For this lab we searched various resources on Indiana's DoE website. Related to my area, I was able to search for Social Studies or High School resources. I sought out 12th grade lesson plans incorporating Social Studies curriculum. I found the following Geography/Cultural Studies resource:
http://www.nationalgeographic.com/xpeditions/lessons/13/g912/wilderness.html
The resource is a lesson plan designed to "introduce the concept of wilderness" and how the wilderness and its preservation has affected American history and continues to shape American society. The lesson plan presented calls for three to four hours of teaching, plus homework. I believe that this lesson could be shortened using technology or that the length could be preserved but the lesson enhanced.
The core of the lesson asks students to divide into different groups and discuss a relevant article. When the students are brought back together, they present in chronological order, thus tracking the evolution of the subject matter. Using computers, this can be enhanced. The internet allows a much more effective accessing of information; the students could search deeper into the historical and cultural implications affecting their article's content. Thus, the lesson could be moved from simply an environmental studies lecture to a broader and enhanced historical/cultural history lesson.
Also, the lesson relates everything to newspapers; the students are given newspaper articles and then create their own. In today's age, this is not exactly relevant to students. Possibly, one could have the students search for articles on a newspaper's internet site. Also, rather than creating a "newspaper article", the students could each create a web page that, combined, easily tracks the evolution of wilderness preservation. This site could be used for easy future reference. Additionally, instead of presenting a skit the students could create a slideshow and/or video that could be uploaded to YouTube and incorperated into the review site.
There are other minor corrections that are further documented in the revised lesson plan on my Google Site.
Friday, January 30, 2009
Friday, January 16, 2009
Lab 1 - 1.16.09
1) I did not initially enter IU as an education major. I always considered education, but never committed. I was very fortunate to have some great instructors throughout my school life, specifically in high school. They were the smartest, most articulate and most interesting individuals I have ever met; they inspired my drive to learn. It was not until Thanksgiving break during Fall '08 that I decided to commit to education. I visited with a few of my old teachers and their passion for their profession really convinced me that I would enjoy education. I always have enjoyed working with kids; I've taught swim lessons to ages 6-12 over the past two years.
2) "The Shift" is definitely a changing force in modern education; however, I do not believe it is the "end-all-be-all" that others consider it as. Like any change in society, culture, etc the "shift" will require educators to adapt to a new minded student with new interests and learning habits. However, I do not believe that the traditional education institution will change. During our first lecture, a few of my group members claimed that technological developments will eradicate the traditional classroom. Online classes have been available for nearly a decade and even in the most relevant area, secondary education, has its effect been negligable. The school (K-12) as a social institution will always remain.
Teachers will have to adapt to new technology to remain relevent to students that have different upbringings and expectations than our own. Delivery techniques may change as educators search for the most relevance; however, the diversity of students will ensure that, still, a broad range of teaching strategies will be required to reach each student. I feel that the "shift" will require educators to incorporate additional learning on their own part to remain on par with technological development; but, technology will not supercede "traditional" teaching/lecture techniques. Technological development is not a replacement, but merely an aid that should be incorperated like developments in the past.
2) "The Shift" is definitely a changing force in modern education; however, I do not believe it is the "end-all-be-all" that others consider it as. Like any change in society, culture, etc the "shift" will require educators to adapt to a new minded student with new interests and learning habits. However, I do not believe that the traditional education institution will change. During our first lecture, a few of my group members claimed that technological developments will eradicate the traditional classroom. Online classes have been available for nearly a decade and even in the most relevant area, secondary education, has its effect been negligable. The school (K-12) as a social institution will always remain.
Teachers will have to adapt to new technology to remain relevent to students that have different upbringings and expectations than our own. Delivery techniques may change as educators search for the most relevance; however, the diversity of students will ensure that, still, a broad range of teaching strategies will be required to reach each student. I feel that the "shift" will require educators to incorporate additional learning on their own part to remain on par with technological development; but, technology will not supercede "traditional" teaching/lecture techniques. Technological development is not a replacement, but merely an aid that should be incorperated like developments in the past.
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