Matt+Lantzy

My name is Matt, and I am returning to MSU after an almost 2 year absense working in the Government field. I graduated with a degree in IDS - Public Policy and Political Science. I am going after a teaching certificate in Social Studies to mainly teach Government and History. I am a huge sports fan, with my favorite teams being the Spartans, Tigers, Red Wings and the Nationals.

When I think of my teaching philosophy right now, I think it is somewhat simple. It is one where I belive that all students can succeed if they are given the proper tools and support.

One of the things that struck me about all three articles from this week was the fact that none of the authors defined Geography as simply the location on a map. In the Segall article, his point was that maps can tell us as much about a world as the world itself. He made reference to the fact that map makers are human, and their interpretation of boundaries, cultures and other important factors plays out in how they draw their maps. Likewise, in the Schmidt article, she makes the point that Georgraphy is not just about being able to locate a country on a map; but that it is also a literacy problem. She also notes that we give meanings to places; but not everyone will always give the same meaning. Schmidt also says that how people use places will eventually lead people labeling an area; and it is incumbent on geographers and teachers must make important decisions as to which label they will use. In Wasserman’s article, I like how she acknowledges that the world’s resources are limited and that even though their might be more physical room on the planet, the resources that we use will come to an end. I think that fits in with the other two articles in the sense that geography is not only about the physical aspect of land, but also how it is used. If I was given the option to teach a lesson in Geography, I think I would like to teach a lesson about cartography. I think this goes back to Segall’s article, because it makes the point that when you are interpreting a map or creating a map of your own; you must understand the background of the cartographer as much as the physical map because their beliefs, experience and research (among other things) play an important role in how they interpret physical geographic data and translate it onto a map. I would do a project in the computer lab that would deal with them selecting a map, researching the cartographer and then giving me an opinion as to why they believe, based on their research, why the cartographer drew the map the way they did. I would then proceed to a type of assessment and presentation that I think would work well. I would ask them to take a location they know fairly well (could be a vacation city, their house, favorite hang out spot) and draw a map of it to allow a complete stranger to navigate it without an issue. I would then have each student to the front of the class and explain their map, as well as allow students to ask questions about the map. I would then ask them to please label the maps appropriately and ask them why they drew it the way they did. I would try to see if there are any reasons why maybe one room is larger than another, or in a particular place. This would get to the point that the cartographer background has a lot to do with a map than just the physical space.
 * __Reflection - Concept Attainment Example: Geography__**


 * __Reflection - Political Cartoon & Questioning__**

__**Reflection - Lecture Outline: Intergovernmental Organizations**__


 * __Reflection - Halloween Lecture__**


 * __ Reflection - Portland Middle School Lesson Plan __**



__**Reflection - Unit Planning:** **Colleague** **Correspondence**__ The response I got from my colleague about unit plan was interesting to read. He said the most important aspect is to begin from the end. What he seems to mean by that is to design the unit from the end (even creating the unit assessment before the unit). His reason was as follows: //**Begin planning each unit by deciding what facts, concepts, and generalizations**// //** I want my students to know, understand, and be able to apply to other situations in their lives. **//

I think that this is important, especially because he also mentioned that they will use the state standards as their guides when designing the unit. He also used an interesting term called “learning targets” which he gives to his students. This is what he hopes they will get from a unit, in words that they can understand. I also think that this is a very valuable tool. I say that because this is an excellent way to translate the state standards into something kids will be able to understand. He will then use these “Learning Targets” in a way I have never seen before. When he begins a new lesson, he will give the students a self assessment quiz on the previous lesson to see where they are in mastering the objectives.

He does keep track of it, but it does not count towards their final grade, but allows them to see how they are doing as well as the parents of his students. I think a lot of what he is doing can be very valuable. When you start at the end (using the state standards) you can say: “We want them to know X, Y and Z.” What lessons can I plan to address each of those and how will they meet the standards that the states expect us to have. You can then tell the students that we will learn X, Y, and Z and this is how I plan to run this unit, so there are no surprises.

I think the ungraded self assessments about a previous lesson are a very good idea. It keeps down on your grading (which is one of the reasons he does it) and it also allows you to see how they are doing in the unit material. This is also good for the parents because it can help them focus their students on material that they are maybe struggling with. Overall, I like the way that he does about planning a unit, as it can be very effective.


 * __Reflection - Instructional Strategies Study Guide__**

__**Reflection - Elective Course Overview: Aviation**__

__**Reflection - Unit Plan: Sample 5 Day Unit**__

__**Reflection - Lesson Plan: 9-11**__


 * __Classroom Management Document__** [[file:Rights and Responsibilities.docx]]


 * __Core Values Document__**