美国历史教学我的一周课堂和教学策略展现英文版.docx

1、美国历史教学我的一周课堂和教学策略展现英文版History Teaching: A Week In My Classroom and A Demonstrated Strategy历史教学：我的一周课堂和教学策略展现Dale GriepenstrohHistory TeacherChula Vista High SchoolCA, USAIn lieu of a lesson plan I submit my outline of a typical week in my class and the role independent reading and writing play. I wi

2、ll explain how I attempt to make self-directed learners and empowered, curious studentsThe class is an advanced world history class designated as Advanced Placement. Advanced Placement is a certified college level class for high school students, in this case 15-16 years of age. The class is more rig

3、orous than a regular world history class in that students are expected to cover 10,000 years of history in 36 weeks. Students are also expected to learn to write 3 types of college level essays, and take an exam at the end of the course to determine if they receive college credit for the course.This

4、 course is approved by the Education Testing Service and College Board for its rigor. Their expectations can be found in a course guideline called the Acorn Book, named for their logo, an Acorn. Each Advanced Placement course has its own Acorn Book which serves as a guide to the teacher of curriculu

5、m that must be covered for students to be successful on the performance test at the end of the year. This is in addition to state government requirements for the course.Because there is so much more reading involved and the critical thinking is at a much higher level, this course required the teache

6、r to be a content coach and literacy teacher. Students must take more ownership of their education by become literate at or above their age groups ability very quickly for them to be successful. In this week long description of my typical practices, I hope you will see the importance I place on stud

7、ents being self- motivated and efficient information gatherers.I also have given a literacy focused strategy on flashcards used in my class. (discussion 20-30 minutes)Monday: To start our reflection on Monday makes the most sense. A typical Monday involves reviewing the test we took the previous Fri

8、day. I use a method introduced to me by Bill Ziegler at San Marcos High School, that makes students responsible for reading a chapter ahead in the text, while in class we cover what they may have had trouble with in the last chapter. For example, students read chapter 22 over the weekend or during t

9、he week and take the test for chapter 22 on Friday; meanwhile, I cover chapter 21 in class tying all content together as we learn scaffolded patterns and skills. I pay close attention to areas of weakness noted on the test for 21 taken the previous week. Tuesday:Tuesday could be used for a lesson in

10、volving the most missed information on the test from the following week, a preview of information on that weeks test, a series of film clips, or a timed writing. Most weeks we have a timed writings tying together the information from the previous weeks chapters with the current topic of their readin

11、g. As before stated, my challenge is to strengthen the previous weeks content knowledge and hopefully connect it to their current reading. They are responsible for keeping up with the reading and not falling behind in their notes.Wednesday: Wednesday we double blind, peer grade by using student iden

12、tification numbers for the authors and the evaluators. I switch the papers by class so students are assessing a different periods writing. Still controversial, I know. On the surface, peer grading saves me time by having the students pick out the glaring errors. The idea of course is to have student

13、s learn from each others mistakes through peer-evaluation and to learn that the key to good writing is what others can understand, not what they themselves try to express.Peer grading is not the answer to evaluating 150 essays at once. It must be used judiciously and with increasing student confiden

14、ce. I start peer grading in the fall after the students have written 2-3 essays which I have corrected. They use their essay rubrics when they write all the essays first semester so they have an idea of what will be scored. They are familiar with the rubrics enough to ascertain if another writer has

15、 attempted the points. They are of course leery as to whether the attempt warrants a point on the rubric, but Wednesdays are dedicated to going through the rubric point by point and example by example.Often I will use previously written essays on overheads and correct the projected essay on several

16、levels: rubric, grammar, historical accuracy, style, etc. I encourage the students to write all sorts of notes on their peers essay so the author will have much feedback on many levels, but in the end it is the rubric score that we will use to evaluate student performance. Admittedly, the main drawb

17、ack with peer grading is the accuracy of the comments and scoring. Thursday:Students ask me questions, clarifying the chapter they are currently reading for the first 5-15 minutes. Then we move on to lessons which I presented to the ITIE conference before in Kunming.I have been using lessons for 6 y

18、ears and I give it high marks for helping students review large amounts of information and aiding writing. Thursdays lesson fuses thematic learning and scaffolding with reciprocal teaching/learning. The former helps students make connections throughout the year and the latter allows for student disc

19、ussion of read material. Research shows that both are beneficial for lower grade levels but I feel it really helps aide the higher level thinking skills needed for Advance Placement World History. It is very important to keep reminding students of historic themes that make analyzing easier and writi

20、ng in paragraphs second nature. The activity on Thursday is meant to be a review for the Friday test, but it is setting up students to do well on their Tuesday essays as they learn to analyze material and break chapters down into thematic chunks of information.In an effort to make these themes ever

21、present in their reading, writing and discussion, there are 8 theme bulletin boards that dominate one wall of the classroom. stands for Social, Political, Intellectual, Religion, Interaction, Technology, Economics and Dependence on the Environment. All of these are mentioned in the Acorn book in som

22、e fashion or another.At the beginning of the year we have a discussion of what topics go in what themes: Social would include social classes and the roles of women, men, children; Political would include rulers and laws and bureaucracies; Intellectual would include art, architecture, literature, phi

23、losophy and education; Religion includes gods, worship, afterlife beliefs and scriptures; Interaction would be examples of inter-cultural actions like wars, trade or migrations; Technology includes any tools or techniques a society improves upon; Economics is trade, labor systems, resource developme

24、nt and monetary systems and problems; Dependence on the environment includes all influences of a civilizations geography or climate like rivers and mountains, the available resources such as animal minerals, and plants, as well as diseases that arise from that environment and pollution affecting the

25、 environment.These themes are not absolute and have much overlap, most notably slavery issues which can be placed in social, economic and interaction themes easily. Students learn that a discussion of this allows for justification of placement and these leads to better understanding and hopefully be

26、tter writing skills.Following a model of Cooperative Learning researched by Ann Brown and Annemarie Palincsar, students divide into groups of 4, basically they are seated in rows of 4 so this is easy and automatic. Each group is assigned a different theme and they rotate through all the themes durin

27、g the year. The students in the group decide on one of 4 different jobs to do: Lecturer: responsible for summarizing the information in the chapter for their given theme that week.Illustrator: draws an original picture to encapsulate the theme.Language Expert: determines key vocabulary students shou

28、ld knowAssessor: creates multiple-choice questions that could appear on a test.Each group then presents their 4 parts to the class teaching us about their theme and how the chapters involved can be analyzed using that theme. The group work is then put on the theme boards on the dedicated wall follow

29、ing their test so they can be reminded of their effective analysis. They replace their work each week or after each test to reinforce the themes.While students are working, I check their notebooks. Students are allowed to take notes using three methods: Cornell, THIEVES or thematic using the SPIRITE

30、D method. Each has its advantages and the students must try the Cornell and THIEVES method at the beginning of the year. We discuss the pros and cons, but students ultimately choose which they prefer. I do not require the thematic notes to be practiced in class unless students are having problems cl

31、assifying information by the themes mentioned in the SPIRITED activities. And some students want options, so it allows them to feel more empowered to have three types of notes from which to choose.Cornell Notes are pretty common in the United States and are called Cornell Notes because they were dev

32、eloped and required by the Cornell University staff in New York, USA. Cornell Notes force the student to question what they are reading by dividing a page in three parts, two columns on the top of the page and a box at the bottom. In the left column the students write outline style notes (Notes that

33、 conform to a simple listing of the authors ideas as they read them). In the right column the student write possible test questions they may encounter for those notes. This teaches them to question themselves as they are reading what is important. The box at the bottom of the page can be used in a varie