Professional Reflective Journal - Kayla Blackmorekayladmblackmore.weebly.com/uploads/1/3/5/8/...reflective_journal.pdf · Professional Reflective Journal Methods and Strategies for

Professional Reflective Journal

Methods and Strategies for Teaching Secondary Social Studies

Kayla Blackmore

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Table of Contents I - Personal Introduction- Page 3 II- Methods and Structures – Page 4-10 III- Techniques and Strategies- Page 11-26 IV- Reflection- Page 27-34

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I- Personal Introduction Name: Kayla Deborah Marie Blackmore Born: Fredericton, New Brunswick Education: Bachelor of Arts from St. Thomas University; Double Major History and Psychology; Minor in English Literature Academic Passions: History and Psychology Social Passions: Hockey, Coaching, Music, and Movies Life Goal: Make a Difference

I was born and raised in Fredericton, New Brunswick! From the young age of six or seven I identified that I want to be a teacher “when I grew up.” My experiences at Kents Hill Preparatory Boarding School, Fredericton High School, and especially my undergraduate education at St. Thomas University allowed me to grow and develop as a student, athlete, and strong willed individual! Although I pursued several different areas of study, my heart and passion always found its way back to teaching and education. I fundamentally believe in the power of an educator to shape the lives of young people. This position of power to change and effect the lives of others inspires me on a daily basis to learn, grow, and develop in order to be the best educator I can be. As I journal the various structures/methods and techniques/strategies, I will reflect both on what I need and what my students need in order to be successful! I believe in the use of self-reflection and journaling as a tool of personal growth; therefore, this journal will accurately reflect my journey of becoming the best possible educator I can become, and also serve as a resource for my future career as a teacher! I approach everyday of my life with the same motto: don’t aspire to make a living… aspire to make a difference!!

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II- Methods/ Structures

A) Round Table / Round Robin – Page 5

B) Jig Saw- Page 6-7

C) Numbered Heads- Page 8

D) Think-Pair-Share- Page 9

E) Popsicle Sticks- Page 10

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II- Methods/ Structures A method or structure is an approach to organizing students for optimal learning.

A) Round Table/ Round Robin Basic Function: Round table structure allows for a cooperative learning environment where students are provided equal opportunity to express opinions and share ideas. Steps:

1) Start by organizing students into groups (typically 4-5 works well) 2) Students share personal ideas and opinions by taking equal turns to

express themselves using pen and paper. Each student typically takes between 15-20 seconds and then allows the next student in the circle to contribute

3) This exercise is typically quiet, with minimal conversation between group members. This ensures that students stay on task and each student feels they have an opportunity to express themselves.

Example of Activity: “Uncommon Commonalities”

- In “Uncommon Commonalities”, students are set up in a round table structure.

- One student starts with the pen and paper. The sheet of paper has a square/ frame in the middle of the sheet, where students will record their commonalities.

- This team building method provides group members with an opportunity to get to know each other, beyond the “common” or obvious characteristics. Group members try to learn interesting things about one another in order to discover things they all have in common.

- The student who starts with the pen and paper starts by listing off things they love. If it is something that the group does not agree on/ have in common, the individual writes it down on the sheet under their name. If it is something the group does have in common, it gets written down inside the frame/square in the middle of the sheet, and it is the next person in the circles turn.

References http://keystoteachingsuccess.blogspot.ca/2009/02/roundtable-and-roundrobin-both.html http://cte.unt.edu/home/classroom/round_table_robin.pdf

http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/brain.htm

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B) Jig Saw Basic Function: A cooperative learning strategy where the basic premise is to divide a problem/ question into sections for each group member to complete. Under the same concept as a Jigsaw Puzzle, where each piece is needed to complete the puzzle, individuals are responsible for a certain part of the question that is instrumental in the completion of the assignment. The Jigsaw method helps foster teamwork and cooperative learning skills within all students in the class. Steps:

1) Students are divided into small groups (typically 4-5). This can be done through a Line Up Continuum or a Numbered Head Method.

2) Once students have their groups, they number off within their teams. Group A: Student 1A, Student 2A, Student 3A, Student 4A Group B: Student 1B, Student 2B, Student 3B, Student 4B Group C: Student 1C, Student 2C, Student 3C, Student 4C Group D: Student 1D, Student 2D, Student 3D, Student 4D

3) Students are then assigned a question or certain part of an assignment that corresponds to their number.

4) Once students have completed their question, they wait for the rest of their group to finish

5) The group then collectively reviews the questions and completes the assignment together.

- This method can also be done where once the students have numbered off within groups, they gather with an “expert” group who only work on that one specific question. After they have completed that question and understand how they are going to explain it to the rest of their original groups, the “experts” return to their group and the Jigsaw continues with each student explain the answer to their question to the rest of the group. Expert Group 1- Student 1A, Student 1B, Student 1C, Student 1D Expert Group 2- Student 2A, Student 2B, Student 2C, Student 2D Expert Group 3- Student 3A, Student 3B, Student 3C, Student 3D Expert Group 4- Student 4A, Student 4B, Student 4C, Student 4D Example of Activity: “Read primary documents and respond to questions”

- Divide the class into groups and have them analyze a primary document concerning propaganda in the First World War.

- Students then work collectively on a worksheet by each completing one question.

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References http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/jigsaw.htm http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/

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C) Numbered Heads Basic Function: A cooperative structure where students work together in a group to ensure that each member of the group knows the material and is able to answer a question if asked by the teacher. This method promotes discussion and group accountability. Steps:

1) Students are divided into groups by being given a number. In a class of 25 for example, students will be given a number 1 to 5, which will result in 5 groups of 5.

2) The instructor then provides a question or assignment. 3) Students are responsible to ensure that each member of the group

understands the question and is able to respond if the teacher were to pose a question.

Example of Activity: “Who is the most influential historical figure of the 19th century?”

- Students will be divided into groups and discuss who they believe is the most influential figure of the 19th century and why. This type of activity may foster some disagreement; however, the justification for which historical figure they choose should prove to be enlightening.

References http://www.teachervision.fen.com/group-work/cooperative-learning/48538.html http://www.montgomeryschoolsmd.org/departments/development/teams/diversity/expectations/docs/NumberHeadsTip.pdf

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D) Think, Pair, Share Basic Function: A method of organizing the class to enable individuals to reflect and formulate their own ideas, and then share their ideas with another student. Steps:

1) Have students seated in teams/ tables of 4 2) Announce a discussion topic aloud to the class and provide individuals

with time to reflect on their own response 3) Once students are ready, have them pair up with someone beside them

and share their responses. 4) At the end, randomly prompt students or pairs who are comfortable to

share their ideas with the class as a collective group. Example of Activity: “What is social studies?” - As a kind of brainstorming activity, have students think about what is social studies? Once students have thought about it to themselves and written down their ideas, have them pair up with another student, share ideas, and encourage them to brainstorm any new ideas. This could be a great opening activity to begin the year and find out what kind of previous social studies content have been exposed to and perhaps what they are expecting of you as a social studies teacher. References http://olc.spsd.sk.ca/DE/PD/instr/strats/think/ http://serc.carleton.edu/introgeo/interactive/tpshare.html http://www.schreyerinstitute.psu.edu/pdf/alex/thinkpairshare.pdf

http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/brain.htm

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E) Popsicle Sticks Basic Function: The basic function of organizing students through popsicle stick selection is to ensure a random group assignment to already pre-designated groups or tasks. Steps:

- Design popsicle sticks with different colors and names of groups written on the sticks.

- Have students randomly selected a popsicle stick - Small groups then organize by name designated on popsicle stick - Activity to follow

Example of activity: “Types of Government”

- In this activity, the teacher prepares popsicle sticks in advance with 6 categories to investigate the different types of government

o Capitalism, Communism, Democracy, Republic, Monarchy, Dictatorship

- Students select a popsicle stick - Students then gather together to form groups in representation of each

form of government. - Students take time within their small groups to research their type of

government in preparation to teach the rest of the class about their type of government.

References http://www.aft.org/yourwork/tools4teachers/igniting/games/index.cfm

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III- Techniques/ Strategies

Strategies used by teachers typically require movement by the students. The techniques or strategies are used to ask students to complete an activity or task. A) Icebreakers – Page 12 B) Line Up Continuum – Page 13 C) T-Chart – Page 14 D) Teambuilding – Page 15 E) Sponge Activity – Page 16 F) Brainstorming- Page 17 G) K-W-L Chart – Page 18 H) Teacher/ Expert (1 stay; 2 go)- Page 19 I) Discrepant Event – Page 20 J) Frozen Tableau – Page 21-22 K) Acrostic – Page 23 L) Hear My Voice – Page 24 M) Take A Stand – Page 25 N) Experiential Exercise- Page 26

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III- Techniques/ Strategies A) Icebreakers Basic Function: Icebreakers are effective in creating a sense of openness in the learning community and are used to overcome the initial barriers or uncomfortable feelings that some people feel in group settings. Steps:

1) Icebreakers can be organized in a variety of ways, but typically work best in small groups at first and gradually building to larger groups.

2) Icebreakers would normally begin in pairs or groups of three. 3) Group can be formed used methods such as numbered heads or a line up.

Example of Activity: “Biography”

- This activity is designed to bring students out of their “shell” while maintaining a focus on social studies!

- This activity will have students pair up and act like a particular historical figure. For example, if a student selects Martin Luther King Jr., they may begin to recite the “I have a dream” speech. Once the other student guesses the historical figure that they were acting out, it is the partner’s turn to act.

- Students continue to select various historical figures that they have learned about in the past until the allotted time is up.

- This activity should prove to be very fun for students and give them an opportunity to get to know some classmates while also using their existing knowledge of popular or influential historical figures.

References http://www.teaching.utoronto.ca/gsta/teachingtopics/ice-breakers.htm http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/icebreak.htm

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B) Line Up Continuum Basic Function: A line up is a quick and efficient way to place students into groups. This technique allows for creativity and originality along with its ease and effectiveness. Steps:

1) Ask students to line up, somewhere in the class or hallway, in a specific order.

2) The creativity and originality of this strategy comes from the various directions that can be given in regards to how to line up.

3) Different examples include: a. First letter of last name b. Birthday c. Shoe size d. Favorite historical figure e. Favorite historical event f. Where you were born (farthest away to closest) g. Places traveled

4) After students are in the line, they can be placed into small groups by numbering off or “folding the line” so that they partner up with the person they are facing.

Example of Activity: “Birthday Line Up”

- Have students line up in order from youngest to oldest - A variation of this can be done without speaking to encourage students to

use creative ways of communicating with each other. References http://www.theteacherscorner.net/classroom-management/lineup.php http://books.google.ca/books?id=_sMxzPZ3AmIC&pg=PA18&lpg=PA18&dq=line+up+as+teaching+strategy&source=bl&ots=VOtYs35Ixf&sig=W_qerNpTdXzGg05sXo4-pSOZG8c&hl=en#v=onepage&q=line%20up%20as%20teaching%20strategy&f=false

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C) T-Chart Basic Function: Technique used for listing separate viewpoints of a topic on the same sheet of paper to enable easy comparisons. Columns are often organized by opposing views, such as advantages versus disadvantages and strengths versus weaknesses.

Steps:

1) The steps to designing a T-Chart will vary depending on the topic at hand; however, the basic design remains that a sheet of paper is divided into two opposing columns (as seen above).

2) The students then brainstorm on the assigned topic and fill in the two columns with ideas and opinions.

3) This activity can be done individually, as well as in groups. Example of Activity: Bilingual Province – “Benefit or not”

- This activity will lay the foundation for a lesson on New Brunswick as a bilingual province!

- Students will start out on their own with a T-Chart and list the advantages and disadvantages to being a bilingual province. Encourage students to address social, political, economic, and cultural issues.

- Once students have completed their assignment on their own, have them pair up with some next to them and discuss their responses together.

- Upon the completion of this task, the class will discuss responses as a large group and attempt to come to a consensus on whether it is more beneficial or not, overall, for New Brunswick to be a bilingual province.

References http://www.teachervision.fen.com/graphicorganizers/printable/6287.html http://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html

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D) Team Building Basic Function: The most basic function of team building as a technique is to help develop unity, teamwork, community, and improve group dynamics. Team building activities often involve fundamental characteristics of collaborative learning including, planning, problem solving, and trust. Steps:

1) Teambuilding activities can take various forms but are often done most effectively with the group as a whole.

Example of Activity: “Crossing the Ocean”

- To launch our exploration module, the class will begin with a teambuilding activity to “cross the ocean” together!

- To begin, a string is taped to the floor in the shape of a large (4x4 foot) box. The box represents the ocean that the class will have to cross.

- Pieces of colored paper (12-13) are spread out on the floor inside the box representing stones that can be used to step on in order to cross the ocean.

- The key is that once a stone (piece of paper) is stepped on, there must be at least one foot on the stone or it will become inactive and removed from the floor.

- The final stipulation is that every member of the class must be on the ocean at once before anyone can cross to the other side.

- The activity requires students to discuss how they will get each member of the class on to the ocean without loosing any stones or having students fall into the ocean. If a student does step into the ocean, the class steps off and starts the activity over again.

- Once the entire class is on the ocean, students can then proceed to step to the other side and begin the exploration of the new world!

References http://www.icebreakers.ws/team-building

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E) Sponge Activity Basic Function: A sponge activity is a technique where teachers give students something small to work on either at the beginning of class, following an assignment (transition period), or at the end of class to fill time effectively as opposed to wasting class time. Steps:

1) Prompt students in their seat with a specific sponge activity or in groups using one of the methods or structures above.

2) Another way to be prepared is to have exit slips or activity slips in your desk draw to ensure you always have a back up plan or sponge activity to use to regroup or refocus the class.

Example Activity: Review “The Exploration” - Tell students to reference the textbook and write down the four explorers

we looked at yesterday, as well as when and where they explored. - This short activity is a great way to start a class or transition into a new

topic, while resting assured that the students understood what was taught the day before.

References http://faculty.mwsu.edu/west/maryann.coe/coe/sponge.htm http://voices.yahoo.com/time-filler-ideas-timesaving-sponges-substitute-291726.html?cat=25 http://tips.atozteacherstuff.com/407/sponge-and-transition-activities/ http://www.teachercreated.com/blog/2009/03/sponge-activities/

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F) Brainstorming Basic Function: Brainstorming is a technique used to foster creative thinking in individuals or a group, and generate ideas to solve a problem or gain knowledge. Steps:

1) Divide the class into small or large groups 2) Assign someone in the group to be responsible for recording the ideas that

are discussed 3) Define the problem or idea to be brainstormed 4) Students are allowed to brainstorm ideas for an allotted period of time 5) Once complete, go through the results and compile a list of ideas and

discuss as a class.

Example of Activity: “World War Two Cluster Web” - Students are given a sheet of paper with idea clouds connecting to one

circle in the center of the page. - The topic to be brainstormed, World War Two, is to be written in the

center circle. - Students brainstorm what they know about World War Two or what they

think of when the topic is brought up, and write their responses in the surrounding clouds.

- This is a great activity to do at the beginning of a lesson or unit to see what prior knowledge students have on a certain subjects, as well as warm them up to a particular topic.

References http://som.unm.edu/ume/ted/pdf/ed_dev/gen_teach_strategies.pdf

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G) K-W-L Chart Basic Function: The K-W-L Chart is an effective technique used to track what students know, want to know, and learn about a topic. This strategy is versatile and can be used before, during, and after a topic to keep students engaged. Steps: 1) Pass out K-W-L sheet to the class, which is divided into three columns (seen below)

2) Have students take the time to write down what they “Know” about the topic at the beginning of the unit or topic 3) Then have students identify what they “Want” to learn as a way to identify what you should gear your lesson plans around for the topic. By incorporating what the students want to learn into the curriculum, it will keep students engaged and excited to learn. 4) At the end of the topic, have students go back to their K-W-L Chart and fill in what they have “Learned”. Example Activity: “K-W-L French Revolution”

- Show an image of the French Revolution - Hand out the K-W-L Charts to students - Have them use the photo as a reference for the first column, and write

down what they “know” about the French Revolution - In the next column have them write down what they want to know about

the French Revolution throughout this unit. - At the end of the unit, have students reflect on what they’ve learned

about the French Revolution. References http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm

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H) Teacher/ Expert or 1 Stay ; 2 Go Basic Function: The basic function of the teacher expert technique is to provide each student with an opportunity to research, learn, and become an expert on a particular topic while also having the chance to teach their topic to another group. Steps:

1) Begin by separating the class into pairs or small groups using any of the methods previously listed.

2) Once paired up, give students their assigned topic to research and become experts on

3) Give them an allotted time to gather their information 4) Once they are experts on that particular topic, they separate and leave to

teach another student about their topic. After they teach their topic, another student will teach them about another topic.

Example Activity: “Provinces of Canada” - Divide the class into pairs - Assign each pair to become an expert on one Canadian province - Once the pair becomes an expert on their province, they spread out and teach the details of their province to another group. They also get information about other provinces from the other expert groups. References http://www.teachervision.fen.com/group-work/cooperative-learning/48532.html

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I) Discrepant Event Basic Function- The basic function of a discrepant event is to surprise, startle, or puzzle students with an outcome that is unexpected or contrary to what students may have predicted. This strategy throws students off balance intellectually, in hopes that they will become engaged in the material and seek further knowledge on the topic. More generally, this strategy will promote problem-solving skills and encourages students to think more critically about specific topics that seems straight forward. Steps

1) The teacher begins by reading the previously design discrepant event 2) While the teacher is reading, students are encouraged to take notes in

order to be able to ask questions and figure out the solution. 3) After the teacher has finished reading the event, students are allowed to

posses questions in the form of “yes or no” answers. 4) Based on the facts collected, students are encouraged to reveal what the

discrepant event was. Example Activity- “Gandhi, a man committed to social change”

- There once was a frail, old, bald man who wore very little clothing. - This man ate only one grain of rice a day, yet he could afford much more - This man was incredibly well read and even created a newspaper - This man is considered “Great” by many, but “Terrible” by many more - For a little man, he fought a big fight against an even bigger ruler. - Answer – Mohandas Karamchand Gandhi was an activist for social

justice and non-violent social change. References http://misclab.umeoce.maine.edu/boss/classes/SMS_491_2008/week2/discrepant_event.pdf http://www.tcnj.edu/~minogue/Course%20Materials/Discrepant%20Events_activity.pdf http://tiger.coe.missouri.edu/~pgermann/DiscEvent/ http://physics.unco.edu/sced441/demos99.pdf http://www.mcrel.org/whelmers/index.asp http://www2.stephens.edu/brent/kristen/introduction.html http://www.arches.uga.edu/~bcramond/home/DiscrepantEvents.htm

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J) Frozen Tableau Basic Function The basic function of a frozen tableau, or interactive slide show, is for students to recreate a scene and freeze the action. This is followed by a discussion on what is happening and their reactions to it. The photograph or picture that the students are recreating depicts a specific historical event and by engaging in the photograph or picture themselves, students will have a better understanding of the meaning of the photograph or picture. Steps

1) The first step in this strategy is for the teacher to present a photograph or picture to the class.

2) By volunteer or selection, several students will get up and recreate the image that they see.

3) Once students have recreated the image, the class will have a discussion about the importance of the image and what it means to recreate it.

Example Activity- “The Abolition of Slavery” - In this activity, students will be prompted with the image below of Abraham Lincoln and the abolition of slavery.

- Based on volunteers or selected members, will get up and recreate the image themselves and freeze in position. - After the image is recreated, the teacher will prompt a discussion with the class about what this image might mean. This image will lead into a lesson on the abolition of slavery in the US.

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References http://www.learner.org/workshops/tml/workshop5/teaching.html http://educatorsecondlife.blogspot.ca/2009/07/art-box-as-frozen-tableau.html See Greg and Chris’ Lesson Plan on the Fathers of Confederation

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K) Acrostic Basic Function The basic function of an acrostic is to utilize the learning tool of mnemonics, which is a device or operation used to improve memory, to teach students about a specific topic. In the strategy, an acrostic will be created using a key word from that specific lesson or unit in order to help students remember key terms or events.

Steps

1) The strategy begins with the teacher providing a key concept or word from the lesson

2) Students are then responsible to find a phrase or description for each letter of the word provided to help them remember and understand key concepts from the lesson.

Example Activity- “Remembering H.I.S.T.O.R.Y” In this activity students will brainstorm words and phrases concerning the word history. H- Holocaust I- International Relations S- Social Studies T- Timelines or Treaties World O- Organizations R- Revolutions/ Reformations Y- Years

References http://www.learninginfo.org/acrostics.htm https://scholar.vt.edu/access/content/user/jbconrad/Portfolio%20Public/PDFs/ConradStratNotebook.pdf See Kate, Nicole and Will’s Lesson Plan via Edmodo on The Fall of the Roman Empire.

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L) Hear My Voice Basic Function- Hear My Voice is a strategy used to provide students with perspective and context when analyzing primary documents. Through the use of a graphic organizer, students are empowered to interpret documents by analyzing content and perspectives. The graphic organizer (attached below) allows students to essentially step into the shoes of a real person who experienced a particular event in the past and analyze the situation from that perspective. Steps

1) Students are given a primary document or a source from an individual involved in a particular event from the past.

2) Students work diligently on their own or in pairs to fill in the graphic organizer and analyze the situation from that persons perspective

3) Once the graphic organizer is complete, students will be asked to give that person a voice and describe the historical situation from their perspective.

Example Activity/ Application to NB Curriculum - “I am Adolf Hilter- Hear my Voice” - Students will be provided with a passage from Adolf Hitler’s book Mein Kampf - They will then be asked to complete the graphic organizer below using concrete examples from the text (not preexisting opinions) - Once they have completed this step, students will be asked to share their passage aloud and reading through their conclusions based on the primary document - Finally, students will be asked to describe their opinions on Adolf Hitler and his opinions after having analyzed his work. Teachers should expect a wide variety of opinions in this response; however, they should continue to prompt students to use the text as evidence rather than existing opinions.

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References Barbieri, Kim. (2011) “Hear My Voice! Teaching Difficult Subjects with Graphic Organizers. Social Education 73 (6). 301-309. Accessed at http://publications.socialstudies.org/se/7506/7506301.pdf See Sarah and Kate’s Lesson Plan on Booker T. Washinton and American Civil Rights

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M) Take a stand Basic Function- Take a stand is an effective strategy for addressing complex and controversial issues in class. In this strategy, the students are asked to literally stand on one side of the classroom if they are in favor of the statement that the teacher has made, or on the other side of the classroom if they disagree. This activity should promote class discussion, encourage students to think more critically about controversial topics, and help students develop the necessary skills for persuasive dialect. Steps

1) The first step in this strategy is for the teacher to read a statement aloud to the class

2) The teach then designates one side of the classroom as “in favour” and the other side as “opposed”

3) Students are prompted to get up and move to the side of the classroom that aligns best with their opinion on the issue. This is the students’ action of “Taking a Stand”

4) Students may then be asked to defend their stance on the issue and a class discussion may follow.

Example Activity/ Application to NB Curriculum- Take A Stand on Genetic Engineering - A grade twelve class is discussing the controversial issue of genetic engineering in class. - The lesson can begin with the Take A Stand strategy to see where students’ opinions lie before the class. - The teacher begins by reading the following statement aloud to the class: “Genetic Engineering is the key to a promising future, free of illness, disease, and imperfection.” - Students will then take a moment to reflect individually on their opinion on the issue - After they have reached a decision, students stand on one side of the class if they agree with the statement or on the other if they disagree. References McBee, Robin Haskell. “Can Controversial Topics Be Taught in the Early Grades? The Answer Is Yes!” Social Education. Accessed at http://publications.socialstudies.org/se/6001/600107.html http://activelearning.uta.edu/facstaff/assets/eduTake-A-Stand%20-%20QEP.pdf

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IV- Reflection

Reflection is essential in order to grow and develop as a professional educator! Reflections should consists of the following areas: what I need to do as a teacher, what role my students play in my development, what do my students need from me, as well as general thoughts on class work and education specific articles. September 13th, 2012 Gibbs, Jeanne. (2009). Building a caring community. Tribes Learning Community. Retrieved from http://www.tribes.com/about/building-a-caring-community/

The article “Building a Caring Community” by Jeanne Gibbs embodied many of

the principles I stand for as a teacher, including the focus on social, emotional,

intellectual, and ethical/ moral development of students. I truly connected with

the idea that John Dewey discussed, where he suggested a school should be a

model home and in essence a complete community. I believe that by presenting

the school as a model home, students will feel welcome, safe, and cared for which

will ultimately contribute to a more positive and collaborative learning

community. When I reflect back on my education as a student, I realize that for

the majority, educators were focused on my deficits and weaknesses that needed

to be corrected. Progressive educators are now realizing that this focus is not as

successful as concentrating on developing the body, mind, and brain of a

student. This new, more progressive approach to education, goes hand in hand

with the dramatically changing world and how teachers are having to adjust

their teaching methods and styles in order to accommodate the needs of their

students. As a young teacher, this constantly changing world and the need for

continuous adaptation seems daunting, but reiterates the need for being a life

long learner.

This concept was made increasingly clear to me through the class activity

in which we created our own countries and decided which form of government

we wanted for our country. This activity forced us as students to apply the

knowledge we had just acquired in class and design a real life experience. The

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activity made me realized how important it is not only to teach children the

content, but to ensure that they have the opportunity to utilize their skills and

apply their new knowledge. Gibbs concurs with this realization as he states that

“information becomes more meaningful and lasting when partnered with

application and experience.” By teaching to the needs of students, we as

teachers are helping to create a supportive and caring community that will

foster essential life skills, including problem solving skills, self-reliance, and

belief in a bright future. This commitment goes hand in hand with the approach

Ron Miller takes in “nurturing the human spirit with love”!

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September 13th, 2012 Elder, Linda & Paul, Richard. (2008). Critical thinking in a world of accelerating change and complexity. Social Education, 72(7), pp. 388-391. The article “Critical thinking in a world of accelerating change and

complexity” examines the need for teachers adjust their teaching styles based on

the increasing demand on our thinking skills. This demand on teacher to

promote skilled reasoning and intellectual self-discipline makes complete sense

when you consider how rapidly the world is changing and how it is affecting the

students we teach. Rather than suggesting that methods and techniques for

educating students should change, Elder and Richard (2008) state that the most

crucial elements to be addressed should be the analysis and assessment of

thought. One way to easily address this with student is through questions! This

article truly opened my eyes to the power of a question. As a teacher, you are

able to access the purpose, point of view, implications, consequences, concept

and ideas, as well as interpretations of your student’s thoughts through the use

of questions. By questioning them and forcing them to thinking deeper about the

meaning of their thought, you are essentially deconstructing their thinking

process and forcing them to reach beyond the superficial. As educators, we word

so hard to try to reach our students and make a difference in their lives, and yet

this article suggests that one of the greatest gifts we can provide to them (what

they need from us) is the power of self-sufficient thinking. If we encourage our

students from a young age to seek the clarity, precision, depth, logic, and

fairness in thoughts and ideas, then we are providing them with the essential

foundation they will need to be successful later in life! This article acts as a

reminder to me as a young teacher that it is not the lectures and presentations

that are the most important aspects of teaching, but rather it is “teaching my

students to ask the right questions and develop the thinking abilities needed to

analyze the important issues” in the world. By teaching them to ask the right

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questions, I will be providing them with life long skills to be contributing

members of society!

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September 18th, 2012 Janie, Hubbard. (2007). Lesson study: Teachers collaborating in lesson development. Social Studies and the Young Learner, 19(4), pp. 25-29.

The article by Janie Hubbard examines the practice of collaborative

lesson development. I believe the notion of collaboration in the teaching

professional is essential, otherwise we would not have such an emphasis on it

during our Bachelor of Education Program. Collaboration allows of criticism,

reflection, and correction if need be! This constant revision of methods and

techniques ensures that teachers are keeping themselves accountable for the

development of their students. First utilized by Americans in the 1990s,

Hubbard identifies collaboration as an essential aspect of professional

development. I concur with this statement because when teachers are working

together to develop strategies focusing on “collegiality and socialization”, they

remain deeply engaged in their work and therefore engaged in their students.

This idea parallels the necessary commitment of a teaching professional to be a

life long learner!

One of the most interesting aspects of Hubbard’s article, that I both

enjoyed and learned from, was the notion that the reflection and debriefing as a

collaborative team are essential to the success of collaborative lesson study. As

bachelor of education students, we are learning that the art of journaling and

reflection are essential to becoming the best educators that we can be; however,

I think it is even more important to acknowledge that this strategy of reflection

should continue throughout our careers and continue to make us better

educators! Our students need us to be continuously learning in order to provide

them with the best education, and one way to avoid making the same mistakes

and learn from our mistakes it to journal. In regards to collaborative work, other

teachers will be able to provide fresh perspectives and suggestions to you

through reflective dialogue. As a group, new ideas and innovative strategies can

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be developed to help students learn and to cater to students who may need a

differentiation in the class. Lastly, I love Janie Hubbard’s perspective on the

classroom as a laboratory for teachers to work with their peers in order to

develop practical solutions and meet the needs of their students. As a young

teacher, I am committing to a lifetime of learning, and I believe that through

deep and honest reflection of myself as a professional, in addition to suggestions

and feedback from my peers, I can become the best educator I can be!

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Additional Teaching Resources https://scholar.vt.edu/access/content/user/jbconrad/Portfolio%20Public/PDFs/ConradStratNotebook.pdf http://www.sdb.k12.wi.us/curriculum/standards/state/SocialStudies/SS%20Chapters/SocStudies_14.pdf http://www.lauracandler.com/ facstaff.unca.edu/rchapman/380/TchrsToolKit.doc

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Final Reflection This process of self-reflection has proven to be incredibly useful for me as a young teacher. By logging the various strategies and methods that we’ve used in the classroom, I feel much more confident to head out into my first placement in a high school. I now have a much better understanding of how to organize a class in order to make the most of classroom time, and how to plan activities to engage, educate, and challenge my students. I look forward to continuing to add to this journal as I progress through the rest of this semester and my first placement in order to create a portfolio of strategies and methods that I can take with me and use throughout my career. As stated in my introduction, I am looking forward to making a difference in the lives of the young people I have the opportunity to work with, I am not simply looking to make a living!