Social Advocacy/Justice

We began by reviewing our agenda and clearly outlining our expectations for the lesson to ensure that everyone was on the same page. Following this, we engaged in a several rounds of the classic game "telephone," which served as a fun and interactive community-building activity to foster a sense of camaraderie among the students. Building on this energy, we took the opportunity to introduce a set of key vocabulary words, encouraging the students to actively seek out and identify these terms throughout the lesson to deepen their understanding and vocabulary acquisition. Transitioning into the core content, we delved into a non-fiction text centered around the renowned Spanish explorer and conquistador, Ponce de Leon, sparking thought-provoking discussions on his profound impact on Spanish history and the broader implications of his actions. Drawing connections between historical events and societal dynamics, we guided the students in analyzing cause and effect relationships, emphasizing how individuals like Ponce de Leon and ordinary citizens alike can play pivotal roles in addressing social issues and effecting positive change within their communities. Through the exploration of various social issues in both the U.S. and Spain, we empowered the students to critically examine real-world challenges and brainstorm innovative solutions, fostering a sense of agency and responsibility. I do not have any weaknesses for this lesson. However, some strengths include our students willingness and eagerness to participate in group discussions as well as their creativity. Reflecting on the day's successes, we covered all planned lesson objectives, which was awesome! This enriching experience not only deepened my appreciation for the complexities of social studies but also reinforced the importance of meticulous planning and organization in delivering impactful educational experiences, shaping my professional identity and guiding my future teaching endeavors.

Culture in Spain!

In today's class, we delved into the rich and diverse cultures present in Spain, exploring the intricate connections between sociology, anthropology, and cultural dynamics. Our session began with an in-depth discussion on how these disciplines intersect and influence our understanding of various cultural elements. To provide a solid foundation, we engaged with an informative text that offered insights into the historical and social aspects of Spain's culture.

One engaging activity involved the use of a Venn diagram, where we meticulously compared and contrasted the cultural nuances between Spain and America. An eye-opening example discussed was the annual tomato fight in Spain, which sparked lively discussions among the students. Drawing parallels to snowball fights common in other regions, we encouraged critical thinking as the students identified and discussed the unique cultural practices. We also discussed music in America in comparison to Spain. We learned about castanets and flamenco dancing and made our own castanets out of paper plates, string, and some buttons!

By the end of the lesson, it was evident that we successfully met all our objectives, as reflected in the students' participation and understanding during the individual verbal assessments for the exit ticket. Through these assessments, we gauged the depth of comprehension and the students' ability to draw connections between different cultural practices. The active engagement and insightful reflections displayed by the students showcased a true appreciation for cultural studies and the significance of sociological and anthropological perspectives in unraveling the mysteries of diverse cultures.

Economics?!

 

    If I’m being entirely candid, teaching this particular lesson on economics proved to be quite a challenge. The intricacies of economics with its multitude of components left me feeling uncertain about how to do justice to each aspect within the limited time frame of just one hour. To simplify the concept for my students, I drew an analogy, likening economics to an expansive umbrella under which numerous individuals stand, each representing a different facet. This comparison seemed to resonate with the students, paving the way for a deeper dive into various subcategories within the realm of economics.

    Throughout the session, we explored diverse topics, delving into the realms of globalization and the significance of different types of resources such as natural, capital, and human resources. Furthermore, we touched upon the dynamics of buyers and sellers, illustrating the concept using familiar objects like Stanley cups and Hydroflasks to shed light on how businesses must constantly adapt to market trends to succeed with broader audiences.

    Feedback from student exit tickets indicated that our objectives for the lesson were met, albeit with its fair share of challenges. Notable strengths observed included the engaging and detailed group discussions, yet the time constraint emerged as a notable weakness, hindering a more comprehensive exploration of the subject matter.

    Reflecting on this teaching experience, I acknowledge the need for potential adjustments when revisiting this topic in the future. As an educator in training, I aspire to elevate the learning experience by infusing more elements of fun and incorporating additional content to deepen students' comprehension of economic principles. This instance underscored the importance of having my classroom someday, where I could further tailor lessons to fit the unique needs of my students and explore topics like economics in greater depth.

    Looking ahead, I intend to cultivate a habit of self-reflection to refine my professional identity as an educator. This encounter, alongside other teaching opportunities, has emphasized the value of introspection both within and beyond the classroom, as a means to evolve continuously and enhance my teaching practices.

Let's Talk Civics!

    

    As mentioned in reflections prior, Ms. Lynsey and I had previously established a mutual agreement that involved the equal sharing of responsibilities in the development of each lesson plan, with the understanding that we would alternate in leading the lessons. This past week, it was my turn to take the lead in presenting our civics lesson. Taking into consideration various learning styles, I made a deliberate effort to incorporate a diverse range of modalities into the lesson to encourage higher levels of engagement among our learners. It was rewarding to see that my endeavors in this regard proved to be successful, as evidenced by student exit ticket responses. Additionally, we were able to effectively cover all the key content outlined in our lesson plan.

    Furthermore, as I continue to familiarize myself with the students and their unique personalities, I have identified some areas where adjustments may be needed for future lessons. Specifically, I have plans to implement changes in seating arrangements and instructional strategies to ensure that the material presented caters to the diverse learning needs of all students. This proactive approach stems from my desire to create an inclusive and dynamic learning environment that benefits each individual in our classroom setting. By adapting our methods to better suit the learning preferences of our students, I aim to facilitate a more enriching and tailored educational experience for all those under our guidance.

Ms. Lynsey doing compare and contrast chart!

 

History of Spain!

    Ms. Lynsey and I took equal parts responsibility for both the development and teaching of our history lesson. We began by reviewing our behavior agreements as well as our visual agenda. I mentioned to students that they can expect to follow the same itinerary each time we are together. Next, we did an ice breaker that had the students rate their moods on a Sponge Bob scale, tapping into the SEL competency, self-awareness.Then, we primed them for the lesson by introducing some words they would hear often throughout instruction. We decided to use Quizlet flashcards to incorporate a technological element into the lesson as it is widely used. We asked the students to take turns reading the words and their definitions aloud, and modeled what that should look like. We then created a timeline of several key historical events in Spain and explained each, pausing often to allow students to process the information and ask questions. We tied these events into primary and secondary sources, using examples of each from these events and explained the difference between them. To further enhance understanding students worked collaboratively to create a compare and compare and contrast chart for both sources, and wrapped up that portion of the lesson with a quick video. Before closing the lesson, we asked students to complete an exit ticket prompting them to reflect on one thing that happened in Spanish History and describe its effects on the people who lived there. In the remaining time, students were able to participate in a Halloween Kahoot!

    Reflecting on our objectives, I feel we covered everything we intended to. Students were able to describe and organize significant events in Spain’s history by arranging events in a timeline. Students were able to describe the difference between primary and secondary sources by making observations and discussing the differences. Students were able to respond thoughtfully throughout the lesson. When given an exit ticket, students will be able to respond to the given questions, in reference to the evidence from the lesson, using written expression. Overall, I am pleased with the results of our second lesson. 

    Going forward, despite high levels of engagement, I feel there is more we could have implemented to make the lesson more fun. I am thinking that next time, and in my future classroom, that I will try and incorporate a more multimodal approach.

Class agreements also align with best practice guidelines and having students sign at the bottom serves as a promise!