Final Post

Over the last four weeks, I feel like my knowledge and understanding of the integration of Social Studies has increased exponentially. Our two text books for the class were excellent, and I learned a lot from them. The Lindquist book gave some great examples of how to integrate subjects, create project-based learning and make it relevant to students. Lindquist gave an example of an integrated unit on salmon in her classroom. Salmon were particularly important to her community, as their economy and resources relied on the fish. So, this was both interesting and relevant to students. It is this kind of thinking I will hopefully take with me in my teaching career.
The Passionate Teacher taught me that one can be a "good teacher," but expressing passion in teaching takes learning to a different level. The trick is finding out what you are passionate about and conveying this to your students. If you are excited, they will be too. At this point, from this class and the rest of my courses at Lesley, my enthusiasm for teaching can't be measured and I hope never to lose this feeling.
I have very much enjoyed all of the useful in-class demonstrations on integration and technology sources, the geo-caching day, and our field trip through the Black Heritage Trail.
Thank you to Julie and the rest of the class for making this a special learning experience.

Lindquist Ch. 4,5 and 8

Lindquist's Chapter 4 on making learning meaningful was very helpful in thinking about my integrated Social Studies lesson, as well as how I can make lessons more meaningful. Integration can help to make curriculum more meaningful, in that "teachers not only need to see the connections between content areas, they also have to be willing to push themselves intellectually, physically, and emtionally to find the connections that dispose children to certain knowledge, attitudes and beliefs (p. 105)." If teachers are making meaningful connections, the students will too.
I liked reading about the math connection of a human time line. The students have a great visual of the dates of explorers and are using kinesthetic intelligence as well as social studies and math. Language arts is an easy connection to history, as there is much opportunity for journals, diaries and letters from the past.
In chapter 5 Lindquist talks about the multiple points of view in social studies education. It is important for students to understand different perspectives from there own. The story ladder is a great way to show students how each person can interpret things differently in literature, as well as in history. "It is interesting to note the way one child will use mostly words and sketchy pictures, while another will choose pictures only. Each is effective. Both demonstrate unique yet shared interpretations of the story, record comprehension, and encourage personal connections (p. 133)."
Chapter 8 talks about different assessment methods. I liked Lindquist's theory on grading; it is not entirely necessary to grade every single assignment because this takes away from the learning process. Lindquist's covers the troubles with high stakes testing, and says "if integrated learning has an enemy; its high-stakes testing (p.192)." Lastly, I liked Lindquist's idea of using the multiple intelligences to assess students.

Ch. 4,5,6 in Fried and Ch. 2, 3 in Lindquist

I found a lot of good ideas from reading chapter 4 Designing A Unit in The Passionate Teacher. I especially liked the idea of a "hook" question to help students relate, and become interested in a new topic. For example, Fried talks about a unit on the civil war and using an opening question like, "How is a fight within my family different from a fight with strangers?" (p. 71). I liked that this is something anyone can relate to, no matter where they are from. This would be great for students who are not originally from the United States, and therefore not especially interested in its history.
I was very intrigued about the idea of "the game of school" in Chapter 5 in The Passionate teacher. "This obstacle occurs whenever nobody cares what's going on intellectually in the classroom or the school, when the idea of learning is treated as a mindless duty--something to 'get through anyway you can.' It's what I call having to play 'The Game of School.'" (p. 93).
The example where the children in the afterschool program were sharing answers reminded me of the semester I tutored in an afterschool program. The students used the same tactics to get through their work, except they also utilized the unsuspecting tutors to get answers are quickly as they could. Several students would pretend not to be able to do any work, so the tutors would provide more information than they should. The children were much smarter than they let on.
I think these are just examples of students not being interested in the work. Plus, I think no student wants to continue doing school work after a long day. (I sometimes don't either.) But, I'm reminded of Fried's key ideas in the Passionate Teacher which is to make your passion for teaching engage the students in real learning. Perhaps the teachers assigning work in the example from the book, and my tutoring session need to become more passionate.

Chapter 1 in The Passionate Teacher and Seeing the Whole Through Social Studies

Reading Chapter 1 in The Passionate Teacher reminded me of some great teachers I had growing up throughout Elementary and high school.  The most important aspect I took away from this book so far, is that there is not one formula for being a "passionate" and motivating teacher.  On page 15 Fried writes, "When we try to synthesize what has inspired us, to generalize from these individual stories and draw them into a theory or a technique, the images don't survive, like certain wild flowers that won't bloom if you try to transplant them." 

I remember the things I loved about my favorite teachers growing up, but I also have to remember that when I become a teacher I can use what I learned from them.  But, I also have to decide what I am passionate about, and create my own strategy for reaching children.  

I found the In I tools for passionate teaching (p. 23) to be particularly helpful.  The first, "to organize and focus their passionate interest by getting to the heart of the subject and sharing with their students some of what lies there--" I think sometimes teacher can be so caught up with creating interesting and exciting ways of presenting material, they forget that their own love and knowledge of the subject can sometimes be enough to get others interested.  And, second, "Passionate teachers convey their passion to novice learners--their students--by acting as a partner in learning." I think this is great, because this way students don't have to feel like knowledge if being handed to them.  Teachers and students can learn together.  

In Seeing The Whole Through Social Studies, I liked the idea of "hearts-on" learning (p.5). I liked the analogy of Seven Blind Mice, and how each mouse learned something, but the seventh mouse discovered the elephant by examining a whole and not just a piece.  "Knowing in part may make a fine tale, but wisdom comes from seeing the whole." 

The four levels of integration (p. 10-14) make me feel like it will be OK to try integration as a first time teacher and start out slow.  I'm sure that I won't be perfect at attempting to combine curriculum right away, but eventually I could make it to level 4, which is making the child the focus and center of the curriculum. Seeing The Whole Through Social Studies has already given me some great ideas for future integration.