https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f en-us 2021-12-14 16:47:22 UTC 2024-10-15 03:13:45 UTC hello@padlet.com E_Stephenson https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947559416 In this example, a teacher incorporated project-based learning through the use of a question, which the students would place themselves in the position of historically, thinking of the implications it would bring into the present. The question is: "If you were a young revolutionary at a certain time in your country and you were given the ability to change one thing in the future of your country, what would you change and how and why would you change it?"
This satisfies the real world connection that is needed for project-based learning. This lesson is also done over a time period, making this activity the lesson, not a quick fluff piece done at the end. Students work in groups, providing structured collaboration. I would also have them assign roles within the group to add to the collaboration and make it more student-driven. This allows the students to take more responsibility for the learning and within their groups. This unit is a few weeks long, allowing for many opportunities for multifaceted assessment. In this lesson, the teacher also had them create their own rubrics, which is an additional assessment. I would also have certain check-in markers throughout the unit. For example: By this date, we should be at this point. By this date, we should have this completed, etc. 
This lesson fulfills the 5 essential keys for effective project-based learning. ]]> 2021-12-14 17:06:57 UTC https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947559416 E_Stephenson https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947662339 For inquiry-based learning, the students are learning deeper history by answering a question that is relevant to the lesson or unit we are covering. They will answer their question through the use of historical documents and sources. For example, Why was MLK Jr. more popular than Malcolm X? This approach has them form a hypothesis from a limited amount of knowledge before adding additional sources and conflicting information that may contradict their original information. This forces them to revise their hypothesis many times, adjusting and changing it or even rewriting it if need be. This gives them a much deeper understanding of the topic and shows them that history is not just a set of facts but is instead a debate and a multifaceted topic outside of what their textbooks may describe. It also allows for the perspectives that are often overlooked in their textbooks and drives home the idea that information as it is presented is not always the full picture. They should use their critical thinking skills to search out the truth and to be more deeply involved in the historical conversation. This is especially important in the present day as information is presented or passed through social media and other platforms. They should know that truth is nearly always more layered than it is presented. The end of this as their assessment will be a paper on their final hypothesis. How they arrived their, the supporting evidence they found, how they use the contradictory evidence they were presented with, etc. ]]> 2021-12-14 17:50:51 UTC https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947662339 E_Stephenson https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947684161 This is a lesson plan from my Curriculum and Instruction Class. It uses Graffiti as the Model of Instruction. In this lesson, students are split into small groups which will rotate looking at different historical pictures/cartoons as a group. They will write down their answers to the given prompts in the margins about each picture using their assigned group colored marker. They will engage with the answers that previous groups have given. In their groups they will create lists of generalizations and summaries from the activity. Each group will share their summary. Each person is given a specific role, timekeeping, writing, etc. Once finished, students will write and share together their summary as an assessment of their learning. ]]> 2021-12-14 18:00:29 UTC https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947684161 E_Stephenson https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947707383 This is a lesson plan from my Curriculum and Instruction Class. It uses Academic Controversy as the Model of Instruction. In this lesson, students are comparing and analyzing Martin Luther King Jr. and Malcolm X, and their approaches to achieve social reform. In this lesson, students are paired together in groups of 4 and split into teams of 2. Each team is assigned a perspective/person. They will prepare a thesis statement and collect evidence that they will then present in a small presentation to the other team. They will then switch and the other group will present their assigned perspective. Once done, the groups will rotate and they will be paired with a different team of 2. They will then take on the side that they did not present and will form a thesis and a presentation for that perspective. This allows for a much deeper dive into the two perspectives. It is important that they don't see these as opposites, simply as different. It promotes the skill of active listening as well as using evidence to state a position. It encourages respectful conversation around the topic. ]]> 2021-12-14 18:11:06 UTC https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947707383 E_Stephenson https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947726010 I like the idea of service-learning in social studies. One of the ideas that I had would be to do a clean-up of a local river or pond. While cleaning up the area, the students would record and classify what was pulled from the clean-up. They would record and classify each item removed and separate them into different categories and then look for similarities. Each group would be assigned a category and track the origin of the items. Is there more of a certain type of pollution? For example, are there multiple Mcdonald's cups? They would then answer why they think that the patterns appear. Is it located near a certain fast-food place, etc.? Then, they would come up with possible solutions to prevent pollution going forward. I think this lesson really helps them get a sense of being involved in a larger community and how the actions of people in the community have an influence. This includes their actions, if they are doing this clean-up and see the effects, they will be less likely to pollute and litter and will encourage others that they know not to do so. This learning drives home the importance of community and community action. It also shows them how they can be involved in the solutions to the problems that the community and environment faces. For this lesson, they would be put in groups at the end and each group would come up with a solution or way to prevent the pollution from occurring again. They would then send this presentation to a local official or someone with the influence to listen to and possibly implement their solution. ]]> 2021-12-14 18:19:35 UTC https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947726010 E_Stephenson https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947844863 Attached is my document for the part II of this assignment. ]]> 2021-12-14 19:16:30 UTC https://padlet.com/E_Stephenson/d202xl7ya0ifyd2f/wish/1947844863