1. Teachers (and students) Create the Curriculum
Curriculum is that from which we learn and it is never neutral. It embraces the what, how, and why of learning. Teachers use resources, materials, and student ideas to create learning opportunities that are meaningful, authentic, and socially-relevant.
Abstract:Earlier in the year, when we began learning about the Constitution and Bill of Rights, I believed that it was important for the students to understand the relevancy of the document that was over two-hundred years old. What is different now from when the document was signed is how we interpret it. Knowing this, I asked students to refer to the Constitution, research and utilize their personal opinions to come up with a ruling on the issues of either stricter gun control laws or search and seizure policies of cell phones. This was a problem-based learning assignment that asked students to take the position of a Supreme Court justice and make a ruling based not just on their opinions, but utilizing evidence and looking at the Constitution as the ultimate guide. The goal was to not only make the Constitution and Bill of Rights relevant, but to also build on skills such as research, writing and providing evidence to defend an argument or opinion.
Meaningful and AuthenticAlthough I believed my students would become invested in the lesson because the issues were relevant, I was even truly blown away by how invested they became. When I introduced the lesson I was very excited and tried to get the students as excited as I was by showing a video and showing the relevancy of the Constitution. But in each class I had a moment I didn't even anticipate. My mentor teacher, Dawn, asked the students, "how many of you know someone who has been affected by gun violence?" And I was emotionally moved when the majority of my students raised their hands. Then she followed-up with the second question, "how many of you know more than one person affected by gun violence?" But it was the last question that I believe gave the students purpose for the day, "how many of you believe that violence was senseless?" Even the students doing the cell phone assignment had meaningful conversations and I was able to see their critical thinking and communication skills at work.
The button above will take you to the webpage that students had access to for the lesson. I tried to provide varying opinions and multiple types of sources for a variety of opinions and also a variety of learners.
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Other Examples:
Another problem-based learning assignment asking students to creating their own amendment to the Constitution. They then had to see how many students in the class would vote for their proposed amendment.
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After visiting the Detroit Institute of the Arts, I was able to infuse parts of the visit in the class to explain different aspects of the lesson. That way I had examples that were relevant and fresh for students.
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During a swap of grades, I designed a lesson for 6th grade on Cuba and the Cold War. My goal was to make Cuba relevant and current for students, showing them that this country that seems so far away actually has some similarities to us in the United States.
2. Teachers Value the Cultural, Social and Intellectual Funds that Students Bring to School
Teachers accept and value what children bring to school. Teachers scaffold learning by using students’ prior knowledge, prior life experiences, personal life goals, role models, values, and talents.
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Abstract:Following our chapter on colonial rebellion leading up to the Revolutionary War, I wanted to not just assess students, but make sure that they were connecting topics previously covered and see what the inevitable conclusion that the colonists had come to. Knowing that most of our students keep up in pop-culture, have heard a break-up song, or at least know of someone who has broken-up with someone or been broken-up with, I assigned them the task of writing a break-up letter with King George III from the colonists. There job was to explain the reasons why they were breaking up and what was going to happen now. Students had prior knowledge of how to write a break-up letter and I gave them lots of creative freedom to express themselves, but they couldn't just list things that happened in their relationship, they had to explain why those incidents lead to the break-up.
Our Example of a Break-Up SongDifferentiationOne key to this assignment was offering many kinds of differentiation. I allowed students to write either a break-up letter or moving-out letter to King George III. Or, another option was to find a partner and act out a skit between colonists, King George III and other characters they thought relevant. At first I wanted a page, but I realized that some students were able to convey meaning in less and accepted their work. Reflecting back on the assignment, I believe this was one of the best learning experiences I could have had at the beginning of the year. I wish I would have allowed one student who asked to write a song, to complete her assignment that way, however, at the time I didn't. Learning from that moment, I realized that students love to share their talents and accommodating to meet those needs doesn't necessarily change the assignment, it often makes for a better end product. Because I had that experience of thinking I was already appreciating student funds, but then learning I could do better, I know that I reflected, improved and became and better teacher.
Assignment Sheet
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Other examples:
In the students summative assessments, they were able to create projects that reflect their interests in the Industrial Revolution. They then were asked to present in the Shark Tank format to prepare for their upcoming year 3 MYP Community Projects.
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Knowing that students love social media, but that most of my students don't have Facebook, I have integrated lots of Facebook, Twitter, and Instagram assignments. Students connected pre-revolutionary events by creating status and posting them on their 'wall.'
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Knowing that my students love sports, music and out of school activities, I always do my best to attend those events and then talk about them in class whenever possible.
3. Teaching is a Learning Profession
Teachers continue to learn and grow as they provide access to learning for self and others. Teachers learn as they use past life experience to solve professional problems in the present and to imagine a better future. Teachers learn in collaboration with others. Outside of the classroom, teachers are always reading and everything they read is filtered through their teaching.
Abstract:For the past 4.5 years I have researched multiple topics in education, including different educational frameworks, student assessment, and education policy, however, the topic I am most passionate about and that has been at the forefront of my mind this year is education equality. This semester I conducted an action research project that focused on this issue and how familial background influences educational outcomes. The authors I looked to in order to better understand my research were Gloria Ladson-Billings and Richard Milner, key researchers in urban and culturally diverse education. Both authors discuss how education systems in the united states aren't equal, putting many students of color at a disadvantage, however, they argue that the problems in the education system are the result of breakdowns in other systems. Because of inequalities in the employment, healthcare, housing, judicial, prison, and many other systems, there will continue to be inequalities in our schools, which intentional or not, perpetuates an idea of white privilege.
This leads to another article I used in my research, which discusses the neurological point of view of inequality. Authors, Nobel, Trottenham, and Casey discovered in their research that both poverty and race can adversely affect students because they found minority populations were more likely to live in poverty (Anthony, 4). However, what I found most crucial in their research is that reading skills of impoverished students are often not fostered at home leading to adverse brain development (N,T,C, 75). And when their research also showed that poverty was often tied to race, that means that many of our nations future leaders of color are struggling with reading, a skill we expect them to utilize on a daily basis in school. My goal was to continue researching familial backgrounds and the affect on educational outcomes , while at the same time, implementing new ideas and frameworks of different possibilities into the classroom. Observations and ReflectionsOne of the main reasons I chose to evaluate familial backgrounds and educational outcomes, rather than teacher effectiveness, is because I took time to observe over 8 teachers at Thompson K-8 and truly believe that our students are taught by highly effective and quality teachers. That being said, I was able to take notes, organizational techniques, classroom management strategies, and advice from all the teachers I visited, and implement them in my teaching practice. Students are affected by so much more than what happens within the school walls and I believe that needs to be reflected in our educational system.
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Other examples:
Trying new tools as professional has been helpful for both my success and the students. Parents also love being in the loop and receiving a text or email about upcoming assignments.
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By asking students for reflections, I am able to gain feedback and constantly improve my practice.
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As a peer, I was able to collaborate with my colleagues with my peers to create this showcase of our school. This is just one example of going above and beyond for staff and students.
4. Social Studies Teaching is Interdisciplinary and Connect Students to the World Around Them
Social studies teachers create connections to the world through active inquiry and the use of dynamic teaching strategies. Social studies teachers pull out the “big ideas” as they investigate essential questions with their students. Social studies teachers connect students to the world around them through the curriculum and assessments they have created. Social studies teachers draw from all areas of knowledge (both academic and artistic fields) in their lessons and units.
Gallery Walk Document
Common Core Standards 6-8 |
Abstract:Interdisciplinary can mean a lot in different settings, but in a middle school setting, social studies is truly an interdisciplinary subject because it requires integration of all subjects plus skill building of all subjects in order to prepare students for higher levels of learning. I chose to highlight a a lesson where students participated in a 'Westward Expansion' gallery walk because I was able to integrate subjects, skills, and dynamic teaching strategies in one day. Students were asked to rotate the room in groups of 3-5 and visit 6 different stations analyzing maps, primary documents, photographs, paintings, tasting, and feeling. This way a student who had never had the opportunity to travel west could feel wheat grass or taste buffalo. Students could analyze artwork and read a song written by westward explorers. By creating a connection, I could refer back to our gallery walk and help students better understand the subject and engage them in their learning.
Common Core, Technology and Social StudiesThis year I have had to think a lot more about common core integration and integrating skills into the classroom. Because social studies is considered a literacy in the common core curriculum, I have tried to integrate reading, writing and comprehension activities in every lesson. For this lesson in particular, students had to read primary documents, maps, and interpret various types of artwork, then write about their findings. I integrated technology by asking students to use iPads to look at artwork and documents. This way they could zoom in and better understand what was happening.
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Other Examples:
This role play about the Constitutional Convention was an activity I found on the internet. It highlights interdisciplinary skills because students are asked to understand multiple perspectives and gain an understanding of the geographical and economical impacts of each of those perspectives.
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This lesson was designed for 7th grade students for their North African unit to help them better understand the Arab Spring and how technology impacted the spread of ideas. I connected politics, history and economics and included multiple skills, all while asking students to participate in an engaging activity.
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5. Teachers and Students are Citizens
Citizens make informed choices and are aware of the impact of their choices on others (locally and globally). Citizens care both about the common good and the unique needs of individuals. Teachers and students recognize and respect each other as citizens of the classroom, school, community, nation and Earth.
Abstract:As teachers I believe we must be aware that a lot of what students learn occurs outside of the classroom. That being said, my goal isn't to just teach our students to be good historians, but to be good people. I have included this video because every once in a while we come across a video that is inspirational or thought provoking and share it with our students. We try to share current events everyday which fosters inquiry and often develops into fruitful conversation. Through doing these things, we gain not only the attention of the students because they are interested and want to contribute, but they also learn to have accountable conversations and respect one another's opinions, as well as those in the world around them.
"The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education." - Martin Luther King Jr. |
Writing Initiative and Valuing Student OpinionsIt is my belief that students become better citizens when they are not only aware of the national and global community outside of the classroom, but if they also have the knowledge and skills to voice their opinions. I noticed that students were not valuing their own opinions, so I wanted to develop a way to validate student opinions while also improving writing skills and helping students learn how to provide evidence. I implemented a system of bell work where students are asked to answer open-ended questions for multiple purposes. First, to connect their opinions with the content we are learning. And second, to validate student opinions and teach students how to provide evidence with their arguments. Lastly, students often bell work as an opportunity to express misunderstandings and check-in with me about what isn't making sense. By using bell work to create stronger understandings, build skills of how to make an argument and to also validate student opinions, I believe I am helping students grow into better citizens.
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