Beruflich Dokumente
Kultur Dokumente
AC 636
May 14, 2016
Planning (Conceptualization, Diagnosis, Coordination)
Brookfield Academy I tried to be at the school often to let the students know
that I was there to help them. In return, they provided me with respect and
attention in the classroom, which I returned for them. In honesty though, it
was easier than I thought since the students warmed up to me almost
immediately. One final thought on establishing trust in the classroom, I found
that one area that I would improve upon is creating an in depth syllabus that
breaks down each unit with the activities, sources, and concepts the
students would be doing.
One of the best learning activities I set up for a lesson was teaching a
lesson on gerrymandering at Pius. I found a lesson online in which the
students would break up into groups and each group would need to plan out
how many electors would be in each district in order to establish a political
partys majority in each district. Once I had taught them the basic concepts
of gerrymandering and then let them do it on their own, they had a lot of fun
with the activity. Even my ELL students who had not spoken much in earlier
lessons were getting involved within their groups. Allowing the students to
participate in an activity with real world applications seems in line with the
ability of Integrative Interactions, especially in extending the ability for
students to become more independent. Most, if not all, of my class activities
motion towards the ultimate goal of providing the student with the skills and
confidence to independently analyze and study the subject of History. In fact,
part of my philosophy on teaching that has changed over the last year or so
was the teaching strategy of educating students to read like historians. If
anything has propelled this desire for education, it would have to be this
movement.
assessments which work with my subject area and are appropriate for the
students in the classroom.