Karlie Hoehn

Cultural Diversity Practicum

Teaching Channel (Total of 12 – 15 hours = 720 – 900 minutes needed)

1. Analyzing Patterning in Ecosystems: Complete Lesson (100 minutes, 100 cumulative)

 She welcomes the class into the room and says each of their names
 She begins with having the class refresh their minds of the lesson from the previous day
and asks them how it correlates to analyzing graphs
 She helps them get their assignments written in their planners and has them compare it
with their neighbor so that they know they did it correct
 She gives the class a brief lesson and has them break off into groups
 She explains the assignment and asks them if they have any questions before they begin
 She has worksheets that help them correlate from the lesson and the book
 She has them do it in partners and teams so that they can help each other
 She walks around the classroom and makes herself available to answer any of their
questions
 She gives them a time warning as they approach the end of their group time
 She has them analyze the graphs
 She gives them a rough draft in the form of a worksheet so that it is easier to write their
final draft

I felt the video was relevant because it was a great video for how to structure a multiple-day
lesson to mesh well. I thought that she taught them to analyze graphs in a meaningful way.
She was also able to tie two concepts together which I think is helpful to see for any future
educators.

2. Growth Mindsets for STEM Careers: Complete Lesson (96 minutes, 196 cumulative)
 She asked who all wanted to choose a STEM pathway and most of them raised their
hands
 She said that even though they want to go into STEM, they could not name careers for
people in STEM
 She goes over engineering careers with her students
 She asks them between 3 people who they think holds each career; she is trying to get
them to realize their prejudices and biases
 She has them do their own engineering project and mixes the boys and girls
 Plan and design something that is sound and efficient that will hold up a brick using
knowledge you already have
 You don’t need to be an engineer to make something that will work
 Had the groups collaborate to make the best structure they could

I felt the video was relevant because it teaches the students how to be ready for their future
careers as engineers. She also has them do a project just based on their own previous
knowledge and I think that that will help them think on their feet. I also like that she was
breaking down the stigma around STEM careers. She was, in fact, teaching her students to
have a growth mindset.
3. Understanding Emotions and Feelings in Pre-school (91 minutes, 287 cumulative)
 She is having her students put their popsicle stick with their face on it into different jars
with the different emotions on it and each one is associated with a color of beads
 The classroom is set up with many different areas to play
 Toward the end she has them determine which popsicle stick pictures were showing
which emotions
 The kids asked for the emotions that they wanted
 She asked, “what does a person who is scared say?”
 “Can you show me an excited face?”
 “What do you think David feels like?”
o She asks a lot of emotions provoking questions and she is trying to help the
realize what emotions look like in life situations

I felt the video was relevant because even though the video involves preschoolers it can be
translated to other age groups. I could use emotion sticks for children that have emotional
behavioral issues. I also think that the sooner you can have children recognize their emotions
and use them to work out their problems or distance themselves when they are upset is
important.

4. Leprechaun Traps: Complete Lesson (89 minutes, 376 cumulative)

 She uses counting blocks to help her students learn place values and addition
 She has them try and guess a number using clues and by modifying the inequalities
based on their guesses
 Then she plays a mystery number game
 She breaks down each place value when they add, and I feel like that was ahead of its
time when this video was made
 She has her supplies at the ready for when her students need them
 I like that she has her math time on the rug because I remember being in elementary
school and we just stayed in our desks and looked at the board
 She does a situational story with them using leprechaun houses to teach a math lesson
o She had them make their own leprechaun houses the week previous so that
they could use them for this project
 She has them use shoulder partners
 She has them use stacking blocks and also draw out their math
 She has them draw their container shapes and some chose different shapes for very
intelligent reasons

I felt the video was relevant because it was awesome that she used the month and the
upcoming holiday to make the math lesson fun. Her students probably did not even notice
that they were learning math. She also allows them to do it their own way and at the end
they come together to discuss the most efficient way. I like that she incorporated a project
into this lesson because they got to cover their art for the week and also made math fun.
5. Early Elementary Social Studies Part 2 (87 minutes, 463 cumulative)
 She is finishing up her previous lesson, which was reading with their parents, I think
that is really cool
 The unit is “Family” and the topic is “What do we know about families?”
 They go over what makes a family, identity, traditions, communication, what families
look like, do activities together
 They also see how families can be different
 Then she had them draw a flag that represents their family identity
 They reviewed what flags represent and what can be included on their flags
o There family initial, colors, animals, patterns, symbols, and things that
represent their family
 They look at flags from other countries and they go over the colors and symbolism of
each of them
 She explains to them how flags tell a story

I felt the video was relevant because it helped me realize what social studies in
elementary school is like. Sometimes I forget that social studies are a subject and that it is
not just about history. I liked that she had them do a family heritage project, I remember
doing those in school and they were always so fun to get to share that with my
classmates.

6. Finding Math Everywhere (Uncut) (72 minutes, 535 cumulative)

 She them brainstorm things that they use fractions for
 She uses the real-life example of pizza and cutting it into pieces using the denominator to
find the total number of slices
 She asks them for what they do not know and introduces variables in an inconspicuous
way in this third-grade classroom
 She tells them that asking questions is very important and asks them why they believe
that the model that they chose will work
 She tells them to go into groups and to brainstorm ideas and tells them to come up with
strategies for their model
 She tells them that diagrams will help them immensely
 She has the students go up to the board and explain their reasoning
 She explains that you have to partition in the right direction/portion and equally divided

I felt the video was relevant because it helped me understand how to teach fractions in a way
that makes sense for the kids. When I was doing my first practicum, I was in a specialized
math room and I learned a lot, but watching this video added to my knowledge in a way that I
appreciate.
7. The Chocolate Bar Word Problem (Uncut) (71 minutes, 606 cumulative)
 She brings in Snickers to help them make a connection
 She does not just want them to use quick math, she wants them to use models
 She has them share with their neighbors and small groups
 Equal parts that make up the whole, equal parts that make up more than the whole
 She gives them a task and goes over vocabulary that could throw off their task
 She has many different ways of writing one fourth so that they can see what the
different formats would be
 She walks around the classroom to observe their technique
 She finds a technique that she thinks the class would benefit from and she has that
student share her model with the class

I felt the video was relevant because teaching fractions can often be hard for some
teachers and can be hard for some students to understand. Bringing real world models
and examples can help make the problems easier to understand. By having the students
work together and show each other their methods, it can also help them learn new ways
to do something.

8. Farming in the Gilded Age: Complete Lesson (62 minutes, 668 cumulative)
 They are doing a simulation of farming during the Gilded Age which is a math lesson
on profit and a history lesson on the Gilded Age
 The teach put them in groups then gave them direction
o Loaned $2,000
o Set aside $500 each year
o What will you farm? (each crop has a different price)
 He gives them 15 minutes to decide which crops to buy
 He walks around the classroom to help the groups and give them pointers if he sees
them falling behind
 He brings up scenarios as the time progresses, so if their crops or livestock die then
they have lost profit
 In the end, he asks them if they made a profit and if they made as much as they’d
hoped
 He then tells them that they owe him the $2,000 that he loaned them from before

I felt the video was relevant because if a good way to teach your students about the risk
of the economy. It also teaches them useful investment/economic skills, math skills, and
it also teaches them about history and how hard life was for farmers during the time. I
think this was an excellent lesson that I would try with my students if they were a little bit
older.
9. Exploring 19th Century Art: Complete Lesson (53 minutes, 721 cumulative)
 He asks them to research three images using their Chrome Books and compare the
information they find without looking at the images
 He encourages them to help each other
 He helps groups that are struggling with finding connections
 He brings them all back to talk as a class and asks for students to say what they
noticed
 He asks them all to use full sentences when they speak and write so he is working on
their English skills as well
 He tells them to take notes on each painting, writing down two important points in
bullet point form but using complete sentences again
 He asks them what medium was used to make the art and what medium the art was on
 He has them use pastels to create their own off-center composition, colorful, common
object artwork based on 19th century artwork

I felt the video was relevant because it was a video in an art class and they were using
chrome books, which I have never seen, and they were taking notes, which I also have
never seen. I like that he has them research without looking at the art because as humans I
think that we are naturally more visual creatures.