Second+Semester+Reflections

= Mirco-Teaching Reflection = For my lesson on Eleanor Roosevelt, I struggled to come up with a lesson that wouldn't marginalize ER into the small box hidden in the corner of a page in a history textbook with the title, "Women in History." I felt like a lesson strictly on her achievements would do this, so I approached it from the angle of the role of the First Lady in the presidency. If I had more time, I would have liked to have extended my opening activity to further discuss current events. Right now, Michelle Obama and Anne Romney are frequently discussed in the media, but why? What does the First Lady //really// do? I think I could have better framed this lesson with a slightly more expanded opening discussion. Overall, I wanted the lesson to essentially show that the First Lady can do with the position what she chooses. ER fit into the four categories, but she also exceeded them at almost every turn. While other First Women have entered into the political sphere, few have done so like ER. I selected primary sources that would demonstrate each of the four categories, as well as show how she went outside of the traditional expectations of a First Lady. I think I could have explained the assignment more clearly, and both orally and with written instruction. I did like my mixture of direct instruction with questioning, then a student-investigation. It felt more natural to include questioning with my short lecture, because I'm not entirely comfortable with simply direct instruction. I wanted to keep the class engaged with what I was saying, but still have students draw their own conclusions based on the information presented. =Reflection Monday 4.16.12 =

//Just a friendly reminder about the wiki post... Please give me at least 4 paragraphs on - **"How will you handle 'Teaching the Terrible' (In your placement/practice/curriculum)???" **//

//Take this any direction you want, but just __be clear __. Consider a few ideas to guide you: // > //consider student reactions or lack thereof,// //consider maturity levels,// //consider what it means to make the content 'real,'// //consider what distracts from learning,// //consider the push-back and resistance you might face from apathetic types,// //consider what else might be triggered or evoked by dealing with gritty issues,// //consider how you will represent your own views/feelings,// //consider how avoiding "issues" might have negative outcomes,// >> //... and so on.// "Teaching the terrible" is something I've fretted over. I want to create a classroom environment where these types of challenging conversations can take place. Ideally, I would like to work in a middle school classroom. Because of the age of students, the maturity level would be extremely important to consider. What can these students handle? How do you keep content, but match student abilities?

I think it is important to make the content "real" for students. As in, I do not want to diminish the content of the topic by over simplifying or making a "fun" activity in order to deliver the material. The method of delivery should match the content. These topics are serious, and could have some connection to students in your classroom. I would not want to disrespect my students or fail to address the seriousness of these topics. = = =Reflection Friday 3.30.12 =

//A. What is the difference between cultural relativism and ethical relativism? Give an example of each. //

//B. In a pluralistic society such as ours, why or why not is ethical relativism a desirable way to think about ethical issues? //

//C. Specifically thinking about “teaching the terrible” in social studies classrooms, how might ethical relativism prevent (or enable, if you can make the argument) a meaningful analysis of events such as the war crimes of the Nazi regime? //

**A.** //Cultural relativism//, simply put, is that a person's actions or beliefs are understood culturally. Meaning, different cultures have different values. Cultural relativism goes to address the variety of different beliefs, morals, and values held by different groups of peoples around the world. //Ethical relativism //, on the other hand, asserts that there is no universally held opinion on morality. According to ethical relativism, there are locale standards of right and wrong which individuals follow.


 * B. **<span style="background-color: rgba(255,255,255,0.917969);"> Cultural relativism, from my understanding of it, would be a better way to examine a pluralistic society in terms of ethical issues. It determines that each culture hold its own values, but does not go so far as to label these values in the terms "right" and "wrong." Examining the culture itself, what does it value? beliefs? etc. would provide a clearer insight, and a more meaningful conversation.


 * <span style="background-color: rgba(255,255,255,0.917969);">C. **<span style="background-color: rgba(255,255,255,0.917969);">Applying cultural relativism to events such as the war crimes of the Nazi regime might provide a clearer insight for students as to how events like this can take place. I think one of the most interesting aspects of this entire period is the actions (or inaction) of everyday German people. If I were to lead a discussion on these events, I would open with the poem by Martin Niemoller, "First they came..." It is a safe place to start, and engage students with the concept of silence. The poem is widely used for a reason, it effectively demonstrates the effect of inaction.This can then serve as a launching pad into a discussion of "the terrible." What about the culture of the time made Germany vulnerable to falling under the direction of Adolf Hitler? What culture did the Nazi regime create? What is a culture of fear? Hysteria? Mob mentality, etc.

<span style="background-color: rgba(255,255,255,0.917969);">Framing discussion under the umbrella of ethical relativism would, on the other hand, prevent this line of discussion. Ethical relativism would leave people without fault. It was the culture of the time, therefore the individuals who silently stood by and did nothing are not culpable. "Teaching the Terrible" should not be about blame placing, or perhaps even finding reason or understanding. Many actions of the Nazi regime are truly terrible, and I still find most to be incomprehensible. But the concept of culpability, the consequences of action versus inaction, and the idea of right and wrong are required in a discussion about these events. Was it wrong to do nothing? Yes. But was it culturally relative? Was there something more happening, culturally, that made silence acceptable?

= = =<span style="background-color: rgba(255,255,255,0.917969); color: #222222;">Reflection Sunday 2.26.12 =

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 14px;">***WIKI-POST:** Due by __Sunday (2/26) at Noon__; referring back to the pedagogy of Cuong's lesson on Vietnam ... In a few thoughtful paragraphs, and perhaps also referring to TE readings:

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 14px;">a) Highlight 2 specific teaching strategies/techniques that were used to teach content

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 14px;">b) What do you think was effective about the teaching methods and activities?

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 14px;">c) What adaptations could have been made if this lesson is taught to different groups of students (college students, middle school students, etc)?

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 14px;">A) Cuong used cooperative learning to teach content by dividing the class into small groups to research on a given topic, then have each group share out to the entire class. He also utilized role play to facilitate a discussion on the different perspectives of the Vietnam War.

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif;"> B) Both activities allowed for a large amount of content to be covered in a short amount of time. It also provided an opportunity for us to think more critically about the different perspectives, and how the events of the war would have affected everyone differently.

<span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 14px;">C) In a middle or high school classroom, I would divide the activities up between two different days in order to spend more time on each. An assumption of familiarity was made, as well as the ability to work quickly through tasks. In a middle or high school classroom, this pace may not be effective.

= = =<span style="background-color: rgba(255,255,255,0.917969); color: #222222;">Reflection Wednesday 2.15.12 = <span style="background-color: #ffffff; color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">- In their article, //Responding to Globalization?//, authors Kasai and Merryfield explain that, “the goal of global education is to prepare students to be effective and responsible citizens in a global society (p. 355).” <span style="background-color: #ffffff; color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">a) What do the authors have in mind for education to be responsive to prepare students for a globalized world? <span style="background-color: #ffffff; color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">b) What do you find especially helpful or troubling about the claims being made?

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">a) The authors proposed that teachers teach using multiple perspectives and maintain a global mindset, teaching events as interconnected so that students "understand how people, ideas, and events are related across different eras and world regions" (355).

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">b) I like the proposed idea of teaching students from a global perspective, even if that includes uncomfortable discussions about world events/history. Involving students with local organizations can make social studies come alive and the lessons promoting issues of citizenship and community action.

= = =<span style="background-color: rgba(255,255,255,0.917969); color: #222222;">Reflection Monday 1.23.12 =

<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif;"> __Reading/Prompt__: **Read chapter 8** out of the //Instructional Strategies// text and post on your wiki by the time class meets on Monday; this will help us finish our activity, shouldn’t take too long and doing so will give you clarity on designing and thinking about Cooperative Learning lessons.

<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif;">- Here’s the (open-ended) prompt: Create an accountability/assessment piece for the Cooperative activity on the candidates/election we started in class. The activity should simple hold each group member responsible on some level to ensure that all students work together and see the Cooperative Learning as a valid lesson that is worth participating in and perhaps even worth a grade.

<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif;">

=<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif;">**Reflection Wednesday** **1.18.12** = __<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif; font-size: large;">Read __ //<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif; font-size: large;">Media Matters //<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif; font-size: large;"> & __<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif; font-size: large;">browse __ //<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif; font-size: large;">Teaching Social Studies Through Film //<span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif; font-size: large;"> (posted on the wiki) and reply to this prompt: <span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif;">1. How specifically does the text establish the significance of Media? <span style="background-color: rgba(255,255,255,0.917969); color: #222222; font-family: 'Times New Roman',serif;">2. Develop an idea to share of a lesson you would like to teach that uses/presents a film (of any genre) to explain (a) a time period; (b) a cultural/social/political point; (c) a biography; or (d) an idea or concept.

1. Media is significant because it is so omnipresent. The author opens by discussing the role social media played in the last election, and the role it plays within students' lives. Media should be utilized in the classroom, and students should be taught how to understand the wealth of information so readily available.

2.