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As for the higher-order intellectual achievements, mastery will be displayed when the students can evaluate the reasons behind the decisions made by these historical figures, and then to assess whether they were good or bad decisions, effective or ineffective. For example, the students will have met this objectives when they can answer a series of questions such as: "How would you describe the way Kennedy presents his call for equality in public places to the American people? Was it a good strategy? Why or why not?" Students should be able to engage with the material and form their own opinions as to right and wrong -- not empty opinions but informed ones. Finally, the teacher will have achieved his or her goals if the students are able to go beyond simply repeating the statements of the historians in the secondary sources and assess the biases and viewpoints of these authors.
Making the material accessible and personally relevant to the students is an essential objective of the Unit Plan. The teacher will do this by using a multi-media, multi-dimensional approach. He or she will assign not only secondary-source readings but primary sources such as newspapers and documents including media other than print. For example, videos of TV news broadcasts...
Students can connect with this material not only by consuming it but by interacting with it and creating their own versions; for example, they can write and stage their own mock TV news broadcasts, or write their own news accounts in the style of the period.
The use of technology is key in creating a multi-faceted, dynamic learning environment for this American Social Studies unit. Audio-visual input supplements the written word and makes the material more vital and present for the students, leading them to relate the events of the past to the present and to appreciate their influence on the students' lives and social environments.
Works Cited
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwhol, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook I: Cognitive domain. New York: Longmans.
Gagne, R. (1985). The conditions of learning (4th edition). New York: Holt, Rinehart & Winston.
Peterson, P.L., Clark, C.M., & Dickson, W.P. (1990). Educational psychology as a foundation in teacher education: Reforming an old notion. Teachers College Record, 91(3), 322-346.
Works Cited
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwhol, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook I: Cognitive domain. New York: Longmans.
Gagne, R. (1985). The conditions of learning (4th edition). New York: Holt, Rinehart & Winston.
Peterson, P.L., Clark, C.M., & Dickson, W.P. (1990). Educational psychology as a foundation in teacher education: Reforming an old notion. Teachers College Record, 91(3), 322-346.
A change in any one of the factors has to be 'compensated' by changes in the other two" (p. 27). Consequently, the type of instructional practices that may be best suited for one learning venue will likely be unsuitable and therefore ineffective in another setting. The goal, then, is to identify the optimal mix of the three elements to produce instructional practices for each setting (Koehler et al., 2004),
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information
This study used quantitative techniques to measure the dependent variables, but the answers obtained have a high level of subjectivity present in them. Confounding Variables Aside from the independent and dependent variables, almost every study has a number of factors present that affect the results obtained in the study and the ability to interpret them. In this study, there are a number of factors that must be addressed in regards to
teacher has in helping students develop their writing. Traditional methods of grading and scoring children's writing are being replaced in the modern educational system with feedback and constructive criticism of the work, rather than a trophy grade or labeling score. This study reviews literature previously compiled on the subject of feedback in the development of children's writing, as well as conducting original research with a small group of students
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