JasonLintjer

//__**4 Lesson Plans**__//
= 1. Cooperative Learning: [|JasonLintjerCooperative Learning.docx] = = 2. Simulation/Role Play: [|JasonLintjerSimulation (1).docx] = = 3. Discussion/Debate: [|JasonLintjerDiscussion:Debate.docx] = = 4. Student Directed Project: [|JasonLintjerStudentDirectedInvestigation (3).docx] = = = =** __//4 Artifacts of Structural Enhancement//__ ** = = 1. Humanities-Based Lesson: [|JasonLintjerHumanities.docx] = = 2. Assessment Samples: [|JasonLintjerAssessment sample.docx], [|JasonLintjerAssessment Sample 1.docx], [|JasonLintjerAssessment sample 2.docx] = = 3. Classroom Procedures Plan: [|JasonLintjerClassroom Procedures1.docx] = = 4. Resume: [|JasonLintjerResume.doc] Cover Letter: [|JasonLintjerCover Letter.docx] = = = = = =//__**4 Artifacts of Teaching All Learners** __//= = 1. Focus Student Portfolio: [|Lintjer.StudentFocusPortfolio.docx] = = 2. Special Education Artifact: [|JasonLintjerSpecial ED Artifact.docx] = = 3. ELL Artifact: [|JasonLintjerELL Artifact.docx] = = 4. Differentiated Instruction Artifact: [|JasonLintjerDifferentiated Instruction.docx] = = = = = = = = = = = = = =Micro Teaching Reflection =

==I think my micro teaching went quite well. I think I've improved greatly over the semester. The most recent micro teaching was by far my best and I felt the most comfortable.One thing I think I did really well was the implementation of differentiated instruction. I used cooperative learning, lecturing, research methods and other instructional methods to deliver my lesson. I thought it kept the students engaged and aided the learning process. ==

==One thing I might change in the future is to simply move around the room a bit more. After the lesson was over, I realized that I didn't move much around the room and that might have made the lesson a bit more monotonous. ==

==One thing I would completely change would be to add in handouts. I should have printed off something for every student to take a look at. I feel as though it is important to have a tangible thing to further the engagement and learning process. == = = = = = = =Teaching the Terrible =

===I've thought a lot about how I'd "teach the terrible." I guess I'd really have to access the situation and go from there. I would definitely have to consider the maturity level, audience, setting, etc. After all of that information is laid out, I would decide which material to cover and how to go about doing it.===

===The biggest problem that I would run into would be "negative outcomes." I would be afraid of students commenting on the material in a negative manner. This might cause problems, not only with the lesson, but with parents and other students. Again, I would have to access the situation first, then decide how to approach it in terms of delivering a lesson. For example, if the setting was a high school classroom or senior level, I might be able to present more of the "terrible" due to the higher level of maturity.===

===One thing that I would need to focus on would be to remain unbiased. This would be tricky, but it would ultimately allow the students to have a fresh perspective and really learn the information. I feel like my biased would hinder their learning process and limit their knowledge on the topic.===

===Lastly, I would try to push the limits as much as I could. I feel like the students need to learn this type of information. It would be doing them an injustice by omitting a large portion of "terrible" in a given lesson. Having said that, there are limits, but I would lean more on the side of more information and more material.=== = = =TEACHER PANEL POST =

==B.) Professional - I was pretty impressed by how professional the panel was. They told some stories that showed their "casual" side, but they always brought it back to the professional side of things. They gave a lot of insight on how to act as a teacher and how to relate to co-workers. I really liked the insight on networking and relations with other teachers. ==

==C.) Observations - I noticed that each of the teachers were unique in their teaching style, mannerisms, voice, character, etc. I can't quite remember their names, but the guy on the end of the panel seems like he could easily handle discipline, good teacher voice, and could probably handle administrator duties quite well. While the other teachers still seemed like they could handle all of these responsibilities, the guy on the end stood out the most. ==

==E.)Relating- I literally related to every story they told about entering a job, internship, unknowns, etc. For example, one of the teachers mentioned disciplining students for the first time and how nerve-racking that is. This was one of my burning concerns. and the panel helped ease the anxiety. Subsequently, this helped my confidence and helped aid my excitement for the internship year. ==

==F.) Vision - This panel actually really helped with my teacher identity. It helped ease some anxiety by relating to some similar fears or questions I had. It made me feel more comfortable, overall. == = = = = =WEEK 12 = = =

===A. The difference between cultural relativism and ethical relativism is very simple. Cultural relativism is the way a group of people __actually__ behave. Ethical relativism is the way a group of people __should__ behave.===

===B. It's really hard to decide "what's right? or wrong?" There has really been no precedent set to answer this question. There are laws set in place that are guidelines for ethical relativism, but even then, there is room for debate. So I guess it serves as a guideline to help society function, but it might not be a desirable way to think about ethical issues. As mentioned, an ethical "standard" has never been proven "right" beyond any doubt. Therefore, it is hard set a concrete foundation on what is ethical or what isn't. So do I think it is appropriate to use ethical relativism when dealing with ethical issues? I don't think it should be used as a rule, but rather used with caution.===

===C. It would be hard to "teach the terrible" when ethical relativism has basically been engraved in the students minds. I guess I would have to just put it in perspective the best I could. It would be very difficult to explain a reason for genocide or any other inhumane act such as this. I would need to explain how our current standards of life were not on par with the standards of the Nazi regime. I would try to explain to the students that they need to take off the veil of their own ethical relativism. Again, this would be hard, especially with high school students.===

= = = = =Open-ended fictional assessment =

===I believe this teacher is doing a pretty good job so far. He is doing a great job with classroom management and discipline. He also can develop a working and sucessful lesson plan that gets students engaged and participating in classroom activities. ===

===<span style="font-family: 'Times New Roman',Times,serif;">I've noticed that he needs more practice at the little things that go along with teaching. These would include cutting down on transition time, having supplies ready when needed, and technological issues. A few bigger things that he can work on would include facilitating classroom discussion and ensuring that every student is engaged. As mentioned, his lesson plans have many engaging activities and learning strategies, but he needs to put them into practice more efficiently and effectively. ===

===<span style="font-family: 'Times New Roman',Times,serif;">Overall I think he's heading in the right direction. He is definitely a better teacher than he was 6 months ago, but with more practice and experience he will develop into a very effective teacher. ===

<span style="font-family: 'Times New Roman',Times,serif;">Guest Lecture Wiki Post
===A.) The two main instructional strategies that stuck out were "cooperative learning" and "discussion." We worked mainly in groups throughout the lesson. He had us working in various different groups. At the beginning of the lesson, we worked in pairs. Toward the end, we were working in groups of 7. This gave us a rage of perspectives on the topic and allowed us to engage in some quality cooperative learning. The discussion portion also worked well with the group learning. We were able to discuss the topics as a class and the instructor did a great job of facilitating the discussion.=== ===B.) I think the lesson was rather effective. The instructor didn't really do much lecturing, but that works well for my learning style. He made sure each student was engaged and they had a lot of freedom in their discussions within each group. Overall I thought it was very effective.===

===C.) I don't know if this lesson would be as effective in a middle school or high school classroom. I think high school kids might become distracted with all of the group work and it would become very unproductive. There would be a lot of side-talking and chatter among the groups. Students wouldn't be as engaged in the learning activity. I think group work becomes a little more effective with maturity. Younger students need a little more direction, where older students can be given a little more freedom.===

<span style="font-family: 'Times New Roman',Times,serif;">Special Ed Lab
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<span style="font-family: 'Times New Roman',Times,serif;">Writing #3 (2-15-2012)
===<span style="font-family: 'Times New Roman',Times,serif;">1.) The author really stresses the influence of the "real world" for a student to better understand and experience globalization. They use the term "interconnectedness," which refers to making a connection between the student's life and the material in the classroom. The author really stresses the importance of this activity. This would allow students to draw connections between the material in the classroom and a "real world" globalized society. They believe that the student will really open up to a globalized society if he/she can connect real world events to the classroom activities. In addition, the authors suggest making direct contact with other societies or cultures. This would only further the student's understanding and experience of globalization. ===

===2.) Even before I read this article, I have been 100% on board with this learning strategy. I have always thought that students are somewhat blinded to society and really have no idea what's going on around them. They can learn the material, but they have little connection with a globalized society. When I was in high school, I was in this same situation. Teachers never gave us any real world examples of anything. Even in a government class, the teacher never gave us any context of how the material applied in the real world or what was currently going on in the world.. and it was in an election year! The only problem I can foresee with this instructional strategy would be running into controversial topics. For example, when talking about the government, you might have students that feel very strongly about the Democrat or Republican party, or even a specific candidate. This might raise some problems if you were to provide real world examples and have a discussion.===

<span style="font-family: 'Times New Roman',Times,serif;">Writing #2
===<span style="font-family: 'Times New Roman',Times,serif;">1.) I think the best way to promote accountability is to simply assign each student a different part of the project (in this case, a different political standpoint of each candidate) and have them present it. That way each student is accountable for a piece of the project and it would be quite obvious how much each student contributed. The project as a whole would come together and present a unified message (in this case, an entire political stance of one candidate). The students could work together as a group by bouncing different ideas off each other, but each individual group member would present a different piece of information. ===

<span style="font-family: 'Times New Roman',Times,serif;">2nd Semester - Writing #1
===<span style="font-family: 'Times New Roman',Times,serif;">1.) This article really shows the media significance in several ways. It really explains it on a broad scale, pertaining to many demographics of people, as well as a smaller scale, such as in a singular classroom. It also stresses the fact that media literacy essentially allows students to interact with their world of information the way that best suits them. In todays day and age, everyone has access to the internet so the information is constantly available to them. They can look up whatever they want and formulate their opinion from this information. Some of the information might be biased and skewed, so keeping an open mind and general level-head approach is essential. ===

===<span style="font-family: 'Times New Roman',Times,serif;">2.) For my lesson plan I would choose Dead Poet's Society in my english class. I just think it would very good to open the students minds on the topic of english and reading. Most students aren't interested in the topic at all and I think this movie gives them an abstract view of what reading is all about. It is also very entertaining and would engage the students attention. ===

==<span style="font-family: 'Times New Roman',Times,serif;">b.) This map is not accurate at all. Europe, Africa and South America look pretty good in terms of accuracy, but North America and especially north Asia look terrible. This is probably because some of this territory was still pretty new to the rest of the world. These areas hadn't been fully inhabited and thus charted poorly. ==

==<span style="font-family: 'Times New Roman',Times,serif;">2.) a.) I believe the mollweide map was the most accurate. This biggest difference between these maps are the proportions and accurate scale of each country. Greenland appears to be way to big in several of these maps. The mollweide map seems to be the most accurate across the board. ==

==<span style="font-family: 'Times New Roman',Times,serif;">b.) I think all of these lessons are great. I really liked the one that involved groups working together to draw maps to scale and compare with on another. As I mentioned, one of the common problems with maps is the scale and proportions. This would be very evident during this activity and would raise awareness for the students. ==

<span style="font-family: 'Times New Roman',Times,serif;">B.)
===<span style="font-family: 'Times New Roman',Times,serif;">(a) A great kinetic activity that would get the students engaged would be an injury simulation. Basically after explaining the horrors of war and how they affected the soldier's life's and bodies, I would ask the students to take out a piece of paper and attempt to write their first and last name with their non-dominant hand. This would show the students how life would be after losing a limb (such as an arm or hand). Then I would have them do the same except without the use of their thumb. Again, making it more difficult and exemplifying the hardships of war injuries. ===

===<span style="font-family: 'Times New Roman',Times,serif;">(b) I would chose an article from hippocampus.com. They seem like a great resource for US history. I'd have the students read the article by themselves and have a discussion afterwards. ===

===<span style="font-family: 'Times New Roman',Times,serif;">(c) For the music activity I chose the Creedence Clearwater Revival (CCR). You could play a plethora of their music. I chose this group because throughout mid 1960’s and the duration of the Vietnam War, there was a lot of controversy and protest taking place. Many did not approve of the war and the reasoning behind it. In fact, Dr. Benjamin Spock once wrote, “An ever growing number of young American men are finding that the American war in Vietnam so outrages their deepest moral and religious sense that they cannot contribute to it in any way.” As a reaction, CCR wrote many songs that exemplified this thought. One of the most popular songs they wrote during this era was the song, “Fortunate Son.” The song symbolized the thoughts of a man who is being drafted and directly spoke out against the War in Vietnam. This band described this feeling by singing, “…Some folks are born silver spoon in hand, lord, don't they help themselves…It ain't me, it ain't me; I ain't no fortunate one, no…” Essentially, this song described the feeling of those that were forced to fight in the war, while the son’s of those that were more fortunate were allowed to stay back in the United States. All in all, this described the general feeling of most young male adults across the United States. By simply studying this band and their lyrics, students should learn a lot about this time period and events that took place. This time period really showed the power of protest and how effective it can be. Not to mention how controversial amongst the media and general public. Students should be able to have a basic understanding of these principles after studying this band. ===

===<span style="font-family: 'Times New Roman',Times,serif;">(d) I'd pick Lyndon B. Johnson (LBJ) for my influential person in this unit. We would study his plans of action throughout the Vietnam war and have a discussion on these topics. I could play a few sound bites of his state of the union address. This would get the students engaged and allow them to see the war from a different perspective. ===

Writing #10
===1a.) Intrinsic and extrinsic motivation are essentially different things that influences a persons thought process and motivation factors. Intrinsic motivation is when a person is motivated from within. They want to complete a task for the simple enjoyment for themselves. For example, students feel the need to learn because they simply want to increase their knowledge on the topic and they feel as though it is important. An example of this would be the activities we do in class. The micro-teachings, presentations and group discussions aren't graded serve as an example of intrinsic value. They are very important for each person, but at the same time, aren't given a nominal grade in the class.Extrinsic motivation is basically the exact opposite. It is driven by external factors. This might be a grade that needed to e achieved to obtain a scholarship.===

===1b.) I saw a mixture of both extrinsic and intrinsic motivation in Mr. Pineda's class. Most of the students were diligently taking notes, which served as an intrinsic example, but then most of them did not participate in the discussion afterwards. It's hard to tell if they are just completing the work for grading purposes or intrinsic value. The students did pay attention to the story which obviously wasn't graded, so that might be an example of intrinsic motivation.===

===2a.) Multicultural education is the goal that all student be treated equally and have equal opportunity in school. This should be the case regardless of race, socioeconomic background, gender or any other cultural trait.===

===2b.) I would attempt to employ multicultural education into my future practice by remaining as unbiased and open-minded as possible. I may not be familiar with all cultural backgrounds so remaining open-minded would allow me to soak in the necessary information and increase my understanding. This definitely allow me to tailor my teaching better to these individuals.===

===3a.) Differentiated instruction is kind of self-explanatory. It employs several different instructional strategies that would best fit a group of diverse students in a classroom. As mentioned, in order to execute a differentiated instruction method, the instructor needs to be open-minded and unbiased. They need to tailor their lesson to the students' needs by varying instructional strategies.===

===3b.) I feel as though the "process" portion of the learning cycle in differentiated instruction would require the most consideration in my own practice. This is because I would need to alter the process for each class and for each student. It would be tough and require a lot of practice.===

===4a.) I feel like I have characteristics of all of these proposed intelligances, but I would say the one that is most pronounced is the interpersonal intellegance. I feel like I work very well with others and get along with all sorts of individuals. I'm pretty personable and easy to talk to.===

===4b.) The intelligence that is underrepresented in Secondary Education is definitely the linguistic/verbal intelligence. This is by far the most important intelligence when teaching and needs to be affirmed within Secondary Education.===

===1.) Objectively describing something really just the description of something. This can be an event, document, person, object, etc. It is solely based on facts and presented evidence. It is delivered in a way that would not influence the audience's opinion in one way or another. It is simply a presentation of facts about something. On the other hand, subjectively engaging in something is a reaction to the objective description. It is the opinion part of that should be left out of objectiveness. This is where argument usually ensues and people might have differing opinions.===

===2.) A teacher's ability to maintain an impartial tone is very important when presenting a topic objectively. It essentially allows the students to wonder with their thoughts and construct their own opinion on the topic. In other words, if a teacher isn't partial to one side of the argument, students can think critically and obtain all of the information to form their opinion. On the flip side, loaded language prevents this progress and inhibits the students' engagement. If a teacher asks a loaded question that implies a certain answer, the student will simply reply with the best suited answer for the question. This does not allow the student to creatively form an opinion whatsoever.===

===3.) a.) As mentioned, it is imperative for teachers to maintain an impartial tone when giving objective dispositions within the class room. It allows the students to grow on their own intellectually. It doesn't institutionalize them with the teacher's point of view and a narrow spectrum of ideas.===

===b.) Scenerio: Student yells out something like "Why do we need to learn about liberals/democrats? They are all dumb anyways." I would first need to ask him to rephrase the question and ask him why he is (obviously) on the republican side of the argument. I would also need to be well-versed on both sides of the argument in order to facilitate the discussion properly. I would essentially lay out the basics of each argument and then present the topic objectively. This whole process might be tricky because I would need to maintain an impartial approach and hide my own views on the topic. I believe after this was done the student might think differently about topic at hand.===

===A. Teacher "costs" is among the reasons that teachers may avoid controversial topics. This cost might include a concern for students' engagement in controversial topics. Teachers may think students are not ready to tackle controversial topics so it would essentially steer away from the focus within the lesson. It may also interfere with the school culture or personal background of some of the students.===

===B. According to Werner, controversial topics are very important in a classroom setting, as well as other walks of life. Controversial issues allow students to become active citizens and become aware of their surroundings. Controversial issues are "real life" and students should become aware of these issues. Werner also believes that some issues are important for conveying information. Werner argues that controversial issues might spice things up and allow students to become more engaged and further the learning process.===

===C. I completely agree with Werner and plan on implementing controversial topics within my curriculum. I feel as though it's pretty important to students lives, as well as the material in the classroom. Students should be exposed to controversial issues because it will aid in their learning of social studies topics and help them be more aware of their social surroundings.===

===Having said all of that, I will be sure to approach the situation with care. Controversial issues shouldn't be taken lightly and there should be a lot of preparation when dealing with such issues. A discussion involving a controversial issue might become personal and hostile for some students. It is important as the teacher and discussion facilitator to not allow the discussion to get to this point. Again, preparation and planning before tackling a controversial issues is essential.===

===B.) This temperament is associated with people who are serving and preserving our most important social institutions. Guardians are generally good at managing, supervising, and instructing. Fairly straight forward when it comes to issues of debate. Guardians are also very meticulous when it comes to schedules. Very weary about change.===

===C.) Some famous guardians include Warren Buffett, George Washington, Mother Teresa, Rosa Parks, and Brigham Young. I admire all of these people and can relate to their personalities. They have done many influential things in history and would aspire to be like them one day.===

===D.) Most guardian job positions include helping the greater good or community. Along with this, most of these jobs provide opportunity for moving up the ladder to positions of influence. All of these positions have some sort of social or cultural involvement.===

Social Libertarian/Authoritarian: -0.77


===B.) I was most comparable with Ralph Nader. I guess this makes sense because I have somewhat of a "green" ideology. He is also more left wing in terms of economic and social attributes. I'm a little less Libertarian than Nader when it comes to the social side of things, but still very similar. Again, this doesn't completely surprise me. I was more surprised by how far right and authoritarian most of the democratic presidential candidates are.===

===C.) Historically and internationally, according to the chart, I would best identify with Ghandi. I find this to be pretty funny, but I guess we have some of the same traits. Fairly level-headed, in favor of peace or the common good, equality amongest all people and a general left wing ideology.===

===D.) This truly represents a broad range of beliefs within our political system. This range of beliefs and ideology really illustrates the clash within our political system. It shows that our political system must reach some sort of compromise or common ground in order to move forward. This is a very tricky situation. Each party is striving to overcome the other, but everyone realizes a bipartisan or 2-party system might actually be ideal. Coming to an agreement or middle-ground is very difficult under these circumstances.===

===I believe Columbus Day should not be celebrated. There is honestly not a whole lot to celebrate. Yes, he was an innovator in travel, technology and exploratory travel, but there were several other explorers/conquistadors that were just as famous when it comes to the Americas (eg. Magellan, Cortez, etc.). Why doesn't the US celebrate these explorers? I realize the Columbus exchange, as a results from Columbus' explorations, was simply revolutionary, but even there it caused a lot of harm (ie. sickness, disease).===

===In addition to these claims, it seems as though Columbus is regarded as a hero, but this shouldn't be the case. Columbus treated Native Americans like a material item. He did not have any sense of morality or humanity when it came to these people. His mission was to discover and conquer. Columbus and his men literally murdered Native Americans in order to take over and inhibit their land. As mentioned, they also spread sickness and disease in the process.===

===All in all, Christopher Colmbus' voyages and explorations SHOULD be taught in schools. I feel as though it is a very important part of history and the basic foundation of the Americas. Having said that, I strongly feel Columbus should not be celebrated on a national stage. I feel as though the general public would feel the same if they were more informed on topic.===

===2.) Figure 1.2 (Curriculum and the Stake Holder diagram) in the Instructional Strategies book really shows how little the teacher can influence curriculum. Curriculum within a classroom is influenced mainly by national and state standards. After than, the district and department puts their restrictions on the curriculum. These restrictions make it hard for teachers to mold their own curriculum. They certainly have liberties within a unit or lesson plan, but the overall curriculum is set in stone by separate individuals.===

Writing #4
===A.) I don't a lot about "Modern Middle East," but I would love to learn much more. I know that geographically it kind of conjoins Africa with Europe/Asia. Their economy largly deals with oil (ie, Saudi Arabia) and that is essentially the United State's biggest concern. I would guess that their worldview or reputation isn't very good with their association with terrorism. Again, I don't know a whole lot about their situation.===

===B.) "Modern" is more of a relative term. It's usually used to describe a period of time that that spans from a big event that took place (eg, war) to the present. The term "middle east" definitely is a geographical reference. It's hard to categorize the "middle" of an eastern portion of the world, but it definitely appears that the grouping of these countries is in between traditional Europe and Asia. In terms of it's eastern origin, I guess that depends on the proximity of the original person who coined the term "middle EAST."===

===C.) The middle East is very important for the United States to study because they have a tremendous supply of oil. Oil is essentially the backbone of the US economy. The other reason is terrorism. The US has had several problems with countries within this area.===

===A.) Lessons should be developed because they will help students learn the specific knowledge or skills identified for the unit. Units are an effective tool for designing lessons that meet your objectives. They allow teachers to map out the activities and strategies that will help ensure that students learn specified course content.===

===B.) Teachers must think long and hard about developing units because it is essential to engage students. If the unit is not engaging the students will have a tough time learning the information. Teachers must put some effort into developing these units in order for the students to learn successfully.===

===C.) A thoughtful unit can bring many benefits to students, as well as teachers. Essentially, everything will run smoother if the unit is very well thought out and carefully planned. This will make it easier for students to learn and easier on the teachers as well.===

===D.) Unit planning and teaching philosophy go hand-in-hand. A teacher's basic philosophy is really reflected through his/her unit planning. If a teacher has a outlook or philosophy then it will show through his/her lesson planning. A teaching philosophy is essentially the foundation of building a unit lesson plan.===

===A lesson plan is essentially a game plan for the teacher's class period. This is a plan to effectively convey a message or engage students on a certain subject. Teachers need a lesson plan to make it easier on themselves and the students. If teachers just did everything on the fly, the lesson might be a little confusing and in disarray. This might make it tougher for students to understand the material. Having said that, teachers don't //always// need lesson plans. I'd say for the most part they do, but in some instances they do not. If the teacher feels as though the lesson is simply a "student-driven" lesson, such as a project or activity with other classmates, then it would be much easier for the teacher to complete the lesson without a drawn out plan.===

Writing #1
===A.) My favorite memory from a social studies class was in my high school government class. We had this activity which allowed us to work in groups and act as though we were running the US government. Each person had a specific role which made it very engaging. Everything ran very smoothly and it was obvious that everyone enjoyed it.===

===B.) My worst memory comes from one of my middle school social studies classes. The entirety of the class was basically my worst memory. We would read straight from the book and copy down notes the entire class period for every class. There was little variation from this routine and nothing that engaged the students whatsoever. Very boring and monotonous.===

===C.) I want to teach social studies because I feel as though it is the topic that effects their lives the most. It should feel "real" to them. For example, when teaching a history class, I would explain how certain events in history have lead to where we are today and how they have effected their daily lives.===