TV as History Lesson Reflection

My lesson on using TS as a form of primary source went well for the most part. I think that the ideas and concepts were there and conveyed what I wanted the lesson to show. However, I believe that my lesson had a fatal flaw in the fact that I did not incorporate actual footage of the videos I was describing. I would make students read the description of the episode since I thought it would be more beneficial since they could not see the entirety of the episode itself due to its length. However, I should have found video clips that were in line with what I was looking for rather than having them read it due to the nature of TV. If I were to do this lesson again, I would include clips of the episodes I would be presenting.

Reflection- Colonial Life

As a whole, I think this lesson went pretty well. It was a time for me to reflect on one of my lessons for my unit plan and see complications in it. Even though my presentation was not formal as in I was the teacher and the class was the students I found how I did it to be more beneficial for what I needed. I learned a lot and ended up changing the video for the Quick Response, which I think was a good move (for now). I decided it would be best for the students to watch that video at the end of the unit, when they have enough prior knowledge to understand that this was not the only story. So, thank you all for your help! It was greatly appreciated and I took a lot out of it.

WWI Lesson Reflection

I believe the general ideas behind this lesson were solid, but the google doc format really did hold up the learning and purpose behind the entire lesson. The idea that as a teacher, I wasn’t doing anything besides answering questions and guiding students through an activity was really a great thing, the problem was in the execution. Upon further thought, I’ve modified the lesson to take place on a google form, and a final google slide show. The google form is less interactive than the document but ensures all students participate, and guides them through the lesson well. The google slides will allow students to still do the work finding their own piece of propaganda, political cartoon, or another primary source, but instead of awkwardly copy/pasting into a google doc, each student will have an assigned google slide, and they will do their work only within the confines of this slide. The students will then present their information to the class in a low-stakes presentation. I’m testing out this version of this lesson next week, so we’ll see how it goes!

Reflection: Martial’s Rome

Reflection on Lesson

Although I am formed of the most beautiful and ruddy Callaic gold, I glory far more in my workmanship; for it is that of Mys.

Alas, this is the last epigram we shall see. My mistake with this lesson was that I was caught up within the workmanship of the epigrams and lost sight of my learning target. This was most certainly my folly. Though I went into this lesson with a clear intent, I spent the majority of my prep time learning about Martial, his works, and the Rome he lived in. I think for me this illustrates one of my greatest struggles in teaching history, balancing my own passion and excitement for the materials with digestible and effective lessons.

Overall, I would say that the lesson is workable. I think more clarity and focus would be required in the future via fewer more focused epigrams, this would be the order of the day if I taught the lesson as it is once more. In truth, I think the ideal utilization of Martial, and Juvenal, would be as vignettes set within a larger lesson. I believe they do provide humanization, which was my professed goal, but that flooding students with these works tends to obscure this. Further, attempting to impose SOAPSTone on these works added an unnecessary layer, to an already unwieldy amount of information. This also obfuscates the general idea behind the lesson and asks the students to perform too many tasks at once.

On the other hand, Martial and Juvenal do provide more lively sources than the majority of these we see about the classical world. I believe that utilizing comedic sources does have value, and think that they could be successfully integrated into the lesson. Overall, I am pleased, I have learned about a new set of sources and now spent enough time among them I can navigate them with confidence, and know they shall serve me well in my Rome unit.