Here's a lesson I designed for use in my University of Alaska Southeast summer course - ALST 600. I'll be working with nearly 40 preservice teachers in the secondary MAT program teaching Alaska Studies using a place-based approach that integrates good instructional practice and free ed tech tools across the curriculum. For more on this lesson click here
This lesson features a poem as a prompt for a creative reflection. It also integrates two tools for presentation of the reflection.
After reading Where I’m From, students will use Haiku Deck to design a brief presentation that uses text and images to depict “where they are from.” The presentation should include a a title slide plus 6 slides which explore the place you’re from. Follow this link for ideas on Where to Go with “Where I’m From”
After completing the Haiku Deck presentation, students will create a blog post that includes an embedded version of the presentation and a written response to the question:
What have I learned from this activity and how might I use the learning strategies and / or technology in my teaching placement?
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.
I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments–
snapped before I budded —
leaf-fall from the family tree.
I’m pleased to be presenting at the Devsigner Conference in Portland Ore June 27-28. My session will offer perspectives on designing engaging learning experiences that motivate students, provoke their reflections and monitor their progress as learners.
Over the last few weeks my University of Portland EdMethods students have been designing lessons in historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). They focussed on three key skills – Sourcing, Contextualizing and Corroborating.
I learned to be an instructional designer – an architect of learning environments. I designed lesson “spaces” where the thinking was being done by my students. By “flipping” a few instructional components and providing a student-driven evaluation, my students will be at the heart of the lesson. I’ll be floating at the periphery. Here’s how.
Join us at NWRESD Hillsboro OR. (Portland) Feb 2015 (dates TBA) for 2 and a half days of engaging hands-on workshops that will give you the ideas, tools and support to flip your class. Open to K-12 teachers and administrators (All tech and flip experience levels welcome) / Cascade Technology Alliance
Lesson on using films as documents to develop historical thinking skills in sourcing, contextualizing, corroborating and close reading. The lesson compares two documentary films detailing the forced removal and incarceration of Japanese Americans during WWII. The first film was made in 1943 by the US government to justify the action. The second film was made in 2014 and features interviews with Japanese American incarcerees.
I am proud of my life-long career in public education - especially the 25 years I spent as a teacher. For nearly 30 years, I have worked with school districts, state DOEs, leading educational organizations and companies to improve the quality of teaching and learning. I provide training and consulting services across the United States and internationally. I'm exploring the instructional power of interactive texts and helping to foster the next generation of teachers as adjunct faculty at both the University of Portland and the University of Alaska Southeast.
Alaska History and Culture Series
PBL meets culturally-responsive teaching in a new 6 book series. Free at iTunes
Awarded "Best Textbook and Best Widget, 2015" Archival photographs and dozens of video interviews with former Japantown residents detail life from the 1890s through the incarcerations of WWII. Reader can use interactive widgets to blend of then and now photos. More
Based on an innovative teacher’s workshop sponsored by the Library of Congress TPS program. Includes both the training materials and fourteen teacher-designed document-based questions for grades 4 through high school. More
My DBQ iBooks
My iBooks are filled with videos, audios, posters, art, pamphlets, letters and long lost ephemera. "Stop-and-think" prompts based on CCSS skills guide students through analysis of the primary sources. Essential questions foster critical thinking. All documents include links back to the original source material so that students can remix the content into their own curated collections.
Download a free iBook and experience the future of the textbook.
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.
My free Guide to iBooks Author
Quick Start: iBooks Author
Free at iTunes. Just the essentials in a 20-page guide that will give you a quick start to creating a multi-touch interactive iBook using iBooks Author