Putting the Pieces Together for Learning

In class, we worked on a collaborative jigsaw project in which the class was divided into different base groups. The base group assigned a Native American tribe to each member of the group. Once the tribes were assigned, the class found their expert groups. Expert groups are the people from other groups who were going to be studying the same Native American tribe. These expert groups worked to find the important information about the tribe, keeping in mind the essential question at hand: How did geography effect the Native American tribes? 

This activity helped to develop my knowledge of the Native American tribes content because, through research and the teaching performed by my peers, I relearned much of the information that I had previously acquired in elementary school. I thought that this learning experience provided a means for learning and becoming an expert in a specific area and then learning from one's peers to better one's understanding of the topic overall. Prior to the project, I had little background knowledge about the Native American tribes. Though I recognized them by name, I was unable to list any facts about each tribe. After the activity, I was able to see my improvement of knowledge by taking the assessment tests created for each group. 

I thought that by completing the Jigsaw activity, I was able to better understand the effects and benefits of this method of learning. I learned that students often learn best when they are learning and teaching for themselves. Many times, the instructional approach that is taken within classrooms is direct instruction. Though this approach has its benefits, there are other methods that prove to be more effective in certain situations. 

This activity could help students learn about geography because they are exploring the effects that geography can have on a specific group of people. Many of the tribes that we studied were affected by geography in similar ways. Students can explore the similarities and differences and how the place in which a person lives can impact the way that they live. 

As a future teacher, I plan on using the jigsaw method to promote cooperative learning. This approach to learning allows students to become experts in a specific topic in a unit, which improves their understanding of the results of their learning. This activity would also provide students with an opportunity to take responsibility for their own learning. This activity could be used across all content are and can be an effective method for learning at all grade levels. Students in the lower elementary grades can complete this activity with more guidance from the teacher. In the upper elementary grades, groups can work more independently and take on more responsibility for their learning. 

"Teachers Who Love Teaching, Teach Children to Love Learning"

Though it has been only a short amount of time, the knowledge and experience I gained through completing my fieldwork teaching experience is tremendous. On day one, my nerves had gotten the best of me. Many thoughts were going through my head: were the students going to understand the material, would they enjoy the presentation, do I know the content, what if things do not go as planned. I learned that teaching cannot be scripted. Often times, the teacher cannot predict the responses that the students are going to provide. Because of this, it is important for teachers to be able to think on the spot and relate the responses provided to the correct answer.

One of my favorite experiences during our fieldwork placement was implementing the cooperative learning lesson plan. I thought that this lesson went smoothly, despite the difficulties my group had with technology. Had this been our first lesson that we taught, I think, as a group, we would have panicked. However, when our presentation did not work on the computer, we were able to improvise and carry out a discussion with the students as if the presentation was being displayed on the board. This experience has taught me a valuable lesson. Before teaching a lesson, especially one that includes technology, have a back up plan.

Another lesson that I learned is that communication is essential for the success of co-teaching. Our group taught two lessons consecutively. In between the two lessons, I had spoken to Dr. Smirnova and she gave me a suggestion on how to carry out the lesson in a more timely manner. So as the second lesson began, I took Dr. Smirnova's suggestion into consideration. However, I forgot to inform my group members of the minor change. Despite the confusion, we were able to work off of each other to provide students with all of the necessary information that they needed.

Creating a meaningful learning experience for students is very important when teaching social studies to young learners. Typically, many students cringe at the thought of studying about the past and the other various areas of social studies. However, by providing students with an opportunity to participate in meaningful, authentic, and engaging activities, students are more likely to remember and learn the content that is being presented to them.

Incorporating technology into the lessons can be used to help engage students throughout the learning process. Something as simple as a Wordle or Voki animation can be used to grab the students attention and introduce the lesson or activity to the class. I thought that the Voki animation provided a good introduction to the task in our inquiry lesson. Our Voki animation of George Washington told the class that he had a mission for them in which they were going to become historians and discover the past. The students in the class were excited to complete their work and report back to George Washington on their group's findings.

At the end of the American Revolution Unit, our entire class celebrated the fourth graders hard work and achievement during the prior weeks by presenting them with certificates. We also administered a post test to see how much the students learned based on the lessons that each of the four groups had taught them. It was interesting to compare the test results to the pretest. By doing so, we were able to measure the students' improvement of their understanding of the content at the end of the unit.

Overall, I thought that the teaching experience went very well. I think that the experience is something that will help build my confidence in the classroom and help me to become a better teacher. I look forward to using the lessons that I learned in my future teaching.

Hug the Earth

Hug the Earth 

On November 11, our class time was spent discussing with our peers our concerns for the Earth and what we think is important to teach to our future students based on these concerns. Through an activity called Hug the Earth, each student was given an opportunity to express his or her concern for the Earth and propose a way in which he or she could bring awareness to the issue in our own classrooms. Many of the issues presented in the class discussion involved world peace, saving the animals, and building awareness of the effects of bullying on specific groups of people. The issues mentioned in the class varied from global issues to local issues. After each student had shared his or her thoughts, one student held the globe up in the center while the rest of the students placed a hand on it.
This could be used as a symbol for how, as a class, we can make a difference in the world by addressing the concerns that we had previously expressed.


This activity can be used in an elementary classroom to introduce the students to a geography unit. Students can each take turns and hug the Earth as they share something that concerns them. Students can reflect on the ideas of their peers by contributing to the discussion. The students will come to realize, with the guidance of the teacher, that they can make a difference in the world. All together, the class can take on the challenge of bringing awareness to some of the concerns expressed throughout the activity.

Sneetches are Sneetches - Teaching Culture to Young Learners

Teaching in accordance with the National Standards for Social Studies may not always be an easy task. However, the article RESPECTing Culture with All Learners provides a meaningful and powerful learning experience for students to partake in that allows them to understand the differences and similarities among various groups of people, while promoting the idea of equality and respect for all. The activity suggested is designed to promote and develop cultural competence among students based on the values of RESPECT.

Reality

Exploration 

Senses, sensitivities, and sensibilities 

People

Equity 

Care

Talk

Using this idea at the base of the learning experience can help students understand the importance of what they are learning as well as the significance of promoting equality and respect for each individual. 

The Sneetches by Dr. Seuss

The activity suggested in this article incorporates children's literature into the social studies curriculum, while still addressing the National Council of Social Studies Standard 1. The author suggests that the story, The Sneetches by Dr. Seuss can be used to introduce the four main principles of the standard for culture. The learning experience is divided into four parts, each of which are equally important when teaching the concepts and ideas incorporated in the area of culture and developing cultural competence.

RESPECTing Culture with All Learners provides a learning experience that will benefit students by promoting the values of respect and equality for all individuals that should be used in the classroom. The practices carried out in the classroom are reflected in the students’ behaviors outside of the classroom. By incorporating these ideas and morals into daily life, students can learn about the various cultures of their peers and develop a sense of respect for each student in the classroom. 

This activity can be easily implemented in the classroom to teach culture based on specific values and morals. I think that this can provide students with a significant and authentic learning experience that they will benefit from long after the activity is completed.