Co-Teaching Approaches on Prezi
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- Through my analysis of "Homelessness ITU for Orange Glen High 2009" I was reminded of the key components to a Service Learning Project:
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- On "Olympic ITU for Mt Carmel High 2009" I was actually able to find valuable information on my school site:
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- One good idea that I took from "Border Policy ITU for Great Oak High 2009" was to separate the different types of demographic information:
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Since our ITU is about Origins, perhaps a good idea would be to raise money for people to get DNA Testing, access to online ancestry service, or reunite with family members.
Resources include https://www.familysearch.org/, www.ancestry.com/, and The Genographic Project.
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Service Learning is a way for students to learn about compassion and their community by involving themselves in it in a way that connects to what they’re studying in class. When done correctly, students learn by applying skills in real-world situations with real-world outcomes. Students also develop a better sense of themselves, their community, and positive values like leadership and service.
Service Learning can take 4 very different forms. Direct Service, where students interact face-to-face with those in need. Indirect Service, is when students help improve the community and/or environment but without those benefitting present. Advocacy involves students in promoting awareness in the community of important issues. Research is a way for students to improve analytical skills while finding information that could eventually lead to Advocacy.
The process of carrying out a Service Learning plan can take many forms but usually follows a general four step outline:
Preparation- figuring out what needs to be done and how to do it.
Action- carrying out the plan, regrouping when the plan falls apart and following through when the going gets tough.
Reflection- putting the experiences into larger and larger contexts.
Demonstration- a public showing what skills and values students have learned.
My PLN includes this blog http://0112358mrfsclass.blogspot.com/, a Twitter account @John0112358, an edmodo account Mr. John, a YouTube page John0112358, and I decided to use the gmail account provided to me by csusm fesse002@cougars.csusm.edu. Additionally I am using iGoogle, TweetDeck, and Diigo to streamline my PLN.
Our theme will be genealogy/family history, but perhaps we can call it “Where do we come from” or “Origins”.
Possible cover sheet:
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I feel confident in helping my team with all the tasks involved in our ITU. However, I feel particularly skilled to contribute to these tasks:
Theme for Interdisciplinary Thematic Unit, Cover Sheet, Context Information - Community, School & Student Population, Unit Rationale - Enduring Understandings, Essential Questions, Unit Calendar, Social Justice & Equity, Unit Differentiation – Strategies for each of the 5 Students, Final Poster Presentations.
One of the most important resources I found from A Complete Guide to Integrated Thematic Units was the list of subjects and how ITUs could be applied to each one.
Anthropology
In the role of an anthropologist. The students can ask, "How can we investigate the cultures and the ways of organization of a society and make generalizations about the society's life?" or "How can our experience(s) in our culture help us understand the way other people live?" or "How might ethnocentric views and limited experiences hinder someone's understandings of other cultures?" When the students take this role, they show that they are getting involved in direct observation/participation as a primary way to gather data. They focus on a relationship between people's behaviors and their beliefs. While taking this role, students can see each culture as one variety of human behavior among many possibilities and can inquire, "What direct observations can we make to see a relationship between the behavior of people and their beliefs?"
Economics
In the role of an economist. The students can ask, "What economic problems can be identified related to scarce resources and unchecked human wants?" and "What resolutions to the problems can be identified?" or "What work is done in the economy by the people?" and "What changes happen in the economic system and in the people's values as the people respond to new needs and problems?" In this role, the students can show that they are interested in an economic system and in the resolution of problems (such as assistance for the unemployed and the need for conservation of limited resources) that exist in our society.
Expressive Arts
In the role of an artist. The students can ask, "How can we show what we know about the theme (topic/subject) through the visual and performing arts such as drawing, painting, music, dance, and sculpture?" Taking this role, the students can demonstrate they are interested in art, artists, and the messages that can be sent through visual and auditory representations.
Geography
In the role of a geographer. The students can ask, "How has geography influenced the theme (topic/subject) and what we know about it?" In this role, the students show that they are interested in several aspects: (1) the land- human relationship-the features of the Earth's surface and the effects of nature and humans on the features; (2) the cause-and-effect relationship of land inhabited by humans; and (3) the relationship of urban geography to other areas.
History
In the role of an historian. The students can ask, "How has information about this theme (topic/subject) changed over time?'' and "How have ways we receive information about this theme changed over time?'' In this role, the students can demonstrate that they are interested in a record of facts about a person, place, or event, including ancestry, environment, and past experiences.
Mathematics
In the role of a mathematician. The students can ask, "How can we express what we know about the theme through mathematics?" and "How can mathematics help us learn more about this?" In this role, the students can demonstrate that they are interested in a record of relations about known quantities related to the theme/topic/subject.
Political Science
In the role of a political scientist. The students can ask, "How have people organized themselves to express their values/information about the theme?" or "How well does the political system under study work in resolving problems/issues/conflicts related to the theme?" and "How close a match is there between the selected theme, people's values, and the functioning of the governing system?" In this role, the students expand their knowledge about government with its processes, institutions, and values.
Science
In the role of a scientist. The students can ask, "What problem do we know about and what is our guess about explaining its cause?" and "What experiment can we design to test the hypothesis, and how can we collect and analyze the data and arrive at a conclusion?" In this role, the students expand their understanding of ways science helps them learn more about the theme and discover which scientists operate to help them get information about the theme/topic/subject.
Sociology
In the role of a sociologist. The students can ask, "What groups operate in the society to bring us information about the theme?" and "How can we help in the community to resolve a real problem related to the theme?" In this role, the students can show ways they understand aspects of sociology that show the relationship between humans and their communities.
Other Disciplines
Disciplines selected by the students and teacher.
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Activity 7.1
1. 1. Having general knowledge of State standards, curriculum, and student textbooks led our ITU team to agree on Genealogy/Family History as an exciting and interconnecting themes.
3. 2. Our process of deciding on Genealogy as a theme was easy because all member of our ITU group (representing expository writing, social science, and chemistry) all immediately saw how their subject could be represented and connected to the other subjects.
Activity 7.2
1. 1. How do you find information on your family lineage?
2. 2. What else was happening at certain points in your family history that might have affected your family?
3. 3. How can Chemistry be used to better understand how we became who we are?
4. 4. What can we gather about our ancestors based on what they’ve written or infer about them based on has been written about their possible experiences?
5. 5. How has the newfound knowledge of this unit effected what we know about ourselves and our families?
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As a Social Science teacher I will employ many research-based instructional strategies in a comprehensive and beneficial Integrated Thematic Unit. First of all, student backgrounds will be considered when creating lesson plans so as to spark interest for all students in the given topic and the broader purpose. For instance, I plan to provide a family history project to the ITU, wherein students read and write about the histories of their families in source documentation and come to understand the science (Punnett Square) and math (2,4,8,16,32,64,etc.) of their genealogy. In presenting their projects students will get to teach one another about the own cultures and family histories. Throughout this process I will maintain a classroom goal structure of High Help and High Perfectionism; ALL students will be given lofty goals and ample assistance to reach them.
