Rationale: In my classroom I make it a point to vary instructional strategies whenever possible. One of the reasons I chose to become a high school social studies teacher is to break the stereotype of a boring, lecturing history teacher. The attached piece of evidence is a lesson plan and project sheet for my sophomore United States History students that I created in EDT 658. The activity involves creating a PhotoStory about a Civil War battle from the perspective of someone who lived at the time, creating a mock primary source. I have attached the example I created for the Battle of Gettysburg. Students are challenged to think critically, problem solve, collaborate and create a good finished product to present to the class. By varying instructional strategies both the students and I are challenged and motivated.
KSD 4.K.3 The teacher knows how to enhance learning through the use of a wide variety of materials and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources). While compiling their PhotoStory, the students will need to research their battle thoroughly, using print resources like reference books and texts as well as by analyzing primary source documents and artifacts. The learning will be enhanced through the use of technology like digital voice recorders and the PhotoStory program.
4.S.4 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students. Throughout this lesson I take on many different roles. First I will be instructing the students on the basics of the Civil War, setting the stage for this assignment. Then I will present my example as an introduction to the project. During the research process I will be a guide and resource for the students and finally, at the end, I will be part of the audience as they present their final product.
4.D.1 The teacher values the development of students’ critical thinking, independent problem solving, and performance capabilities. Creating a PhotoStory like this will clearly help develop critical thinking and problem solving skills as the students are challenged to create a mock primary source document. They will need to compile images, information, authentic vocabulary and the technology together to tell the story of the character they create.
Standard 4 : Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
Evidence: 658 PhotoStory Lesson Plan / Project Sheet / Gettysburg Photo Story I created
Rationale: In my classroom I make it a point to vary instructional strategies whenever possible. One of the reasons I chose to become a high school social studies teacher is to break the stereotype of a boring, lecturing history teacher. The attached piece of evidence is a lesson plan and project sheet for my sophomore United States History students that I created in EDT 658. The activity involves creating a PhotoStory about a Civil War battle from the perspective of someone who lived at the time, creating a mock primary source. I have attached the example I created for the Battle of Gettysburg. Students are challenged to think critically, problem solve, collaborate and create a good finished product to present to the class. By varying instructional strategies both the students and I are challenged and motivated.
KSD
4.K.3 The teacher knows how to enhance learning through the use of a wide variety of materials and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).
While compiling their PhotoStory, the students will need to research their battle thoroughly, using print resources like reference books and texts as well as by analyzing primary source documents and artifacts. The learning will be enhanced through the use of technology like digital voice recorders and the PhotoStory program.
4.S.4 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.
Throughout this lesson I take on many different roles. First I will be instructing the students on the basics of the Civil War, setting the stage for this assignment. Then I will present my example as an introduction to the project. During the research process I will be a guide and resource for the students and finally, at the end, I will be part of the audience as they present their final product.
4.D.1 The teacher values the development of students’ critical thinking, independent problem solving, and performance capabilities.
Creating a PhotoStory like this will clearly help develop critical thinking and problem solving skills as the students are challenged to create a mock primary source document. They will need to compile images, information, authentic vocabulary and the technology together to tell the story of the character they create.