Final Blog

If the President where to call me and ask my advice on education, after picking my jaw up off the floor I would ask him the following points:

-What is our countries philosophy on education?  Without a guide to decide where we want to go, our education system will try “new ideas” without having an end goal in mind.

-How can a liberal arts education be integrated into the American system?  English, Math, and science are not the only subjects students need to learn.

- What can our nation do help ease the socio-economic problems that effect students? 

-What would it take to rebuild our educational infrastructure? 

-How can districts be given the freedom to run themselves again? 

What I have found most meaningful from Ravitch’s book is being provided a history of American politics relationship with education. 

As an educator and citizen in the current educational system, I can do the best I can to instill a sense of imagination and curiosity in students while helping each student who comes to my class to become critical thinkers capable of not only doing well on tests, but to do well in life.  Staying current on my content and American politics while staying circumspect gives me the opportunity to continue to shape my curriculum to stay relevant to help students become active and informed citizens.

1.             http://www.historians.org                The American Historical Association looks like an amazing resource.  Members are able to subscribe to journals relevant to what one studies or are interested.  I signed up for this association and look forward to reading some of the journals it provides.

 http://www.thewha.org                     The World History Association is similar to the American Historical Association, but with the specific goal of looking at world history.  One of its main journals is the “Journal of World History,” which looks at major themes in history.  This is interesting in that I can look this over to gain a deeper content knowledge.
i.               Egypt                                           
ii.              China & the Great Wall
iii.            India
iv.            Turkey
v.              Rome (I have already been but I cant get enough!)                                            

    If I could I would go:

-Alcatraz – Learn more about the prison system.

-Angel Island –The Ellis Island of the West             

- http://www.egyptianmuseum.org in San Jose                                             

- Oakland Museum 

- The Missions of the Bay Area

Books to Read:

 i.     1493: Uncovering the New World Columbus Created                

ii.     Civilization: The West and the Rest  

iii.     Rome: an Empire Story by Greg Woolf

iv.    Diary entries from the Great Depression.                                    

v.     Incans, Aztecs, and Mayans by John Holzman

 Journals:

i.     Willetts, W. (1952). The Silk Road. History Today, 2(11), 746-752.

 ii.     International Journal of Multimedia Technoloy

Conferences:

i.     http://www.criticalthinking.org - Critical Thinking Conference.

  ii.     Good Teaching Conference 

World Experiences

Technology in the Classroom

1.)  Not only did I find Dr. Roberts’s presentation extremely entertaining, I also found it very relevant to my classroom.  From the data that he presented, it is clear that our students are growing up in a world where technology is ever-present and they need to be “stimulated” sometimes by more than one median in order to be engaged.  I think that this is relevant to my classroom because as an educator, I think that I need to effectively integrate the technology that my students use/ are exposed to on a daily basis in order to stay current and relevant.  In order to engage students so they are able to learn, you need to first gain their attention.  It is clear through the data that Dr. Roberts presented that student’s attention is gained through technology and media.  If we expect students to learn in our classroom, teachers should integrate these systems into their teaching.

2.)  After reading the NY times article about online learning, I did a little reflecting and thought about how online education could influence not only my school but also my teaching.  First off I do not agree with the trend of online education being the only way students who failed a class are able to make it up.  I believe that teaching and learning are done best when a TEACHER is in the classroom.  Additionally if the students who are taking online education are the ones who failed a course previously, I think that it is imperative that there be a teacher present in the classroom.  Furthermore, it is somewhat frightening that districts are using online education as a way to save money.  As a teacher in a low-income district, it forces me to question my own job security.  What would happen if my district started to offer online courses for students?  Would my job be at risk?

3.)  http://www.glogster.com/ This would be an amazing resource to use in my classroom. I often to group projects which involve posters and presentations.  If my students were able to make “virtual’ posters that included both text, music, and images, I think that they not only be engaged but create some amazing projects.

4.)  http://rubistar.4teachers.org/ As a teacher that makes her own rubrics for every project, this will be an amazing tool to help me save time and some sanity.

5.)  http://puzzlemaker.discoveryeducation.com I believe that this could be an amazing resource because crossword puzzles are a great way to introduce/ test vocabulary and definitions.  Additionally my students love puzzles so I think that my students would greatly benefit from these activities.

6.)  http://www.easybib.com/ Starting in the 6^th grade students start to write research papers, and they begin learning how to site sources.  This website would be a great resource for students who are struggling to format their bibliographies. 

Interdisciplinary Resources in the Classroom

As a 6^th grade social studies teacher I have the opportunity to teach one of my favorite era’s in World History; Ancient Rome.  I love to teach students about Ancient Rome not only because I get to expose them to the building blocks of the system of government in the United States, but I also get to bring in a multitude of resources outside my subject area to help engage students and broaden students’ understanding about one of the most fascinating and advanced periods in history.  One “resource” that I utilize with students has to do with Ancient Roman games.  Although I am not a P.E. teacher, I love to get students active in my classroom.  Romans were famous for their gladiator fights, foot races, and chariot races, so I try to bring these games alive within my own classroom. 

http://rome.mrdonn.org/circus.html

http://www.romanmysteries.com/charioteer-facts

Above are two websites that have amazing descriptions and visuals about the Roman circuses and charioteers.  After students learn about Roman games, I give them the opportunity to “practice” what they learn by having their own races.   Each class spends a period out on the track where we partake in both foot races and “chariot” races through the use of jump ropes and “wagon rollers” provided by the P.E. department.  Because students are able to experience the games for themselves, they gain a deeper understanding of the content.

Another outside I resource I bring into the classroom when studying about Ancient Rome has to do with architecture.  Romans are famous for building structures that are still around today, and students LOVE to look at images of the coliseum, roman aqueducts, The Pantheon, the Via Apia etc. 

http://rome.mrdonn.org/art.html

Above is a great Internet site that has tons of readings, games, and worksheets all concerning Roman architecture.  In my classroom, after students have learned the “basics” of the Roman style of architecture, I allow them to make their own structures in that same style.  Students are allowed to use whatever medium they would like, and it is truly amazing to see some of the products that they are able to come up with.

            Although I love using interdisciplinary resources within my own teaching, there are some major challenges when using the technique.  I think that them main challenge is time.  Most interdisciplinary resources involve a lot of student creativity and that creativity takes time.  In schools where teachers are forced to follow a strict pacing guide, this can pose quite a problem.  Another challenge when using interdisciplinary resources comes when making sure that the activity is “meaningful” and connects back to the content that the teacher wants the student to be learning.  A lot of times teachers try to throw in an art project to make it fun for the students, however the project does not connect back to the material you want the students to be learning.  However, even though there are challenges that must be over come when using interdisciplinary resources, I think that the rewards out way the risks, and teachers should strive to put these fun and engaging activities in every unit that they teach.

I responded to Andrew Eckloff at http://aeckloff.blogspot.com/2012/07/mait-402-blog-july-17th.html

"Mind The Gap"

Mind the Gap” Session 2

1.”I came to believe that accountability as written into federal law, was not raising standards but dumping down the schools as states and districts strived to meet unrealistic targets.”

~Ravich pg 13

It is no surprise that high stakes testing is a heated and controversial debate within the teaching profession.  Although I do not agree with the concept of high stakes testing, since I began teaching I have struggled to come up with a way to verbalize my objectives to the practice.  I completely agree with the Ravich quote from above because she concisely states my objections and states why testing is detrimental to public education.

“ I do claim however, that we must preserve American public education because it is so intimately connected to our concept of citizenship and democracy and to the promise of the American life.”

~Ravich PG 14

As a history teacher I believe that the main reason Americans youth should be educated in both American and world history is so they are able to make informed decisions and participate in American democracy.  I identify with the above quote by Ravich, because she uses the same argument about why students should be enrolled in American public schools.

2.) I believe that a well-educated person is someone who is able to think freely and make critical and informed decisions.  I also believe that a well-educated person is able to actively participate in democracy and listen/ respond to opinions and ideas that differ from their own.  I believe that a well-educated person should have an understanding of history and all core subjects, and have a basic understanding of current events.  

3.) The main thing that I got from the class discussion was how much of a disservice high stakes testing are doing to both the public schools and the charter schools in our education system.  It was very interesting to hear the different stories from my fellow educators about how high stakes testing effects them personally in their school sites.

4.) Standard: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.

The Old Testament-

One of the best resources available to me about the geopgraphic, political, economic, religious, and social structures is the Old Testament.  By becoming more familiar with these srciptures, I will be able to access all of the information I need to fill in the gaps of my content knowledge on this standard.  

http://greek-language.com/bible/palmer/04geohist.html

Ancient Israel in Sinai: The Evidence for the Authenticity of the Wilderness Tradition

5.) In one article I read, the authors assert that students who are engaged in their work are energized by four goals- success, curiosity, originality, and satisfying relationships.  The authors of this article try to figure out teachers can cultivate and create these drives inside the classroom.  The authors of this article also state that in order to convince students that they are able to succeed within the classroom the teacher must:  1.) We must clearly articulate the criteria for success and provide clear, immediate, and constructive feedback. 2.) we must show students that the skills they need to be successful are within their grasp by clearly and systematically modeling these skills. 3.) We must help them see success as a valuable aspect of their personalities.  I believe that this information will help me during my capstone project because it informs me what types of resources I need to find in order to engage students during my project.

            In the other article I read, the authors assert that previous research states that no one teaching strategy will consistently engage all learners.  They believe that the key to student engagement is to help students relate the lesson content to their own backgrounds.  The authors think that motivation is inseparable from culture, and the reason so many students are not engaged within the classroom is because the educational system continues to relate motivation to learn with external rewards and punishments. I would further research articles by both of these authors beucase they write on subjects that directly correlate with my project.


Blogs I responded too:
Courtney Lyon: courtneylyonsmc.blogspot.com
Mike Rose: Mikejas.blogspot.com
Sheridan Arredondo: sheridanarredondo.blogspot.com

MAT 402 Reflection Blog # 1

1.)    As a social science teacher, outside-school experiences have played an influential role in deepening my subject area content knowledge.  From a very young age, I was fortunate enough to go on a variety of family vacations where I often frequented museums, national parks, historical monuments and sites.  Not only did these trips teach me valuable information and factual anecdotes that I am now able to share with my students, they also deepened my love for history.  Because I was exposed to all of these historical sites and I had amazing history teachers throughout my formative years, I chose to make a career out of the subject that I still love to learn more about.  One specific experience that deepened and expanded my subject area content knowledge came when I studied abroad for a year in Rome.  Although I was a U.S. History major in college, while in Rome I took classes on Ancient Roman History, Renaissance Art in Rome, and the History of Travel in Europe.  These classes provided me with a very unique opportunity to learn about specific places, monuments, or works of art, and then go visit these sites in person.  This was an invaluable experience because not only did it give me a unique perspective on history, it gave me an amazing opportunity to acquire visual aids, and tangible objects that I can now share with my students.

2.)    When I initially read Ball’s article, I was very put off by her assumption that all teachers need to be a “master” of their subject area content in addition to having content knowledge from all other subject areas order to be an effective teacher within the classroom.  Not only did I see this as arrogant, but I also saw it as very presumptions that teachers would have the time within their first year of teaching to “master” all of these different subjects.  However, after our classroom seminar discussion, I find myself taking a less critical view of Ball and her article.  I do agree with Ball, that a deep understanding of a subject matter will make you a more effective teacher in the classroom.  Based on the discussion from class, I now think that Ball is asserting that this “mastery” of content should happen throughout a teacher’s entire career rather that in the first few years like I previously thought.  I do agree with Ball that teachers should be actively seeking out ways to deepen their own understanding of their content knowledge throughout their careers.  By doing this it will keep the teachers “fresh” and up to date, and it will subsequently make their students more interested in the material they are presenting. 

3.)    Although I don’t have the wording of my inquiry question 100% pegged down, for my capstone project, I am planning on looking out the effect alternative resources will have on student engagement in a US history class.  I think that my question is very interesting and it is my hope that there are a variety of research articles out there on the subject, however I feel that my question is a little too broad.  In order to better “focus” my project, I think that I am going to have to focus on a specific era or time period in history. Currently I think that I want to focus on either WWII or McCarthy Era Cold War, but I am not completely sold on either one.  In regard to possible experiential learning resources I am very fortunate that my capstone project has to do with alternative resources.  In the bay area there are TONS, of museums, historical sites (Kaiser Ship Yards, Lawrence Livermore Lab, Port Chicago High Way etc), that lend themselves quite well to my project.  I’m sure there are more, that I am unaware of, and I am excited to have the opportunity to explore them.

People Who I Commented On:
Troy Bristol- fatheadtroysmc.blogspot.com
Yadira Zapata- unahistoriadeunamaestra.blogspot.com
Alana Scott- mademoisellescott.blogspot.com

Warm Up Reflection:


As a first year social science teacher at a low income school, I spent a lot of this year trying to "master" both my classroom management and teaching style.  Admittedly, some days/ units were better than others, but overall I think that I was very successfully in my first year.  I felt that my students were always respectful, and I was able to build a good report that lasted till the end of the year.  One of my greatest success thus far cam when I was teaching my unit on Ancient Rome. I had been out of the classroom on medical leave for a month previous to this unit, and I came back a little weary about what I would find in my classroom (both behavior wise and knowledge base wise).  However, I was pleasantly surprised to find that must students were VERY well behaved, and they were very engaged with the unit on Rome.  I think the reason the students enjoyed this civilization so much is because it is my FAVORITE unit to teach.  Having spent a year abroad in Rome, I have a multitude of outside resources, pictures, trinkets, knowledge, and stories about the worlds greatest civilization.  It is my belief that because I was so knowledgeable/ excited about the unit, my kids followed my lead and enjoyed the unit as well.

As far as my goals for this masters program, I am looking forward to becoming an "expert" on a topic, subject, or project that I am extremely passionate about.  Sometimes as a teacher I feel like I know a little about a lot of things, and I am excited to have the opportunity to look at a particular "subject" more closely.  By the end of this program, I want to be able to share my knowledge or findings with other teachers/ professionals who may not have the time to research the "topic" on their own, but are still interested about learning about it.

5 Guiding Questions

5 Guiding Questions:

1.) How does student engagement effect student learning?
2.) Do alternative resources have an effect on student engagement and consequentially student learning?
3.) How has the idea of a democratic republic changed since the times of Ancient Rome?
4.) What alternative resources are available for a 6th grade Ancient History Class in a low-income district?
5.)  How does studying ancient Greece and Rome help students understand modern American society and government?