美国历史教学我的一周课堂和教学策略展现英文版.docx

美国历史教学我的一周课堂和教学策略展现英文版.docx

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美国历史教学我的一周课堂和教学策略展现英文版

HistoryTeaching:

AWeekInMyClassroomandADemonstratedStrategy

历史教学：

我的一周课堂和教学策略展现

DaleGriepenstroh

HistoryTeacher

ChulaVistaHighSchool

CA,USA

InlieuofalessonplanIsubmitmyoutlineofatypicalweekinmyclassandtheroleindependentreadingandwritingplay.IwillexplainhowIattempttomakeself-directedlearnersandempowered,curiousstudents

TheclassisanadvancedworldhistoryclassdesignatedasAdvancedPlacement.AdvancedPlacementisacertifiedcollegelevelclassforhighschoolstudents,inthiscase15-16yearsofage.Theclassismorerigorousthanaregularworldhistoryclassinthatstudentsareexpectedtocover10,000yearsofhistoryin36weeks.Studentsarealsoexpectedtolearntowrite3typesofcollegelevelessays,andtakeanexamattheendofthecoursetodetermineiftheyreceivecollegecreditforthecourse.

ThiscourseisapprovedbytheEducationTestingServiceandCollegeBoardforitsrigor.TheirexpectationscanbefoundinacourseguidelinecalledtheAcornBook,namedfortheirlogo,anAcorn.EachAdvancedPlacementcoursehasitsownAcornBookwhichservesasaguidetothe

teacherofcurriculumthatmustbecoveredforstudentstobesuccessfulontheperformancetestattheendoftheyear.Thisisinadditiontostategovernmentrequirementsforthecourse.

Becausethereissomuchmorereadinginvolvedandthecriticalthinkingisatamuchhigherlevel,thiscourserequiredtheteachertobeacontentcoachandliteracyteacher.Studentsmusttakemoreownershipoftheireducationbybecomeliterateatorabovetheiragegroupsabilityveryquicklyforthemtobesuccessful.Inthisweeklongdescriptionofmytypicalpractices,IhopeyouwillseetheimportanceIplaceonstudentsbeingself-motivatedandefficientinformationgatherers.

Ialsohavegivenaliteracyfocusedstrategyonflashcardsusedinmyclass.（discussion20-30minutes）

Monday:

TostartourreflectiononMondaymakesthemostsense.AtypicalMondayinvolvesreviewingthetestwetookthepreviousFriday.IuseamethodintroducedtomebyBillZiegleratSanMarcosHighSchool,thatmakesstudentsresponsibleforreadingachapteraheadinthetext,whileinclasswecoverwhattheymayhavehadtroublewithinthelastchapter.Forexample,studentsreadchapter22overtheweekendorduringthe

weekandtakethetestforchapter22onFriday;meanwhile,Icoverchapter21inclasstyingallcontenttogetheraswelearnscaffoldedpatternsandskills.Ipaycloseattentiontoareasofweaknessnotedonthetestfor21takenthepreviousweek.

Tuesday:

Tuesdaycouldbeusedforalessoninvolvingthemostmissedinformationonthetestfromthefollowingweek,apreviewofinformationonthatweek’stest,aseriesoffilmclips,oratimedwriting.Mostweekswehaveatimedwritingstyingtogethertheinformationfromthepreviousweek’schapterswiththecurrenttopicoftheirreading.Asbeforestated,mychallengeistostrengthenthepreviousweek’scontentknowledgeandhopefullyconnectittotheircurrentreading.Theyareresponsibleforkeepingupwiththereadingandnotfallingbehindintheirnotes.

Wednesday:

Wednesdaywedoubleblind,peergradebyusingstudentidentificationnumbersfortheauthorsandtheevaluators.Iswitchthepapersbyclasssostudentsareassessingadifferentperiod’swriting.Stillcontroversial,Iknow.Onthesurface,peergradingsavesmetimebyhavingthestudentspickouttheglaringerrors.Theideaofcourseistohavestudentslearn

fromeachother’smistakesthroughpeer-evaluationandtolearnthatthekeytogoodwritingiswhatotherscanunderstand,notwhattheythemselvestrytoexpress.

Peergradingisnottheanswertoevaluating150essaysatonce.Itmustbeusedjudiciouslyandwithincreasingstudentconfidence.Istartpeergradinginthefallafterthestudentshavewritten2-3essayswhichIhavecorrected.Theyusetheiressayrubricswhentheywritealltheessaysfirstsemestersotheyhaveanideaofwhatwillbescored.Theyarefamiliarwiththerubricsenoughtoascertainifanotherwriterhasattemptedthepoints.Theyareofcourseleeryastowhethertheattemptwarrantsapointontherubric,butWednesdaysarededicatedtogoingthroughtherubricpointbypointandexamplebyexample.

OftenIwillusepreviouslywrittenessaysonoverheadsandcorrecttheprojectedessayonseverallevels:

rubric,grammar,historicalaccuracy,style,etc.Iencouragethestudentstowriteallsortsofnotesontheirpeer’sessaysotheauthorwillhavemuchfeedbackonmanylevels,butintheenditistherubricscorethatwewillusetoevaluatestudentperformance.Admittedly,themaindrawbackwithpeergradingistheaccuracyofthecommentsandscoring.

Thursday:

Studentsaskmequestions,clarifyingthechaptertheyarecurrentlyreadingforthefirst5-15minutes.ThenwemoveontolessonswhichIpresentedtotheITIEconferencebeforeinKunming.

Ihavebeenusinglessonsfor6yearsandIgiveithighmarksforhelpingstudentsreviewlargeamountsofinformationandaidingwriting.Thursday’slessonfusesthematiclearningandscaffoldingwithreciprocalteaching/learning.Theformerhelpsstudentsmakeconnectionsthroughouttheyearandthelatterallowsforstudentdiscussionofreadmaterial.ResearchshowsthatbotharebeneficialforlowergradelevelsbutIfeelitreallyhelpsaidethehigherlevelthinkingskillsneededforAdvancePlacementWorldHistory.

Itisveryimportanttokeepremindingstudentsofhistoricthemesthatmakeanalyzingeasierandwritinginparagraphssecondnature.TheactivityonThursdayismeanttobeareviewfortheFridaytest,butitissettingupstudentstodowellontheirTuesdayessaysastheylearntoanalyzematerialandbreakchaptersdownintothematicchunksofinformation.

Inanefforttomakethesethemeseverpresentintheirreading,writinganddiscussion,thereare8themebulletinboardsthatdominateonewalloftheclassroom.standsforSocial,Political,Intellectual,Religion,Interaction,Technology,EconomicsandDependenceontheEnvironment.AllofthesearementionedintheAcornbookinsomefashionoranother.

Atthebeginningoftheyearwehaveadiscussionofwhattopicsgoinwhatthemes:

Socialwouldincludesocialclassesandtherolesofwomen,men,children;Politicalwouldincluderulersandlawsandbureaucracies;Intellectualwouldincludeart,architecture,literature,philosophyandeducation;Religionincludesgods,worship,afterlifebeliefsandscriptures;Interactionwouldbeexamplesofinter-culturalactionslikewars,tradeormigrations;Technologyincludesanytoolsortechniquesasocietyimprovesupon;Economicsistrade,laborsystems,resourcedevelopmentandmonetarysystemsandproblems;Dependenceontheenvironmentincludesallinfluencesofacivilization'sgeographyorclimatelikeriversandmountains,theavailableresourcessuchasanimalminerals,andplants,aswellasdiseasesthatarisefromthatenvironmentandpollutionaffectingtheenvironment.

Thesethemesarenotabsoluteandhavemuchoverlap,mostnotablyslaveryissueswhichcanbeplacedinsocial,economicandinteraction

themeseasily.Studentslearnthatadiscussionofthisallowsforjustificationofplacementandtheseleadstobetterunderstandingandhopefullybetterwritingskills.

FollowingamodelofCooperativeLearningresearchedbyAnnBrownandAnnemariePalincsar,studentsdivideintogroupsof4,basicallytheyareseatedinrowsof4sothisiseasyandautomatic.Eachgroupisassignedadifferentthemeandtheyrotatethroughallthethemesduringtheyear.Thestudentsinthegroupdecideononeof4differentjobstodo:

Lecturer:

responsibleforsummarizingtheinformationinthechapterfortheirgiventhemethatweek.

Illustrator:

drawsanoriginalpicturetoencapsulatethetheme.

LanguageExpert:

determineskeyvocabularystudentsshouldknow

Assessor:

createsmultiple-choicequestionsthatcouldappearonatest.

Eachgroupthenpresentstheir4partstotheclassteachingusabouttheirthemeandhowthechaptersinvolvedcanbeanalyzedusingthattheme.Thegroupworkisthenputonthethemeboardsonthededicatedwallfollowingtheirtestsotheycanberemindedoftheireffectiveanalysis.

Theyreplacetheirworkeachweekoraftereachtesttoreinforcethethemes.

Whilestudentsareworking,Ichecktheirnotebooks.Studentsareallowedtotakenotesusingthreemethods:

Cornell,THIEVESorthematicusingtheSPIRITEDmethod.EachhasitsadvantagesandthestudentsmusttrytheCornellandTHIEVESmethodatthebeginningoftheyear.Wediscusstheprosandcons,butstudentsultimatelychoosewhichtheyprefer.IdonotrequirethethematicnotestobepracticedinclassunlessstudentsarehavingproblemsclassifyinginformationbythethemesmentionedintheSPIRITEDactivities.Andsomestudentswantoptions,soitallowsthemtofeelmoreempoweredtohavethreetypesofnotesfromwhichtochoose.

CornellNotesareprettycommonintheUnitedStatesandarecalledCornellNotesbecausetheyweredevelopedandrequiredbytheCornellUniversitystaffinNewYork,USA.CornellNotesforcethestudenttoquestionwhattheyarereadingbydividingapageinthreeparts,twocolumnsonthetopofthepageandaboxatthebottom.Intheleftcolumnthestudentswriteoutlinestylenotes（Notesthatconformtoasimplelistingoftheauthor’sideasastheyreadthem）.Intherightcolumnthestudentwritepossibletestquestionstheymayencounterforthosenotes.Thisteachesthemtoquestionthemselvesastheyarereading

whatisimportant.Theboxatthebottomofthepagecanbeusedinavarie