Stations
During my practicum I utilized the idea of creating and setting up stations for students to work through. This worked very well as students were able to work through the stations at their own pace, they were able to have a movement break, and were able to discuss and communicate with peers to find the answers at each station. It was a great opportunity for students to work and problem solve together.
KSA# 5, 9
KSA# 5, 9
Interpreting Maps
Students were to look at the geography of Italy and understand how the geography would affect trade during the Renaissance. So students were able to visually understand the geography they created 3-D topographical maps to help visualize the difference in elevations and the location of Florence, Genoa, and Venice in order to critically analyze and interpret maps to understand how geography and location effects trade. Students were also able to take a virtual tour of the three city states in order to see the physical geography and what each city looks like and what they have to offer. These two components combined were designed to help students be able to visualize the geography and to apply their understanding to the effects it would have on trade.
KSA# 4, 5, 9, 11
KSA# 4, 5, 9, 11
Interactive Notebooks
Each student created an interactive notebook to help students organize their notes, be able to reflect upon their learning, and to provide a guide to help them study. This was also the topic of my Professional Inquiry Project and whether or not it was useful and beneficial for students. Students were given various templates throughout the semester in order for them to interact with curriculum content differently.
KSA# 5, 9
KSA# 5, 9
Current Events
Each week students were to find a current events article and complete a small task regarding it. Students were able to choose which task they wanted to complete. Tasks varied from having students compare and contrast articles to find the validity of information, to speak and report a current events article to the class, to think about cause and effect of events geographically, or to research the answer to a question they had after reading an article. Students were excited about articles they were finding in the news and were happy to share their findings to the class. Students had the freedom to find current event articles based on what their interests were. On the class website students were provided a list of resources that they could utilize to find current event articles.
KSA# 4, 5, 9
KSA# 4, 5, 9
Making Connections with Learning
In order to understand humanism and what the characteristics of humanism might look like students created connections between the material and modern day. Students had the choice of either working individually, with a partner, or in a group of three. They were asked to look at the characteristics of humanism and what it meant to be a humanist and to find a person who existed within the last 100 years that exhibits those characteristics. This allowed them to research a person of interest and make connections to a person that they knew and recognized, while also making the connections of what someone would have to do or exhibit in order to encompass each characteristic. They had to present their findings to the class in order to work on their verbal communication, but were able to present in any format of their choosing, whether it be a poster, Prezi, Emaze, Powerpoint, or speech.
KSA# 4, 5, 9, 10, 11
KSA# 4, 5, 9, 10, 11
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Astronomy and Hands on Learning
When learning about astronomers during the Renaissance it can be difficult to picture different theories and how each would affect our understanding of the world at that time. In order to help students visualize each theory of Ptolemy, Copernicus, Kepler, and Galileo students were each given an interactive notebook insert where they could record notes and add in visuals for each theory of the universe for their notes. But to have students visualize each theory and to give a hands on approach each student was given a chart and jelly beans to represent the Sun, Earth, and the planets. As we went through each theory and astronomer we mapped out each theory with jelly beans so students could physically move the Sun and the Earth and move them around to see how each changes and then record them in their notebooks.
KSA# 5, 9
KSA# 5, 9
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