RUNNING HEAD: Personal Reflective Journal

Personal Reflective Journal

Marcus Dolliver

Methods in Elementary Social Studies

St. Thomas university

Dr. Sharon Murray

February 24, 2017
Personal Reflective Journal 2

Table Of Contents

Reading Page Number

Building a Sense of Family in the Classroom 3-4

Teachers Collaborating in Lesson 5-6
Development
Google Earth: A Virtual Globe for Elementary 7-8
Geography
Centering Your Classroom 9 - 10

A Day At The Museum: Meaningful Student 11- 12
Experiences With Primary Sources
Local History and Problem – Based Learning 13

Sources 16

Methods Page Number
Round Table Method 3-4
Ice Breakers 5-6
Sponge 6-7

Strategies Page Number
Line up Continuum 3–4
Think Pair Share 5–6
1 Stay 3 Stray 7–8
20 Questions 9 – 10
Entrance Slips 9 – 10
See Wonder Learn/KWL 11 – 12
Discrepant Event 11 – 12
Personal Reflective Journal 3

Reading Reflection Strategy
Building a Sense of Family in the Classroom Line Up Continuum
The line up continuum is to be used to provide
I chose this article because after being in students with different mindsets, or
the classroom it is very clear to me that experiences with a topic together to share their
having a sense of family or community in thoughts/knowledge about it. This strategy is
the classroom may be the most beneficial effective because it allows multiple different
thing towards a positive learning mindsets to be discussed, and allows for the
environment. The author provided multiple teacher to see where their students are at with
strong community building ideas the topic. Using this strategy, you will need
throughout the article. Some of the main enough space to line up the number of
ones which I look forward to implementing students in the class along a line (may be
are more school based than class based. curved). Additionally, there should be some
They are: kind of questionnaire that allows students to
 Interclass Competition – This type rank themselves in some way. This ranking will
of competition provides classes with be transferred into the line up based on the
the opportunity to work together score they get at the end of the questionnaire.
and meet an end goal. The benefit Approximately 5-10 minutes would be
of competition would be adding a necessary to complete this task. Once lined up,
reward to that class which achieves people will pair up (or make groups) with
the goal first. I believe that this students on the opposite side of the continuum
would bring the desire to learn in to discuss why they scored the way the did on
each classroom up, and provide the questionnaire. (see sources for further
students with an opportunity to detail)
show improvement over time. Method
 Peer Tutors – I believe that Round Table Method
peer/cross age tutoring is an The round table method is used to allow
effective method towards students time to discuss a given topic in a small
developing community within the group. This is less intimidating to many
school, and providing additional students compared to talking in front of the
assistance to those who may need it. whole class. It also allows all viewpoints to be
The benefit of having instruction discussed. In many cases the round table
from a peer tends to be effective method is to be used on a specific topic for
because of how younger students about 10 – 15 minute time frames. Once
look up to those in higher grades. complete, a class discussion may proceed or a
Within this article there were also some speaker from each desk can discuss the groups
points discussed which I would not have findings.
considered before reading it. The main two Additional Sources
would be the “bully box” and “compliment http://www.ascd.org/publications/books/
box”. After reading the article however I 104014/chapters/Human-Continuum.aspx
can see that both of these could be very
useful to students because in many cases - This Source helps describe different ways
they do not feel comfortable reporting that the Line up Continuum may be used in a
they are being bullied, or complimenting classroom.
someone directly. Looking back on my
Personal Reflective Journal 4

Reading Reflection Strategy
Teachers Collaborating in Lesson Ice Breakers
Development Using ice breakers in the classroom is a good
way for students to get familiar with their peers
I chose this article because throughout my and teachers. When first meeting a class of
practicum collaboration for lesson new students, it is very important to become
development between teachers was done familiar with them and start to build a
very frequently. This article provided a classroom community immediately. The
strong look into how lesson development materials and time required for ice breaker
through collaboration works, and how it can activities varies depending on what is chosen to
help teachers provide consistent lessons to do, however ensuring that all students have
their students. The educators and opportunity to introduce themselves to each
administrators who were developing a other is very important. Therefore, there
lesson study used their similar beliefs and should be sufficient time allocated to do so. By
strengths of teaching to help develop the the end of an icebreaker activity students
plan. They additionally were encouraged by should be aware of the environment which
the curriculum coordinator and principal to they will be learning in (the classroom) and
conduct their lesson study based on the have some knowledge of all other students in
curriculum outcomes. I really liked that the room.
throughout the study, they really explored Method
their topic. This is something which I would Think Pair Share
like to bring into my own classroom because Think pair share is a method which can be used
it provides opportunity to relate the topic to for many different lessons. Students are given
others for that grade level, addresses an opportunity to look at material and consider
methods and materials needed, what it is saying by thinking about what they
acknowledges the prior knowledge of are addressing. They then pair up and discuss
students, and allows for an appropriate their viewpoints on the given material. Think
sequence to be made for the curriculum. pair share is normally done in about 10 – 15
These characteristics are necessary towards minutes to ensure students are keeping on
developing strong overall lessons for all track, and then a class discussion can be held
subject areas in elementary. In many cases after. It is useful because it allows students to
lesson studies may not be completed, express themselves to a peer instead of
however these things can still be addressed jumping directly into a class discussion where
when developing unit plans and daily they would have to talk in front of the entire
lessons to ensure that students are meeting class.
outcomes in effective ways. Once their Additional Sources
main lesson plan was developed in the https://cultofpedagogy.com/classroom-
study they went back and re-analyzed what icebreakers/
they had come up with to ensure it met all
desired aspects of the study. This is - This Source provides a range of in class ice
something which I found myself doing on breakers which can be used for students to
my practicum and will be doing once I grow familiarity with one another.
return back to the classroom. I noticed that
not only does it allow you to see areas of http://wilderdom.com/games/Icebreakers.html
improvement, but it also allows you to pick
Personal Reflective Journal 5

Reading Reflection Strategy
Google Earth: A Virtual Globe for Sponge
Elementary Geography The sponge strategy can be used in many
different ways in a classroom. This strategy is
I chose this article because I have some used to soak up time gaps in the class so that
background with geography, and little lessons have a better flow and there is more
knowledge about google earth. Through time on task. One way to implement the
reading this article I discovered that it can sponge strategy is to provide students with
be a very valuable and educational tool quick and fun educational activities where they
towards gaining geographic knowledge. are able to review classwork or introduce new
Since google earth is a very interactive way topics. Another option is offering students
to see the world, students are able to opportunity to take on classroom
explore the globe and develop a geographic responsibilities such as setting up the days
vocabulary when doing so. The author schedule, or handing out worksheets. The time
separated the article into 5 lesson plans allocated for these activities should be
which would cover information on their anywhere from 5 – 10 minutes, with materials
school, local landmarks, landforms around varying.
the world, and assessment. This allowed Method
students to become familiar with the 1 Stay 3 Stray
technology, develop vocabulary, understand The 1 stay 3 stray method is an effective when
geographic landforms, explore physical there are multiple different parts of information
characteristics of things all over the world, to be shared with the class. It is done by
and see how different regions of the world separating the students into groups of 4, where
have different ecosystems. Activities like each group is given a specific piece of
these provides students with an information to focus on. Once each group has
opportunity to explore and develop interest had time to learn about their given topic and
in many different things they may see while record notes (10-15 minutes), three students
looking on google earth. Additionally, it is a “stray” to other groups while 1 student stays.
stepping stone towards developing When this occurs, the groups will now be all
Geographic Information Sciences (GIS) students with different topics which will be
interests. This interest is becoming more shared with one another (10-15 minutes). This
valuable over time, due to the human allows for students to interact in a positive
impacts on our world. Although google learning environment providing responsibility
earth may not always be the most effective and ownership towards the material provided.
learning tool in social studies, once students Additional Sources
are aware of how to use it, teachers can https://www.teachercreated.com/blog/2009/0
integrate it into other lessons. 3/sponge-activities/
After taking a minor in geography and being
more aware of the flexibility of google - This Source describes the effectiveness and
earth, I believe that I would use it in my importance of sponge activities in a
future classroom to help peak interest in classroom. It additionally provides
topics and reinforce lesson content. It can examples of activities which can be used.
be implemented when looking at different
geographical content within the curriculum, http://www.kidactivities.net/post/More-than-
such as grade 4 unit 3: Exploring Our 65-Gathering-Waiting-and-Line-Up-Ideas!.aspx
Personal Reflective Journal 6

Reading Reflection Strategy
Centering Your Classroom 20 Questions
The 20 question strategy is an effective way to
I chose this article because engaging go about inquiry based learning in the
learners in a social environment can be classroom. By using this strategy in the class,
heavily beneficial to their learning and students are able to build an interest in a topic
comfort with their peers. These social skills through asking questions about a person, place
developed at an early age and greatly assist or thing related to the topic. In order to
students communication abilities, and successfully complete this activity, the teacher
public speaking. Within the article the must choose an appropriate model for students
author addresses how learning centers is to inquire about. They then proceed to ask
valuable to children’s ability to become questions to the teacher which they must
knowledgeable, caring, and supportive. answer either yes or no. In doing so they aim
Centers are done to provide students with at learning as much as they can about the topic
engaging hands on exploratory leaning. We and then write down what they think the
see an example of this in the article through person, place, or thing is. Materials may vary
a lesson on supporting the algebraic depending on what students are inquiring
concept of patterns in grade 2. Not only is about, and time allotted should be about 10
the lesson provided very hands on and minutes
interactive, but it covers many different Entrance Slip
subjects and includes topics students can Entrance slips are an effective strategy towards
relate to. This cross curricular and relatable introducing the days lesson to the class. The
approach allows students to learn many teacher provides a question to the class related
different angels of the topic and increases to the lesson or topic and provides time for
their desire to learn. Adding to this is them to consider and answer to their best
activities which allow the student to make ability (5 minutes). In doing so, students are
decisions within each station. This allows able to express their own opinions and ideas
each center to promote creativity, and about the question. This allows students to
meaningfulness for students. In doing so gain interest in a topic through expressing their
students are able to build independence own beliefs. Additionally, it allows the teacher
and competence which leads to more to gain knowledge about students and their
academic learning. Throughout my take on the subject or topic.
practicum we implemented centers many
times to review topics, and introduce fun Additional Sources
games which reinforced specific topics http://possibilitiesforlearning.com/?
being discussed at that time. Although page_id=414
centers generally takes a lot of explicit
instruction initially, the students get plenty - This Source provides information on the
of time on task after to explore each importance of inquiry based learning such
station. I found that centers are generally as the 20 question strategy.
done over multiple days depending on the
topics being covered. I would implement http://training.hexawise.com/m/7455/l/74091-
stations in my classroom by creating a 10-important-lessons-from-20-questions
variety of activities which covered specific
curriculum outcomes for the subject. I - This source provides information on what
Personal Reflective Journal 7

Reading Reflection: Strategy
A Day At The Museum: Meaningful Student See Wonder Learn/KWL
Experiences With Primary Sources When using the See Wonder Learn/KWL
strategy, students are provided a specific topic
I chose this article because class trips were in which they are to record what they see or
always very interesting and fun to me as a know about it. The then provide information
student. These types of activities outside of no what the might wonder about the topic, or
schools are meaningful to students and I what the want to know about it. Finally they
can still remember the class trips I attended record what they have learned after exploring
in my elementary schooling. Trips to said topic. This strategy can be done ingroups
museums provide students with on a piece of chart paper and shared to the
opportunity to think critically and develop class. Depending on the sources provide the
self directed discovery skills by analyzing time needed to complete this activity may vary
different items within them. In doing so, from 10 – 30 minutes before having a class
they are able to develop an understanding discussion.
of the history behind many different topics Discrepant Event
which may increase their desire to explore Using discrepant events in the classroom is a
and learn more about them. By connecting very effective way to get students interested in
trips to museums with the curriculum, specific topics. This method is used heavily in
focused exploration can be done to ensure science classes, however the only necessary
that students are addressing the correct attribute needed is an event which will get
historical figures. Within the article we get students to ask questions about it. These
an example of a teaching method which events lead students to question their previous
could be used on a class trip to the beliefs about something leading to a want to
museum. The activity called “I See, I Think, learn. This method may anywhere from 5- 15
I Wonder, I Connect” will allow students to minutes depending on the event and what form
consider what they are looking at and will it is in (digital, hard copy, etc.)
provide the teacher with feedback on what
students find most interesting. This will Additional Sources
allow the teacher to develop their lessons http://www.nea.org/tools/k-w-l-know-want-to-
around the feedback provided, and give know-learned.html
students further opportunity to explore
their interests within curriculum - This source provides information on the
boundaries. The most important aspect of KWL strategy and what methods to use
this method to me would ne the connection when implementing this strategy
students may have with something in the
museum. When students are able to make http://www.theteachertoolkit.com/index.php/t
connections, their learning can be ool/kwl
enhanced and their motivation to learn
more about that topic is increased. I would - This source provides information on what
implement class trips to museums with my the KWL strategy is, how to implement it,
class to help gain information about my and variations which can be used in the
students interests, and provide them with a classroom.
unique learning environment which cannot
be provided in the classroom. Being able to http://beyondpenguins.ehe.osu.edu/issue/pola
Personal Reflective Journal 8

Sources:
Bergstrom, T., Valentage, K., Trotto, K., Glenn, A. (2016). A day at the museum: Meaningful
student experiences with primary sources. Social Studies and the Young Learner 29(2),
pg. 28 – 32.
Britt, J., LaFontaine G. (2009). Google earth: A virtual globe for elementary geography. Social
Studies and the Young Learner. 21(4), pg. 20 – 23.
Greer, J., Greer, B., Hawkins, M. (2003). Building a sense of family in the classroom. Social
Studies and the Young Learner. 16(2), pg. 23 – 26.
Hubbard, J. (2007). Lesson study: Teachers collaborating in lesson development. Social Studies
and the Young Learner. 19(4), pg. 25 – 29.
Stuber, G. (2007, July). Creating your classroom: Setting the stage for engaged learners.
Beyond the Journal.
Wieseman, K., Cadwell, D. (2005). Local history and problem-based learning. Social studies and
the young learner. (18(1), pg. 11 – 14.