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Tuesday, October 27, 2015

Senator Lee visits my classroom

Today my students were so lucky and honored to have our 9th District State Senator, Abby Lee, visit us.  Senator Lee spoke to my middle and high schoolers about the importance of civic virtue and why voting is important.

Senator Lee gave a captivating lesson on the importance political involvement and civic virtue plays in our society.  The students were fully engaged as the senator gave personal examples of civic virtue, explained her job in Boise, and why she entered politics.  Then the students followed up her presentation with questions.
Senator Lee speaking to Mr. Moran's students


Thank you Senator Lee for taking time out of your schedule to visit our classroom!

Also, after her visit, I reflected upon some benefits visitors bring to a classroom.

1) You can't beat practical experience.  As a government teacher I can talk about politics, but students can hear first hand about how important their vote is from an elected representative.  Senator Lee brings the abstract ideas of politics to life with her stories; VERY COOL!

2) Sometimes it helps to have another person say the same thing.  Even though I have taught many of the concepts covered by Senator Lee, it helpful to hear it again through another person.  They put a different spin or a unique way of explaining a concept which students will remember.

3) A visitor will make their day.  I heard several students say after Senator Lee left the school, "Wow! I can't believe she took her time to visit us."  My response to my students was, "Yes, this is how government works.  Our representatives want to share their ideas with you and hear your ideas."

4) Finally, let's face it, everybody likes variety, and my student are no different.  Having a "new" person in the class breaks up the routine.  Thanks again Senator Lee for your civic virtue!

Wednesday, October 21, 2015

Multiple Intelligence-Spatial kids!

Multiple Intelligence - Spatial

I have to honest?...This is my favorite MI learning style.  Why?  Because  while I took the in MI assessment I scored the highest in the spatial intelligence.  Also, in the area of Social Studies, there are so many opportunities for students to learn using this learning style.

WHAT IS SPATIAL?

Spatial intelligence is the ability to think in three dimensions.  This intelligence includes the ability to "see" mental imagery in the spatial forms. Students can image manipulation, graphic and artistic skills, and an active imagination.  Some students who excel in this area might enjoy drawing, reading maps, watching movies (making short videos), or mazes.

Below are a few examples of lessons and assessments that are focused upon spatial intelligence.  I have include a link to these lessons/assignments so please feel free to check them out!

PICTOGRAMS-A different kind of vocab assessmentPictograms:  This is a wonderful activity that allows students to draw small pictures to represent vocabulary words. Students are engaged in this assignment.

Postage Stamp Assignment and Rubric
Commemorative Postage Stamps assignment:  For this assignment, students create their own postage stamp based upon a historical event or a historical significant person.  Then, students write a short paragraph explaining the picture and the historical significant.


High School - Third Party Presidential Brochure

Third Party Candidate Brochure: The spacial learner loves this assignment-creating a brochure.  Sometime students create this using computer programs or by hand.  But spacial learners become focused as work to create engaging political brochures. 
Secondary - WWI Propaganda Poster Analysis
WWI - Propaganda Poster Analysis:  This is a colorful assignment.  Students enjoy examining and analyzing these primary source documents from World War I.  Please feel free to check out the details of this assignment.

Wednesday, October 14, 2015

Multiple Intelligence...Useful or Not?


DOES MI WORK?
Lately there have been several studies that show little or no growth in students when teachers use Multiple Intelligence (MI) in the classroom.

I do not dispute these studies.  These students might not demonstrate any growth, or little growth.  But, are these studies looking at the glass of data as being half full?  What might have happened to those same students if the teachers did NOT implement Multiple Intelligence in the classroom.  Could these same students have fallen?

Don't get me wrong, I want all students to improve and rise the highest level. As an educator, we want to use best practices, and questioning practices is good.  But might these studies have left something out of the study of MI?  MI is so much more than having students complete assignments in different formats. 

WHAT IS MI?
In a nut shell, MI is based upon the premise that "people employ several different types of intelligence, rather than one general type." Dr. Gardner created eight different kinds of learners, that include:
  • Linguistic
  • Logical.Mathematical
  • Visual/Spatial 
  • Musical
  • Bodily/Kinesthetic
  • Naturalistic
  • Interpersonal
  • Intrapersonal
Dr. Gardner believes all people can learn, but we learn best in our own way.  
As a classroom teacher, I have used MI to change my lessons based upon my students learning styles.  Many times, I have created different assignments for the same lesson.  Then I have given students options for the assignment.  For example some students might pick a poetry assignment, while others might complete the presentation assignment. When students have choices they feel empowered in their education.  Empowerment in education is a good thing!

THERE IS MORE!

But there is another side of MI which I think the studies missed; building of a community.  MI is built upon the foundation that ALL students can be successful learners.  All students in the classroom can learn in their own modality.  Some students are known to be the "artist", while other students might be known as the expert in figuring out puzzles, or another might be very good at writing poems.  Over time, the students in the class will learn who the "go to person" will be for a certain skill.  In short, MI builds upon the idea that all students can contribute to the community of learning in the classroom.

MI empowers students in other ways.  When students understand how their brains works, the begin to overcome their obstacles.  MI is a tool for students to discover their best method of learning.  Once students begin the journey of discovery of their own learning, they begin to take charge of the education.  This is a good thing!

NEED RESOURCES?
Please visit my store for many rubrics, projects, and assignments based upon MI. The Social Studies Super Store!

DO YOU WANT TO JOIN IN?

If you might want to learn more about MI, here are a few internet resources.




Sunday, October 11, 2015

Do you love exit tickets? I do!

I love exit tickets!

Why?  There are quick a way and easy way to check for understanding from my students.  And, then I can reteach the concept, idea as way to review the next day.  This helps to make lessons seamless! So here are a few methods to use this formative assessment.

#1- Simply have the students write their answers on a sheet of paper.  Then with a two minutes remaining have them share their thoughts or ideas with a partner.  As the students walk out the door, collect their answers. 

#2 - Twitter ticket:  Students answer the exit ticket prompt in 140 characters or less.

#3 - Simply simile:  Use a simile to have students demonstrate what they learned you learned today.   If students are struggling I might give an example such as "Imperialism is like an octopus; it causes a nation to be stretch out its' arms and power all over the world."

#4 - Just have them talk.  Have them explain it to their partner what they learned or what they are confused about.  Not all exit tickets need to be formal, sometimes simply have students share their ideas, frustrations, or confusions is great!  While students are talking, I roam around the room listening to their responses.  I do not interpret to correct them if I hear any incorrect information. Why not?  A) I want to see if their partner will correct them.  B)  This gives me an opportunity to review the exercise with the students the next day and review the information.

#5 - Rank it!  I start every lesson with learning targets, so for the student's exit ticket, they will rank what they believed was the most important learning target.  Number one is the highest, and number ten the lowest. Then, the students create a short answer question based upon the highest ranked learning target.  Sometimes the students create some very good questions!
 
Finally, the best part of the exit ticket is the next day.  Reviewing the information with the class.  Getting a quick understanding of their learning, then linking the new lesson with the previous lesson.

Thursday, October 1, 2015

A Call to Arms: Protect History Classes In Our Schools

A Call To Arms: Protect History Classes In Our Schools:

In 2012 Marine Corps scout snipers were seen in a photo standing around a logo identical to the one used by an elite Nazi military unit.  The Marines were the Charlie Company, 1st Reconnaissance Battalion from Camp Pendleton, California.  This Battalion was deployed in Afghanistan when a photo emerged showing the Marines standing in front a blue flag with two large “SS” emblazoned upon it, and an American flag above it.  The shape of the Marines' “SS” was identical to the infamous Nazi Schutzstaffel.


Scout snipers in the Marine Corps shown with a flag bearing an "SS" similar in design to one used in Germany by the SS, a paramlitary force that operated under the Nazi party.  

History teaches us the Nazi SS assumed a leading responsibility for security, identification of ethnicity, and control of the concentration camp system.  In short the SS played a key role in the deaths of six million jews and another five million “undesirables” during the Holocaust.
Not only did the SS play an important role in the concentration camps, but members of this unit were very carefully chosen.  SS candidates were required to complete a rigorous selection process where their “racial” ancestry was carefully traced.  Once chosen, an SS soldier was deemed the best German because of their racial heritage.  Also, members of the SS swore an undying loyalty towards Adolf Hitler.

Again, history teaches us how the SS committed other dastardly war crimes during World War II.  Such as impersonating American soldiers during the Battle of Bulge.  During this battle, the SS not only wore American uniforms, but spoke near perfect English, drove confiscated American jeeps, and redirected badly needed supplies and support troops to bogus destinations.  Then after the SS captured Americans soldiers they killed them.  This is what history teaches us about the SS.  The SS were not heroes, but cold blooded, cowardly thugs who killed old women and babies in concentration camps.  Then, breaking the soldiers creed and military codes they killed American POWs in cold blood.  This is what the “SS” truly represents.

Do Marines today really want to compare themselves murderous cowards?  I don’t think so…

In fact a Marine official stated that “We don’t believe these Marine Corps snipers had a historical appreciation for what this symbol meant.”  I agree.  I know many current and former United States Marines, some of my former students are currently serving in the Corps.  I have never questioned their loyalty.  But how did this happen?  Might this be the result of schools across the nation butchering history classes and graduation requirements to almost zero?  I say yes.  Clearly these young Americans did not remember or know their history when the identical “SS” appeared on a blue flag they posed for in their picture.

Secondly, this is not only a blaring example where the lack of historical understanding has proven itself.  But also, history allows us to learn and appreciate from past mistakes and successes others have made.  What worked, and what did not work.  History is what strings our customs and traditions together a nation.  History can, and often does serve as a guide.  After all, if you don’t know where you have been, how do you know where you are going?  

But as a history teacher I am deathly concern for my future Americans.  Will the next generation remember the causes of World War I, or the how our government was sucked into the quagmire known as the Vietnam War?  Will future politicians forget these important lessons because school districts across the nation continue the assault on history?  I do believe this will be true.  

The “SS” flag incident should serve as a warning and urge us to a call to arms.  What will you do to save history in your local school? Will you contact your local school board members tell them the important history plays in the future of America?  Write letters to the editor.  Talk to your neighbors. Let your state leaders know about stories like this can serve as an example of why history is important.