Kellie+Reed


 * __Spring Semester__**
 * Lesson Plans**
 * Cooperative Learning
 * [[file:Cooperative Learning Lesson Plan - Reed.docx]]
 * Simulation/Role Play
 * [[file:Simulation.RP lesson plan - Reed.docx]]
 * Discussion/Debate
 * [[file:Discussion.debate lesson plan - Reed.docx]]
 * Student-Directed Project
 * [[file:Studentdirected lesson plan - Reed.docx]]
 * 4 Artifacts of Instructional Enhancement**
 * Humanities-Based Lesson
 * [[file:Humanities based lesson - Reed.docx]]
 * Assessment Samples
 * [[file:assessment 1 - Reed.docx]]
 * [[file:assessment 2 - Reed.docx]]
 * Classroom Procedures Plan
 * [[file:Classroom Procedures - Reed.docx]]
 * Resume & Cover Letter
 * [[file:Resume - Reed.docx]]
 * [[file:Cover Letter - Reed.docx]]
 * 4 Artifacts of Teaching All Learners**
 * Focus Student Portfolio
 * [[file:Reed.Focusstudentportfolio.docx]]
 * Special Education Artifact
 * [[file:Special ed artifact - Reed.docx]]
 * English Language Learner Artifact
 * [[file:ELL artifact - Reed.docx]]
 * Differentiated Instruction Artifact
 * [[file:Differentiated Instruction Artifact - Reed.docx]]

>> >> My micro teaching was on the Cuban Missile Crisis. I had an opening activity involving the duck and cover video then I had a short lecture and an activity in which students took on the role of JFK. I thought my micro teaching went fairly well. I think that my presentation in general was very straight forward and clear, I did not have too much information on the presentation but just enough to inform the students of what was important. I also thought that my activity was pretty creative and would be something fun and different for the students to do. In general my over all presentation was acceptable and interesting. I had visuals, videos, and an activity the definition of differentiated instruction. >> >> One delta I would give myself was I may have needed to be a little more confident with the information. I did not have much prior knowledge on the Cuban Missile Crisis but I did research it. However, it is difficult to do a micro teach that would ideally be in the middle of a unit therefore it is hard to just jump into the topic with out being one-hundred percent sure what the students would already have knowledge about. Also with a topic like the CMC there is a lot of hearsay and controversy on how the events actually occurred so I was a little hesitant on what I should present. Therefore, I think I could have been more confident with the material and maybe could have gone into more detail but I decided that understanding the importance of JFK was more vital. >> >> One negative about my micro-teaching is I feel I could have done a little better with pushing the students to think more about JFK's decision. When they were explaining the option they were given I should have questioned them more about why they chose to implement it or not. I think I also should have provided them with more information on their option so that they could have gained a better understanding of how it would have affected history. I did not ask them to consider how their decision would have changed history as we know it. >> >> >> I think that High School teachers need to start using this perspective that to build responsible citizens we must get students to understand their country’s flaws and have them question their countries actions. High School students are capable of abstract thinking and this capability makes them mature enough to learn about the terrible and construct viewpoints about tragic events. Therefore, I intend to approach teaching the terrible in a sensitive but abrasive manner. I want my students to have a full understanding of the terrible things that have happened throughout history but I also want them to see these events from multiple perspectives. I do not think that only the victims’ perspective should be shown because then that will dehumanize the students’ view of the offender. I think that viewing the terrible from multiple viewpoints will allow the students to have a better appreciation of why these terrible things happen and how average human beings just like them let it happen. I think that the idea of multiple perspectives makes the content ‘real’ because it helps the students connect to both the victims and offenders on a person to person level and helps them realize that both sides were people just like them. >> >> Teaching the terrible can lead to many different reactions by the students. For those students who will push-back or refuse to believe that a terrible event happened I would probably ask them to go out and prove it to me if they really believed it. Or ask them what makes them believe that this event did not happen. I would also ask them to consider how their viewpoint may affect their classmates, and how it could negatively impact their feelings. Basically I want to hold my students responsible for their beliefs/viewpoints and their impact on others. The terrible may also bring up emotional issues for students whether they are connected to the topic or not. However, I think this is a good think, when people are able to become emotional it makes them stronger and if teaching the terrible helps students become more connected to their emotions then I think it will help them become a more self-confident and positive person. This is something I would bring up to my students before teaching about a tragic event. >> >> Finally, I think that trying to leave my views out of the equation are important. I would like to try and give an unbiased view of the terrible events so that students can create their own understanding. For example, my History of the Holocaust teacher right now teaches us about the Holocaust in an excited yet sympathetic manner. She does not introduce the Nazis/Third Reich/Hitler as a bunch of terrible men but rather provides us with all the information on what they did but also talks positively about their brilliant strategies and propaganda. This has allowed me to develop my own ideas about the Nazis and who they were besides these horrible inhuman killers that I learned about in High School. This is what I want to do for my students. I want to bring my enthusiasm into the classroom but not to a point that it down plays the emotional/sympathetic aspect of the terrible but so that it keeps the students engaged and forces them to think about the terrible events in their own way. Therefore, I think the key to teaching the terrible is providing as much information as possible in an unbiased manner that is both exciting and sympathetic.  >> >> In order to keep each group member responsible for doing their own work they should have to turn in a short paper on their part of the project. It could be as simple as "what did you learn, why was it important, and what did you learn from your group members." This would make sure that they did their own work and also that they talked about it with their group members. It also allows them to see the value of what they learned by asking why was it important and emphasis the group aspect by asking what they learned from their group members. >>
 * Weekly Wiki Posts**
 * __Post 9 (4.29.12)__
 * Consider and reflect on your micro-teaching, even critiquing it. Give a "+", "delta," and "-" in 3 paragraphs
 * __Post 8 (4.16.12)__
 * Teaching the terrible is obviously going to be a tricky matter. In my college career I have been taught more about the terrible than I ever had in my K-12education. This is probably because teachers do not know how to approach touchy topics such as the Native American struggles, or the Japanese internment camps or the Rwanda Genocide. Teachers are often afraid of teaching terrible things that Americans not only participated in but did very little to stop. It is hard for a Social Studies teacher, who is supposed to teach patriotism and nationalism to their students, to point out the flaws of its country. However, once you get to College, professors think you are mature enough to get the cold hard truth and also realize that is what you need in order to support your country and understand the world.
 * __Post 7 (4.8.12)__
 * On an EMOTIONAL level, what especially comforted, troubled, excited, frustrated, or (other emotion) … you?
 *  I was extremely comforted when Allison talked about how she was freaking out before her internship year wondering if this is what she wanted to do and maybe she would just do something else once she was done, because the closer we get to graduating the more terrified I get. I'm extremely nervous that I will not enjoy teaching as much as I think I will and that I will not be any good at it but I was very comforted when Allison said that once she started doing it she really enjoyed it because it gives me more hope that it will go the same way for me.
 * What really excited me is when multiple of the teachers were talking about building student-teacher relationships because that is what I am really excited for! I use to work at summer camps and my favorite part was getting to know the new campers each week and getting to know them. The only thing I disagreed with was when one of them said you should keep it at a student-teacher level. My field placement teacher (Mr. Olcheske) gave great advice about relationships with students, he said you have to look at it as a person-person relationship but to keep in mind that you are there teacher so there are some lines you do not cross.
 * On a PROFESSIONAL level, what insights especially stood out to you?
 * I had not previously thought about how important it was to build connections with co-workers and administration. So this really stands out to me because it will be essential part of my experience next year so that I can hopefully find a job after next year. Though they did not specifically say it I did realize that it is also important to be involved  in extracurricular activities because this keeps you involved  with the students but also gets your name out there more. However, I also realized that when it came down to it the kids were what mattered to these teachers and that is something I intend to keep in mind next year.
 * Making OBSERVATIONS, what traits did the panelist appear to have in common and/or differ on?
 * All of the teachers cared about the students, they were just focused on different areas. Some of them are more focused on building relationships and getting to know their students on a personal level, while the others were more focused on the students knowledge. This is not to say that they did not all care that their students learn, the teachers how focused on the students knowledge were more concerned with how to prepare fun and exciting lessons.
 * All the panelists emphasized that it is important to humanize yourself to your students so that they will respect you more. Some ways to humanize yourself are to admit if you do not know something or tell embarrassing stories.
 * They all said it was important to be strong and disciplinary with your students in the beginning of the year so that you can loosen up and have solid classroom rules by the middle of the year.
 * 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 question I did not think of until recently was asking them if they ever got sick of teaching the same thing over and over again. Because I know they said that after a few years you sort of have your lesson plans made and know what you're going to do even though sometimes you critique it, but you are still teaching the same information year after year. Do they feel like assembly line workers?
 * <span style="font-family: Verdana,sans-serif; font-size: 10.5pt;">RELATING: Who did you most identify with/relate to or aspire to be like and WHY?
 * <span style="font-family: Verdana,sans-serif; font-size: 10.5pt;">There was not one specific person I aspired to be like. I love Colleen's freedom, she seems like she has a lot of energy and doesn't care if she acts silly in front of her students. I would love to be like that, but I am obviously a pretty shy person and a takes me a while to break down those barriers. At the same time I would like to be like Allison in that she is very confident and you know that she can really get control of her trouble students (or jock students rather) because she can connect with them.
 * <span style="font-family: Verdana,sans-serif; font-size: 10.5pt;">VISION CASTING: How did this panel help you think about your future "legacy" or teacher identity
 * <span style="font-family: Verdana,sans-serif; font-size: 14px; line-height: 21px;">I still do not think I'll know exactly what kind of teacher I will be until I get in front of my own classroom (or internship classroom) and it has also made me realize that it will take a few years to really fully develop my teacher identity because by then I will be more comfortable in the classroom and I will also not be as concerned with learning the content myself so I will be able to focus more on my teaching. I do hope that my teacher identity will be a confident one with humor and empathy.
 * __Post 4 (2.26.12)__
 * //Highlight 2 specific teaching strategies/techniques that were used to teach content//: With the opening strategy he used some prior knowledge recall and a visual activity in which he had you place about 10 important cities, countries, and geographical landmarks on a map. Another strategy he used was debate. He had made 7 groups and each were given and point of view on which they would have to defend in the larger class debate.
 * //What do you think was effective about the teaching methods and activities?//: I think that map activity was very helpful because it allowed us to have a visual understanding of Vietnam and helped when a map was later showed. It was also good because it helped us realize how much we did or did not know about Vietnam and the important parts of it. The debate was a good idea and it was definitely a fast a relatively efficient way for the students to gain an understanding of all the different view points that were present in the Vietnam War. It also brought up ideas and arguments that we skipped over in our high school lesson on Vietnam (the 1 I had).
 * //What adaptions could have been made if this lesson is taught to a different group of students (college students, middle school students, etc.)//?: For a middle school I think the debate would need to be more structured and maybe show a video that has clearer arguments and ideas for each view point because they have not fully developed their abstract thinking so it would be harder/take longer for them to draw arguments out from the direct lecture video that we watched. Also the debate should maybe more organized for them because it was difficult for us college students to keep it going so there would need to be more teacher involvement and regulation. Maybe the teacher could ask one of the focus questions we were given before the video to one group and then have the other groups respond to that. I also think the map activity may be a little difficult for middle school students I'm unsure to how much geographical knowledge they have so it may be good to walk through it with them.
 * ***sorry this was 40+ minutes late. I totally forgot about it***
 * __Post 3 (2.15.12)__
 * //<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">What do the authors have in mind for education to be responsive to prepare students for a globalized world?: // The authors list many ways in which teachers can help students develop a global view. Students should be taught how to examine multiple perspectives so that they can see how global views differ among the different cultures of history. Teachers should show students how different people and cultures have interacted globally throughout the past and how it affects things today. Teachers can also use past events to educate students on current events. Students must be able to recognize commonalities and connections across time to be able to understand the globalized world. Teachers should also have so multi-cultural background so they can model and educate students who to be comfortable with multiple cultures.
 * //<span style="font-family: Arial,sans-serif; font-size: 11.5pt;">What do you find especially helpful or troubling about the claims being made?: //<span style="font-family: Arial,sans-serif;"> It is helpful to emphasis the importance of recognizing how the world has connected in the past. The examples in the reading are also useful ways to understand what teachers should do. However, I don't think that teachers should have to have an experience in a foreign country to be efficient at teaching acceptance and teaching without bias. I think that it would definitely be helpful but since not everyone can afford such luxury teachers have to find a way to still express those qualities.
 * __Post 2 (1.23.12)__
 * // 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.: //
 * __Post 1 (1.18.12)__
 * //<span style="font-family: Arial,sans-serif;">How specifically does the text establish the significance of Media? //<span style="font-family: Arial,sans-serif;">//:// <span style="background-color: white; font-family: Arial,sans-serif;"> The text portrays media as a right of the American people. It is also something that the citizens should be literate in meaning they should be able to analyze critically, ask powerful questions, and draw their own conclusions. Today media is even more important than previous generations, because the youth now live, breath, and eat media. The youth are always on Facebook or sending tweets or reading reddit or posting surfing pintrest. Therefore, media is especially significant for the younger generations because it is part of their everyday routine.
 * //<span style="font-family: Arial,sans-serif;"> 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 //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 14.5pt;">//.//: <span style="background-color: #ffffff; font-family: Arial,sans-serif;">I would like to use Disney's Pocahontas to develop the idea of stereotyping. This film is riddled with stereotypes and contradictions to the way it really was. So I would have the students view the movie and have them write down typical stereotypes they observe of Pocahontas and the other Native Americans as well as the Englishmen. Then I would want them to read some primary sources so that they could see what it was really during Pocahontas' generation. This will also teach the students to look beyond the face value of media sources because they are not always truthful.

**__Fall Semest__****__er__** <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">**a**. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Try to locate the map’s date, authorship, nationality, language, and other background information **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. Date: July 1-3 1863 Authorship: T. Ditterline Nationality: American (US) Language: English Other information: this was drawn after the three day battle at Gettysburg [|Map] The distortion of the map is it is just of the Gettysburg battle field. The map depicts the army forces of the Union and the “Rebels” during a three day battle at Gettysburg. It portrays the field as a perfect oval which is highly unlikely. The positioning and shape of the map portrays that the importance/focus of the map was these battles between the two armies during the civil war. It is mainly concerned on the warfare and battles rather than how the war was affecting citizens, transportation, migration, etc. The map also only shows trees, rivers, and army forces. Since these are the only three items depicted in the map there could be civilians and house missing from the map, most likely on the outskirts of the map. I feel that these things were excluded because I previously said the creator of the map wanted to focus only on the Gettysburg battles and how the field was set up.
 * __Reflection #12__**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Locate and link to an “old” map (define that however you want) that you consider clearly distorted … but this is more complex than a simple exercise in googling images or copying anyone else from class **
 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">b. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**Explain the distortion that you see AND explain WHY the distortion exists according to the question on the top of page 23 in Segall’s piece //Maps As Stories About The World//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**2**. **<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">a. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**Of the following maps, which one do you find most accurate and why:** <span style="color: #333399; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Mercator Projection Map <span style="color: #333399; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Peter’s Map <span style="color: #333399; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Gall’s Map <span style="color: #333399; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Miller Cylindrical World Map Projection <span style="color: #333399; font-family: 'Times New Roman',serif; font-size: 12pt; text-decoration: none;">Molleweide Map I find the Molleweid Map most accurate for a few reasons. One I like that it has all the different countries segregated into different colors. I also think that the fact that it is spherical makes it more realistic since the world is round instead of flat and square like the other maps portray. Also certain things aren’t labeled while others aren’t instead everything is equal because nothing is labeled.


 * <span style="font-family: Arial,sans-serif; font-size: 10.5pt;">b. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **The proposed lesson were said to be for upper elementary, yet they could work well in a graduate school; they have great utility. What of the proposed lessons do you find most helpful in teaching the constructed nature of maps and WH**

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">I think the first activity would be very helpful. This activity allows the student to be a creator of a map. Therefore the students will experience firsthand how a creator of a map picks and chooses what items to include on a map, how it will be positioned, and why they do these types of things. I think this will help them in the future to identify bias aspects in a map and understand why a map drawer would do that.

__**Reflection #11**__
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A. ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pick one of the following units: ** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Vietnam ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">, Prohibition, or Civil Rights and … **
 * Civil Rights
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B. Propose a lesson, activity, or what-have-you that addresses the following mode of learning **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinetic Activity: **A good kinetic activity could be charades. It could be used as a review before the exam and you put all the major events in a hat and 2-3 people could come up and act an event or vocab word (which they already have on a review sheet) and this way kinetic learners will have a visual/physical memory for the exam. For example on could be MLK’s “I Have A Dream Speech” and one person could pretend to be MLK speaking to a large crowd and the other person could be a vigilant listener.


 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Solo-Reading: A non-textbook article or relevant current event ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Use something like the NY Times/NPR/PBS/Hippocampus).: **In August “The Help” came out which was placed in south during the 1960s and I found a NYT article on it and other Hollywood films like it. The author talks about how these films may delve into the topics of the civil rights and racism it gives it to the audience with a bow on it meaning they don’t show all the horrible and terrible things because they make it .enjoyable for the audience. He also points out how the topics in “The Help” can relate to the current Latino or other immigrant populations in the US today. At the beginning of the article there is also a short clip where the author talks about his article so this is good for students if they don’t want to read or for students who struggle with reading. I think that this article will give the students a few things to think about. The first being is how the movies portray the civil rights era and the black and white people during it also whether or not the directors are giving us the whole truth. The second thing being how is the civil rights movement of the 60s related to civil rights todays. After asking the second question I could give the students an article about the civil rights conflicts in Alabama. Here's the link to the NYT article: [|Black-and-White Struggle With a Rosy Glow]


 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music: song or musical activity ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(Either from the Era or relating to the era/sentiments of subject; must be __relevant__): ** What I think would be a more interesting and fun for the students is to have them do a musical activity in which they go out and find a song that they think best represents the civil rights movement. It can be from the era or more recent and I think this will allow them to develop their own view of the movement and this way they don’t have to listen to a cliché song like “Let it Be.” I also think this will be better for them because they cannot just say “Oh I was going to say what Billy said” instead they actually have to think about the music and draw their own connections to their knowledge of the civil rights. I think this would be a good assessment activity it could be either a paper or presentation or possibly both.


 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Design something that will get students “in the head of” of someone (generally like a Prohibitionist or specifically like LBJ or MLK) from your unit.: **I would do a lesson similar to Jane Elliot’s lesson that she did with her elementary students. In this situation Elliot divided the class on eye color (blue vs. brown). She separated the classroom so that the blue eyed students sat in the front and the brown eyes in the back. Throughout the day she made sure the brown eyed and blue eyed students did not intermingle and they used different drinking fountains. She also chastised the brown eyed students more often and over more menial things. The next day Elliot treated each group the opposite way. Elliot implemented this exercise the week that MLK died so that students would understand prejudice and what it was like to be on the receiving end of racial cruelty. Ever since I heard of Elliot’s exercise I’ve been planning to use it at some point throughout the year and obviously civil rights is a perfect time. While this activity will not have as much influence since I am not with my students all day I could do it for a good portion of the class period so that the students will see somewhat what it was like to be a minority in the 60s. To maybe take it a step further I will give the students back their quizzes from the previous class, the grades will be fake because I will give the blue eyed students higher grades and the brown eyed students lower grades since in high school that is what’s most important to many students.

__**Reflection #10**__ //1.// // a. What is intrinsic and extrinsic motivation? Give an example of each motivation that you have seen used in classrooms. //

Intrinsic motivation exists within someone. It is when they have the desire to do something because they are inspired by the idea of doing the task itself. I see a lot of intrinsic motivation in the students in the AP Psychology class that I am placed in for my field placement. These students are pretty smart and have the desire to do well in school and therefore need little outside influence to get them to do their homework or projects. This past week they received their final project and I’ve never seen students more excited to do something. Many of the students automatically paired up and got down to business, one group in particular is really enjoying their project (they are looking at lucid dreams) and they come into class talking about it and leave talking about it.

Extrinsic motivation exits outside of the person which encourages them to do the activity. An example of an extrinsic motivation is a DIRT quiz. The impending threat of a pop DIRT quiz will give the students motivation to read so that they will get a good grade.

//b. Explain what type of motivation was most pronounced in Ben Pineda’s teaching at Haslett Middle School on 11/16/11; be specific and justify your answer.//

I think Ben tried to use mainly intrinsic motivation. He tried to get his students excited to learn and be interested in the material. He did not emphasize that the material was going to be on an exam but yet the students were still engaged and interested for the majority of the time. He also kept trying to help them take more efficient notes and this helps with intrinsic motivation because if a student has the belief that they are capable of learning and taking good notes they will be more likely to be intrinsically motivated. // 2. a. // //What is a multicultural education?//

Multicultural education is a growing study that focuses on giving equal educational experiences to students from all different races, ethnicities, social-classes, and cultural groups.

//b. How do you plan to employ a multicultural education in your future practice … even if you don’t have a “diverse” classroom?//

Well I will treat each student “equally.” By equally I do not mean that I will act the same way with every student because each student is different and needs a different type of help. I will treat them equally in that I will try and get to know each student equally so I can understand who they are as an individual and develop an understanding of how much assistance they need. However, I may give some students more help than others based on their abilities and confidence level but I will always be available to all my students. //3.// // We don’t teach Social Studies, we teach (diverse) people Social Studies. //

//a. So, what is differentiated instruction and what function does it serve in the classroom?//

Differentiated instruction acknowledges the differences in students’ abilities in the classroom and accommodating them. The goal of differentiated instruction is to maximize each student’s learning experience so that they learn and grow as much as possible. It requires teachers to be flexible and also knowledgeable of their students’ abilities. It serves as a teaching method that will benefit everyone.

//b. Also, consider figure 4.1 in the text – what component(s) of the// //<span style="font-family: Calibri,sans-serif;">Learning Cycle In Differentiated Instruction ////do you feel needs the most consideration in your own practice? (This answer can be short)//

I think that pre-assessment of the students’ needs the most consideration, because without that knowledge you cannot complete any of the other steps. Also it is important to have a proper assessment of your students so that you know what you need to do.

4. //a//. //According to the// //<span style="font-family: Calibri,sans-serif;">multiple intelligence theory ////, what intelligences do you feel are most pronounced in yourself?//

I relate most with interpersonal intelligence and little bit linguistic/verbal intelligence. I am always paying attention to other people and try to learn who they are what they want how they react to certain things, basically I love people watching and that’s why I relate the most to interpersonal intelligence. I relate a little to linguistic/verbal intelligence because I sometimes am goo at writing or a reason. I often keep journals and I always have enjoyed the ideal of being an author or a critic of movies/books.

//b//. //What intelligences, in your opinion, are underrepresented and thus in need affirmation in Secondary Education?//

<span style="font-family: Arial,sans-serif; font-size: 10.5pt;">I think naturalistic, intrapersonal, spatial, musical, and bodily-kinesthetic intelligence are underrepresented. In my psychology class we actually did an activity with 2 stratford-co. actors dealing with these intelligence theories. We were split up into 8 groups and we took the prologue to Romeo and Juliet and each group had to present it to the class using one of the intelligence theories. These were the 5 theories that the groups struggled with the most (they were also the best presentations though). When asked why these were so hard most of the group members said to some extent that they haven’t really ever thought about things in these ways and that’s because our teachers never taught us to think in many ways other than here’s a book write a presentation, here is a math problem take the steps to complete it, etc. What I’m getting at is that in secondary education we are taught to think inside the box and very rarely step out of the box and use music to understand things or draw a picture to represent a story. This activity was probably one of the most interesting and exciting ones I’ve experienced in college.

__**Reflection #9**__
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. ****<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">What is the difference between (objectively) ****<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">describing ****<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">a controversy and (subjectively) ****<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">engaging in ****<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">one? **

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">When you describe a controversy you don’t emphasize one size over another meaning you don’t let your personal feelings and beliefs show through. You try to give an unbiased account on the two sides of the controversy. When I think of what it means to describe something objectively I think of just stating facts because facts are real not developed based on one’s own ideas. Objectivity creates a room for others to develop their own ideas without the influence of your own. To engage in a controversy is to voice your opinions and support your beliefs through discussion and debate. Subjectivity is expressing things the way you see it so you can still lay out the facts but you’re going to use them to support your view rather than just state them. For example instead of just saying millions of Jews were killed in the Holocaust which is objective you would say the Nazis were horrible people because they were part of the killing of millions of Jews in the Holocaust.


 * 2.** **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">How does a teacher’s ability to maintain an impartial tone help students engage in critical thinking and productive interaction? How does loaded language prevent social and education progress in classroom? **

If a teacher is impartial they allow students to feel comfortable in discussions. This is because students won’t feel pressed to answer how they think the teacher wants them to answer and also because if a teacher is being objective students may not feel as afraid to voice their opinion because they see that the teacher won’t hold it against them. Overall I think that if you want students to develop their own ideas and be willing to present them the classroom needs to feel like a safe environment where students won’t be afraid to engage in discussion of controversial issues. If there is loaded language used in the classroom, shy students who already feel threatened to speak will definitely not be willing to say anything because they don’t want to be at the receiving end of some rude or attacking comment. Therefore these shy students and other students who don’t want to get in a fierce argument will sit back and not develop and produce their own ideas but instead just tune out.


 * 3.**
 * a.** **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Explain why it is imperative that educators are able to maintain impartial tones and objective dispositions within the class room. **

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">It is important for educators to maintain an impartial tone so that students will feel comfortable around them. This will keep the students from disliking the teacher because their views differ and will also keep them from being afraid to propose ideas that may oppose their teacher (since most students try to say what they think their teacher wants to hear). Staying objective also keeps future controversy’s you could have with administrators and teachers to a minimum. Plus the classroom is not your soap box to preach your own ideas it’s a place to help students create their own.

Well I definitely think it would be fun to have a student lead discussion about the candidates. In doing this I would not tell the students who I will be supporting but instead will go over the past political platforms of the candidates and what they’ve accomplished. Then the students will have a few days to do their own research and develop their own ideas and views about the candidates. However, if during the discussion about the student’s views of the candidates a student asks whether or not I think Obama did a good job during his presidency. I would address the policies he’s gotten passed but I will also address the main points that the public dislikes about him like him sending more and more troops overseas. Then I would redirect the question to the class and ask them whether they think Obama has done a good job with is 4 years as president.
 * b.** **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Give a positive example (either based off of something real or hypothetical) of how you as teacher could handle controversy as it pertains to the upcoming 2012 election (you will be teaching in an election year, wink). E.g. One student yells at another OR students claims, nihilistically, that studying politics is a waste of time… got? **

__**Reflection #8**__ <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> A. Well it is hard to implement controversial topics and actually discuss them because students have been hardwired to think and learn only what is in the text book rather than to develop their own ideas and beliefs based off that information. Many teachers also do not want to deal with the fall out they may have with parents or administrators who do not agree with that form of teaching. <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">B. Werner says that controversy is worth addressing. He points out that many students find social studies boring but if you add in something like controversy which gets their brains working and allows them to speak their opinions then the students may have a greater interest in social studies. Ultimately it works as a good tool for motivating the students to learn the material. He also says that controversial topics are part of the content and pedagogy of social studies <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">C. I would not always use controversy in my future classroom. I think that it will be useful when it comes to major controversial topics like the Vietnam war, slavery, congressional power, etc. I think that it is very important to teach through controversy but I also think that there is not enough time to do it for every lesson therefore I will pick and choose which ones I will focus on. Also not all students will appreciate or enjoy teaching through controversy so it is important to teach lessons that are not centered on controversy.

__**Reflection #7**__


 * Personality Questions**
 * 1) <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">My temperament type is Guardian (SJs).
 * 2) <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Guardians tend to follow the rules and cooperate with others. They are discipline and also very trustworthy. They also keep things running smoothly. They don’t path new paths but help hold together old ones. They are an important member of the workplace.
 * 3) <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> Some famous examples are Richard Nixon, Ed Sullivan, Jimmy Carter, and Mother Theresa. Well I don’t find myself really relating to either Carter or Nixon. I do think that Ed Sullivan’s show was pretty sweet I would have loved to meet all those famous people. Mother Theresa, well I’m not extremely religious so I don’t really relate to her at all.
 * 4) Supervisor guardians are driven to give service to the community and in my opinion being a teacher is a form of community service. Inspector guardians are specifically known for teaching. Basically any of the different types of Guardians want to service the community and therefore would fit very well into teaching.

__**Reflection #5**__ 1. Examples of the different types of curriculum 2. Teachers really just play a role in unit plans and lesson plans. I would say that really they have to most control of lesson plans because unit plans are a collection of the plans made by the national government, state, etc. Therefore, a teacher’s role is to compile all the plans into an workable outline of scope and sequence for the year and from there to break it down and make daily plans to deliver the content.
 * Political Questions**
 * 1) If the graph had numbers I would be at -3,-3
 * 2) I am closer to Obama. This is very surprising since he was not my first choice and I have Republican partisan ties.
 * 3) I identify best with Neslon Mandela and the Dalai Lama.
 * 4) I think this test shows that since we have a two party system a majority of people are being generalize characterized into one of two idea systems when in reality our ideas span across many different systems from communism to liberalism. Therefore, not only to the people have to make ideological compromises when it comes to voting for basically one of two people but also the politicians have to compromise their policy platforms to fir into one of the two parties (or somewhere in the middle). This two party system causes a lot of compromise and often a lot of disappoint for the constituents because not everyone can be mad happy by the politicians actions. Our two party system can function healthily without rebellion or extreme disappointment because the majority of citizens develop partisan ties which best fit their ideas and stick with them, this keeps them content longer. Also the branches to the government allow for both parties to be represented in some way or another therefore the majority of the people are being represented at one time and this allows for policies that aren't always strictly republican or democrat but maybe a bit of both and therefore more people are pleased. The two parties allow for people to relate to a candidate that will be more likely to win than in a system with many different parties and that's what really makes it successful.
 * **Fixed** – an example would be the Michigan content standards
 * **Delivered** – an example would be that during a lesson on the Civil Rights Movement a teacher sways away from their lesson plan a little bit by answering a student’s question about why racism is bad
 * **Learned** –from my AP English class I learned that my teacher not only loved Mark Twain but he has a picture of him in his dining room…I don’t remember much else about Huck Finn or Mark Twain
 * **Hidden** – something hidden we learn from school is to respect your peers. For example you raise your hand to answer questions so you don’t talk over your peers
 * **Null** – Throughout my school experience we never really got to the Korean war/cold war much less past that. We also learned very little about the presidents from the past30-40 years. This made me think that recent history wasn’t as important as our earlier history. It also made me think that there wasn’t anything huge that happened in the past 40 years.


 * __Reflection #4__**
 * A**. While I took AP World History in high school I remember very little about the Middle East and what I do remember is basically the growth and spread of Islam. Outside of that I don’t know very much about the Middle East and I don’t really keep up on current events (I know this is something I should change as a future social studies teacher). Therefore there is a lot I want to know about the “Modern Middle East” I want to know about the conflicts between the different countries and how that has affected their politics, economies, and overall relations. I would like to understand if there are other reasons behind the conflicts other than religion. I want to better understand the culture of the Middle East so I can better understand why they do what they do and who they are rather than just thinking of them as some obscure place.
 * B.** To mean “modern” means something more recent or new or hip. It is what things are today as a result of how it was in the past. “Middle East” means a collection of countries in Asia that is made up of religion, conflict, and deserts.
 * C.** It is important for the citizens of the US to know about the Middle East and how it’s come to be since we’ve decided to be at war with many of their countries for ten years. Citizens should understand why our country is putting thousands of men and women’s lives in danger and to that they need to know more than just what happened on 9/11. To understand current events and political decisions of our country we need to understand the Modern Middle East and look at how they view the world.

//**Prompt:**// “You might teach in a district in which you are expected to teach just these topics [referencing a list in the above text], and to teach them in this order. If that is the case, your yearlong scope and sequence is predetermined. You still have opportunities to determine how to promote student learning as you select instructional strategies, but the overall content of the course must meet these expectations. Just as likely, however, you might teach in a district that allows you to add to these topics, and does not specify the sequence in which students learn them. In this latter situation you will need to determine the instructional strategies and the overall topics for the school year.” //**Answers:**//
 * __Reflection #3__**
 * A.** After a careful read of the //Planning, Managing, and Motivating// piece, what does it mean to speak of ‘Scope and Sequence?’
 * B.** //Planning, Managing, and Motivating// asserts (p.53):
 * C**. What are some of the advantages/disadvantages of working in a district that has a predetermined scope and sequence for teaching content?
 * D.** What are some of the advantages/disadvantages of working in a district that does NOT have a predetermined scope and sequence for teaching content?
 * A.** Scope and sequence refers to which aspects of the subject that is intended for a student to learn and the sequence is the way in which the teacher presents and teaches the content to the students.
 * B.** There are a few advantages to a strict district guidelines, one being that it would help teachers know specifically what is expected of them and their students and doesn't leave much room for mis-communication. Another advantage would be that maybe students would do better on standardized tests because I assume that if a district takes the time to make strict guidelines they will follow what has shown up on recent state tests. However, strict guidelines may be very frustrating to a teacher because it doesn't leave much room for the teacher to teach their favorite aspect of history or maybe go more indepth on certain topics. I know my personal goal is to show students history from different perspectives and with a well defined scope and sequence that would be much harder to do.
 * C.** Having a more flexible scope and sequence would allow a teacher to organize their class how they see fit and that may in the end help the teacher perform better if it goes along with their personality and understanding of things. More flexibility also allows the teacher to adapt the content and speed to the students needs. Say for example if the students are already well educated on the 13 colonies then the teacher could go over that briefly and do something that isn't required by the school district like the real story of Pocahontas. However, having a strict guideline does keep teachers on track and which will help with testing.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">What is a lesson plan? Why do teachers need them? Are they always useful?
 * __Reflection #2__**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">A lesson plan is a basically an outline of goals and procedures you plan to follow for a class period. It breaks down the different things a teacher plans to go over with their students throughout the day’s session. However, lesson plans can be either very brief with a general sketch or they can be very specific and detailed down the minute. I feel that the type of lesson plan depends on the teacher’s personality. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Teachers need lesson plans to help them have an idea of what they need and want to teach. Lesson plans can keep teachers on track with the states curriculum and therefore help them when it comes to the yearly standardized tests. I would say that sometimes a lesson plan could be hurtful, because sometimes the teachers plans doesn’t always go over well with the students and if a teacher is so stuck in following their lesson plan instead of learning to throw it away and adapt to the students then it could be very unproductive.


 * __Reflection #1__**
 * 1) My favorite memory is from my sophomore year US history class. We were studying World War II and on this particular day we were focusing on DDay. Our teacher took us out to the football field and set us up like the troops were on Normandy beach. This allowed us to visualize how the Allies came at the Axis powers and how difficult that day was.
 * 2) My worst memory was in my junior year economy class. For this class we did a stock project in which we bought and sold fake stocks for about a month and a half. This was my worst memory because I didn’t really learn anything. Our teacher didn’t teach us anything else about economy this was our only focus since it was only a semester long class.
 * 3) I want to teach social studies because well first of all it was my favorite subject so it would be what I’m most passionate about. However, I think it is vitally important for students to learn about social studies because it helps them understand essentially how the social world works. It allows students to appreciate the history of all the world’s different cultures and how they have grown and work today. It is particularly important for students to be able to understand and fit into the roles of citizenship in our country.