Reflection 3
edited
Interconnections of Learning, Teaching, and Thinking
Effective practice requires that the practit…
Interconnections of Learning, Teaching, and Thinking
Effective practice requires that the practitioner has the schema to understand the material in order to deliver instruction, so others may learn. This course had me reflect on my own learning, teaching, and thinking about social studies and digital literacy and how this would translate to the students I teach. Throughout the course my thinking has evolved and deepened as I participated in all the challenges that were placed in front of me. The interactive format had me experience the hands on use of the resources and then connect this to my classroom practice. I am very excited to take what I have learned and apply this to my classes.
When I first started this course my thinking shifted from learning in isolation to going more for depth in understanding. As the course proceeded and my depth of understanding increased I started to feel a sense of disequilibrium. However, when a sense of equilibrium started to settle in with my thinking I started to recognize the interconnections of what I was learning and thinking and how this could translate to my practice. This happened throughout the course, however, one example is when we used Google Maps https://www.google.com/maps/d/edit?mid=zae6cFrQcwHA.kwePlMSPGN3s&vps=2&ie=UTF8&hl=en&oe= to locate our homes and provide a picture and brief description, this connected geography, language arts, and digital technology. When thinking about my classroom practice and how I would use this, I thought of my module on Immigration. The students could place markers on the family’s home of origin and where they living right now. This sense of interconnections continued throughout the course as I searched, reviewed, and analyzed many primary sources delivered through digital technology.
In order to review and analyze primary sources we first had to learn the techniques for searching the various digital resources. The first step was scaffold preliminary searches in this course. In the Guided Tour activity we looked at a digital collections and then were instructed to select two individual collections to go for depth. The next step involved providing explicit evidence of searching proficiency for digital resources. In the activity Searching for a Photo or Map, I chose the Civil War Collection https://www.loc.gov/collections/civil-war-maps/about-this-collection/, where I retold specific details of my protocol for searching primary sources, noting what I found and how we located it. While this demonstrated effective searching procedures it is important to connect the search for resources with how primary sources are reviewed, analyzed, and how this could be translated to instructional practice.
I searched and reviewed a plethora of primary sources in this course in various formats (e g., manuscripts, photos, newspapers, maps etc...). The focus was to find, review, analyze, and translate the primary resources to classroom practice. Once comfortable with the search process and review of the resources, the next step would be to analyze the individual primary source. This was first accomplished in the activity Student Primary Source Form where I investigated a photo of a family during the depression titled, Migrant agricultural worker's family. Seven hungry children. Mother aged thirty-two. Father is native Californian. Nipomo, California, http://www.loc.gov/pictures/resource/cph.3b06165/.This analysis tool is located on the LOC, to assist students in analyzing primary sources by focusing on; what you observe, reflections, what question do you have, and what would you like to investigate further. Once I was able to find, review and analyze the primary source the next step was to connects this to your teaching practice.
One activity that I showed the interconnections of primary sources involved viewing the film titled San Francisco earthquake and fire, April 18, 1906. If I were to use this primary source in my classroom with preservice teachers, I would first have the students view the film and then utilize an analysis form/ questions retrieved from Mary Johnson’s 2011 article, Sound and Film as Primary Sources https://www2.uwstout.edu/content/profdev/digitalclassroom/six/Sound-Film.pdf. Johnson contends that that three questions could be asked before, during, or after the viewing the film. They are as follows:
What do you see or hear?
What do you think you know?
What do you want to know? (p.34).
Once the have student’s completed the analysis on the film, I would have them go to the Virtual Museum of the City of San Francisco http://www.sfmuseum.org/. There they would click on the Great Fire and Earthquake, and select the link titled Eyewitness Reports, http://www.sfmuseum.org/1906/ew.html. The students would take the questions that they had after viewing the film, to see if they could be answered from reading the eyewitness reports. The most exciting thing about what I have learned in this course and how I would use it occurs when I connect all that I have learned translating that to my practice.
I am in the process of creating modules for a Social Studies course for preservice teachers and it is really exciting to connect all the pieces and create this module. One for this module would be on the Industrial Revolution. I choose the Primary Source Set titled: The Industrial Revolution in the United States on the teacher’s page http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/. The teacher page provides historical background, teaching suggestions (e g., timelines or cause and effect), additional resources, and citations for sources, http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrialrevolution/pdf/teacher_guide.pdf. In addition, there is analysis tools for the sources that teachers can use. Further, there is free eBook resource on this topic that can be used on iPads, iPhones or Macs: https://itunes.apple.com/us/book/industrial-revolution-in-united/id988992081. These discovery set has a teacher resources, interactive tools (highlights, note taking, and zoom-in features. Furthermore, this set has music, photos, maps, and political cartoons.
Reflection 2
edited
Teaching and Learning
An effective practitioner is a life-long learner that is open to new ideas…
Teaching and Learning
An effective practitioner is a life-long learner that is open to new ideas and concepts from all the stakeholders. Teaching and learning is a continuous process of taking in new information, applying that to their own background knowledge and developing new and unique conceptual thinking. I feel at this point that I have gained great insights into making my practice more effective and productive through great discussions, using digital technology, and researching, selecting, and analyzing primary sources with greater depth to meet the needs of my students.
I must say I have a new appreciation for the role of online discussion boards. It was always my hope that my students would have good discussions, ask question, or provide some deep insights. Now I am aware that the topic needs to provide that platform, similar to what we did with Ansel Adams photo analysis from the Japanese –American relocation center, //https://www.loc.gov/collection/ansel-adams-manzanar/about-this-collection///. This really made me reflect on the importance of great topics that lead to critical and thought provoking discussions. Also, the role of the instructor needs to be present in the class while demonstrating, interacting, and scaffolding support, as necessary. The same can be noted for the use of digital technology.
While I always felt somewhat comfortable with digital technology the way this course was designed it became natural for technology use to be totally embedded throughout the course work. There were times I did feel a little disequilibrium as I approached the task, but once I was done all was fine. The Voice Thread activity was a great experience and I think what made this such a success is that it was organized around a topic on a slave auction advertisement, 25 Sea Island Cotton and Rice Negros. In addition,there was prepared questions to answer when recording the Voice Thread. This made the task much more comprehensible. This course also excellent activities for researching, selecting, and analyzing primary sources, however, while I was searching I often had to check myself and my thinking about what group of students and with what lens I was selecting materials.
As a professor of literacy, assessment, and social studies, I am responsible for teaching my preservice teachers the content plus methodology for social studies. We currently have two courses for teaching Social Studies, 1. Course that is for teaching content to meet the Florida Educators Accomplished Practices (FEAP’s), and 2. A methods course translating the concepts to practice with elementary children K-6, standards found at Cplams from the Florida Department of Education http://www.cpalms.org/Public/search/Standard. Therefore, at times when searching I felt like I had a split personality. When I did the Interactive module with the Blog, I chose the Blog, titled Making Interdisciplinary Connection with Maps and this could addressed in my methods class, whereas, the Save Analysis document I would use with preservice teachers in the content course. While, many of the activities done in the course to date could be used for both classes, I felt that resources for elementary students on the LOC were not as extensive as for secondary students, therefore I read the article by Evelyn Holt Otten (nd) titled, Using Primary Sources in the Primary Grades to gain some insights and strategies for using and finding primary sources.
The first item I came across when reading this article was what are primary sources, and Otten citied Danzen and Newman (1996) that “early educators will use realia” (p. 24), similar to our Personal Display we are currently doing. Danzer and Newman (1991) go on to suggest that there are 5 different types of primary sources, they suggest; “1. Print documents, 2. Electronic media, 3. Arts-graphic and fine, 4. Folklore, and 5. Physical environment art” (p.21). The article then continued to discuss where you can find primary sources and Otten states everywhere- from your attic, to state archives, of course the LOC, and one interesting site I read about was the Peace Corps at www.peacecorps.gov. You can get teaching videos, resources, lessons, or volunteers. This was very interesting. Otten also advises that thinking about how to use primary sources with elementary be creative! So that is what I will do as I continue my own learning.
References
Danzer, G., & Newman (1997). "Primary Sources in the Teaching of History." In BRING HISTORY ALIVE! A SOURCEBOOK FOR TEACHING UNITED STATES HISTORY. Ankeny, K, Del Rio, R., Nash, D., Vigilante, (1997). Los Angeles: National Center for History in the Schools. ED 417 121.
Otten, E.H., (nd). Using Primary Sources in the Primary Grades. Eric Digest.
http://www.ericdigests.org/1999-1/primary.html
Reflection 1
edited
Digital Learning
When I started this course I felt that I had a solid background in technology an…
Digital Learning
When I started this course I felt that I had a solid background in technology and literacy. However, what I found is that there is always room to grow and learn. I became immediately aware of some of my strengths and also the areas that I could improve, as took time to self-reflect, listen to different voices/ideas of my peers, and dug a little deeper into resources and research. This I believe can assist me in become more technically literate.
Ironically, I am always telling my pre-service teachers that effective teaching goes for depth verses breadth. Yet as I think about where I thought I was in my learning, I am finding that I still have only touched the surface in this digital world I am touring. I am finding myself repeated over and over I didn’t know that or that is interesting. I am starting to learn many new and exciting ideas, especially from my peers through the varied discussions.
I have been impressed with the safe and risk free climate and wonderful ideas, after reading the diverse perspectives of my peers. The dialog interactions are exciting, supportive, and motivating. I feel and have asked questions and answered many questions. Talking online and sharing ideas and concepts I really never thought about the impact it has on a student and now that I have assumed the role of a student I can see the benefits.
I have used the Library of Congress before in my classes and it was always enjoyable and interactive for my students and myself. However, the searches were always on a specific topic and I have not gone for as much depth as I did with this tour. I found myself saying wow that is neat I could use that lesson plan or I can get that primary source on PDF. I was surprised at the depth of information that you can unravel. I felt that I have only been skating across the surface! In reality I have just bounced through the digital world as noted by Bell (2010).
Bell’s, article Belltones: What Kids Know (and Don’t Know) About Technology, discussed that it was often assumed that children today are “Digital Natives” because of their experiences growing up with technology. She claims that children are very comfortable with using and exploring technology but they have no depth when it comes to searching, evaluating sites, or staying safe (Bell, 2010). She applied the term “bouncing” from the work of David Loertscher which he contends to describe when an adult of child just types in a term in the browser and moves quickly from one resource to another (Bell, 2010). I think this described where I was at the beginning of this class. However, I am learning and growing as I dig deeper.
Reference
Bell, M.A., (2010). Belltones: What kids Know (and Don’t Know) About Technology
http://www.mmischools.com/Articles/Column/Belltones/BELLTONES-What-Kids-Know-%28and-Done28099t-Know%29-About-Technology-60473.aspx
