- Which methods of teaching are most compatible with the ways that each brain network actually functions?
- What kinds of flexibility must instructional materials have to make individualization work
As every good teacher knows, flexibility is a key component of teaching. It only makes sense that that flexibility should extend to learning styles, methods of teaching and the instructional materials. I enjoyed learning about the UDL, but I feel that it there is a great deal of effort involved in the creation of the lesson. In our district, these UDLs are created in the summer by a small group of curriculum writers. Teachers may then access the lessons online and use them to form their shorter lesson plans. I believe that this is a good compromise and especially helpful to the teacher who is new to the profession or the particular course.
Source Cited:
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved on March 12, 2010, from http:///www.cast.org/teachingeverystudent/ideas/tes/
Impact of World War II on America
Title: Impact of World War II on America
Author: Pam Mahalec
Subject: Social Studies
Grade Level(s): 9–12
Duration: 5 Days
Author: Pam Mahalec
Subject: Social Studies
Grade Level(s): 9–12
Duration: 5 Days
Unit Description
This unit is designed to apply the Universal Design Lesson (UDL) standards and integrate technology into the classroom. World War II had and still has an impact on the United States. The unit will allow small groups of students to focus on areas of particular interest to their individual group. Lesson topics will include 10 topics from which groups may choose. At the end of the unit, students will present the information that they have learned in a unique presentation.
1. Major Events (Timeline)
2. Key Terms
3. Major Players (Individuals)
4. Major Players (Groups)
5. Causes/Effects/Outcomes
6. Religion
7. Economy
8. Social Events
9. Politics
10. Arts/Intellectual Movements
After creating their group project, each group will be required to create a posting on the classroom wiki site stating any discoveries and any challenges. They will also be required to comment on at least 2 other group’s postings.
Day 1 of 5 – Introduction
This lesson is designed to introduce the unit. It will include an anticipatory set and a brainstorming session.
(6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:
(A) identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbour;
(B) analyze major issues and events of World War II such as fighting the war on major fronts. the internment of Japanese-Americans, the Holocaust, the Battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use Atomic Bomb;
(C) explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall and George Patton.
Goals
Unit Goals:
1. Students will gain an understanding of how World War II impacted American History.
2. Students will use a variety of resources to come to their conclusions about the impacts of World War II and come to their own conclusions using prior knowledge and what is known now about the war.
3. Students will reflect on other students' findings to provide feedback and offer other insights to expand the knowledge gained.
Lesson Goals:
The goal of this lesson is to introduce the concept of World War II to students and to brainstorm briefly about the impacts of the war on the 10 areas listed above.
Methods
Anticipatory Set:
1. Introduce the World War II unit with this fake newsreel: (5 min.) (Recognition Network)
Call to Arms http://www.youtube.com/watch?v=xnXKrecRIsM
2. Introduce concept of Japanese Internment Camps (5 min.) (Recognition Network)
George Takei in Japanese Concentration Camps
Introduce and Model New Knowledge:
Display E-Book discussing the variety of topics available for research in this unit. (10-15 min.) (Recognition Network)
Students and teacher will discuss the concepts as the read, view the visuals and listen to the sound clips.
Provide Guided Practice:
Brainstorming Session: (10-15 min.) (Affective)
1. Ask students to brainstorm and give ideas about which topics appear to be the most interesting and why.
2. Make a chart on the interactive white board to display the topics as they come up and include at least one piece of information about each topic.
Provide Independent Practice: (Strategic)
Form groups and group brainstorming activity. (10 min.)
1. Assign students to groups by including 1 GT student, 1 average student, and 1 struggling or disabled student. (Teacher should have formed groups prior to class session.)
2. Ask students to jot down ideas about which topic their group would like to research and provide reasons for their interest. Tell them that topics are first come, first serve.
Wrap-Up
Topic Choice and Closing (Strategic)
1) Ask students to have one student from each group give you topic choice if they have already chosen. Tell them there will be a technology exploration on the second day and that they may turn in their topic later.
Assessment
Formative/Ongoing Assessment:
Teacher will be walking around the room, interacting with group of students throughout the group brainstorming process, facilitating the group discussion and topic choice.
Collaborative Work Skills: Brainstorming
Teacher Name: Ms. Mahalec
Student Name: ________________________________________
Student Name: ________________________________________
CATEGORY
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4
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3
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2
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1
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Attitude
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Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
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Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
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Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
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Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
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Focus on the task
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Consistently stays focused on the task and what needs to be done. Very self-directed.
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Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
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Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
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Rarely focuses on the task and what needs to be done. Lets others do the work.
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Contributions
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Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
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Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
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Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
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Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
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Time-management
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Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
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Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
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Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
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Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
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Working with Others
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Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
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Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.
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Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
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Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
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