Wednesday, September 29, 2010
The students seemed to really enjoy going outside. Since we're just doing a review of pre-Renaissance world history, it's going in quick succession with China on Tuesday, Greece was today, and Rome will be covered tomorrow. To help the students understand who hoplites were and what a phalanx was, we sent the students outside to line up in formation. A little imagination was involved as rolled up pieces of notebook paper became 15 foot long pikes, textbooks became full-body shields, and 30+ students became a 256 man (16 x 16) phalanx. And, repeat 5 times. Maybe for tomorrow, we can go with a gross factor. I'll tell them about a couple of the more interesting recipes from the Apicius cookbook (Cookery and Dining in Imperial Rome) compiled during the late empire.
Monday, September 27, 2010
I did my stone tool lesson for three more world history classes. They went well, and no blood loss this time. Most of the students followed along. Not all students were enthralled. I do not know if it's just me not keeping their attention (though, I still have a lot to learn in that department) or if they are just not interested.
Though the majority seemed interested, only a few asked questions. When several questions or comments were made, they were always by the same students.
I'm not sure all of my lessons can be as interactive as this one, though I'd like to try. A big part of this lesson did involve lecture. As much as I'm not a big fan of lecturing, I believe the anecdotes were helpful as I went over the handout ( #8 at my portfolio - http://micksportfolio.yolasite.com/ ).
I find that many my references need to be explained or expanded upon. For some, I have to define "technology". In the simplest terms, a tool. I've had to describe "Lucy" - the Australopithecus afarensis discovered by Donald Johanson in 1974. Only a few have seen the movie "The Gods Must Be Crazy", so it's difficult for them to have a visual reference of a Stone Age culture. So, my lesson will be to find references that are more relevant to 15 year olds.
Though the majority seemed interested, only a few asked questions. When several questions or comments were made, they were always by the same students.
I'm not sure all of my lessons can be as interactive as this one, though I'd like to try. A big part of this lesson did involve lecture. As much as I'm not a big fan of lecturing, I believe the anecdotes were helpful as I went over the handout ( #8 at my portfolio - http://micksportfolio.yolasite.com/ ).
I find that many my references need to be explained or expanded upon. For some, I have to define "technology". In the simplest terms, a tool. I've had to describe "Lucy" - the Australopithecus afarensis discovered by Donald Johanson in 1974. Only a few have seen the movie "The Gods Must Be Crazy", so it's difficult for them to have a visual reference of a Stone Age culture. So, my lesson will be to find references that are more relevant to 15 year olds.
Did Volcanoes Wipe Out Neanderthals?
http://news.discovery.com/archaeology/neanderthals-volcanoes-extinction.html
* At least three volcanic eruptions 40,000 years ago devastated Neanderthals' homelands.
* Geographic good luck may have allowed Homo sapiens to move into Neandertals' former haunts.
Interesting hypothesis. However, since the Iberian Peninsula harbored Neanderthals until 25,000 to 30,000 years ago, the idea of a volcano in Italy wiping them out from southern Europe 40,000 years ago doesn't seem to hold.
* At least three volcanic eruptions 40,000 years ago devastated Neanderthals' homelands.
* Geographic good luck may have allowed Homo sapiens to move into Neandertals' former haunts.
Interesting hypothesis. However, since the Iberian Peninsula harbored Neanderthals until 25,000 to 30,000 years ago, the idea of a volcano in Italy wiping them out from southern Europe 40,000 years ago doesn't seem to hold.
Sunday, September 26, 2010
Clues to Child Sacrifices Found in Inca Building
http://news.discovery.com/archaeology/inca-child-sacrifice-clues.html
The remains of sacrificed children suggest they were escorted from distant parts of the Inca realm.
The remains of sacrificed children suggest they were escorted from distant parts of the Inca realm.
Physical traces of ethnic cleansing that took place in the early 800s suggest the massacre was an inside job.
http://news.discovery.com/archaeology/genocide-native-americans-ethnic-cleansing.html
* A massive deposit of mutilated and processed human remains has been found in the American Southwest.
* The remains and other artifacts at the site, Sacred Ridge in Colorado, indicate ethnic cleansing took place there in the early ninth century.
* The genocide likely occurred due to conflict between different Anasazi Ancestral Puebloan ethnic groups.
The source article (needs subscription or library access):
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WH6-50XTT73-1&_user=10&_coverDate=09%2F03%2F2010&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=39e42778505d98d6ba96be3fd67d138c&searchtype=a
* A massive deposit of mutilated and processed human remains has been found in the American Southwest.
* The remains and other artifacts at the site, Sacred Ridge in Colorado, indicate ethnic cleansing took place there in the early ninth century.
* The genocide likely occurred due to conflict between different Anasazi Ancestral Puebloan ethnic groups.
The source article (needs subscription or library access):
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WH6-50XTT73-1&_user=10&_coverDate=09%2F03%2F2010&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=39e42778505d98d6ba96be3fd67d138c&searchtype=a
Wednesday, September 22, 2010
Stone Age Lesson Plan
Yesterday, I did not get home until late, so I'm writing tonight. I taught a lesson in the world history classes which I'd developed while learning how to write lesson plans. Since we were covering pre-agricultural peoples, I figured a lesson in stone tools was appropriate. I developed a handout (still evolving) that I've posted on my portfolio site ( http://micksportfolio.yolasite.com/ ). See # 8. Unfortunately, there are some formatting issues. I use OpenOffice Writer at home then I convert it to MS Word. At some point, I'll convert everything on my portfolio to open source pretty soon.
The lesson begins with the question, “What is the most important piece of technology in the history of the human race?” The students write what they think the answer is on a Post-It note and putting them on the walls around the room. Next, they look at other students' answers, put a star on the Post-Its if that answer was the same as their answer or a check mark if they thought that answer was better than theirs. After they sit down again, I pull out a rock. I then pass out the handout, explain how stone tools have been around longer than we have, describe a little about the hominids that used those tools, and then describe how obsidian scalpels are used today. Having already gone over the pros and cons of hunter/gatherer lifestyle and of the agrarian lifestyle on previous days, I ask the question, “How many of you are ready to become hunter/gatherers?” A few hands go up. I then say, “Let's go!” I stand up and head toward the door. They're shocked and not sure what to do. I turn around and encourage them to follow. We go outside and I demonstrate removing a flake from an obsidian core. We go back inside for a short debrief.
The lesson begins with the question, “What is the most important piece of technology in the history of the human race?” The students write what they think the answer is on a Post-It note and putting them on the walls around the room. Next, they look at other students' answers, put a star on the Post-Its if that answer was the same as their answer or a check mark if they thought that answer was better than theirs. After they sit down again, I pull out a rock. I then pass out the handout, explain how stone tools have been around longer than we have, describe a little about the hominids that used those tools, and then describe how obsidian scalpels are used today. Having already gone over the pros and cons of hunter/gatherer lifestyle and of the agrarian lifestyle on previous days, I ask the question, “How many of you are ready to become hunter/gatherers?” A few hands go up. I then say, “Let's go!” I stand up and head toward the door. They're shocked and not sure what to do. I turn around and encourage them to follow. We go outside and I demonstrate removing a flake from an obsidian core. We go back inside for a short debrief.
Monday, September 20, 2010
Observations on Learning
How do students learn? I would be arrogant to say that I know how each and every student learns. Since every person is different and since teens can be reluctant to open up about their learning, knowing, even after several observations, is difficult.
Some students are eager to learn. Others do not want to be there. Student A and Student B both play the roles of students who don't want to be in school. Student A appears to try her best not to learn. She makes excuses as to why she is not participating or not paying attention. One example was an in-class reading assignment. She made sure to state, so that others would hear, that it was difficult. She made statements such as, “Why are there so many difficult words?” There have been students who had a difficult time with the article, but they got through it. The students with IEPs got through it. None of the others made such a fuss about it. It seemed to me that her statements were made to elicit sympathy so that when she did not participate or turn in the assignment, she would be excused from the assignments. I realize that this is very preliminary evaluation based on my observation. I could be wrong. Her behavior could be due to other factors. At present, though, it seems that she is putting a lot of effort into not learning.
Student B started the semester off by coming into class on the first day late, flopping down in his chair and being surly. He tried to avoid doing anything that first day. My cooperating teacher took him aside after class to ask him what the problem was. His answer was that nobody at the school liked him. The teacher's response was to remind the student of his behavior through the class and asked if it might not be his behavior that put the other students off. The following days proved to be different. He tries to stand out. Not as an outstanding student, but as the center of attention. Unlike student A, he does show that he's intelligent and can do the work, when he wants.
Both students seem to express the attitude that learning, or at least school, isn't cool. It's better for their egos to appear to not to do the work or participate. Student A will never do the work or participate. It would ruin her image to do otherwise. I hope I am wrong. Otherwise she will get through school with the lesson that she will not have to work at anything. What is worse, is that she may actually convince herself that she's too dumb to learn anything. However, Student B has shown a willingness to participate but will still cause disruptions to gain attention. His attitude could be an asset if he can be convinced that other students look to him.
Some students are eager to learn. Others do not want to be there. Student A and Student B both play the roles of students who don't want to be in school. Student A appears to try her best not to learn. She makes excuses as to why she is not participating or not paying attention. One example was an in-class reading assignment. She made sure to state, so that others would hear, that it was difficult. She made statements such as, “Why are there so many difficult words?” There have been students who had a difficult time with the article, but they got through it. The students with IEPs got through it. None of the others made such a fuss about it. It seemed to me that her statements were made to elicit sympathy so that when she did not participate or turn in the assignment, she would be excused from the assignments. I realize that this is very preliminary evaluation based on my observation. I could be wrong. Her behavior could be due to other factors. At present, though, it seems that she is putting a lot of effort into not learning.
Student B started the semester off by coming into class on the first day late, flopping down in his chair and being surly. He tried to avoid doing anything that first day. My cooperating teacher took him aside after class to ask him what the problem was. His answer was that nobody at the school liked him. The teacher's response was to remind the student of his behavior through the class and asked if it might not be his behavior that put the other students off. The following days proved to be different. He tries to stand out. Not as an outstanding student, but as the center of attention. Unlike student A, he does show that he's intelligent and can do the work, when he wants.
Both students seem to express the attitude that learning, or at least school, isn't cool. It's better for their egos to appear to not to do the work or participate. Student A will never do the work or participate. It would ruin her image to do otherwise. I hope I am wrong. Otherwise she will get through school with the lesson that she will not have to work at anything. What is worse, is that she may actually convince herself that she's too dumb to learn anything. However, Student B has shown a willingness to participate but will still cause disruptions to gain attention. His attitude could be an asset if he can be convinced that other students look to him.
This Day in History - The Kootenai Tribe declared war on the U.S. in 1974... ...and won.
http://www.indiancountrytoday.com/national/The-Kootenai-Tribes-forgotten-war-101164449.html
"The date was Sept. 20, 1974 when Amy Trice, then chairman of the Kootenai Tribe of Idaho, declared war on the United States. The tribe only numbered 67. The odds certainly weren’t good but the outcome, now 36 years later, has been very good."
"The date was Sept. 20, 1974 when Amy Trice, then chairman of the Kootenai Tribe of Idaho, declared war on the United States. The tribe only numbered 67. The odds certainly weren’t good but the outcome, now 36 years later, has been very good."
Saturday, September 18, 2010
What Passes for School Reform: "Value-Added" Teacher Evaluation and Other Absurdities
http://www.huffingtonpost.com/alfie-kohn/what-passes-for-school-re_b_710696.html
"Does the value-added model provide valid and reliable information about teachers (and schools)? Most experts in the field of educational assessment say, Good heavens, no."
"Does the value-added model provide valid and reliable information about teachers (and schools)? Most experts in the field of educational assessment say, Good heavens, no."
Wednesday, September 15, 2010
The mayor who appointed the controversial DC schools superintendent doesn't win reelection.
http://www.npr.org/templates/story/story.php?storyId=129887515
"The Washington, D.C., mayor isn't losing his job because he pushed hard to close schools and hold teachers accountable. But it was a factor. Other cities' leaders will take note, particularly if politicians decide that a hard-charging attack against the educational status quo is a political loser."
"The Washington, D.C., mayor isn't losing his job because he pushed hard to close schools and hold teachers accountable. But it was a factor. Other cities' leaders will take note, particularly if politicians decide that a hard-charging attack against the educational status quo is a political loser."
Friday, September 3, 2010
Ancient Nubians Drank Antibiotic-Laced Beer
http://news.discovery.com/archaeology/antibiotic-beer-nubia.html
A group of people who lived nearly 2,000 years ago in Sudanese Nubia took doses of tetracycline -- through their beer.
Human use of antibiotics began not 80 years ago, but nearly 2,000 years ago along the banks of the Nile River.
Those ancient people got tetracycline out of fermented grain that they used to brew beer.
Everyone drank the antibiotic-laced beer often, starting as early as age two.
A group of people who lived nearly 2,000 years ago in Sudanese Nubia took doses of tetracycline -- through their beer.
Human use of antibiotics began not 80 years ago, but nearly 2,000 years ago along the banks of the Nile River.
Those ancient people got tetracycline out of fermented grain that they used to brew beer.
Everyone drank the antibiotic-laced beer often, starting as early as age two.
Yesterday: My first day as a student teacher.
The students have not arrived yet. The first day consisted of a workshop in the morning that focused on students and the issues we may face. There is expected to be a large number of incoming freshman. We watched a great video of a student delivering a speech to Dallas School District in 2008 ( http://www.youtube.com/watch?v=HAMLOnSNwzA&feature=related ). This is worth watching for any educator.
The afternoon involved setting up the classroom. We're trying it without desks. There won't be that physical barrier between student and teacher. I don't think I could have gotten a better cooperating teacher. As I still develop my philosophy of teaching, I discover that his ideas are similar to mine. I think this will be a good year.
There are 5 of us from UWB. There is also a student teacher from Central who is there too. Not a whole lot of schools in Ellensburg, so he was placed here.
There will be much more to report after Wednesday, when the students arrive. I'm nervous but looking forward to it.
The afternoon involved setting up the classroom. We're trying it without desks. There won't be that physical barrier between student and teacher. I don't think I could have gotten a better cooperating teacher. As I still develop my philosophy of teaching, I discover that his ideas are similar to mine. I think this will be a good year.
There are 5 of us from UWB. There is also a student teacher from Central who is there too. Not a whole lot of schools in Ellensburg, so he was placed here.
There will be much more to report after Wednesday, when the students arrive. I'm nervous but looking forward to it.
Native cultural center also in the mix for Seattle Center site
"Vancouver, B.C., has its museum of anthropology, but where near downtown Seattle, the largest metropolitan city in the nation named after an American Indian, does the city showcase its native residents and roots? Advocates for a Northwest Native Cultural Center at the Fun Forest site at Seattle Center are backing a $3.6 million plan they say would fill that need. It would turn the existing Arcade Pavilion into a longhouse with a native-plant teaching garden, a cafe featuring native foods, a performance space and gallery featuring native-made art."
http://seattletimes.nwsource.com/html/localnews/2012795353_native03m.html
This is a good idea. It will be interesting to see if this happens. If it does, will it collect collect input from various tribes and be something other than a feel-good tourist attraction?
http://seattletimes.nwsource.com/html/localnews/2012795353_native03m.html
This is a good idea. It will be interesting to see if this happens. If it does, will it collect collect input from various tribes and be something other than a feel-good tourist attraction?
Thursday, September 2, 2010
All of My Favorite Students Cheat: When Dishonesty Is a Norm at School
By Christopher L. Doyle
http://www.edweek.org/ew/articles/2010/09/01/02doyle_ep.h30.html?r=1913231374
This is a good article about cheating. It's quite alarming to see how widespread cheating is. The author writes about bringing it out in the open.
http://www.edweek.org/ew/articles/2010/09/01/02doyle_ep.h30.html?r=1913231374
This is a good article about cheating. It's quite alarming to see how widespread cheating is. The author writes about bringing it out in the open.
Hearing Opens in Legal Battle Over Arizona ELL Programs
http://www.edweek.org/ew/articles/2010/09/02/03arizona_ep.h30.html?tkn=LYMFny9JBgFSPx835EXzwzvJiFXlMceCakEE&cmp=clp-edweek
The case opens as federal officials, in a separate ruling, determine that state ELL practices violate federal civil rights law.
The case opens as federal officials, in a separate ruling, determine that state ELL practices violate federal civil rights law.
Highest-Paid Athlete Hailed From Ancient Rome
http://news.discovery.com/history/highest-paid-athlete-hailed-from-ancient-rome.html
"Ultra millionaire sponsorship deals such as those signed by sprinter Usain Bolt, motorcycle racer Valentino Rossi and tennis player Maria Sharapova, are just peanuts compared to the personal fortune amassed by a second century A.D. Roman racer, according to an estimate published in the historical magazine Lapham's Quarterly."
"Ultra millionaire sponsorship deals such as those signed by sprinter Usain Bolt, motorcycle racer Valentino Rossi and tennis player Maria Sharapova, are just peanuts compared to the personal fortune amassed by a second century A.D. Roman racer, according to an estimate published in the historical magazine Lapham's Quarterly."
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