Thursday, March 21, 2013

Thursday, January 19, 2012

THE HUMANITIES PROJECT



Title of Project: The Humanities Project

10-word Project Description
Give a brief description that helps people tell at a glance what the project idea is about.This project will focus on the integration of history within an English/LAL classroom.

Description of Learners (Brief)

Give a brief description of your project's learners. Again, the purpose is to help other people tell at a glance who is the audience of your project idea. Typical examples: Older Adult, Corporate Executives, Young Adult, High School, Elementary School, Pre-School.
The learners on this particular project are young adults in high school.

Description of Learners (Longer)

Provide a more detailed description of the learners who would be involved in your project idea. For example, if they are school children, would you include all students in a particular grade level, or only those who need remedial help. Would you focus on only on gifted students? If your audience are corporate executives, what is their level of education and experience?
What do you know about the learners' motivation to participate in this project idea. Would they be eager or reluctant to get involved? Why is that? What do you think they would already know about the topic? For example, if they are corporate executives studying tax laws, do you expect them to be completely new to the topic or just unaware of recent tax law changes? If they are high school biology students, do you expect them to be novices or advanced placement students?
The Humanities Project will be applicable to high school students of all grade levels and learning abilities. It is my belief that students have an embedded interest and value in historical information. This rings true for a variety of reasons. However, when it comes to English/LAL, many students struggle with finding meaning and purpose in their ability to read and write proficiently. Many students are capable of communicating with one another, and have no issue conversing with family and friends, so it does not seem very important to learn how to do so at a level that is considered proficient by most educational standards. This must change in order for standardized test scores to improve. Furthermore, these subject areas should not be learned in isolation. It is essential that students are capable of applying active reading strategies to their reading and analysis of historical figures, events, and documents. Likewise, it is important that students are capable of drawing connections with history in their own articulation of thought about studied topics. This integration of content should produce higher test scores and greater levels of intellectual application.
 
Description of the Setting
Where would this project take place? In a school? At a company? What can you tell us about the setting? Would the instruction take place in a classroom or on the job? What kinds of resources do you expect to have at your disposal? Will there be enough computers for everyone? Will you have a budget to purchase additional resources, such as videos or journals? If it is a corporate setting, how much time away from the job do you expect the employer to allow for the instruction?
The Humanities Project will take place within a 40-minute classroom in which students will have access to computer technology (as available). Teacher will provide varying forms of media to engage students. No time away from work is necessary for this project.
 
Description of Problem/Opportunity

Describe the problem or opportunity that your instructional project will meet? If your project will solve an instructional or training problem, what is the nature of the problem? What do the students or employees need to know that they don't right now? Who thinks it is a problem? What evidence is there to suggest it is a problem?
If your project will take advantage of a unique learning opportunity, describe the learning opportunity. An example would be a school that was bequeathed a large donation by a long-term community member who loved birds to build a nature trail.
The problem that students seem to face lies in their inability to make connections between their content areas (English <--->History) and see how learning within one subject can translate into success within another class.
 
Goal Statement

Take a stab at writing an instructional goal statement. As you do so, try to write this in terms of what you want the learners to be able to know or do. It's good advice to try to imagine that the instruction that you have in mind has just concluded - if the instruction was successful, what can these learners now demonstrate in terms of new learning that they could not have done before going through your instruction?
Make connections between content areas by applying active reading and writing strategies.

Friday, April 1, 2011

My Course Reflection...


 I can't believe that our last class is this week! Wow... it seems like only yesterday we were meeting in the IT Lab with Dr. Lee for the first time (quickly migrating to the seminar room in 2-17) on January 20th. Now, we are at the end of the road, at least for this course. We've had quite a journey since the beginning, and the memories of each class flicker in my mind like a photo album of visual learning.

 This class reminded me of my undergraduate education at Rowan University as a Communication: Radio/TV/Film student, wherein I would study various mediums of mass media and their effectiveness and overall impact on people through sight and sound. Exploring the spectrum of visual communication in this class has proven to be nothing short of sheer enlightenment. I enjoyed each class and the learning that transpired from conversation and instruction.

 Our first class together was long, but very informative and enlightening! Following that class, we were given the assignment of reading "The Visual Literacy White Paper" and completing a summary of the article, thus commencing our readings of various articles of or relating to visual design. I learned much from these readings and my perspective has been enhanced. It was a lot of fun identifying visual symbols to represent who I am as a person. Furthermore, I think that I have changed as a person as a result of this class.

 In regard to my teaching, I have begun to incorporate more visual literacy techniques and strategies to promote student identification and utilization of images as symbols and metaphors. It's important for students, especially within the realm of language arts to be able to comprehend information that is abstract in nature. Imagination is a key component to learning, and I believe that we should do more to engage students in educational opportunities in which they can explore their creative side. I have a wealth of new ideas and a newfound perspective on this as a result of my coursework for this class.

 Overall, this class proved to be interesting and worthwhile. I really liked the different types of projects that we were assigned, because I feel like I took different things from each. However, I did feel that the article summaries were a little much. I think that the class could have benefited more through collegial conversation as opposed to written summaries. Nonetheless, it's just an idea. I can't believe it's over, but as with most things in life, as one door closes - another opens. See you next week, Dr. Lee!

21st Century Bloom's Taxonomy!