Jennifer+Hallberg

by Jennifer Hallberg**
 * Response Journal # 1

1. Jennifer Hallberg - High School Social Studies teacher, Dhahran High School, Saudi Arabia 2. I did take a workshop on instructional backward design, so I have a little knowledge of what it is about. I am excited to learn how to apply it now. The workshop was only a discussion of why it is used by educators and some examples. 3. I believe that deepening my knowledge of curriculum design will paint a brighter picture to me and my students of why we are learning a particular unit and how the activities and assignments will address those issues.


 * Response Journal # 2

__Knowledge Alive:__**

1. In regards to knowledge arts, the author is stressing that it is important to not only teach students the information, but teach them how to create, organize, communicate and act on it. Knowledge alone is not effective in developing the student as a whole, but knowing how to apply it is key. 2. I feel his ideas and suggestions are valid. He states that by using, "thinking routines" students will become aware of their applications to the knowledge/information they are learning. Students do need to be more aware of why and how this information they are required to learn will be of benefit to them personally. Making a correlation between them (the students) and the impact that information has had on the outside world does help the student see the important connections. 3. The author's implications state that educators need to, "manipulate knowledge" in different ways. I appreciate the example that was given on historical information, being that I am a history teacher. He stresses that it is important to discuss and present information in ways that offer insight to different people. I do in fact try to apply this approach in my history classes through examining various primary sources which are key in learning History. I am happy to find out that I am on the right track regarding this author's suggestions.


 * __Preparing for Today and Tomorrow:__**

1. Important aims noted from the author are: a. teaching the student that they will be experiencing life differently in the future. The author stresses that it is important to show/teach students how to handle to changes. b. He goes on to state that it is imperitive that we as eductors teach students that obstacles will arise and there are ways to work around them. Students need to be understanding of the fact that there are not always one right answer to certain obstacles. c. He goes on to state that challenging them with interesting, meaningful situations are key. 2. In reality, teachers may teach to what is important today and forget the correlation to the future world. "Some day you will need this," may or may not actually apply to that certain student, therefor, the material/lesson would be invalid. Also, contrary to the author's aim, we do see "hoop jumping." There are some paths in education that the student must take, such as, certain classes to graduate, levels of classes to get into certain colleges, etc. Different states, universities require different obligations, therefore, we all have hoops to go through in life to get jobs and/or licenses for our professions. Requirements, policies, standards continue to change in these venues, so, the best we can do as teachers is that of what was mentioned earlier; to prepare the students the best we can for a changing world. 3. I feel that I am able to address these issues realitavely well in my classes. I offer a variety of activities to meet the different styles of learning that do entail the aims the author has mentioned. Judgment, critical thinking, meaningful literacy, and collaboration are all used in my classroom at some point during the units covered.

** ** While reading this article, the first thing I thought of was, “coach.” Being that I am a basketball coach, I could really see a correlation between what a constructivism teacher is and the role of a coach. Like coaching on the court, the teacher acts as a coach in the classroom. We teach the students how to learn new skills that can be applied to the skills they already have. The teacher then guides them and lets them be a part of the learning process, thus empowering the student to have an active role in their education. Teachers can also address this learning with models. Students can act as models, or peer-coaches, in learning. This gives the students another view on education and learning. Concerns to this paradigm, could be that the students with alternative needs could get lost in the team player approach; just as someone in a sports team that hasn’t developed the skills needed to play an active part on the team. These students could feel left behind or out of place. Depending on the kind of support and programs the school offers would play a part in the success of this paradigm. Also, it is important to keep in mind the creativity of the individual student. Some students work more comfortably alone, preferring to explore new ideas and answers by themselves. Each child has a unique personality, background, and life experiences; we as teachers just need to learn how to reach each child with an open mind and a variety of teaching tools. Powerful Learning **  1. __ What they learn is personally meaningful. __ This is an approach that I try to incorporate in history units at all times. Being that history can have that feeling of, “why does this matter now,” I try to give my students correlations of then and now situations. For example, I just ended a unit in U.S. History on reconstruction. To better understand the process of reconstruction in the south; I had the students pair up and come up with a plan and rubric for reconstructing a place that was effected by a natural disaster or act of terrorism that had affected them personally or in a region of interest. Hurricane Katrina, the earthquake in Pakistan and the tsunami were very popular selections.  2.  __What they learn is challenging and they accept the challenge. __ This is an example that I like to use with my students when doing projects to accompany their history units. In these projects, I like to challenge the students to use a piece of technology that they have never used and would like to become familiar with. When presenting their project as a group, they are challenged to become better users of technology, and that is usually a challenge they love! Using this new technology they have acquired gives them a sense of empowerment and confidence and you can see it when they present.  3. __What they learn is appropriate for their developmental level. __ Learning is developmental and being a high school teacher, I am challenged to use the higher levels of blooms taxonomy. This is why I like to use real world projects to accompany my units and then make a direct correlation with the assessment. For example, after the reconstruction unit – project, I had the students write an essay that had to do with the responsibility of the governments during a time of crisis. (This essay was also tied into the writing portion of the SAT.) They were asked to support their thesis with points and reasoning and examples from what they had learned throughout the unit and their work with the projects.  4. __They can learn in their own way, have choices, and feel in control. __    This is an example that I use frequently in my regional geography classes. The focus of the class is on building case-studies on real issues happening today. The case-study is very independent and open to research on the issues they want to learn more about. Along with the written reports, they have choices on how to present their case to the class. They can use a variety of multi-media equipment, video, pictures or PowerPoint. This class is an elective for juniors and seniors, and I have always had a positive response in terms of the structure and independence of the class.    5. __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">They use what they already know as they construct new knowledge. __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">In my U.S. History classes, we use a lot of primary and secondary sources to analyze and develop an understanding of events that occurred during early history. The students can take their new information of what was taught during the unit and practice their skill in detecting bias while reading through the primary sources. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'"> 6. __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">They have opportunities for social interaction. __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'">   <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">This is one that I do a lot of in my classes and also incorporate into our MUN program. Most of my projects that we do in History are done in groups and involve going to the library for research, collaboration and writing. The students are able to work in small and large groups and seem to be very comfortable in helping each other out when they are stuck on something or find a piece of interesting information they want to share with one another. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'"> 7. __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">They get helpful feedback. __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'">   <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Again, another area that I use frequently in my project assignments. I like to use a rubric with completion dates and steps. This way, I can give students constant feedback on whether they are on the correct path for the project. This gives them a feeling of success when they are receiving positive feedback along the way. But also, it gives students a chance to fix any mistakes they may have encountered, so the end result can be a deserving high mark. They like the constant communication throughout their projects; it encourages them to keep working hard, and that their hard work will result in the best mark possible. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'"> 8. __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">They acquire and use strategies. __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'">   <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">A great example of this tool that I use in my classroom is when we do the DBQ project. In my history classes, students learn how to analyze primary and secondary sources, recognize bias and then take that information along with their outside information, to formulate a DBQ. After we practice this method, students then develop their own DBQ. This approach goes right along with the backward design model. Students can better understand the outcome when they themselves develop this important method. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'"> 9. __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">They experience a positive emotional climate __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">This is a biggie with me! A safe, positive, relaxing learning environment is one of the most important aspects of my teaching pedagogy. Having respect and rapport with students just promotes learning like crazy. In my experience, Students WANT to learn and please the teacher that shows them respect back. I remember the fact that my high school years were not always pleasant and that I didn’t always have someone to turn to, in that respect, I WANT to be there for my students in and out of the classroom. Often times, I will eat lunch in my room because many students will just want to come and “hang out” with me, or share something that is bothering them. I enjoy being that person they feel they can trust and turn to when needed. This is why I am a teacher. I enjoy being a part of my student’s life and want them to remember me as someone who was there for them when they needed someone at school. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'"> 10. __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">The environment supports the intended learning. __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">I like to use debates, committees, country assignments for this one. Also, I will try a mock trial this year. Students really enjoy getting into character when studying about a particular event in history. When they can research, write a dialogue, dress-up and feel the emotional impact of an event or person in history, they will remember it! I have sat in on some amazing mock trials in AP European history and the students are 100% into character. The assessment results prove this tool as being valuable in learning. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> __** Backward design just makes sense. I can’t imagine teaching without knowing what objectives I plan on achieving. Personally, I have not had the experience of learning the different methods used in designing curriculums. My plans have resorted to my own template of thoughts with a backward design edge to them. Many of my colleagues and professors in the past have used and continue to use this method in teaching and have proven it to be the most effective way in designing units. How is this proven? The continuous research on this method and the research you have presented to us support this plan by showing the teacher how to stay focused on the objectives/goals they plan to have their student finish with. __ Response # 6  __ When a student is “getting it” or really understanding the content, you can just see the look in their face that says to the teacher, “I know what is going on,” especially if you really know your students. The concrete evidence is when you ask the student to apply, synthesize, analyze and evaluate that given information by ways of assessments. Students should be given a variety of opportunities in or out of the classroom to prove their knowledge of the content. It is important to recognize the diversity in learning to allow students to express their knowledge in unique ways. ==<span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi; mso-bidi-language: AR-SA">Again, I will reiterate what I had mentioned above with the various ways students should be given to prove their knowledge of the material. I provide a variety of assessment activities to allow for the diversity of expressing knowledge. Most students can just memorize concrete information, but to go beyond that in encouraging the student to express their new knowledge in useful, unique ways should be one of the teacher’s goals. ==
 * Response Journal #3
 * __Constructivism as a Paradigm for Teaching and Learning__
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Response Journal #4 **
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">
 * __ Which of these conditions are viable in your present teaching assignment? __**
 * Well, as you have read, I have shown several examples of all of these being viable in relation to my classroom activities. I believe in all of them as tools for “Powerful Learning.” I like to think of my classroom as a safe, energetic, positive, challenging, fun, respectful and engaging atmosphere. I always try to put myself into my students shoes (and try to remember they are teenagers!) and think, “Would I like this project or assignment?” From there, I can change or edit my plans and just try to do the best job I can in reaching everyone. **
 * __ Response # 5
 * What behaviors do you associate with student understanding? **
 * How do you distinguish between students “knowing” and “doing” versus understanding what they are studying? **

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