Chris+Sweno


 * __Cuban Healthcare__**



__Lesson Plans__

 * 1. __Cooperative Learning Lesson Plan__**




 * 2.** __**Simulation/Role Play Lesson Plan**__



http://0.tqn.com/d/politicalhumor/1/0/x/q/2/obama-health-reform.gif
 * 3. __Debate Lesson Plan__**
 * Cartoons for Icebreaker:**http://www.wpasinglepayer.org/images/JonikAirplane.jpg




 * 4. __Student Directed Lesson Plan__**



__Artifacts for Instructional Enhancement__

 * 5. __Humanities Based Lecture__**




 * 6. __Assessment Samples__:**




 * 7. __Class Procedure Plan__**


 * 8. __Resume and Cover Letter__**




 * __Artifacts for Teaching All Students__**
 * 9. __Focus Student Portfolio__**




 * 10. __Differentiated Lesson Plan__**




 * 11. __Special Education Artifact__**




 * 12. __English Language Artifact__**



+ I enjoyed the class a lot. I thought it did a good job helping prepare us for our future as teachers. I thought the micro teaching was the most helpful because it forced us to take what we had learned in class and adapt it to a live experience. As well just observing others micro teach allowed us to see how someone else approached a topic that you may have approached differently which will help us to diversify our lessons in the future. I thought the personal experiences of Justin and Gerardo as well as those of the teacher and inter panels have painted a clearer picture for us of what we can expect in the future. For me this has calmed a lot of my nerves about teaching.
 * Week 15**

- Not that observing a live class hasn't been helpful but I feel by TE407 and even more so by TE408 it just becomes redundant and we benefit less from the experience. By TE407 we have already observed classes in TE250 and TE302 and not much changes when we observe in TE407. As well TE407 and TE408 are a lot more demanding in their requirements than TE250 and TE302 and for students like me who are taking 20 credits on top of that, taking four hours out of the week even more when you have to drive half an hour to Portland just becomes over taxing at times. Not that I am trying to complain or that teaching won't be over taxing at times I just believe our time could be used more effectively than sitting in the back of a classroom observing.

Delta There are a few changes that would make the class more effective. As stated I think the four hours a week in observation could be better utilized. I think instead of doing this you could turn the lab section into two class periods and use them solely for micro teaching. Also, while the artifacts we did both semesters were helpful I would have like to share them with my classmates so that we could bounce ideas of each other.

A. It was very comforting to see that many of the fears I have about teaching are the same fears that the teaching panel had when they started. A few things were a little troubling to me the first being what Joel said about managing time and planning ahead, I am good at managing my time and okay at planning for the future but I like to do all my work in lump sums where as Joel made it seem like that you have to do a little here and little there. Another thing that was troubling was that the teachers made it seem like at first you have to be a drill instructor with your students, I understand not being their friend before their teacher but I still don’t see a problem with knowing your students on a personal level not just as teacher and student.
 * Week 12:**

B. I really like the insight on bouncing ideas off of coworkers as well as borrowing lesson plans and I idea from them. One of my biggest fears has been not having good enough lectures on a day to day bases. My fear has been that I would have a creative enough mind or the ability to produce good lesson after good lesson but understanding this and knowing that other teachers are willing to help and let you borrow their lessons is nice. I’ve though about doing it in the past I just didn’t know what the protocol was among teachers.

D. I would have liked to go more into creating lesson plans and the experience the panel had had implementing some of their own. It would have been nice as well to here Joel talk about teaching math and see how it compares with teaching social studies. Lastly I would have liked to talk more about teacher teacher interactions as far as like what teachers lounges are like, what is appropriate talk, is there a protocol for the new teacher, etc. E. I aspire to be like Joel most. I think what I enjoyed about him is that he has kinda done whatever he liked best and felt was best for him. Going from and engineer to a math teacher and now starting his own tutoring service I believe to be pretty admirable. I have often feared that I may not enjoy teaching as much as I hoped I would and ended up being stuck in the same job simply because it was all there was. Joel gives me hope that if I am not happy I can always change what I am doing.

Mr. Sweno did a great job teaching our class. I never knew what to expect when coming to class other than class was going to be engaging and I was going to learn. I never knew what to expect because Mr. Sweno was always changing up the lesson planes it was not just simply a lecture course or a discussion course. Even on days when all we did was take notes Mr. Sweno still kept the class engaged by telling stories as well as offering pieces of history we don’t normally learn about. I also liked the way Mr. Sweno graded, it was not all homework based or test based it was a good mixture of the two. Furthermore he did a good job of making sure the tests reflected the homework and lecture not merely one or the other. The way he formatted his tests was very helpful in that the multiple choice questions often over lapped with the essay question which helped me to recall information easier. Finally one of the best aspects of Mr. Sweno’s class was that he likes to teach history from different prospectives. Learning about the dropping of the Atomic bomb on Hiroshima from the perspective of a Japanese citizen was very interesting and will have a lasting impact on me. Lessons like this helped me to learn that the American perspective is not the only view of history.
 * Fictional Assessment**

First, I would have each student pick a candidate similar to what we did in class. I would then have each student look up information on that candidate first by looking at their campaign web page. From this I would ask the students to highlight the main points of their candidate’s campaign and his or her political views in general. Next I would have the students look up a criticism that someone in the media and or an opposing political figure has made against them. Then the students would look up a criticism that their candidate has made against at least two of their competitors and or opposing party, or I would have them answer the question “Why does your candidate believe his political aims to be superior to his opposition.” Finally, I would have each student present back to their group and each group member would be responsible for taking notes on each of the candidates presented. In their notes I would expect them to include each candidates’ main view points in their campaign.
 * Term 2 Week 2**

1. The text talks about the importance of discussing media in a democratic society. It points out that media has always been a part of society in that it is the main source for people to learn what is going in their society and the world. The article also points out that media can be and often is half truths and bias and that it is important for people to understand this and think critically about what they see, read, and hear in the media today. Because of this it is important to incorporate media into the classroom so that students can learn to think critically about what they see, read, and hear in the media.
 * Term 2 Week One**

2. a) A film I might use to show a time period would be The Great Gatsby because it does a good job of portraying the ambivalent society of the 1920s**.** b) To express a political view point I would use the Colbert report because he makes politics entertaining for younger audiences. c) For a biography I might uses the HBO special John Adams.

http://www.stanford.edu/group/west/cgi-bin/pager.php?id=40
 * Week 15 Response**

1. a. This map was created in 1482 and shows what people in the 2nd century believed the world looked like. B. The map is clearly distorted because the world was yet to be completely explored. Antarctica for one in is connected to another continent which looks like Europe and the North part of Africa. Secondly North and South America appear to be nonexistent.

2. a. I consider the Molleweide Map projection to be the most accurate because it less than any of the other maps distorts the continents. For example Peter’s map makes the southern hemisphere bigger than it really is. b. I think the first activity would be the most helpful because it allows students to become the creator of a map. In doing this they get to pick and choose what is put on the map and how it is depicted which well help them to learn and understand map bias.

Vietnam
 * Week 14 Response**

A. Kinetic Activity After learning about the Vietnam War and the harshness of it student will be given information about the draft, who was eligible, likelihood of being drafted, what happened after you were draft, etc. Then student will learn about draft dodgers, what they went through (fleeing the country, hiding, etc.), consequences of draft dodging, and about draft dodgers today (my Uncle fled to Ireland after being drafted and is not afraid to talk about it so I could use an interview with him). Students will then be summit draft tickets those that are drafted will get to choose if they will go to war, what branch they will join, or flee.

B. Use the section from HippoCampus on the Vietnam War

C. Songs Bob Dylan- Shelter From the Storm- What is the Storm? Crosby Stills Nash and Young- Ohio- What was it like at Kent State? The Beatles- Revolution- The difference between protesters and extremists Hello Vietnam- Should the call be answered? Country Joe (no Woodstock clean version)- What were we fighting for? Was it justified?

D. Interpersonal Design Use the movie Platoon (students will need sign permission slips because it is a rated R movie) Though very graphic the movie paints a good picture of what soldiers went through. Students will learn about how hard it was for soldiers (figuring out who was Vietcong, who was good, coming to terms with fighting in a war you didn’t believe in, drug culture during the war, etc.)

__**Week 13 Response**__ 1. A) Intrinsic Motivation is motivation from within usually stemming from interest or enjoyment in an activity. An example of this would be a student participating in a Civil War class because of general interest rather than a desire to achieve a good grade. Extrinsic Motivation is motivation to attain an outcome stemming from outside of the individual. An example of this would be rewards for achieving a certain outcome such as grades and money. B) Based on the participation level of his students in an activity that was not for a grade it would appear that Ben Pineda’s class is mostly intrinsically motivated. However some of these kids may have just been programmed after years of schooling to participate in order to achieve a good grade but it cannot be determined from just one class.

2. Multicultural Education is a field of study who goal is to create equal educational opportunity learning for students from diverse racial, ethnic, social, an cultural groups. One of the goals is to help students to to develop skill sets to effectively partake in a democratic society and to be able to do this with people of all types of backgrounds. I plan to employ Multicultural Education in my classroom in large part by teaching students a diverse curriculum. In a history class for example I would teach about Afrocentric Theories to introduce students to concepts other than Ancient Egypt in African history. In a sociology class I would teach concepts such as the historical difference in upper and lower class educational values. One concept that I believe is a necessity to be be taught is the social construction of race. Students need to learn about the false concept of race and why it was created and the affects it has had on society. The goal with all these concepts is to get students to understand that we are all a part of this country and that there is no real difference between its peoples other than our backgrounds and false social concepts that have hindered democratic society throughout history.

3. A) Differentiated Instruction is understanding that you have students with varying backgrounds, readiness, language, and learning preferences and using your understanding to develop a curriculum that maximizes each student’s growth and individual success. B) The summative evaluation is the most important step in figure 4.1 because it looks at all the other steps and assesses what was good, what was bad, and what needs to be changed to maximize learning in the classroom.

4. A) I feel that Logical-Mathematical Intelligence is most pronounce in myself because I have always been able logically carry out mathematical operations and I approach other subjects in the same manner as math by trying to reason deductively and think logically. B) Musical Intelligence is the most under represented of all the intelligences because all of the other intelligences are incorporated into one mandatory area of education or another where as music is only mandatory for some in grade school and in some areas it is not even mandatory in grade school. Music in secondary education is always optional in after school activities and concepts of music rarely make their way into other areas of educations.

__**Week 12 Response**__ 1) Objectively describing something refers to describing an event, person, or argument with just the bare facts and with no bias or emotion involved. This includes not using a bias in your tone of voice when describing a certain aspect of an issue because often times our tone of voice or mannerisms can show our feelings on a certain issue. Subjectively engaging in a controversy means taking to one side of the controversy and allowing emotions and bias to take over your argument. Subjectively engaging means taking a side and let emotions rule the controversy where as objectively describing a controversy lets the facts rule the conversation.

2) By maintaining an impartial tone the teacher allows for the students to express what they believe or how they feel about a certain controversy. If a teacher shows a certain bias one way or the other most students will try to stick to that side or else feel insecure about expressing their belief in the other side of the argument. Also by maintaining an impartial tone and speaking objectively the teacher is setting an example for the students to follow which helps to foster a productive learning environment. Objectivity helps to foster this environment because to be objective and take emotion out of an argument and just represent the facts requires one to think critically. A loaded language prevents social and educational progress because it attempts to influence the listeners. Coming from a teacher a loaded language hinders social and educational progress because it subjects the students to the teachers will and influence instead of allowing them to think for themselves. As well as stated before most students will sway to the side the they think the teacher believes in. Coming from students a loaded language prevents progress because students are trying to influence one another and often times a discussion becomes and argument ruled by emotion.

3) Its is a teachers responsibility to foster critical thinking and learning. This being our responsibility it is best achieved by maintaing impartial tones and objective dispositions. By not doing this teachers take away the students abilities to think for themselves and instead they are teaching the students to think like them. It is the job of the teachers to teach students how to think about a controversial issue not what to think about it. The 2012 election with will provide a great chance for controversial class discussion. However, the teacher will have to be careful when approaching this topic because of the emotion that is often evolved with politics. To help create a solid learning environment the teacher will need to make sure that the discussion stays objective. As soon as the discussion moves away from objectivity and it becomes too subjective the teacher will need to step in and say new point new speaker. The teacher cannot focus on the student or the subjective comment because if they do they are usually just adding fuel to the fire. Instead a simple statement to let the student know that comments like that have no place in the debate and a change in topic should suffice in settling the issue and moving on.

__**Week 10 Response**__ A. Teaching controversial topics creates many problems and insecurities for teachers. One of the biggest problems is the fear of showing a bias toward one side or the other. Another problem that some teachers fear is bringing things to close to home such as doing a debate on government aid when someone in your class receives government aid. Other problems include lack of student involvement, students getting out of hand, and students not learning. Regardless of the problem a teacher can overcome it by researching the topic and knowing all sides of the debate and being able to stand on either side. By doing this the teacher will know what to give the students to research to get them engaged in the activity as well they will be able to teach both sides of the argument and create and atmosphere where it is hard to find a bias one way or the other. As well the teacher needs to know their students on a teaching level as well as on personal level so that they know what students can be pushed which ones can and what topic are appropriate for class discussion

B. Just because an issue is controversial doesn’t mean it shouldn’t be taught. Some of the best teaching can be done over controversial issues because students tend to pay attention and become engaged when the issue at hand is controversial. Werner argues that teachers should not shy away from controversial issues and that they do have a place in the classroom only the teacher must be prepared. When the teach is unprepared that is when the problems arise and things can get out of hand.

C. I picture myself as using controversial topics to my advantage. As I stated earlier students to become more interested in learning when it is about controversial topics. By creating an atmosphere that I am in control of where students can argue objectively but in an appropriate manner I can use these issues to maximize the learning experience for students.

__**Week 9 Response**__ A. I am a Rational Temperament Type, INTP. This means that I am good at solving problems, in particular problems that require critical thinking. In solving problems rationalist are most interested in the abstract concepts such as fundamental principles and natural laws. Rationalists don’t care about the politically correct and care more about the most efficient solution process. Rationalists work tirelessly on their goals. They are logical and independent in their thinking are are skeptical of all ideas, even their own. Rationalists tackle problems in organic systems such as plants and animals, or in mechanical systems such as railroads and computers, or in social systems such as families and companies and governments. Some famous rationalists are Walt Disney, Abraham Lincoln, Carl Sagan, and Steve Jobs. I feel like I relate well to these people, they were all goal driven people who work hard to overcome adversities and achieve their improbable goals. I have always tried my best to stay goal driven and work through adversities, though they fail in comparison to the accomplishments of the above people I have achieve most of my goals none the less. The Keirsey site suggests that the ideal jobs for a Rationalist, INTP are jobs in which the person is their own boss. Education is no one of the listed suggestions for this temperament type and I can see why, teachers are rarely their own bosses and are constantly looked over by others. The jobs that would fit best are architects, lawyers, and financial analysts.

B. My political Economic Left/Right -2.88 and Social Libertarian/Authoritarian -1.44. In the 2008 election I was closest to Obama. This it not that surprising to me because I voted for Obama. Even though I have considered myself more right than left I think this countries best interest is in the middle of the two and maybe favoring the right a little bit. Historically and internationally I have agreed more with the left but like I state currently I think we as a world and as a country are in need of a more rightest government. This exercise doesn’t really illustrates the diversity and reality of compromise in our political system because it takes all the big issues and condenses them into thirty or so basic questions and doesn’t include the smaller issues. Further more the test only gives four answers to each question and doesn’t considered the test takers motives behind the reasons for their answers. A two party system can function in a healthy manner as long as it remains steady and healthy competition. If one party gains to much control or takes over it becomes unhealthy. The competition becomes even less healthy when the two sides of the system become too separate and only look for extreme left and rightists to represent them. I think this is a problem with the system today because there is no room for the middle man as in the 2000 election when a voter realistically had two choices either Bush to the far left or Gore to the far right. It is almost unheard of today to find a candidate who is left on certain issues and right on others even though majority of Americans think this way.

__**Week 5 Response**__ - Formal Curriculum is what the teacher intends to teach. This includes a syllabus, lesson and unit plans, and state and district standards. - Delivered Curriculum is the instructional process or methods used to teach the formal curriculum. - Learned Curriculum consists of everything the students learn, this may be a part of formal curriculum or hidden curriculum. - Hidden Curriculum consists of what students learn that was not a part of formal curriculum this can included life skills, values, etc. - Null Curriculum consists of what the students do not learn.

By looking at figure 1.2 the Hierarchy of Curriculum it would appear that teachers sit at the bottom of the totem pole in the hierarchy of curriculum. The curriculum starts with the national standard, goes to state standard, and works its way down a few levels and then gets to the lesson plans which is the first role the teach plays in the hierarchy. Its not surprising considering most things are run this way, be it business or government, things start national and work their way down to the everyday working man. Moving the teacher further down the totem pole is the role the stake holders play, that is political interest groups, elected officials, administrators, and parents to name a few. These stake holders get to play a role at every level of the hierarchy many of whom are unqualified in the field of education but none the less they still exercise a higher role in the hierarchy. In a sense it would appear that the only thing below teachers in the hierarchy is the students.

__**Week 4 Response**__ 1. My knowledge of the Middle East is very limited. I doubt whether or not I could look at a map of the Middle East and label all the countries correctly. I have never actually taken a class on the Middle East so everything I know about it either comes from the news or else what I’ve heard about it when it came up in other history classes. 2. To me the term Modern Middle East means the current state of the Middle East, this being the area on the map from Iran to the East, South to Sudan, West to Morocco, then back across the top of the African coast and up to Turkey. Outside of the map of the area the term Modern Middle East refers to the current economic and political climate of today. 3. While my knowledge is very limited on the subject I believe it is an important subject that I need to learn more about. This is important in a large part due to the United States current position in the Middle East. The more we learn about and get to know the Middle East the better we can understand it and the sooner we can improve on our relations with one of the most important areas of the world.

__**Response For September 21**__ 1. In simple terms scope and sequence mean a) Scope- the amount of content and skills students should learn and b) Sequence- the order in which students will learn the content and skills. However, the scope and sequence can be broken down at different levels and each time they are broken down they become more detailed. For example the scope can cover the amount of content and skills learned in a whole year in which case it is broader and less detailed. Subsequently the sequence will be broader and less detailed and may move from one month to the next. However, if you break the year down in the units the scope for each unit becomes more detailed because it deals with less content. As a result the sequence will become more detailed and may move from week to week. By breaking the units down into days the scope again becomes more detailed for each day because the content becomes less broad. As well the sequence becomes more specific and begins to move from a single concept to another.

2. Working in a district that has a predetermined scope and sequence is advantageous in that the content is already set for the teacher. This makes it much easier for the teacher to organize the year, the units, and the day to day activities because it gives them a set curriculum to cover. This is disadvantageous however in that a teacher has less freedom to teach students what they deem to be the most important concepts and skills because they are confined to the predetermined scope and sequence.

3. Working in a district that does not have a predetermined scope and sequence is advantageous in that the teacher has the freedom to choose what is taught and when it is taught. This makes it easier for the teacher to implement certain lesson plans and units in which they see best fit for the students. This can disadvantageous however because the freedom to cover whatever topic the teacher sees fit requires much more research and organization than having a set scope and sequence. It is now not only the responsibility of the teacher to decide what is taught but how it is taught, for how long it is taught, and when it is taught. In an essence the teacher is playing both the educator and the administrator.