Are you headed to the integratEd / #iPDX14 conference in Portland OR? Wondering what sessions to attend? Here’s a preview to one of my sessions: "Right From the Start: Case Study in Infusing Tech and PBL in the Classroom." (Feb 27 - 1:30-2:30). What's a conference session on PBL / tech for pre-service teachers have to offer the experienced teacher?
Spoiler alert - it's not all positive. My students had a great PBL experience and produced showcase products, but did that sacrifice time we could have devoted to other content and skills?
This past fall I taught a grad / undergrad level education course in social studies methods at the University of Portland. Here's our course blog with lessons and student work. Instead of simply telling my preservice teachers about the critical components of the new classroom - student-centered, project-driven, community-based, tech-integrated - we used them. This iPDX14 session will give participants a look at these instructional approaches, work-flow models, sample projects and a reflection on how it went. While the case study will feature the higher ed classroom, the lessons learned should also be of value to intermediate through secondary teachers. Here's more of my posts tagged PBL.
I’ll be joined by two of my students - Christina Steiner (BS Secondary Ed / BA History 2014) and Samuel TS Kelley (MAT 2014). You'll hear their reactions to the PBL approach and how it impacted their thinking about teaching strategies. They also share some feedback from their cohorts. Spoiler alert - it's not all positive. My students had a great PBL experience and produced showcase products, but did that sacrifice time we could have devoted to other content and skills? Christina and Samuel will give you their take on that trade off.
You'll see the products of our partnership with a Japanese American History Museum in a variety of projects - designing curriculum for traveling exhibits, curating an online video archive, and developing an iOS app walking tour of Japantown PDX. Student also collaborated on publishing an iBook - Exploring History - a showcase of model document-based questions.
I regularly meet with my colleague and friend Mike Gwaltney at Bailey’s Tap Room to share a brew and conversation. Here’s a recent chat we had about my methods' class - goals, challenges and results. It’s a good intro to this iPDX session. Note: most things in Portland are done with beer.
Using video interviews of camp internees, archived photographs, and historic documents; the lesson guides students through the experience of Japanese-Americans incarcerated during WWII. This multi-media lesson was designed by students working with the Oregon Nikkei Legacy Center.
I’m pleased to introduce you to Japantown PDX, a free iOS app that I designed with the assistance of the Nikkei Legacy Center, GammaPoint LLC, and my students at the University of Portland. Explore Portland Oregon’s historic Japantown with this user-friendly walking tour. The city’s vibrant pre WWII Japanese American community is archived in over 125 photographs and audio clips. This GPS-enabled app guides you through Portland’s eight block Japantown, a bustling community in the early decades of the twentieth century – better known today as the colorful Old Town / Chinatown neighborhood.
I’m looking forward to presenting at integratED Portland 2014 February 26–28, 2014. It’s a premier edtech conference features active hands-on sessions with an impressive team of presenters. I’m honored to be doing two workshops. Here’s my previews
My preservice teachers just published an iBook collection of document-based questions in US and World History. It’s now available free at iTunes. Here’s some tips on how to turn your students into published authors.
One of my University of Portland pre-service teachers showcases her online DBQ – “Anne Frank: A Timeless Story.” She explores Anne’s diary as historic source document. Erin Deatherage also reflects on the experience of designing DBQs.
I’ve asked my University of Portland students to reflect on a DBQ assignment and invited them to guest post on my blog. Here is “Visions of Freedom: The American Revolution” – a DBQ designed by Collin Soderberg-Chase. This DBQ presents multiple “views of freedom” viewed through the “lenses” of differing perspectives held during American revolutionary era. The essential question examines what factors influence one’s vision of freedom.
Two of my University of Portland pre-service teachers showcase their online DBQ “Propaganda of the American Suffrage Movement, c. 1910-1920.” This DBQ is designed to encourage students to think critically about the American suffrage movement propaganda. The generative questions are: “How do images express biases?” and “How are political, social, and economic factors presented?” Heather Treanor and Cory Cassanova also reflects on the experience of designing DBQs.
One of my University of Portland pre-service teachers showcases his online DBQ “Image and Emotion – WWII Propaganda Posters.” Five propaganda themes are explored through parallel sets of posters from US and Axis power. Aram Glick also reflects on the experience of designing DBQs.
Two of my University of Portland pre-service teachers showcases their online DBQ “1950s Red Scare.” Videos, posters and documents use a media lens to consider “How does a nation develop such an intense fear and enemy, creating mass hysteria?” Christina Steiner and Kristi Convissor also reflect on the experience of designing DBQs.