Native American Tribes reflection

                                            Native American Tribes Reflection

            One of the main topics for young learners in history is the study of Native Americans. Native Americans generally take up a full unit and contain much information that students should know. There are many different ways and activities to help students retain information on Native Americans while having fun.

            During this unit, we had split into groups where we had completed a jigsaw project on Native Americans. Each group was assigned a tribe that we had to research. There are many Native American tribes throughout the world. Each tribe is in a way similar but also have different beliefs. For example, one tribe may live in teepees while another tribe may live in long houses. Their clothing may be different along with their food. Men usually were the hunters while woman stayed home with the children.

            Technology was used for this project when each tribe was show on PowerPoint. Each group gathered information about their Indian tribe and included facts and pictures. This was essential for the students so they can see what is being taught. Many teachers come up with different activities for this specific topic. For example, when I was in elementary school we had built teepees in the back of the classroom where we each put facts in it and that made learning fun for the class.

            This project can help students because they can have a chance to research an exciting Native American group and have a chance to see their way of life. Pictures can help students have more of an idea of what it was like. This can also help students learn geography and where each tribe may have been located. 

Artifact Bag Reflection

Artifact Bag Reflection

            The artifact bag activity was a great activity held and very essential. This activity helps us prepare and learn about the given topics. This can also help future teachers have an idea on how to teach students using a fun and exciting way. The artifact bags were based on the topics that we were each given. There were four different groups leading to four different units. Each group covered their unit very well.

            The artifact bags can be used in teaching a lesson for many different ways. Beginning with direct instruction, the bags can be used to teach and repeat what the unit is about and what students will be learning. Artifacts can be used to teach this and give students a visual which tends to help students learn better. Following that, they can be used to test students’ knowledge of what they may already know. They can then get into cooperative groups and put their artifacts together and assign roles on who can present the bag, who will put the bag together, etc. This type of activity can cover the three main lessons.

            You can use technology to show artifact bags by using PowerPoint. Many pictures can be taken of the different artifacts and put onto power point with different facts about the artifacts. This can help students learn about the different artifacts for the different topics. For example, my topic was about going to the bank. I had brought in a piggy bank, a checkbook, and money. I had taken pictures of each artifact and described them on PowerPoint so students can see what each of them mean and the importance to them.

            Artifact bags can be used in any type of course for any lesson. It could work well in a science 

class while students bring in artifacts that have to do with science such as rocks, plants, etc. There are 
many topics in history that students have to cover. It is important they learn about all of the topics. 

Artifact bags can help because they are fun and help students learn better by seeing the different 

artifacts dealing with the topics. 

Chapter 11

Four Goals for the Study of History.

There are many goals students should follow for the study of history.

The first goal is seen to be socialization. I believe this goal is essential for young learners because it is important students learn to work together and share ideas with one another.

The second goal is counter-socialization. Students can use this to reflect on their work with one another. This is still essential for learning history because the students can reflect off one another to continue learning the topic.

The third goal is Chronological thinking. This is important because students are learning many different topics of history and should know what they are learning in the beginning, middle, and end.

The fourth goal is Historical Comprehension. This is the basic understanding of history and all that is taught in history. This is where students can gain a strong interest in what they are learning and understanding it well. 

Mock Trial

Today in class we had mock trials for job interviews. Different individuals (4) who had acted as administrators came from different schools or districts asking questions and interviewing. Many of the questions were set up appropriate to prepare us for our future as teachers and educators.

I think a challenging question asked was the timing one. How would you know if every teacher starts a lesson on the hour. The timing depends on the teacher. This question had thrown me off a bit and left me confused.

Another challenging question was how you would change a cooperative lesson to a direct instruction lesson. This lesson was challenging because it can have a multiple of different answers and many ways to change it. Again, depending on the teacher.

I really liked how there was a question included about where you would see yourself in the future in that field and how you came about wanting to become a teacher. It gets you excited and focused and ready to answer more questions.

I think this activity was well put together and helped all of us see what it will be like to get interviewed one day and how we should answer questions and ask questions.

End of Fieldwork

After completing fieldwork and watching four groups including my own group instruct lessons I have learned so much. Each group had instructed three different lessons for their unit plans.
Generally, the first lesson for each group was the Direct Instruction. Like I had already blogged, Direct Instruction introduces the topics and goes over the unit. They go over different vocabulary and definitions so the students can understand. After Direct Instruction comes Inquiry. This type of lesson is to review what was taught during Direct Instruction and also test the students knowledge. The final lesson is the Cooperative Learning lesson. This is a review of the first two lessons and also more group work activities for the students about the unit. 

Here is the cycle:

Direct Instruction

Inquiry

Cooperative Learning

After seeing all the groups present their lessons, I have learned the many different teaching skills people use. Many of the lessons were taught both the same and different in some ways. Each teacher included a powerpoint for the Direct Instruction and included vocabulary for the students to review. For the Inquiry some teachers did a full review while others did a brief review and a longer activity. Both are fine as long as students understand the topic. For the cooperative all teachers included a fun filled group activity. Cooperative differed between groups in some ways. The main occurrence was that each group allowed students to have roles in their activities. Some teachers assigned the roles while others allowed the students to pick the roles. I think it is better to let the students pick their roles so no feelings are hurt and no one is left out. Altogether, every group did a fantastic job teaching their lessons and units to the second grade class!

Public and Private schools.

After observing in both a public school location and a private school location, I have noticed many similarities with both along with many differences.

In the public school, there is only one teacher assigned to a class where in the private school they have the main teacher and a teachers aid. In the public school they switch teachers and classrooms during their RTI intervention classes. These classes include: Mathematics and ELA. In the Private school they do not switch classes for these subjects. Everything is taught by their primary teacher in one classroom. I feel the private school way is a bit more organized and topics and subjects aren't scattered everywhere. Public schools seem to be unorganized and students are much more wild and hyper. Private schools have more of a stricter view on things because parents are paying extra for the extra care of their children.

Above is a chart of the percents of the behavior by students in the public school and private school locations. 

Here is a chart that shows an amount of students who are enrolled in public schools, private schools, or not enrolled at all. It shows that a great amount are not enrolled or are most likely home schooled. Public schools have a greater amount of enrollments than privates as well. Private schools usually cost a great amount of money which becomes difficult for some parents forcing them to send their children to public school locations. 

There is nothing wrong with public schools. You are getting just as good as an education as you are in private schools in my opinion. Yes, private schools are a bit more organized, but you will have students who struggle in some subjects and students who excel at any school you attend. 

Current Events

Many elementary schools focus on Current Events during their Social Studies lessons. Carly and I had presented a current events lesson on articles we found from Newsela. We shared small facts and then tested the students knowledge by using Kahoot. They find kahoot fun because they can each compete with one another and see what was learned. Newsela has many articles that are occurring in today time. 

Current Events are important for learners because it gives them a chance to learn and see what is happening across the world. Current events can be found in any magazines, newspapers, and even the internet. 

Cooperative Learning Lessons

Cooperative learning is usually the last lesson that is prepared for students.

This lesson is known to be fun for students. Every lesson should include a reflection from what students had learned during the following lessons. Cooperative usually begins with a short recap and then fun group activities. Students have a chance to work in groups and share ideas with each other. This is good for them so they can all hear the different ideas of their classmates. During cooperative learning you can also have a lesson where roles are assigned to students. Students like to take charge and have roles in an assignment. Cooperative learning should be mainly group work having students working together. Besides group work, there should also be independent work to make sure all students have a full understanding of the topic. 

The image above shows a good example of what cooperative learning should consist of. 

Teaching an Inquiry Lesson

Inquiry learning is the middle part of learning between Direct Instruction and Cooperative. When vocabulary and definitions of a topic are explained and repeated in Direct Instruction, Inquiry is being put to the test. Questions, problems, and scenarios are usually shared during Inquiry to test the students knowledge. This is all problem-based learning techniques.

Above is a chart of the Inquiry Learning Technique. You have the opening problem statement, to the data collection, to the analysis, and finally the closing conclusion. 

Teaching Direct Instruction

Teaching Direct Instruction is very essential for young learners.
When teaching a type of DI lesson, many of the vocabulary words and definitions used should be repeated multiple times so students can have the full understanding. Direct Instruction lessons can be very fun because you can come up with different activities or different ways to get the student to memorize what is being taught.

For example, a student has to memorize what a good is. They can use a symbol which could be rubbing their stomach. Doing this over and over will help the student be engaged and have fun while learning.

Below is a basic model of Direct Instruction and how it is processed.

Computers/Internet to teach economics

As technology is strongly increasing throughout the world, it is even increasing in schools as well. Many schools are beginning to use iPads, laptops, nooks, etc. Teachers generally use the internet to help students with researching. Computers in schools are also used for different assignments such as a writing assignment.


Computers and/or Internet can be used to teach economics as well. It can help for researching different strategies and trends. For example, it can be used to search the different strategies and find data for data presentations in economics. Presentations can be the easiest way to teach economics and to do that you need use of a computer and the Internet.

Another example that has to deal with this is our own schools library database. People use this to search and research things. This can also be used to search facts and information for economics, social studies, English, and many more different subjects.

http://www.childtrends.org/?indicators=home-computer-access

- There is a link which includes a chart of the estimate of people using internet or computers at their homes.

Bullying

Here is a video on bullying that was filmed in my own high school I attended:

Bullying is a serious thing that occurs everyday throughout the world. One of the main types of bullying is cyber bullying which occurs through the internet or through cell phones. People need to recognize the serious facts about bullying. Most of all, parents need to recognize. Their child may be being bullied and they don't have an idea. Most children who are bullied are quiet about it. They get scared and do not know who to talk to, generally because they are being threatened in some type of way. Many schools are now putting together different bullying events to try and decrease the amount of people who are bullied each year. Bullying will never come to a complete end, but if more people take a stance against bullying, it can decrease it. Bullying NEEDS to be recognized. Children or other individuals who are being bullied should not have to go through being scared or threatened, or even talked about every day of their life. It is not right.

Here is a good website for anyone 13 years of age or younger who may be bullied daily. Some helpful tips:
http://www.takeastandtogether.gov.au/under13/being-bullied/

Here are different ways to take a stand against bullying:
http://www.serve.gov/?q=servegov-blog-article/five-ways-take-stand-against-bullying

Reflection of the first day of fieldwork at BDMS

In my past blog I had included my thoughts and experience from Artifact bags.

I feel Artifact bags are a great way to teach students because it gives them a chance to understand a topic and share their own belongings that go along with their specific topic.

Like I had already shared, my groups topic had to do with banking and savings. Each group member had brought in their own artifacts that had to do with this topic of banking and savings. We had brought these artifacts with us on our first day of fieldwork at BDMS.

There are four different groups and each group had a different topic. We each went around the classroom and shared our artifacts with the students. For example, my group had shared my checkbook I had brought, a wallet another group member had brought, check receipts, and a fun hamburger piggy bank. Students really enjoyed this. We included a fun artifact as well (hamburger piggy bank) so they can have fun while learning. We asked many questions with our artifacts such as, "How many of you have seen your parents with a checkbook before?" Many students had awesome answers such as that they have their own checking accounts. I was very surprised and excited to hear all the students input on this topic and how much they had known about it already. Showing them our artifacts was fun and important for their education. This can give them ideas to do their own artifact bag for a certain topic in the future.

Artifact Bag reflection

I really enjoyed the activity using the artifact bags. Dr. Smirnova had brought in many facts that she had shared with all of us students. She had brought in many different artifacts like her birth certificate from Russia, a porcelain napkin holder that had a great story along with it, and many other essential artifacts. All students then had to bring in their own artifacts that had to do with their unit plan topic. My topic had to do with banking and savings. I included my own piggy bank to show saving money. I also included cash, and a checkbook. This helps show students the different things that go along with banking and savings.

I thought this kind of activity is essential for young learners because it gives them a chance to learn a specific topic while seeing actual artifacts from people. This helps make learning fun for them in my opinion. Artifact Bags are definitely more essential in teaching social studies or history courses because you can bring in things from relatives or your own belongings that deal with a specific topic.

Piggy Bank

Check Book

Week One Reflection

The first week of class was very interesting and enjoyable. I enjoyed learning new tools that have to do with technology. Learning technology is essential so you can teach different techniques to young learners. I enjoyed making my about me and seeing everyone else's about me as well. I liked learning the different websites that students used. Coming into this course I knew there was going to be a lot to know. I feel if you just stay up to date with the work and focus it won't be as overwhelming. All in all, I feel this course will help prepare us best for our future as teachers. 

The Importance of Studying Particular Historical Topics for Elementary & Middle School.

History is one of the most essential topics for a child's education. Learning all about History helps students have an idea of what had occurred in previous years and also have an idea of what may be occurring now. Learning about the particular historical events such as the wars that have gone on in the past can also help students learn more about why the wars have occurred and why there is a war occurring now. This is important for elementary and middle school students mostly because they can then have a better idea and learn about all of the important events that have taken place. According to the Sunal readings in Chapter eleven, "The role of the study of history in the schools has been mostly to socialize students in the U.S. democratic tradition and to prepare them to be citizens" (2011, p. 335). A part about becoming a citizen also means knowing what is and what has gone on throughout the world. Learning about the particular topics for elementary and middle schools students is also essential for the few holidays that take place. For example, Columbus day is an important holiday that students would not know about if they did not study or learn it in their Social Studies classes.

History can also be fun for students. Many students in elementary schools are learning about Indians and the types of traditions that occurred then. I remember when I learned about Indians in elementary school we had built tee-pees and dressed as Indians. This helped get all of the students engaged in the learning and also have fun while learning. We had gotten to see the types of artifacts used by Indians, what they wore, and what their living styles were like. Elementary Social Studies classes learn more about what has occurred long, long ago. Teachers use dress-up and other fun activities to teach these events. Along with the Indians, students also learn about pilgrims during this time as well. In Middle School, students are getting prepared to learn about more involved historical topics. What I mean by that is that they learn more about what is occurring now or within the past few years. This helps students get prepared for higher grade levels and also become more clear of the current events. History is very important for young learners and helps prepare them for real-life events and also allows them to have fun and stay engaged while learning.

References:

C.S. Sunal. Social Studies for the Elementary and Middle Grades. 2011. Pearson Education Inc. USA.