. When I think of the Middle East today I have mixed feelings, my first thought is about all the conflict within the area, but I also think about how rich of a history it has had dating back to the beginning of civilization.

C) The reason the Middle East is so important to study is because it plays huge rolls in our lives today. Its hard to turn on the TV today or go on a computer and not see something going on in the Middle East, and its important that people of all ages are informed on the area so that we can try to better understand why it might be happening. We learn about the Middle East as the very beginning but then it almost disappears and we cant make sense as to where it has all of a sudden come from.

Third Response

A) Bassed on the reading, it looks at how when developing a lesson plan you have to incorporate not only the subject matter mandated by the state but also the way you teach the best way students learn, and the environment the students are in.

B) Lesson plans are hard to develop because in a perfect world is the only place you will find a class full of students who learn the exact same way and it just happens to be the way you are most comfortable. Since we dont live in that type of world it is a long process in order to find out what works best for your students and how you can fit the needs of everyone into the plan.

C) If you take the time to really get to know your students and develop your lesson plan around that, you will have a great opportunity to teach because of your plan. although this cant always work because we never will know when something unexpected comes up but if we have a good plan it can even help in those unexpected days.

D) Every teacher has there own way of doing things and with that it might take a little longer to go over some things that are a must for the class. By unit planning you can take that into account so you can try to figure out how long it might take to get through a lesson and see if you can actually fit everything in and if not you will have time to make changes instead of panicking at the end of the semester.

Second Response

A) When I think of a lesson plan, I think of organizing material to fit the needs of your students.

B) Teachers need lesson plans so that they can be prepared for the day. There's no chance that we can predict everything that's going to happen during the day or what the kids might have a harder time with, but lesson plans offer the basic guidelines to follow to prevent us from getting off task.

C) I feel like having at least some sort of lesson plan is always useful but it isn't always necessary to follow directly by it. There are times that opportunities will come up out of no where and it would be better to teach on that rather then stick with what you have planned. But even in those instances we cant just expect those opportunities to come and we have to have a plan of what were doing for the day.

First response

A) One of my favorite memories from a Social Studies class was in my 11th grade American History class. Until then I was never a huge fan of history, but my teacher took the same events we heard over and over about, and would add interesting facts or just random things from the time into class so we never knew what to expect and my favorite part was everyday coming into class hearing some of the music either about the time period or from it.

B) My least favorite memories is from my 10th grade world history class when my teacher would just have us go through the book and write down every definition for the chapter then answer any questions throughout the chapter and at the end. We would then turn in our notebook after about 3 or 4 chapters for him to "check" even though he only looked for a couple of things but we never knew what it was he was looking for. He basically dident teach anything and just told everyone to teach ourselves the chapters.

C) The reason I want to teach Social Studies is because of my 11th grade teacher (from my first answer) I never was the best student, and I struggled my way through school, but in that class he made history fun and exciting. He also was more of a friend who you could talk to about anything that was going on. One of the things that I feel as a teacher we can do is not only show how social studies can be interesting, but how every other subject has its history and roots that can help students better understand the subject or help get them interested to learn more.