EDU 690 Curriculum Project

Angela Needham

Creating Counting Books with Children and Learning Why They Chose Their Objects

Available at: http://angelaneedham.wordpress.com/

Introduction

According to the New York State Common Core Learning Standards, by the end of kindergarten, students are expected to have the ability to count from zero to twenty as well as understand cardinality (New York State Education Department, 2012). Cardinality refers to knowledge that the last number said when counting is the total number of objects in a set according to Gelman and Gallistel (as cited in Thompson, 2010 & Bamberger, Oberdorf, Schultz-Ferrell, 2010) and Russell. What would happen if a child were given the opportunity to practice these skills by creating their very own counting book? What items would they choose for their pictures? Why would they choose these specific items?

This Maters Project focuses on creating a counting book with one child. There are several steps in creating this counting book. First, the instructor and child will look at counting books and discuss similarities. Next, they will brain-storm ideas of objects to include in a counting book and make a list of them. This list will then be used to make a sample counting book for numbers zero though five. In the next session, the instructor will give instructions on how to use a digital camera to the child and ask the child to use it to capture photographs for his counting book of objects of his choice. Taking photographs will take several sessions. After each of these sessions, the instructor will ask the child why he chose to take photographs of those specific objects. The next few sessions will be spent on the child drawing his own pictures of what he took photographs of. Once he has all of the pictures drawn, the child and instructor will have a discussion about words that represent numbers. They will then make a chart of the numbers zero through twenty with the word that represent each number. The instructor will then model adding these words to the sample counting book they created in their second session together. Next, the child will work on writing words to match each page for his counting book. Once he completes these three steps, the instructor will go to a local school to use their book making machine and put the book together. The instructor will bring the book to the child and ask him to read it to them. The instructor will also encourage the child to share the book with as many people as he can so they can all see the wonderful book he created.

The lessons for this project follow the 5-phase learning cycle model. Piaget’s model of mental functioning is the basis for the 3-phase learning cycle model from which the 5-phase learning cycle model was derived (Marek, 2008). Piaget’s stages of assimilation, accommodation, and organization became the 3E stages of exploration, concept development, and expansion. The 5-phase model adds an engagement stage and an evaluation stage, although, evaluation can occur at any point in the lesson or unit. (Brown, & Abell, 2007, Marek, 2008).

This project was conducted with a 5-year-old male in kindergarten. It was designed to help him with counting, cardinality, fine motor skills and writing skills. The instructor worked with this child at his home several days throughout the course of two months. Although it this project was created for one student in kindergarten, it can easily be adapted for a whole class of students from pre-k to kindergarten. Pre-k teachers can adapt these lessons by using numbers zero to five as opposed to zero through twenty. In order to conduct with a whole class with a limit on digital cameras available, students can work in groups and take turns taking pictures for their books. They can each still have their own personal books; their photographs will just be the same.

Lauren Almeter

Teaching Geometry to Fifth-Graders Using Math and Science

Available at: http://laurenalmeter.wordpress.com/

Introduction

Students unfamiliarity with cross-curricular learning disengages students to take risks and challenges in the classroom. Educators have an array of creative lessons and activities that provides opportunities across the curriculum for students to make their own decisions and portray originality. Aston and Jackson (2009) state that primary schools seem hesitant to move away from the structured and scheduled literacy and mathematics lessons and therefore lessons lack enjoyment. Wragg (2005) concluded that carefully, strategically planned cross-curricular work motivates students and connects them to their learning experience. Using real life situations for learning, students develop valuable skills such as communication, improving learning techniques and the application of these techniques. Students problem solve and activate their critical thinking skills such as reasoning and evaluation with real life situations.

In this Master’s Project, cross-curricular learning will be a foundation for teaching geography for 5th graders. In my classroom, I have the flexibility of connecting curriculum, using multiple learning styles and engaging learners all using the Common Core Learning Standards. Unlu (2011) states that in order to successfully learn geography, a spatial perception relationship needs to be established between the human and location. In this project, geography will be taught with both mathematics and science in my classroom to form a more concrete foundation of spatial reasoning. I will use real life situations to develop valuable skills, problem solving skills and critical thinking skills all while engaging learners of all styles.

Sara Suranyi

I Am a Scientist: Inquiry and Exploration in Early Childhood Science Education

Available at: http://ecscience.wordpress.com

We should not teach children the sciences but give them a taste for them.

Jean Jacques Rosseau

Introduction

Children ages birth to age eight are developing as learners. Hands-on activities that allow them to experience what they are learning are more effective in developing understanding of a concept or idea. Allowing students to experience science will develop their passion for science. As our world moves forward in the areas of science and mathematics it is important that our students are active participants in these fields. Using instructional methods that encourage students to see themselves as scientists will not only bring active participation in the classroom but in the world when our students reach adulthood.

The goals of this Master’s Project are address the lack of science education in the early childhood classroom and to develop a passion for science in the minds of early childhood students. As mathematics and literacy become the focus of early childhood education, science is quickly losing its importance. Students will read about science in English-Language Arts (ELA) curricula, however they have less opportunities to inquire, explore, and experience science and the world around them.

Through this Master’s Project, students will have various opportunities to experience science and learn about the world around them. Throughout the lessons the students will make hypotheses, observe, collect data, and draw conclusions. They will be emerged in the scientific method. In turn, they will understand that they are practitioners and scientists in their own right. Hands-on, brains-on activities will be used to engage students in meaningful learning that is active rather than passive. Students synthesize what they have learned about the science content and what it means to inquire and explore science to enable them to write a book about how they themselves are scientists.

The importance of science education reaches beyond the walls of the classroom. Science education allows students to make sense of the world around them. They understand scientific ideas such as how the plants grow, why the seasons change, what gravity is and how how these scientific concepts affect our lives. Instilling a passion for science, inquiry, and exploration must begin at an early age. Instilling these ideas early allows students to better see themselves as scientists, prompting them to inquire and explore to gain understanding in all areas of their lives.

Tonya Howard

Teaching Fifth-Grade Geography through English Language Arts and Social Studies

Available at: http://howardtl01.wordpress.com/

Introduction

Teachers are expected to teach towards the Common Core Standards and at the same time keep the students motivated and engaged in learning. Huftalin and Ferroli (2013) state that using literature as a way to teach social studies is a solution to this issue. By using this strategy, teachers are able to teach social studies during the school day, while being able to focus on the demands of reading and writing within schools.

Brophy (1990), suggests that a greater emphasis needs to be placed on teaching social studies to our students. Social studies has become obsolete within some districts with the focus being placed so heavily on mathematics and English (McGuire, 2007, p. 620). This is a concerning issue, because students need to view the world beyond the borders in which they live.

Craft (1997) states that teachers are losing their identity and creativity to the new terms of modern education. The purpose of this curriculum outline is to not only use a cross-curriculum approach by integrating literature and writing, but to also utilize creativity while teaching to the Common Core requirements. Within the curriculum, students will be learning new social studies concepts and solidifying these concepts through reading, writing, creating and using higher level thinking skills. By creating hands-on lessons that intertwine one another from subject to subject and relating new material and concepts to the lives of the students, this curriculum will create successful learning experiences amongst a variety of learners.

In this master’s project you will see how easily ELA can be incorporated into social studies. Students are required to apply the writing process on numerous occasions, as well as relate their life experiences with the people of Latin America. Students are able to form connections to the concepts being taught, creating a deeper meaning for them. Even though this project is based off of geography, there are a plethora of Common Core, English Language Arts Standards covered, making it possible to teach social studies without losing valuable ELA instruction.

Brophy, J. (1990). Teaching social studies for understanding and higher-order applications. The Elementary School Journal, 90(4), 351-417.

Craft, A. (1997). Identity and creativity: educating teachers for postmodernism?. Teacher Development, 1(1), 83-96.

Huftalin, A., & Ferroli, L. (2013). Literature that increases social studies knowledge and skill in text reading. Illinois Reading Council Journal, 41(1), 10-29.

McGuire, M. (2007). What happened to social studies?: The disappearing curriculum. Phi Delta Kappan, 88(8), 620-624.

Vanessa Louis

Place Value Math Centers: Moving Second Graders from Concrete to Abstract Thinking

Available at: http://vvlouis2.wordpress.com/

Introduction

A major milestone in the primary grades is understanding place value in mathematics. It is the foundation for all future complex math concepts. This especially applies to regrouping or more commonly known as “borrowing” and “carrying” numbers in the operations (addition, subtraction, multiplication and division).

My decision to study place value in more depth stems from my last classroom placement in a second grade classroom. I came across many students who would perform standard algorithms, answer correctly but didn’t understand how that strategy worked or what each step represents. Rather than use algorithms, I would like to encourage students to use their own student-invented strategies. Invented strategies are number oriented instead of digit oriented and will better prepare students for challenging math concepts (Van de Walle, Karp & Bay-Williams, 2013).

According to Piaget, students in this age group need ample opportunities to have concrete experiences. This is a special time cognitively. Children are rapidly outgrowing their old schema while replacing it with new ideas and strategies (Snowman, McCown, 2012). Instruction through math centers will provide a variety of experiences for students to generalize concepts and develop understanding at their own rate. The purpose of the project is to lay the numeric foundation for second grade students to create invented strategies in mathematics in the third grade.

Colisha Smith

Children's Misconceptions of Telling Time

Available at: http://colishassmith.wordpress.com/about/

Introduction

This Master’s Project will identify misconceptions that children have about time and learning to tell time in addition to finding and using methods that will decrease the misconceptions that students have. Teaching about the concept of time, observing lessons and discussing the concept of time has shown me that many students do not understand this particular concept.

Last year I traveled to Zambia to spend time with the students there and to learn about student misconceptions and conceptions about telling time. I was also curious about how the teachers in Zambia were teaching the concept of time. During my time in Zambia the student interviews, surveys and classroom observations (lessons taught on the concept of time) showed that the children there, did not enjoy or deeply understand the concept of time. During an interview one student said “I do not like learning about time” and other students were unable to tell me a task that could be done in thirty seconds. I found that there were many similarities between the students in Zambia and America. Teacher interviews, workbooks and lessons showed that teachers in Zambia used many of the same methods of teaching time as teachers in America.

Previous literature shows that students are struggling to learn the concept of time and that it should be taught differently (Harris, 2008). The literature along with interviews and survey responses from children and teachers in America and Zambia will be used to construct more lessons and activities that may help students to enjoy and understand the concept of time. These lessons will allow students to have real- life experiences with time; for example, understanding that they can do more in 1hour than in thirty minutes. Each lesson will also give students the opportunity to correlate time to their everyday lives or how the concept of time plays a role in their lives. Making the concept of time their own and making connections with the concept will help students to have deep understanding (McMillen & Hernandez, 2008). This information can help educators to motivate student to learn about the concept of time and to learn a few methods that have been successful in teaching the concept of time according to previous studies and students’ interview responses.

Courtney Hartman

Dramatic Play Areas: How do Kindergarteners play?

Available at: http://heaven2purple.wordpress.com/

“Play gives children a chance to practice what they are learning.”

Fred Rogers

Introduction

The topic of using play to learn has increasingly become a controversial discussion in the educational field. According to Ness (2013), “Fred Rogers said, Play gives children a chance to practice what they are learning.” I believe that children are able to learn when their minds are able to explore and expand on the topics/ideas that they are learning in the classroom. When used effectively in the classroom, play, specifically dramatic play areas, permits students to expand and deepen their knowledge of the content and the world.

In the world today it is important for students to know how to act in different situations. The students can pull from things they learned at home and apply them in the classroom to help expand their learning. The dramatic play areas help to recreate everyday situations which allow students to explore different ways to handle those situations along with digging deeper into the community aspect of them.

Working with younger students has really helped me see that play is an important part to their learning. I have seen teachers provide the environment that allows the students to explore, expand, and use their creativity to learn. In those environments, the students took their learning to the next step without even realizing that they were learning because they were having too much fun. Mercer and Patton (1996) agree that, “learning occurs primarily through projects, learning centers, and playful activities that reflect current interests of children” (Bredekamp, 1987; Katz & Chard, 1989).

I wanted to see how dramatic play areas would enhance their learning of the topics being taught in the ELA curriculum along with literacy. I believe that the dramatic play areas, being focused on the topics being taught in the classroom will reinforce and therefore deepen the students’ knowledge of the topics. Dramatic play areas also open up the topics to different types of learners by incorporating different qualities to each center such as, mathematics for the logical learner, music for the musical learner and hands on for the kinesthetic learner. According to Graue (2010), “In the hands of a skilled kindergarten teacher, play is a rich laboratory that can be used to teach multiple concepts simultaneously in a way that differentiates instruction” (p. 33)

This master project focuses on community and community helpers. The play areas would include a fire station, bakery, bookstore and police station. These areas will help the students dig deeper into learning how these are community helpers, and how they contribute to the community. These dramatic play areas will be used during the morning, and during the afternoon. They will contain dress up clothing, props, sets, writing areas and reading materials. The writing and reading portions will include storybooks, picture books, receipts, food orders, journals and labels.

References:

Graue, E. (2010). Reimagining kindergarten. The Education Digest, 28-34. Retrieved from www.eddigest.com

Mercer, J., & Patton, M. (1996) “Hey! where’s the toys?”: Play and literacy in 1st grade. Association for Childhood Education International, 73, 1-10.

Ness. (2013, February 21). 10 quotes about the importance of play #playmatters (Web log post). Retrieved from http://www.oneperfectdayblog.net/2013/02/21/quotes-about-the-importance-of-play/

Emily Kelly

The Flipped Classroom

Available at: http://emilykelly329.wordpress.com/

Introduction

What if there was a way for teachers to give each student individual instruction? What if there was a way where teachers could spend class time allowing students to learn through meaningful experiences? Wouldn’t it be the ideal classroom if all students came to class each day ready to apply new knowledge, rather than sit and listen as the teacher lectures the information? With the idea of a flipped classroom, this ideal situation can become reality.

The notion of a flipped classroom came about several years ago when two teachers posted a video lesson online for students to catch up on the current day’s work (Tucker, 2012). The idea quickly became popular as it allowed students to learn the information at their own pace at home, and then be ready to use what was learned the next day during class (Tucker, 2012). With the idea of a flipped classroom, students are to watch the lessons, which can be interactive, for homework, and then the teacher is able to use the class time to engage the students in collaborative and hands-on learning (Tucker, 2012). A common concern that teachers have is that lectures are not successfully teaching all students in a class (Thompson, 2011). With the flipped classroom, students are given the opportunity to watch the lecture at his/her own pace, and as many times as needed. Just as teachers are concerned about lectures, another common concern is that students are not getting the support needed at home to do the work required. Again, the flipped classroom provides a solution to this problem. When the students come to class already having viewed the lecture, they are able to do the work in class with the teacher’s guidance available (Gullen & Zimmerman, 2013). The students are able to work with one another and participate in hands-on, meaningful experiences. The flipped classroom is changing the traditional ways of classrooms, allowing teachers to engage their students and teach them in a new and exciting way.

By taking a topic that students learn about that can include a variety of subject areas, this master’s project will explore the ways in which the flipped classroom can be used to teach about weather. This master’s project will take a common topic and discover the ways in which it can be taught in a nontraditional way; a way that can engage all students and help all students reach their fullest potential. For educators looking for a way to change up the traditional classroom, the flipped classroom may be the answer.

References
Gullen, K., Zimmerman, H. (2013). Saving time with technology. Educational Leadership. 63-66.

Thompson, C. (2011). How Khan Academy is changing the rules of education. Wired Digital. 1-6.

Tucker, B. (2012). The flipped classroom. Education Next. 12(1). 82-83.

Erin Cappello

Global Freedom Fighters

Available at: http://erincappello.wordpress.com/

Introduction

This Master’s Project will explore how to integrate the subject areas of English Language Arts and Social Studies in a third grade classroom. With the implementation of the Common Core Standards, it has now become necessary that teachers integrate content areas with each other in order to cover all the material within the time frame given. When integrating and combining curriculums, you allow students to make connections across content areas which will improve learning and retention of material. Authentic connections will be made to the material, and students will be able to apply their new knowledge to their real world. As well as integrating content areas, the Common Core Standards and The National Council for the Social Studies, indicates that teachers, “Should provide instruction that complies with various thematic standards which include teaching about global connections and cultural diversity” (Morgan, 2009 p. 219).

This Master’s Project will include a research based unit plan that integrates 3rd grade ELA Common Core State Standards with standards from the Social Studies Framework and that will teach multiple cross cultural perspectives. The project will focus on using biographies for the content, while transferring the knowledge into a story grammar strategy. The content will focus on influential global figures and the impact that they have had on the modern world. The resources will be chosen based on the diverse classroom communities that teachers are encountering; it is vitally important that students see themselves and people who look like them represented in their curriculum materials. The biographies chosen for the unit will go beyond the typical influential figures that students study year-after-year. Although George Washington, Abraham Lincoln, Martin Luther King Jr., and Rosa Parks are very important historical figures, they are studied year-after-year, and this project will go beyond the superficial social studies units that focus on holidays and celebrations.

Jaclyn Stearns

Preschool and Dramatic Play

Available at: http://preschoolanddramaticplay.wordpress.com/

Introduction

Children learn best in an environment which allows them to explore, discover, and play (Fox, 2008), and in early childhood classrooms, children are given the opportunity to learn and socialize while playing. In the early 1930’s M.B. Parton created the stages of play. They include solitary, parallel, associative, and cooperative. One type of play that is very important in Preschool is dramatic play. This fits into the cooperative stage and it is also known as pretend play or make believe play. Through dramatic play children learn many different concepts such as math, science, and language arts. They will also develop skills such as fine motor, cognitive, language, and social/emotional.

This project was created to show the variety of ways that children can learn and still have fun while they participate in pretend play. When it comes to the dramatic play center, teachers need to provide props that will not only engage the children, but will teach them new vocabulary. This project consists of lessons for a Grocery store center and an Ice Cream shop that are fun, engaging, and full of different concepts. For the Grocery store center, I’ve included lessons that will help the children to “shop” for items, and they will be able to sort items and put them into different categories, such as fruit, vegetables, shape, and size. In the Ice cream shop the children will be able to show off their counting skills and “scoop” the correct amount of “ice cream” by matching it to the number. Within the dramatic play centers in this project, the children will be able to gain social skills, cognitive skills, and enhance their learning of math, science, and literacy. Also, through this project teachers are going to gain ideas of what they might want to include in their own dramatic play area, or even adapt it to the needs of their own students.

Lauren Lewandowski

Motivating the Gifted Underachiever

Available at: http://lewandlm01.wordpress.com/

Introduction

What is giftedness? It is a simple question but through my experience and research I have realize that there is no one correct answer. All gifted students are different. Some are really good at math but struggle when it comes to English Language Arts (ELA). Others can be good at all subjects but may suffer from autism or Attention Deficit Disorder (ADD). And some may also be musically or artistically inclined. Whatever the case may be, there are students in our country that have gifts that must be identified, nurtured and challenged.

There are however some similarities that can be agreed upon when describing a gifted student. The National Association for Gifted Children (NAGC) defines giftedness as “Those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports)” (Retrieved from http://www.nagc.org/index.aspx?id=574 )

When compared to children of the same age, achievement or ability tests scores should be higher in those believed to be gifted. But a high IQ or test score does not mean that a child is automatically considered a gifted individual. It simply means that the potential to be gifted is present. Once the potential has been identified, the next step may be taken. This may mean enrichment services, acceleration or participation in other activities.

Just like with special education students, gifted and talented students need extra help, practice and/or attention. They may need to be examined or tested to see whether or not enrichment or extension would be helpful to the student academically, psychologically and socially. The goal of a gifted program is to provide higher order thinking skills in alignment with local, state and national standards. Students need to be challenged in order to recognize their fullest potential. Through differentiation and in depth learning experiences, we enhance their critical, creative and problem solving skills. It would be my goal as their teacher to see that their gift is not wasted or ignored; to challenge them in the most creative way possible and find ways to use their skills to help others.

The purpose of this Master’s project is to inform and educate the reader of why it is important to keep the gifted student interested and involved in learning and the consequences that could occur if their needs are not met. In addition to explaining why motivation essential, examples will be shown of how this can be achieved. The main goal as an educator if to instill a love of learning in all students. To have them become a productive citizen of our world and to reach his or her full potential.

Natalia Kim

Using the Social Studies and Reading Standards to Teach about Individual Development and Cultural Identity

Available at: http://nataliakim1.wordpress.com/

Introduction

Young children start forming a cultural identity at an early age as they begin noticing differences and similarities among themselves and other people. It is important to acknowledge children’s abilities to acquire new knowledge, recognize people’s attitudes and behaviors, and apply new knowledge to new situations. For example, if a child asks questions about someone’s skin color and accent, and adults do not address his questions properly, the child might develop negative stereotypes and biases toward other cultures and individuals. Young students build their cultural identity within their own culture. Teachers should encourage students to consider why individuals look, speak, behave, and think differently. Also, students should think critically about how each individual develops during his or her lifespan. When teachers help children explain why people are who they are, students develop appreciation, respect, and understanding toward other cultures.

One of the ten themes from the framework of the social studies standards addresses individual development and identity (Obenchain & Morris, 2012; Altoff & Golston, 2012). This curriculum project will focus on teaching individual development and cultural identity to kindergartners. Based upon the social studies and English language arts standards, this interdisciplinary thematic unit will help justify why young children need to learn about their development and identity. The project will also provide a curriculum map with several activities and assessment tools for teachers to implement in classrooms. The classroom activities will help young students develop communication skills, problem-solving skills, critical thinking skills, interpersonal skills, and intrapersonal skills.

Teaching individual development and cultural identity to young students is important because students live in an increasingly diverse world. Students need to learn ways for interacting effectively with peers and adults now and in the future. Learning about personal identity will help students develop interpersonal relationships with diverse people. Students in homogeneous communities may need this knowledge when they leave these communities for college or careers. Young children should learn to look past differences to see value in other people. Another reason why students need to learn about their identity is that seeing differences in society will help them recognize and develop different perspectives. Students given only one viewpoint do not develop the ability to acknowledge multiple perspectives. Developing multiple perspectives will help them see multiple solutions to problems.

Teaching individual development and cultural identity can be successfully incorporated with reading standards, as will be demonstrated in the lessons. By actively engaging in literacy activities, young students can learn about new cultures and people around the globe. High-quality reading texts should highlight the importance of expressing thoughts, listening to new information, searching for answers, participating in group discussions, and writing reflections. Developmentally appropriate literacy activities can lead to engaging, interesting, and meaningful experiences among young children. Using the social studies and reading standards to teach about individual development and cultural identity can provide students with opportunities to look at other people’s cultures from different perspectives. It is important to encourage children to become open-minded, respectful, and understanding about other cultures. Teachers should teach students to embrace and appreciate both similarities and differences between individuals.

References

Altoff, P., & Golston, S. (Eds.). (2012). Teaching reading with the social studies standards: Elementary units that integrate great books, social studies, and the Common Core standards. Silver Spring, MD: National Council for the Social Studies.

Obenchain, K. M., & Morris, R. V. (2011). 50 social studies strategies for K-8 classrooms (3rd ed.). Boston, MA: Pearson Education, Inc.

Nichole Stefanski

Integrating Technology into Writer's Workshop

Available at: http://nicholestefanski.wordpress.com/

Introduction

Technology is evolving and adapting to meet the needs of our day to day lives. In today’s society technology is a dominant aspect of how we perform in schools; perform in our jobs, and how we communicate with others. Due to the increasingly high use of technology and the affects is has on students writing abilities, technology should be worked into the educational curriculum. By integrating technology into the curriculum, specifically Writer’s Workshops, teachers will be able to foster the love for writing as well as encourage the students to take risks (Watson & Lacina, 2004).

Integrating technology into writing workshops can allow for a wide range of possibilities and changes to happen throughout the year. By exploring the vast spectrum of technology students may be able to take the writing process seriously. This will also provide students who have learning disabilities the opportunity to explore writing in a productive and facilitated manner that will enable them to take ownership of their work (Watson & Lacina, 2004; MacArthur, 2009).

Using technology can allow students to take risks with their own writing and to be able to create different ranges in their writing skills. A common way to get students excited about writing is by allowing the students to publish their work through posting on-line or through printing (Robertson, 2000). In order to create excitement for writing we need to have our students know the resources that are available to them by “showing and not telling” the students options through mini-lessons and through conferencing (Watson & Lacina, 2004).

By incorporating technology into writing workshops, students are able to explore their writing skills and process in a new and different way compared to using traditional pen/pencil and paper. Being able to use emails and blogs as way to edit each other’s piece of work allows for success and for meaningful writing to take place (MacArthur, 2009)

References:

MacArthur, C.A. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24(3), 93-103.

Robertson, B. (2000). Integrating technology into instruction. Multimedia Schools, 7(2), 34-9.

Watson P.A. & Lacina, J.G. (2004). Lessons learned from integrating technology in a writer’s workshop. National Council of Teachers of English, 11(3), 38-44.

Phylicia Brown

Youth Participatory Action Research in Elementary and Middle School

Available at: http://whyypar.wordpress.com/

Introduction

“YPAR teaches young people that conditions of injustice are produced, not natural; are designed to privilege and oppress; but are ultimately challengeable and thus changeable”.
Revolutionizing Education, 2008

At the core of Youth Participatory Action Research (YPAR) are questions that are based on students’ perceptions of the worlds in which they live, play, learn, and grow. YPAR focuses on pushing youth to an awakening by empowering them to seek answers to these questions. Where YPAR has traditionally focused primarily on older, high-school age, and adult students, this project is concentrated on finding ways to implement YPAR practices with younger, elementary and middle school students. Children do not wait until fourteen or fifteen years of age to form views about this world where they reside; in fact, the moment we are born we begin to form ideas, in our minds, about everything we encounter. Eventually, events occur in our lives to either reinforce or change our personal perceptions of the world.

In an educational age focused on fostering critical thinking skills, YPAR affords students the opportunity to lead an action research project concentrated on what they are passionate about. It is no secret that when students are given the chance to create their own educational experiences they are much more engaged, and passionate about what they are studying, resulting in greater student achievement. The fact that YPAR leads students to a culminating activity in which they have to do some sort of action allows students to be problem solvers in ways that they have never been asked to problem solve before. This, in turn helps them become the informed, civically engaged citizens that our country longs for. It is for these reasons that I focus my Master’s Project on moving YPAR from its high school/adult student roots to elementary and middle school aged children.

This master’s project is focused on transforming YPAR values and ideas into ones that are understood and used by upper elementary and middle school teachers and students. That is: taking the YPAR method (Pre-Reflection, Topic Identification, Data Collection and Analysis, and Action and Reflection) into classrooms of students who are between the ages of ten and thirteen in an effort to help them become more critical of the world in which they live. My hope is that this project exemplifies the essence of what I believe true teaching is. Life is about investigation; it is about finding the issues and solving them; it is about having meaningful experiences. In my eyes, teaching should, in many ways, mirror what we are preparing our students for. Students in inner-city neighborhoods who come from circumstances that are, often times, far from what society deems as “normal” need experiences like this. They need to know that the injustice which they experience was neither chosen, nor a result of a bad decision, and is not acceptable by any means. It is imperative for students to understand that, as the quote states, the conditions they face are both challengeable and changeable and that they possess the power to execute both a challenge and, more importantly, a change. It is revolutionary; it is YPAR.

Travis Pufpaff

Integrating Technology in the Social Studies Classroom: Ancient Rome

Available at: http://travispufpaff.wordpress.com/

Introduction

The world of education constantly evolves and adapts to the changing environment. Technology has been an increasingly important part of instruction to students in the United States for a few decades (Diem, 2000). Today’s students are born in an era where technological advancements seem to grow exponentially in a very short period of time. Educational leaders are aware of the important role technology will play in the lives of students. With the adoption of the Common Core, in New York State, there has been a statewide focus on college and career readiness. A major component to college and career readiness is preparing students to interact in an increasingly connected world through technology. Government funding has increased in order to better provide opportunities for students and teachers to employ technological benefits in an educational setting. More than ever before, school districts are being encouraged to purchase and integrate technology in their schools. Schools are stockpiling iPads, tablets, laptops, and desktops in an attempt to supply students and teachers with technology that they can use in their classrooms. It is imperative to recognize however, that supplying schools with technology will not revolutionize education. It will be the implementation of the devices and the delivery of instruction using technology, to develop an understanding of curricular concepts that will lead to the advancements being called for (Stevens, 2011).

It is imperative that educators research and discover effective methods of integrating technology into their own classrooms. Methods that add to their instruction and do not replace it should be implemented. Stevens (2011) states that “whether educators are experienced or new to teaching, all must think through the complete learning experience they are creating for their students.” Technology, if used properly, can enhance the learning process for all students. The proper integration of technology can be accomplished in the social studies setting.

I am a sixth grade special education teacher. I co-teach in a sixth grade social studies classroom. I have witnessed, first hand, how technology can positively impact a lesson. My students seem to be more willing to actively participate in my lessons when technology is integrated. My school district offers a lot of options in regards to technology. I have multiple hardware options at my disposal as well as many programs, apps, and platforms.

In a sixth grade social studies Ancient Rome unit, I will integrate research based technology and methods into my lesson plans. This technology will be specifically used to deliver instruction, differentiate my instruction, and assess my students’ progress towards the identified learning objectives.

References:

Diem, R. A. (2000). Can it make a difference? Technology and the social studies. Theory & Research in Social Education, 28(4), 493-501. Retrieved from http://proxy.buffalostate.edu:2100/doi/pdf/10.1080/00933104.2000.10505920

Stevens, M. (2011). 21st-century learner. NEA Today, Retrieved from http://www.nea.org/home/46989.htm