Category Archives: Class Reflection
The Danger of a Single Story
Hi everyone! During class this week, we discussed teaching “hard history” (Learning for Justice), including slavery and American Indians. Within this topic, we explored the history we learned and what is still … Continue reading
Reflection on the Virginia Quality Criteria Review Tool for Performance Assessments Experience
During our last class, Dr. Hunt introduced the Virginia Quality Criteria Review Tool for Performance Assessments and provided us with the Farmers Market plan. In reviewing this plan, we noticed that there were significant strengths and significant weaknesses. I found … Continue reading
Universal Design for Learning
In Morgan’s blog post last week, the formative assessment resource addressed the Universal Design for Learning (UDL). Additionally, the assigned “Show Me!” article discussed using a UDL approach. Criterion 6 of the Virginia Quality Criteria Review Tool for Performance Assessments … Continue reading
Formative Assessment for Students with Disabilities
https://ccsso.org/sites/default/files/2017-12/Formative_Assessment_for_Students_with_Disabilities.pdf Earlier this evening, I attended my Diverse Learners class (along with a few other of my classmates enrolled in this class), in which we all presented our “Mini-Disability Presentations,” providing information on a specific disability, effective teaching strategies, and … Continue reading
Who Decides What History We Learn?
Tuesday during class, Dr. Stohr mentioned in passing how difficult it must be to pick which famous figures in history we learn about. This statement sparked my imagination; if I … Continue reading
Virginia History and Werowocomoco
I grew up in Michigan. When I moved to Virginia in 7th grade, I found it strange how Social Studies classes focused heavily on Virginia history, particularly Confederate generals. However, as I continue work on my 4th grade Digital Toolbox, … Continue reading
Teaching Columbus: Mythbusting
Hi all, During our last class I was chatting with Bethany and Emily about the challenge of teaching problematic historical figures to the younger grades. Bethany pointed out that the SOL for grade 2 specifically asks teachers to “describe the … Continue reading
Helpful Teaching Practices: The Civil Rights Movement
In class, we discussed Rosa Parks. The Kohl excerpt (compiled from review of over 20 history textbooks) oversimplifies history while also painting Rosa in an overly emotional light using words such as “tired,” “angry,” and “stubborn.” Important figures including Ann … Continue reading
How would you improve student learning and skills with primary sources?
Hello classmates! As I reflect on activities that we have completed in class, my mind ponders on what the most effective ways of assessing the proficiency of student primary source analysis skills. As a class we chose objects of our … Continue reading
Teaching Primary Sources: The Jim Crow Museum at Ferris State University
Hi all, As I’ve been working on my bibliography for this week’s digital toolbox assignment, I’ve been thinking a lot about the challenge of working with primary sources in the K-6 classroom — where to find them, how to adapt … Continue reading