So, the lesson plan assignment was pretty vague and I really had no idea what I was doing. I have never created one before. I pretty much used the example as my template. I liked the way it turned out somewhat but also felt conflicted; like it needed more.
As far as everyone else's went-we all kinda brought something different to the table. I liked hearing everyones original ideas. Some people seemed to have too short of a lesson plan and others seemed too long. However, I really didn't feel comfortable critiquing anyone's efforts considering I feel I have no knowledge on the matter.
I'm not sure what else to say. My presentation of my lesson plan sucked, I am fully aware of that. I hurt my back a couple weeks ago and have been trying to play catch up ever since (while still trying to get my back better and keep up with my current responsibilities).
Thursday, October 16, 2008
Tuesday, October 7, 2008
Active Learning
I had never really heard the term "Chalk and Talk" prior to taking this class. But now I realize I have experienced that teaching style for a dominant portion of my education.
The idea of active learning seams so appealing from a student and a teachers point of view that you wonder why it isn't used more often. The only thing I can come up with is that it takes a lot more time and preparation than just standing at the board and lecturing.
I didn't really think of it as active learning at the time, but when I was in forth grade I had the most inventive teacher. She is one of the main impetuses behind me wanting to be a teacher myself and the woman really took active learning to a whole new level. She put more time in effort into that one year of teaching our class than I think some teachers do for their entire careers.
Depending on what era of history we were studying she would decorate the entire classroom to go along with it and have stations for all the other subjects we were learning that reflected that era. We also went on frequent field trips. For instance, when were were learning about pioneers she had us all dress up in clothes fitting to the time period. We then brought radio flyer's from home which she converted into "covered wagons" that we took on a day hike. While on the hike we were given mason jars with cream and marbles that we had to "churn" while we were on our hike. When we got to our destination there was hot stew and biscuits waiting for us and we used our homemade butter on them. We all complained we were hot and tired and she would just reply, "We're going back to the air conditioning when we're done. What do you think it was like for the pioneers?" After filling up on food and singing old folk songs we forgot about the long walk and actually learned what it was like to be a pioneer. The best part is that it was an accident. She didn't tell us what it was like, she showed us. I think that is the most important part of active learning.
The idea of active learning seams so appealing from a student and a teachers point of view that you wonder why it isn't used more often. The only thing I can come up with is that it takes a lot more time and preparation than just standing at the board and lecturing.
I didn't really think of it as active learning at the time, but when I was in forth grade I had the most inventive teacher. She is one of the main impetuses behind me wanting to be a teacher myself and the woman really took active learning to a whole new level. She put more time in effort into that one year of teaching our class than I think some teachers do for their entire careers.
Depending on what era of history we were studying she would decorate the entire classroom to go along with it and have stations for all the other subjects we were learning that reflected that era. We also went on frequent field trips. For instance, when were were learning about pioneers she had us all dress up in clothes fitting to the time period. We then brought radio flyer's from home which she converted into "covered wagons" that we took on a day hike. While on the hike we were given mason jars with cream and marbles that we had to "churn" while we were on our hike. When we got to our destination there was hot stew and biscuits waiting for us and we used our homemade butter on them. We all complained we were hot and tired and she would just reply, "We're going back to the air conditioning when we're done. What do you think it was like for the pioneers?" After filling up on food and singing old folk songs we forgot about the long walk and actually learned what it was like to be a pioneer. The best part is that it was an accident. She didn't tell us what it was like, she showed us. I think that is the most important part of active learning.
Tuesday, September 30, 2008
Intro-Thoughts on the Class
Honestly, I have never been one of those people who econ really clicked with. I'd have to say that my two intro classes for micro and macro were definitely two of my hardest lower division GE. So...needless to say when I found out I had to take upper division econ I cringed but was then relieved to learn about an econ class that was specifically designed for future teachers. Even at that, I still felt a little resentful that I needed even one more class that had econ in the title. After all I want to teach History, maybe Political Science as a plan B, but not Economics.
That being said, after the last few weeks I've started to open my mind to the possibility of adding Economics in the plan B slot. I have always found the theory's and impetuses behind economic choices really interesting and I have always been aware that economics crosses any number of disciplines. However, I really struggle with wrapping my head around any concrete understanding of the hundreds of graphs and formulas I memorized in order to pass (not excel in) an econ class - the idea of using music to teach econ struck a cord with me because it took it outside the box. It made me realize it doesn't have to be that bad all the time.
I have wanted to be a teacher since I was a little girl. History in particular because the older I got I realized that I loved the subject but always felt so detached from it. It took me until my Sophomore year in High School to come to terms with the fact that the Holocaust didn't happen in hundreds of years ago. I want to be the teacher who makes her students see themselves inside of History. Almost in the same sense that I relate a sociologist to a historian. A historian just has the luxury of being able to use more hindsight. So I guess to get to the point: I am realizing that econ has this capacity too I just need to find whatever it is that will make it resonate with me and could possibly actually enjoy it too and pass that on to some students. I've got to make the best of this class so I have that much more to offer when I'm done with graduate school.
That being said, after the last few weeks I've started to open my mind to the possibility of adding Economics in the plan B slot. I have always found the theory's and impetuses behind economic choices really interesting and I have always been aware that economics crosses any number of disciplines. However, I really struggle with wrapping my head around any concrete understanding of the hundreds of graphs and formulas I memorized in order to pass (not excel in) an econ class - the idea of using music to teach econ struck a cord with me because it took it outside the box. It made me realize it doesn't have to be that bad all the time.
I have wanted to be a teacher since I was a little girl. History in particular because the older I got I realized that I loved the subject but always felt so detached from it. It took me until my Sophomore year in High School to come to terms with the fact that the Holocaust didn't happen in hundreds of years ago. I want to be the teacher who makes her students see themselves inside of History. Almost in the same sense that I relate a sociologist to a historian. A historian just has the luxury of being able to use more hindsight. So I guess to get to the point: I am realizing that econ has this capacity too I just need to find whatever it is that will make it resonate with me and could possibly actually enjoy it too and pass that on to some students. I've got to make the best of this class so I have that much more to offer when I'm done with graduate school.
Subscribe to:
Posts (Atom)