Category: Student Posts

Toward the end of class, Peter asked us if we enjoy teaching lessons in class as a method of learning. After reflecting on this question, I decided I find this method of learning and use of class time highly effective. It offers us a low-stakes opportunity to test ideas and tools learned in class.  In this lesson specifically, I practiced integrating Google Slides, YouTube, Google Sheets, and Google Forms. Trying these out in a low-stakes environment is especially useful as I plan to use similar lessons in my student teaching placement that I have used in our Methods class.

Teaching this lesson highlighted the need to organize and simplify technology integration in the classroom. Rather than having links posted in multiple places throughout the slideshow, I now plan to have one page where students can quickly navigate to all the resources they will need for class, ex. Google Classroom or one dedicated “resources” slide in a slideshow. Doing this will minimize confusion, allow for smoother transitions, and maximize time spent learning.

The aspect of this lesson I liked most was the multiple mediums used to deliver content. This lesson included a propaganda photo, small group discussion, a short lecture, a video, and primary sources. All of these mediums seemed to fit together well and were hopefully well suited to students with different learning styles.

With some touch-ups and scaling the lesson to accommodate 30 students, I believe this lesson would go over well in my student teaching placement. I am certainly grateful I could give it a test-run with our class.

 

Nick Krautscheid

I was very pleased with how my Renaissance lesson went. I wanted students to examine a variety of primary sources that were not just texts. Students had the chance to observe an array of paintings, sculptures, buildings, and literature from two different periods in history. Through doing so, they were able to come to their own conclusions on how the Renaissance influenced culture.

When creating this lesson, I wanted to incorporate a variety of methods of teaching to keep students engaged. First students compared/contrasted the PowerPoint images, then we had a class discussion. Students then read a section of the textbook and shared with the class. Lastly, we had an engaging class discussion as students completed the Google Doc closing activity, which invited deeper thought.

I enjoyed the fact that it was a student-led lesson, in which they had the chance to teach and share with each other. Through moving around the room, I could hear thoughtful discussion amongst students, acting as an informal assessment which I could gauge student’s understanding.

I would gladly do a similar lesson again with my students. I think it went really well.

 

Life and thought in Imperial Rome:
10th Grade Social Studies

Essential Question:
Did classical Romans approach life and thought in a different or similar manner to our contemporary culture?

Past Knowledge:
Students have been studying the geography and general historical sweep of Rome from the Republic to the Empire. A broad knowledge of daily life, social classes, and material culture shall also be included within this survey.

Process:
Class will begin with a series of bad jokes. This shall set the stage to talk about context, and how humor can be utilized to pull back the curtain on thought within an age. Student shall be asked to give a one sentence description of what they think when they think of classical Rome. Following this, we shall go over a brief power point this shall be a survey to introduce the material, and build further context for learners. Following this, students shall be placed in groups of two. Each group shall be given a different set of primary sources and be asked to analyze the documents focusing on a certain aspect of SOAPSTone while considering guiding questions. The groups will reconvene in a circle, each group shall present their favorite epigram and report back what they learned of Roman daily life and their general conclusions. We will have each student as an exit ticket write and epigram of their own, either as an Ancient Roman, or from their own stand point.

Sources

Wealth

Slavery

Patronage