Outline of Transformation
Over the course of their eighth grade U.S. History year, my students will gain understanding in several ways. Overall, the students must have a basic knowledge of how the United States of America was formed, the basic principals upon which it was founded, the overall government structure, as well as the historical timeline of the Revolutionary War through to and including Reconstruction (following the Civil War). The specifics of their required learning can be found by viewing the Eighth Grade U.S. History GLCEs from the Michigan Department of Education.
As previously mentioned, however, a basic knowledge of facts is not enough for understanding. My goal of making American History relevant to my students will involve their gaining understanding on many different levels and in many different ways. Wiggins and McTighe, authors of Understanding by Design, have defined six different facets of understanding: explanation, interpretation application, perspective, empathy, and self-knowledge. In order to ensure my students' understanding of the information they are required to learn for my class, I am going to focus my instruction and pedagogy on the following facets of understanding: interpretation, empathy, and application.
As previously mentioned, however, a basic knowledge of facts is not enough for understanding. My goal of making American History relevant to my students will involve their gaining understanding on many different levels and in many different ways. Wiggins and McTighe, authors of Understanding by Design, have defined six different facets of understanding: explanation, interpretation application, perspective, empathy, and self-knowledge. In order to ensure my students' understanding of the information they are required to learn for my class, I am going to focus my instruction and pedagogy on the following facets of understanding: interpretation, empathy, and application.
Interpretation
Students will gain understanding through interpretation both through the way I teach as well as activities designed for my students to use these skills. For example, I will design some of my lessons/units using a story theme – developing characters, showcasing conflict, and leaving an element of mystery. I will also incorporate scenarios and metaphor into my instruction and the activities I design for my students. My students will also have to interpret historical information to develop their own products that display their understanding.
Empathy
Another facet of understanding that I will focus on with my students this year is empathy. I will foster empathy for historical figures by focusing in on individuals during a time period of study and taking the time to tell their story and relate it to my students’ lives (for example, studying a specific soldier’s story from the Civil War).
Application
Students will apply their learning as well. Although my main focus will be to encourage my students to apply their knowledge in the future (for example, using their knowledge of how the government works to discern their support for a specific bill to be passed), I will also create opportunities for my students to apply their knowledge of U.S. History and government as eighth graders. I will do this by having students work through problematic scenarios, having open debates and discussions on pertinent issues, as well as discussing their opinions on current events and what can be done to solve them.
Technology Integration
In order to create these opportunities for deep understanding, I will use several types of assessments as previously mentioned. Technology will play a role in both my instruction as well as in assessment. First and foremost, I will use resources available on the Internet to give my students various sources showing differing opinions on a given topic. My students will have access to individual laptops starting second semester, which will allow us to access the vast information available on the Internet. Students will also use the computers to find information and give reports on current events for discussion (application to the real world).
Secondly, I will use video and lesson capture tools (like Educreations app, ScreenChomp app, Flip video camera, iMovie etc) both to record some of my lessons and to have my students create videos themselves. This technique will lend itself to my storytelling aspect of historical education and I and my students must interpret information and recreate a product that tells the story. Through these technologies, my students will gain understanding in the facets previously defined: interpretation, empathy, and application. In addition, my students will begin to take ownership for their own learning through the research, discussion, and creative process. My students will also gain communication and cooperative skills as they work on small group projects. These skills will help them become better citizens, also lending directly to my relevance goal.
Secondly, I will use video and lesson capture tools (like Educreations app, ScreenChomp app, Flip video camera, iMovie etc) both to record some of my lessons and to have my students create videos themselves. This technique will lend itself to my storytelling aspect of historical education and I and my students must interpret information and recreate a product that tells the story. Through these technologies, my students will gain understanding in the facets previously defined: interpretation, empathy, and application. In addition, my students will begin to take ownership for their own learning through the research, discussion, and creative process. My students will also gain communication and cooperative skills as they work on small group projects. These skills will help them become better citizens, also lending directly to my relevance goal.
Assessment
Technology also will play a role in how my students are assessed. As previously mentioned, my students will be using the Internet as a resource for historical information and contexts. I will create assignments for this research based on overall questions that my students must answer. These assignments will vary according to the understanding goals. For example, my students will explore the possible reasons why George Washington gave the advice that he did in his farewell address. Then, they will compare Washington's farewell address to that of another more recent president of their choosing. They will write a comparison essay for this assignment to show their understanding. Some video creation projects will be assessed, as well as presentations using PowerPoint or Prezi for example. My observations of students will also be taken into account, along with written responses to questions posed.