Education Quotes that Match My Teaching Philosophy:
"Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand."
- Native American Saying
"Let us never be betrayed into saying we have finished our education; because that would mean we had stopped growing."
- Julia H. Gulliver
“It does not matter how slowly you go as long as you do not stop.” - Confucius
“Study without desire spoils the memory, and it retains nothing that it takes in.” - Leonardo da Vinci
“[Kids] don't remember what you try to teach them. They remember what you are.” - Jim Henson, It's Not Easy Being Green: And Other Things to Consider
“Education is the most powerful weapon which you can use to change the world.” - Nelson Mandela
“Live as if you were to die tomorrow. Learn as if you were to live forever.” - Mahatma Gandhi
Teaching Experience:
9 years (year- round) teaching social studies in NY: Global History 9th/10th, US History – 8th / 11th, Econ, PIG, Current Events, etc; in a special education setting.
Favorite Websites:
http://www.nationalgeographic.com/
http://www.interventioncentral.org/
http://www.highlightsteachers.com/teachers-toolbox
http://www.schoolhistory.co.uk/
Regents Review:
http://www.teachersdomain.org/special/rr10/
Example History/SPED Lessons:
US History – 8th grade – Intro to WWI
Demographics:
This is an 8th grade inclusion classroom.
-There are 4 students.
- Two of the students are classified: LD and MD.
-The other two students, while not classified, have learning delays / issues due to absence from their home schools.
- The classroom consists of a regular ed teacher (aka – special ed student teacher).
NY State Learning Standards:
Standard #2 - World History - use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives
Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Standard #3 – Geography: use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Lesson Objectives:
- Students will match vocabulary words with proper definitions.
- Students will identify the MAIN causes of WWI.
- Students will identify and sort member countries of alliances during WWI.
- Students will read about and determine event(s) that triggered WWI.
Individualized statements of intent/objectives for students with special needs:
Two students classified LD and MD: Teacher will write order of class activities and class expectations on the board as reminders for behavior and to help organize their time. Students will be assisted by the teacher when reading and writing. The students will also receive extra time to complete the assignment / activity. Students will be redirected / refocused as needed. All students will have the same learning objectives.
*Many of the individual special instructions / considerations will be applied to the whole class as all students can benefit from them.*
Anticipated Challenges:
|
Initials of Child |
Anticipated Challenges |
Special Instruction Considerations |
|
Student #1 |
Needs repetition / practice with vocabulary, can be explosive when frustrated |
Will complete vocabulary worksheet, teacher will periodically check on her to predict frustration and attempt to alleviate any – give break if needed. |
|
Student #2 |
Has trouble sitting still, focusing for longer periods of time. |
Class will be divided into several activities, some of which allow movement. |
|
Student #3 |
Has difficulty organizing information and remembering key words. |
Worksheets will have graphic organizer built in and word banks will be supplied. |
|
Student #4 |
Reading comprehension is low. |
Reading materials will be at a lower level, read aloud to class, and discussed by class. |
Procedures:
Introduction: The teacher will go over the order of class activities and expectations listed on the white board. Students will complete WWI vocabulary practice worksheet, using their definitions for assistance, if needed. Teacher will collect when done.
Body:
-Students will open text books to p. 542. The class will read together and discuss Ch. 23 Section 1 Part A – Setting the Stage
-Teacher will pass out Causes of WWI worksheet. Teacher will go over directions. Students will complete side #1 of worksheet independently, with teacher assistance as needed.
-Students will get out previously made WWI alliances map. Teacher will write Triple Entente, Triple Alliance, and Neutral on board. Teacher will then pass out pictures of countries from their alliances map. Student will go to board and put picture of country under the proper heading.
-Teacher will go over instructions for side #2, questions #1 &2. Students will independently fill in chart for #2 using their maps. Teacher will assist as needed.
- -Teacher will go over instructions for question #3 on side #2. Students will complete question #3, independently, with teacher assistance as needed.
Teacher will pass out separate sheet of paper and then go over instructions for Task #3 on side #2. Students will complete task #3 on separate sheet of paper independently, teacher will assist as needed.
-Students will open textbook to p.543. The class will read together and discuss Ch. 23 Section 1 Part A – An Assassination in Sarajevo.
-Teacher will pass out Trigger Event of WWI worksheet. Teacher will go over instructions. Teacher will read passage to class or take volunteers to read. Students will fill in answers as we go along.
-Students will flip over worksheet and write a short answer stating what they think the trigger event of WWI was.
-Teacher will collect all work and students will put all belongings away properly.
Closure:
-Teacher will verbally review with students the causes of WWI and the trigger event of WWI.
-If there is time and students were well behaved, students may have free time – computer use, card games, coloring sheets, or time to chat.
Assessment of Learning:
- Students will complete vocabulary practice worksheet.
- After reading and discussing WWI causes and trigger event students will know the causes of WWI and the trigger event of WWI - students will complete worksheets on Causes of WWI and Trigger event of WWI.
Global History and Geography 9 – Ancient Roman Geography
Demographics:
This is a 9th grade inclusion classroom.
-There are 5 students – two of whom are currently AWOL.
- Two students are classified: one ED and one is LD. – Both students are currently AWOL.
-One student is brand new – started on Tuesday – but has only be in class for 20 minutes total and her classification status is unknown at this time; the two other students, while not classified, have some learning issues due to excessive absences from their home school. They benefit from the modifications made for the other classified students.
- The classroom consists of a regular ed teacher (aka - special ed student teacher)
Statement of Intent:
Prior Learning: The students must have some reading, writing, and geography skills in order to participate in this lesson. If there were students that did not have any of these skills, accommodations would occur, but the three students in this classroom should be fine with the assistance of the staff in the room and modified materials.
Core of the Lesson:
Lesson Objectives:
- Students will follow specific directions to label a layer map of Ancient Rome, using various provided maps.
- Students will write short paragraph describing how geography influenced the development of Ancient Rome.
Individualized statements of intent/objectives for students with special needs:
All students have difficulty labeling maps and are easily frustrated when writing too many things in one space. Some students have trouble seeing parts of maps when there are too many things labeled on one sheet. So students will label maps with multiple layers of transparency sheets. Students will be assisted by the teacher / teaching assistant when reading and writing. The students will also receive extra time to complete the assignment / activity. Students will be redirected / refocused as needed. All students will have the same learning objectives.
Anticipated Challenges:
|
Initials of Child |
Anticipated Challenges |
Special Instruction Considerations |
|
Student 1 |
Needs a quiet environment to focus when reading / writing. |
She will sit away from peers; teacher will assist her as needed. |
|
Student 2 |
Is easily frustrated by work that is challenging. |
Will be allowed to work with peer, also may work one-on-one with teacher as needed. |
|
Student 3 |
Has difficulty organizing the requirements of assignments/class work |
Each step in the map labeling process will be separated and will be numbered on directions worksheet |
|
Student 4 |
Frequently talks to her peers about inappropriate topics. |
She will be seated near teacher and will be redirected when she starts talking about inappropriate things |
|
Student 5 |
Unknown at this time |
Teacher will address any issues as they occur. |
Purposes: Cognitive Strategies: Students will: explore data systematically, organize data, visually transport data, use planning behaviors, consider two sources of information at once, use appropriate and accurate labels, and focus perception on specific stimulus.
Rationale:
New York State Learning Standards for Social Studies
Standard 3: Geography - Students will: use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth’s surface.
Performance Indicators:
- map information about people, places, and environments
- understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)
Rationale for methodology: The students in this class have different learning styles. Creating the layer map of Ancient Rome is great for visual and kinesthetic learners. The auditory learners will benefit from listening to the summary of Ancient Rome relating to the political and geographical features they will be labeling. Also, many of the students have weak geography skills. This lesson works on finding important geographical features such as Atlantic Ocean, major seas, mountain ranges. This lesson also allows for more analytical thinking using maps to visualize and take seemingly abstract info (for learning challenged students)and making it more concrete – ex -seeing mountain ranges on map that protect people from invaders .Also, layer map will be a helpful reference / review tool as students learn more in Ancient Rome unit.
Procedures:
Introduction: The teacher will go over order of class activities written on white board. Then teacher will review how the geographical features of Ancient Rome affected its development. Teacher will read summary information about Ancient Rome to class. Map of Ancient Rome will be projected on smart board.
Body:
- Teacher will explain the layer map labeling assignment – showing an example of the finished product.
-Teacher will pass out worksheets, maps, folders, transparencies, and writing utensils.
- Students will label their maps following step by step directions and teacher’s verbal instructions, using the maps of Ancient Rome provided. Teacher will assist as needed.
-When map is finished students will write a short paragraph describing how geography affected the development of Ancient Rome, using layer map and Ancient Rome summary. Teacher will assist as needed.
Assessment of Learning:
- After working with and labeling map of Ancient Rome students will be able to locate and identify major physical features and political entities in Ancient Roman Empire.
- Students will write how geography influenced the development of Ancient Rome in a short paragraph.
Closure:
Teacher will ask students to tell how they think geography affected the development of Ancient Rome.
Follow Up:
The next day, students will review the major political and physical features of Ancient Rome using their layer maps. There will also be a verbal review of how geography affected / influenced the development of Ancient Rome.
Resources:
Materials:
-White board/markers – list of class activities listed on board, markers for transparencies
-e-textbook cd for maps of Ancient Rome/ Smart board to project them
-Copies of: Ancient Rome maps, labeling map worksheet, Ancient Rome summary, transparencies, outline map of Ancient Rome,
-Stapler, tape
-lined paper for short paragraph
- writing utensils
Worksheets:
Frank, Marjorie (2002). Map Activities for Historical Events: Incentive Publishers, 34-38.
Maps:
McDougal Littell, (2009). E-edition on CD: World History: Patterns of Interaction, 153,159.
http://gbgm;umc.org/umw/corinthians/maps/empire.gif