Monday, September 28, 2009

Service Learning Lesson Plan

The Service-Learning Ideas and Curricular Example (SLICE) I selected pertained to the subject of American government. It could easily be used in a civics or government course, grades 9- 12. The description of the SLICE is the following: While studying about the role of the federal government in the economy, students will focus on particular programs such as minimum wage, OSHA, or the Environmental Protection Act. Each student will research a specific program, evaluate the over all effect of the program on the economy, and determine if the program needs to be reformed or be eliminated. Based on his or her analysis the student will write a letter to a member of Congress with a recommendation.

Civic education and civic participation are two integral components to any government/civics classroom, and this lesson plan manages to accomplish this quite well. First of all, it creates a manner in which the students can actually become interested in the topic. By focusing a particular programs that can personally affect students, it makes the role of the federal government more relative.

For the methods aspect of social studies inquiry, it best accomplishes the learning cycle. Students will at first explore the role of the federal government in the reading. Next, in the small groups the students will discuss the new content ( the program issued) and eventually present their findings in the paper. The application of the new information comes in the analysis of the federal government.

As stated previously, it's an excellent topic because it is relevant to the students, or the soon will become aware of how relevant the programs really are in their everyday lives.

There are a plethora of benefits for this exercise. It executes the sharpening of critical thinking skills, and can even get kids involved in the functioning of the government. An activity like this can really spark interest among the students. It also relies less on the teacher, eliminating any potential for bias by the instructor. Writing a letter is a vastly important aspect to showing the basic participation of the American citizenry. Any activity that is predominantly student generated is excellent in my book!

Finally. the only shortcoming I could fathom was there not being enough materials from all sides of the political spectrum to inform the students. Resources must be chosen carefully, to attempt to give the must objective lesson to the students. This could easily be mitigated by providing a variety of fair, relatively less biased resources for the students.


Links:

http://www.servicelearning.org/slice/index.php?ep_action=download&ep_id=325&file_num=261

http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=325

Sunday, September 13, 2009

Inquiry Learning Tech. Article Review Implementation

The article I selected to choose for implementation in a Social Studies classroom was entitled "Effectiveness of computer technology in the social studies: A review of the literature." authored by Foster, S and Padgett, C. (Reviewed by Chance Lyman) I chose this article not only because of its relevance to inquiry learning, but because I particularly enjoyed the newer suggested methods of learning rather than just the traditional. Focus away from lecture, on directed more on the students is essential. This article abides by that school of thought stating, "More of them, less of us" in reference to the student-teacher dynamic.

One of the first methods suggested is a computer based method of database projects. Essentially, I might be teaching a class on the Civil War. With this method, I could help illustrate the economic peril of the South with a critical look and its exports and imports on the computer. I would have each of the students examine what was on the charts, and hone their critical thinking skills with analysis. Prior to looking at the database collection, I could have the students create on the computer their own hypothetical charts, asking them for the first thoughts on the economy and then showing them the real numbers.

Primary documents are also a huge aspect of the article. It recommends use of primary sources, because it stirs motivation and learning. There is so much in textbooks not covered, and to draw from other resources, especially primary can really pull the students interest inward. I would personally lecture a bit, go over the text, and then I would pull up on the computer primary documents to illustrate the point to the students that history is in fact REAL. The Internet has made the visibility of primary sources quite accessible, thus making history more accessible. From President Truman's diary to Abigail Adams' letters the attainability of history is reachable!

My question to the class is, even with all these new fantastic, superior technological innovations, why do some teachers refuse to utilize technology in the classroom? Even the ones shown how to use technology and are blessed with enough technological goods refuse to comply. WHY??!

Monday, September 7, 2009

Social Studies Podcast, wiki, and blog examples

First and foremost, allow me to just say after my initial searching on the web the vast majority of social studies innovations were teacher generated. I did manage to find some collaboration between teacher and pupil, which I felt made for a very interesting product.

The first thing I located was a hybrid wiki generated by teacher and student. It can be located at http://woodward8.wikispaces.com/. The wiki was created by Jason St. Amand and his 8th grade US History students. He assigned each of his students specific topics covering all realms of time in American History, and then combined the results to form the wiki. I was most impressed with the quality of the wiki. I was first drawn to it but all the fantastic photos that were on display. After the initial scan of the photos, I learned these students had work of exceptional quality. It can easily be seen the students put plenty of time and patience into this opus. I believe a wiki is an excellent idea because it allows students to demonstrate their talents, and even feel a certain degree of accomplishment. I believe that if the students know their talents are going to be showcased, it truly helps them work their hardest in learning history. This definitely supported meaningful learning because it allowed students to exercise many forms of academic learning. Other than students, they served as researchers and editors, which helped to fortify the subject material while using critical thinking skills unknown to the students.

The next piece of technology I located was the social studies podcast. The podcast was done by third graders! Who knew technology could reach students at such a young age! And more importantly, who knew it could be executed so magnificently and successfully!?! The podcast was completed by 3rd graders at West Salem Elementary, with assistance by the teacher. It can be located at http://www.salem.k12.va.us/west/showcase/third/sspodcasts/index.htm. The podcasts cover world and American history, surprisingly cover a fair amount of historical ground. I would have absolutely loved having this tool as a third grader. I would have felt more involved in the class. The students themselves actually do the podcasts, which I'm sure helps the learning process. (Not to mention it's absolutely adorable listening to the students discuss the conquest of the Roman empire. ) This learning is phenomenally meaningful, as the students are responsible for orally divulging the newly learned historical information. The students' voices actually being on the podcasts provides instant gratification for the kids. This is also meaningful because it definitely abides to the "Less of us, more of them" thought process.

The last technological gem I located was a social studies blog example on the internet. It was a blog created by a teacher entitled "Beyond the Classroom." It can be located at http://jfilzen.blogspot.com/. It was done by a Mr. Fitzen for his 7th and 8th graders, and I think it is valuable because it provides students with an outside resource for them to access. Textbooks are written so poorly and authentically, a blog by the teacher can allow students to feel they are actually reading something valuable authored by a true human being. It's also fantastic because not only does he supply many superb photos, but tons of helpful links for students to gain more information and to peak their interest. He also posts typically on average once per week, which is a reasonable and effective regimen. It is certainly meaningful, due to that it allows the student to contact the teacher outside the classroom, learn more effectively, and to really show the students the teacher has such a passion and cares for their instruction.