Personal Reflective Journal

Hilary Dingman | EDUC 5613 | February 13, 2018

 Dingman 2

Strategies
Ice Breakers………………………………………………………………………………...p.3
Sponge……………………………………………………………………………………...p.4
Think, Pair, Share..................................................................................................................p.5
Twenty Questions…………………………………………………………………………..p.6
Turn and Talk……………………………………………………………………………….p.7
Quotable Quote……………………………………………………………………………..p.8
Entrance / Exit Slip………………………………………………………………………….p.9
STL and KWL………………………………………………………………………………p.10
Continuum Line……………………………………………………………………………..p.11

Methods
Round Table………………………………………………………………………………...p.12
Bell Ringer………………………………………………………………………………….p.13
Value Line.........…………………………………………………………………………….p.14
Online Timer………………………………………………………………………………..p.15

Reflections
Caring as Classroom Practice…………………………………………………………….....p.16
Chrystal S. Johnson & Adrian T. Thomas
Engaging Diverse Learners with Academic and Social Challenges……………………......p.17
Margit McGuire, Bridget Walker & Thomas Grant
Using the Familiar to Teach World Geography in Kindergarten……………………...........p.18
Elizabeth Kenyon, Carlee Coffey & Janice Kroeger
“I” is for Indian? Dealing with Stereotypes in the Classroom………………………….......p.19
Mark Finchum
Writing Our Way to the Post Office………………………………………………………...p.20
Linda D. Davey and Rosebud Elijah
Planning and Teaching with Multiple Perspectives…………………………………………p.21
Joyce H. Burstein and Lisa Hutton
Aloha, Hoosier! A Pen-Pal Activity in the Third Grade…………………………………….p.22
Raymond Callahan and Kam Chi Chan
 Dingman 3

Ice Breakers
Purpose: Ice breakers are a great way to get the students engaged. Each icebreaker activity is
different and thus has a different function and would be beneficial to various different types of
lessons. Many teachers use icebreakers on the first day of school in an effort to get to know their
students. This is helpful for students and teachers alike, because often this is a great way to learn
other people’s names. Icebreakers are also used to get people comfortable with one another in
various circumstances.
Materials: The materials would vary, depending on the icebreaker selected. Some icebreakers do
not require any materials at all, while others might require an abundance of materials. It all
depends on the activity chosen.
Time: The time for an icebreaker would also depend on which one the teacher has selected. This
could range from five to twenty minutes, keeping in mind that often students do not have an
attention span of more than fifteen to twenty minutes.
Suggestions: The following suggestions come from the Indiana University-Perdue University
Indianapolis website (https://ctl.iupui.edu/Resources/Preparing-to-Teach/Using-Ice-Breakers):

• Five-Fingers Icebreaker - Have each student give the following information using the five
fingers on her/her hand as a prompt.
- Thumb – name something you’re good at or something you need luck for.
- Pointer – say where you’re headed, your direction.
- Middle – tell the others something that makes you mad.
- Ring – name someone or something special to you.
- Pinky – state something to remember you by (how about a name?).
• Two True, One False - Go around the class and everyone has to say two true statements
about themselves and one false. The rest of the group must guess which one is false.
• The Circles of - Give each student a sheet of paper with a large central circle and other
smaller circles radiating from it. Students write their names in the central circle and the
names of groups with which they identify in the satellite circles. They ask students to
more around the room to find three classmates who are most and/or least similar to
themselves.
End Result: Students have a better understanding of their classmate’s names/ personalities/
opinions. By debriefing the icebreaker afterwards, you can explain the reasoning behind why you
chose it, which gives students a more in-depth reasoning for the activity. Ideally, your class will
become more comfortable with each other and more confident in themselves.
Online Resources:
IUPUI . (n.d.). Retrieved October 15, 2017, from https://ctl.iupui.edu/Resources/Preparing-to-
Teach/Using-Ice-Breakers

Icebreaker Central. (n.d.). Retrieved October 15, 2017, from

http://www.educationworld.com/a_curr/strategy/strategy001.shtml
 Dingman 4

Sponge Strategy
Purpose: The purpose of this strategy is to soak up the remaining time in a class. It is a filler/non-
essential activity planned in case a group/student finishes early. As the sponge strategy is meant
to soak up time, it can be used throughout the class whenever there is a need.

Materials: This method requires preparation in advance just like your lesson would. Sponge
activities can be any small/ quiet activity. Because there are countless activity possibilities a list
of 80 sponge suggestions has been provided requiring specific materials for each.
Time: Again, as the purpose of this strategy is to soak up the time its duration will vary based on
need. However, with this being said a sponge activity is not meant to last for the entirety of the
class.

Steps: As students begin to finish up the lesson or if your lesson wraps up as a whole you need to
have something for students to do. It is at these times that you would introduce a sponge activity.
Often sponge activities are done individually at your seat as students typically finish at different
times but they can be played whole class as well and in a variety of settings.

As sponge activities are most commonly individual, you would instruct students to come up and
show you their work to ensure it is in fact complete and then have them grab a pre-made or pre-
determined activity to bring back to their seat and work on. Students would engage in the sponge
activity until instructed to stop for whole class instruction or the end of class.

End Result: The end result of a sponge activity is having students working/busy at all points of
your lesson to eliminate the possibility of classroom disturbances due to unoccupied students.

Online Resources:

Boschen, J., Says, D., Says, A. D., Says, E., & Says, S. (2016, April 20). 80 Sponge Activities.
Retrieved October 15, 2017, from https://www.whatihavelearnedteaching.com/80-sponge-
activities/

Classroom Activities: Sponge Ideas for Elementary Students. (n.d.). Retrieved October 15, 2017,
from https://www.scholastic.com/teachers/articles/teaching-content/classroom-activities-
sponge-ideas-grades-k5/\
 Dingman 5

Think-Pair-Share
Purpose: Teachers use this strategy to promote discussion among students about a given topic.
Time: This could take about 10-15 minutes, but it depends on how much the students share.
Materials: There are no required materials, but students may use pen and paper to write their
ideas if they might forget them.
Steps: First, give students a topic or a question to answer. Have them think about it by
themselves, then after a few moments, ask them to pair up with the person next to them (their
elbow partner). Invite them to share their ideas with that student. This strategy encourages
students to brainstorm and value different perspectives to which they might not previously have
been exposed. End by having students share to the class.
End Result: Students gain a new perspective on the question at hand, and develop a positive,
collaborative learning environment. Sharing ideas is a great way to expand students’ knowledge
base and develops an appreciation for other ways of thinking.
Online Resources:

Think, Pair, Share Cooperative Learning Strategy: for Teachers (Grades K-12). (n.d.). Retrieved
October 15, 2017, from https://www.teachervision.com/think-pair-share-cooperative-
learning-strategy

Brown University. (n.d.). Retrieved October 15, 2017, from

https://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-
classroom-practices/think-pair-share
 Dingman 6

Twenty Questions
Purpose: The purpose of this strategy is to put students on the “hot seat” and build curiosity
around what the item or photo could possibly be. This is strategy is used to open a class as a
hook.

Materials: This method requires a photo or object prompt prepared ahead of time. It is good to
also print out pictures for each table grouping so students can really see the image and have a fair
chance at making educated guesses.

Time: This strategy is used as a hook and therefore should be around 5-10 minutes long unless
meaningful conversation is happening during questioning period in which you would not want to
cut that short.

Steps: Teacher puts picture prompt on the board and on the tables before students enter the
classroom. This will generate curiosity as students filter in and get ready for class.
Teacher then begins with a short introduction stating that students she has an object or image that
goes along with today’s lesson and that students can ask 20 questions whether they be short
answer or yes or no (you decide). Then the teacher will give the students a few minutes to
brainstorm in their group what the image might be and come up with questions they all like to
ask.

The group will then meet back up as a whole and students will ask the teacher or if its show and
tell style; the student, 20 questions or until a correct guess has been made. Once the object is
known the hook is over and the class will begin.

End Result:
The end result of the inquiry strategy or 20 questions is to generate genuine interest in the
upcoming lesson. With this strategy it is the teachers hope that students will be so intrigued that
they are focused on the lesson and are ready to participate in further discussion/learning.

Online Resources:

Education, D. (n.d.). 20 questions | Strategies by teachers, for teachers! Retrieved October 15,
2017, from http://www.discoveryeducation.co.uk/spotlight-on-strategies/try-a-
strategy/item878653
 Dingman 7

Turn and Talk

Purpose: Turn and Talk provides students with an opportunity to formulate thoughts and discuss
them with another student. This strategy would be great to use prior to a group discussion, since
students will likely feel more comfortable first sharing with a partner. During this activity
students will have to actively listen to their peer, while also thoughtfully contributing their own
ideas to the conversation. If done correctly, students will develop strong conversational skills in
addition to a deeper understanding of the material being taught.
Materials: No physical materials will be needed for this strategy.
Time: The time needed will be dependent on the complexity of the material being discussed.
Though teachers will often provide somewhere between five to ten minutes to complete the task.
Steps: Prior to implementing this strategy, teachers will have to inform and perhaps even model
what their expectations for this activity will be. Teachers should also take a moment to
communicate to students how long they will be given, and what their signal to stop will look
like. Once these guidelines have been established, the teacher will then pose a question to the
class, which will usually be related to the lesson of the class. The teacher will then direct the
students to pair up with their ‘elbow buddy’ to begin their discussion. In the earlier grades
especially, teachers will want to make sure that their students are in close proximity with one
another for this strategy to run smoothly. Teachers may even want to designate turn and talk
partners prior to the activity, so that there is no confusion when the time comes. It should also be
noted that while this activity is designed for pairs, in the chance that a class has an odd number
the teacher can allow a group of three.
During the discussion period, the teacher should walk around and listen to the conversations
being had. The teacher may have to interject if conversations get off track. When the time is up
the teacher will then signal their students to end the activity. At that time, students will be able to
choose if they would like to share some of their ideas with the rest of the class.
End Result: Rather than having the same student contribute to the classroom dialogue, with Turn
and Talk every student will be given an opportunity to share their thinking. Students will learn to
process content, and teachers will be given a chance to assess each student’s level of
understanding.
Online Resources:
Turn and Talk. (n.d.). Retrieved October 08, 2017,
from http://www.theteachertoolkit.com/index.php/tool/turn-and-talk

Yates, K. (2014, November 30). 50 Ways to Use "Turn and Talk" from Day One to Build
Engagement and Community. Retrieved October 08, 2017, from
http://simplyinspiredteaching.com/2013/08/25/50-ways-to-use-turn-and-talk-from-day-one-
to-build-engagement-and-community/

T. (2013, December 03). How to do a Turn and Talk – Teach like This. Retrieved October 08,
2017, from https://www.youtube.com/watch?v=2zSUCh10vHY
 Dingman 8

Quotable Quote
Purpose: This strategy can be used at all levels of education and adjusted to fit the needs of the
students and the teacher. It will assess the students’ understanding of something they read for
homework or have recently learned in class. Depending on the class, the teacher could provide a
quote that the students are not familiar with and assess their ability to understand, infer and think
critically. If this was used in the primary grades, the quote should be general and possibly one
they have heard before. The questions should be limited, potentially having the students focus on
one question that influences critical thinking, such as “what does this quote mean?”, “why would
the speaker say this?”. Using questions that promote critical thinking are the most effective. This
method will help students understand how to think both generally and specifically, focusing on
answering questions with more than a one-word response. In the older grades, it can be used to
assess the students productively with the literature they are reading or if they are struggling, not
completely the homework. This method can be used both as a grade activity or simply a way to
inform the teacher on their progress.
Materials: The teacher can put the quote on the board for the students to look at or provide them
with a sheet of paper with the quote written on it with the appropriate questions to engage them
in thinking.
Time: The time depends on the grade of the students and the level of depth the teacher wants the
students to reach with their response.
Steps: The teacher must explain what the quotable quote method is before providing the students
with the quote. This explanation might need to be reiterated the first few times so that the class
understands what the task is and the reason for it. Once the students understand, they can work
on the quotable quote for the allotted amount of time that the teacher has provided. If applicable,
the students can share their quotable quote worksheet to the entire class.
End Result: Students have learned how to be insightful and think critically instead of literally.
They are able to examine the ‘why’ and the ‘how’.
Online Resources:
Writing as Learning. (n.d.). Retrieved October 16, 2017, from
https://books.google.ca/books?id=NSl8VNgKMZIC&pg=PA184&dq=%22quotable%2Bquo
te%22%2Blearning%2Bstrategy&hl=en&sa=X&ved=0ahUKEwjJ4Zuy9evWAhVK94MKH
SjzAXYQ6AEILTAB#v=onepage&q=%22quotable%20quote%22%20learning%20strategy
&f=false
 Dingman 9

Entrance/Exit Slip
Purpose: Using an entrance/exit slip allows the students to provide the teacher with information
on how they understand and feel about the lesson they have learned in the class. It helps develop
a respectful relationship between the student and teacher because it shows the student that the
teacher respects their opinions. It also provides the teacher with feedback from the students. An
entrance/exit slip can be used to assess the students’ understanding of the material. If the lesson
was to learn simple addition equations, have the students write the answers to a few of them and
hand them in. It is not for marks, it is for the teacher to understand how the lesson was
understood by the children, how the lesson can be improved, and who might be struggling with
the material. An entrance/exit slip can also be used for situations other than academic. They can
be used as a way for students to communicate with their teacher. If the teacher asks a question
like ‘How was your weekend?” that might provide an opportunity for dialogue where the child
can confide in the teacher about something personal, if they are having a hard day, etc.
Materials: The students will need a sheet of paper and a writing utensil.
Time: This is completely dependent on the teacher and the length of the response they are
looking for from the students.
Steps: The teacher will have to explain to the students what the purpose of the entrance/exit slip
in the particular circumstance. It will depend on what the teacher is trying to accomplish with
this method. This also applies to the amount of time allotted for the students to fill out the
entrance/exit slip and pass them in. Normally, the entrance/exit slip is a response to what is being
learned in the class; however, as mentioned above, it does not have to be used for academic
reasons or be marked. If the teacher decides to assess their learning and mark the entrance/exit
slip, then they can adjust accordingly. The entrance/exit slip strategy is versatile and can provide
many outlets for discussion or response.
Once the students fill out their designated entrance/exit slip, the teacher will collect them, read
them, and/or mark them. The following day, the teacher can discuss the slips if it is needed and
appropriate. If the teacher was not pleased with their understanding of the lesson, he/she can
revisit the material from the day before and focus on what they may have misunderstood.
End Result: A quick and easy assessment of their learning or opinion on a lesson is received, or a
message is delivered to the teacher. It can give the students the feeling of inclusion within the
classroom as well. Some students might need to tell the teacher something that they want to be
privately shared between them and the teacher. This strategy provides an outlet for the child to
accomplish this. There are a variety of end results that can be accomplished because of the
versatility of the entrance/exit slip.
Online Resources:
Exit Slips | Classroom Strategy. (2015, March 30). Retrieved October 15, 2017, from
http://www.readingrockets.org/strategies/exit_slips

All about Adolescent Literacy. (n.d.). Retrieved October 15, 2017, from
http://www.adlit.org/strategies/19805/
 Dingman 10

KWL/STL Chart
Purpose: A KWL/STL chart is useful for learning what students know, what their questions
about a topic are, and for evaluating what they learned from doing an activity or research. This
chart represents what students know (K), what they want to know (W), and what they have
learned (L). A variation of this is the STL – See, Think, Learn chart.
Time: This activity could take about 10-15 minutes to do the K and W sections as they are
completed prior to the activity or research. The L section, could take a further 10-15 minutes
depending on the topic and how much students learned.
Materials: A piece of paper or electronic template for students to fill out. See below for an
example.
Steps: Students first complete the K (what I know) section with relevant information. Then they
put questions about what they want to learn in the W column. After researching or completing
the activity, students write what they learned in the L column. Students can do this individually
or in groups
Result: Students will have a visual representation of their thoughts and ideas on a given topic.
By doing this activity, students learn from each other, which means someone can share details
that another student might have missed. Also, students are learning organizational skills,
because the chart is a summary of what learning occurred. As well, the KWL chart increases
self-regulated learning because they have all their research questions in one place, and a place to
write their answers.

What I know (K) What I want to know (W) What I learned (L)
I know what KWL means I want to know how to use it Good for groups
Social Studies is thought of as How to make Social Studies Using these methods,
a ‘boring’ class more fun students will enjoy class!

Online Resources:

K-W-L Chart - ReadWriteThink. (n.d.). Retrieved October 15, 2017, from

http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html

K-W-L Charts. (n.d.). Retrieved October 15, 2017, from https://www.facinghistory.org/resource-

library/teaching-strategies/k-w-l-charts
 Dingman 11

Continuum Line
Purpose: The purpose of a continuum line is to engage students in a physical representation of
where they stand on an issue, and to promote debate. By creating a continuum line with
controversial topics, your students will be encouraged to take a side, and persuade others of their
opinions.
Materials: A space large enough for your students to create a single file line.
Time: Time would vary, depending on the amount of debate that arises.

Steps: Inform students that one end of the line is ‘strongly agree’ and the other is ‘strongly
disagree’. Provide topics for debate and have students line up based on how they feel in either
direction. If a student does not feel strongly on the issue, they would be in the middle. Question
the students as to why they chose the location they are in and encourage debate. Keep the
atmosphere of the debates calm, as sometimes students may feel extremely passionate about
certain issues and this can lead to problems if not settled.

End Result: Students get the chance to voice their opinions on issues and can see where their
peers stand. They get experience persuading people and justifying their opinions.

Online Resources:
Barometer: Taking a Stand on Controversial Issues. (n.d.). Retrieved October 16, 2017, from
https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-
stand-controversial-issues

A. (n.d.). Retrieved October 16, 2017, from

http://www.ascd.org/publications/books/104014/chapters/Human-Continuum.aspx
 Dingman 12

Round Table
Purpose: The purpose of this method is to cover content while also encouraging group learning,
team building and responsibility amongst students.
Materials: This method requires a large table, so that all participants can have a seat of their own.
The teacher will also have to distribute writing utensils, and a sheet of paper for each group.
Time: The length of this activity is determined by the content being covered. In most cases this
exercise will take somewhere between five to ten minutes.
Steps: The teacher will first have to divide the class into equal groups. The teacher will then
distribute a sheet of paper to each group, outlining a specific theme, title or question. The
students then pass this paper clockwise around the table, each adding their own response to the
list. Once the time is up, students will then be given an opportunity to discuss their answers as a
group.
Teachers can also use the round table method as an ice breaker, in an effort for students to find
uncommon commonalities amongst one another. In this particular activity, students begin by
writing down one thing that they suspect everyone in their group will have in common. Without
talking the page will then get passed along, until three shared characteristics are uncovered.
End Result: Since their often will not be one right answer, every student will have an opportunity
to contribute. These types of group brainstorming activities are excellent, seeing that every
student will most likely learn something new.
Online Resources:
Roundtable Learning Strategy. (n.d.). Retrieved October 08, 2017, from
https://educators.brainpop.com/teaching-tip/roundtable-learning-strategy/

Round Robin / Rally Robin. (n.d.). Retrieved October 08, 2017, from
http://cooperativelearningresources.weebly.com/roundrobin--rallyrobin.html
 Dingman 13

Bell Ringer
Purpose: A Hook or a Bell Ringer is often done at the beginning of the class, to help students
focus their busy minds. An effective Bell Ringer will directly correlate with the learning
outcomes of the lesson and will also engage students in the content being covered. In addition to
creating a positive learning environment, Bell Ringers also provide teachers with an opportunity
to complete any necessary administrative tasks at the beginning of class. Bell Ringers also
provide an excellent transition into the classroom, which will hopefully aid in eliminating any
behavioural issues.
Materials: The materials will be different for every Bell Ringer.
Time: The time needed will be dependent on how extensive the Bell Ringer is. However, on
average a Bell Ringer will take somewhere between five to ten minutes.
Steps: Before students arrive the Bell Ringer should already be displayed somewhere in the
classroom, either written on a board or projected on a screen. For the first couple of times
teachers will have to direct the activity, and clearly communicate what their expectations for
future Bell Ringers will be. Once a Bell Ringer is embedded in the classrooms daily routine,
students will now be expected to work independently without any further guidance or
instructions from their teacher.
While there is a plethora of Bell Ringers to choose from, I found some of the more effective ones
covered both content and attendance in a single activity. For instance, one Bell Ringer required
that each student receive a laminated name tag, with a magnet attached to the back. Upon
arriving to class each student retrieved their name tag and signed in by responding to a survey
that the teacher had created on the whiteboard. Since there was no wrong answer, every student
was able to feel a sense of accomplishment upon arriving to class.
End Results: Upon arriving to class, students will immediately be reminded of their classroom
procedures and expectations. With the use of Bell Ringers there will be little room for
behavioural issues, as students will be immersed within the task at hand. Teachers will also find
that after using Bell Ringers, their students are more prepared and willing to learn.
Online Resources:
Bell Ringer Activities for Your Classroom. (2012, March 02). Retrieved October 09, 2017, from
http://www.brighthubeducation.com/teaching-methods-tips/85130-bell-ringer-
activities-for your classroom/

Finley, T. (2013, September 06). Bell Ringer Exercises. Retrieved October 09, 2017, from
https://www.edutopia.org/blog/bell-ringer-exercises-todd-finley

Bell-to-Bell Learning. (n.d.). Retrieved October 09, 2017, from

http://nstacommunities.org/blog/2011/07/10/bell-to-bell-learning/
 Dingman 14

Value Line
Purpose: The purpose of doing a value line is to give students a visual representation of where
people stand on a topic or an issue. This can be done at the beginning of a new unit to see what
students already know and stimulate conversation on the topic.
Materials: For a younger grade you might need a piece of paper and a pencil, older kids can do it
in their heads.
Time: The time for a value line would vary, depending on the conversation that comes out of it,
and how long it takes the kids to create, however generally could be done in five to ten minutes.
Steps: The teacher would first introduce the topic and give kids an idea of what it was. They
would then have the kids think of a number on a scale of 1-10 (10 being strongly agree). For
younger students, you could have them write this number down, so they do not forget and to
make the next step easier. The teacher would tell the kids to arrange themselves in order based
on the number they chose and direct the 1’s to one side and the 10’s to another. Once the
students have found their appropriate spot, you have created a value line.
End Result: You have created a visual representation of where students stand on an issue. This
can stimulate conversation and can enhance a student’s understanding. From here, you could
create groups for activities or have small group discussions. You could also have the students
remain in place and explain why they are where they are.
Online Resources:
V. (2013, August 19). Value Line - Teaching Strategy. Retrieved October 15, 2017, from
https://www.youtube.com/watch?v=qnEL-ZIJ4Vk

Albracht, L. (2016, June 30). Value Line. Retrieved October 15, 2017, from
https://blogs.baruch.cuny.edu/activelearning/value-line/
 Dingman 15

Online Timer
Purpose: This method is used for visually reminding students how much time they have left on a
given task. It allows them to focus so that they do not run out of time to do the activity.
Time: It depends on the task that the teacher assigns. Timers can be used for any length of time.
Materials: An online timer (see link below), and a projector/smart board to display it with.
Steps: Assign task to students and tell them that the timer on the board is counting down how
much time they have left for completing the activity.
End Result: Students should focus better because they have a visual representation of how much
time is left for them to work.
Online Resources:
Timers, C. (n.d.). Online-Stopwatch. Retrieved October 15, 2017, from http://www.online-
stopwatch.com/classroom-timers/

The Benefits of Using a Visual Timer for Children with Special Needs - Friendship Circle –
Special Needs Blog. (2013, November 13). Retrieved October 15, 2017, from
http://www.friendshipcircle.org/blog/2013/01/28/the-benefits-of-using-a-visual-timers-
for-children-with-special-needs/
 Dingman 16

Caring as Classroom Practice

I found this article to be of great significance, since it addresses the importance of creating a
caring classroom of community learners. During times of uncertainty in our world, it is
especially important that as educators we provide consistent moral and ethical standards for our
students. In due time today’s young learners will be tomorrows agencies of change; therefore, it
is paramount that we prepare them to responsibly take on this role. I agree with Johnson &
Thomas’ (2009) thoughtful comment that:
My students could gain valuable knowledge, values, and attitudes to make sense of
their world and grow into thoughtful and humane people. For me, caring stands at
the center of building good citizens. It’s the glue that holds everything else
together (8).
While I have always known the value of a caring classroom, it was not until I read this
article that I fully comprehended a teacher’s responsibility in being both a role model and a
facilitator for their students. A great example would be in conflict resolution. When a conflict
emerges, students need to know how to properly manage their feelings, so that a productive
dialogue can ensue, where in which all students are able to be heard. In order for students to
learn these crucial social skills, teachers must first demonstrate what a respectful conversation
might look like. I agree with the article that it is up to the teacher to model and practice these
values and expectations if students are to learn from them.
Another idea the article offers that I can see myself putting into practice is the building of a
caring and inclusive classroom. It is important that as teachers we celebrate the diverse cultures
that are present within our classroom, since we are constantly setting an example for our
students. In addition to embracing diversity, we must also make a conscious effort to model
empathy within our classrooms, so that students can begin fostering caring relationships of their
own. One activity that the article suggests in building strong empathy skills is called “Put
Yourself in the Picture.” The activity challenges students to consider what life might be like for
the person that they see in the magazine or book. Students will begin to understand what that the
person might be feeling, without ever having shared a similar experience.

I can also see myself utilizing activities that help students to become independent thinkers.
Early on students need to be supported in making important decisions on their own, with the
guidance of their teacher. By creating these opportunities students will start to construct their
own “cognitive, social-emotional, and moral domains.” A great way to facilitate this degree of
responsibility in the classroom is through an activity called “Jobs That Matter.” With this activity
students will play an important role in creating their classroom community.

References

Johnson, C. J., & Thomas, A.T. (2009). Caring as Classroom Practice. Social Studies and the
Young Learner, 22 (1), 8-11. Retrieved October 5, 2017.
 Dingman 17

Engaging Diverse Learners with Academic and Social Challenges

I chose this article since it is important that as teachers we know the different ways that
students learn, so that we can adequately address these needs in our classrooms. Sheehan and
Sibit disclosed in their article that “5 percent of all school-aged children 6 to 21 years old” have a
learning disability, and that these student’s diverse learning needs are often not being met. If
teachers could minimize the daily obstacles that these students face with regards to learning,
there would be a noticeable difference in their overall classroom experience.

Within the article Sheehan and Sibit argue that it is the teacher’s job, and not their choice to
deliver a multisensory lesson. Since learning disabilities often present themselves in a “cluster of
characteristics,” they tend to go undiagnosed until major academic delays appear. Therefore, as
educators we should be constantly providing this standard of delivery, regardless if a student has
been identified as having a learning disability. The authors do acknowledge that identifying and
addressing these various modalities can be time consuming, but they reassure the weary teacher
that more learning will take place when all senses are explored.

A valuable piece of information that the article provided, which I had not considered before,
was that all students can benefit when a teacher uses multiple modalities. When a teacher
addresses all of the senses within a lesson, they are optimizing their chances of all students
comprehending what is being taught. While most students can get by with one form of delivery,
teachers should not become complacent in providing the bare minimum.

Another idea that I found enlightening, was that rather than the ‘differentiated’ component
being secondary element, it should we woven throughout the entire lesson. Sheehan and Sibit do
an excellent job explaining that despite all the time and effort you put in your lesson plan, if you
do not consider the different modes of delivery it will be for nothing. After reading this article, I
will ensure that my lesson plans are now all multisensory based, so that every student has an
equal opportunity to learn.

References

McGuire, M., Walker B., & Grant T. (2016). Engaging Diverse Learners with Academic and
Social Challenges. Social Studies and the Young Learner, 28 (4), 5-8. Retrieved October
5, 2017.
 Dingman 18

Using the Familiar to Teach World Geography in Kindergarten

I chose this article because even with Geography being an interdisciplinary discipline, it
often gets dismissed until the later grades. While a typical Kindergarten classroom focuses on the
student’s home, family, and classroom, I think it is important that Geography is also integrated
into the social studies curriculum. It is important that young learners are being taught global
awareness early on, so that they can gradually begin to understand the complex world that they
live in.

This particular article centers itself around a Kindergarten teacher named Carlee, who had
the brilliant idea of connecting her Geography lessons with her student’s culture and family.
Carlee found that by personalizing the curriculum, her students were capable of comprehending
concepts far beyond what she had originally anticipated. The students in Carlee’s class were able
to create connections between their own experiences, with the new knowledge that they were
being given in class. The article strongly states that students are capable of tackling complex
concepts in Geography, if the teacher takes the time to properly teach it.

It was interesting to see that through incorporating the student’s cultures into the curriculum,
the teacher also ended up expanding her own knowledge of the world. In the article, Carlee
described how “I began learning more about the students, and they taught me multiple words and
phrases in Arabic so that I could feel more welcomed and included in daily practices.” While this
collaborative lesson plan took a great deal of preparation to create, it was worth it to Carlee,
since her students flourished with this shared opportunity to lead a discussion.

One idea that I enjoyed from the article was that Carlee took the time to get to know each
student’s geographical and cultural background. In order for this personalized lesson to work,
Carlee had to first reach out to the student’s families so that she could make these connections in
the class. Carlee also took the time to talk to the students throughout the day, asking them about
the food that they like to eat and any other topics that led to them discussing their cultures. I can
see myself putting this level of effort into lesson planning, if it meant that each student felt
appreciated and accepted in my class.

I also valued Carlee’s use of Google Earth in her classroom. Carlee explained how she used
the map feature to show the proximity of where the various countries were located in relation to
their classroom. Through the use of technology, the students got the feeling that they were
traveling to these various landmarks on the map.

References

Kenyon, E., Coffey C., & Kroeger, J. (2016). “Hey I’ve been there!” Using the Familiar to Teach
World Geography in Kindergarten. Social Studies and the Young Learner, 29 (2), 4-7.
Retrieved October 5, 2017.
 Dingman 19

“I” is for Indian? Dealing with Stereotypes in the Classroom

I have selected this article since I believe addressing stereotypes in the classroom is
imperative. Mark Finchum (2006) says it best, when he stated that:

It is of vital importance that children develop positive attitudes about ethnicity

and race at an early age. Young children are not born with a racial bias, but by the
time they reach high school they have often adopted the prejudices to which they
have been exposed (4).

I agree that as elementary school teachers, it is our job to create a diverse, multicultural, and
inclusive class environment. Mark Finchum explains that as teachers we must become educated
ourselves on the history and culture of minorities, so that we do not perpetuate stereotypes within
our classroom. Most importantly, we cannot allow our students to develop racial biases, as a
result of our own ignorance.

Like this article points out, as educators we often mindlessly choose classroom materials
that fit within our lesson plan, without truly considering if the information it contains unfairly
represents a minority. After reading this article, I am now aware of the long list of questions that
I must be asking myself before introducing any type of learning materials to my students. As
teachers we are trusted with the minds of the next generation, so it is important that we are being
thoughtful in how we are portraying minorities within the classroom.

While this article specifically speaks on America’s past, there are still many valuable lessons
to be learned here. After reading this article I was reminded of how often we whitewash our
social studies curriculum. Just because instances in our past are regrettable, does not mean we
should be teaching our students selected pieces of our nation’s history. For instance, when
discussing thanksgiving with my students I will mention that while it is a joyous day for many
families, for the First Nations people it is a “National Day of Mourning.” I hope to adapt a
teaching framework, where in which the past and present of all Canadian citizens is
acknowledged.

The article also discusses the many things that we can be doing presently to respect the
practices of our current First Nations people. While I disagree with celebrating their successful
integration into mainstream society, I do believe it is important that we acknowledge their unique
cultural practices. One option would be to reach out to our local First Nation communities and
see if they would like to educate our students on their long-standing traditions. By bridging this
gap within the classroom, I trust that our students will grow to appreciate diversity.

References

Finchum, M. (2006). “I” is for Indian? Dealing with Stereotypes in the Classroom. Social Studies
and the Young Learner, 18 (4), 4-6. Retrieved October 5, 2017.
 Dingman 20

Writing Our Way to the Post Office

I found this article to be extremely important, as learning centers have proven to be a
powerful force in a students’ earlier years of education. Learning centers, such as the one
discussed in this article, provide students with opportunities to learn in a context in which they
are most receptive. During these highly interactive learning centers students are able to develop
their numeracy, literacy, and fine motor skills. In addition to the many academic benefits,
students also learn to solve problems independently, using the various communicative skills that
they have honed through these play-based learning centers.
From this article, I have learned that before allowing students to interact with the learning
centers, the teacher must first model the desired behaviour themselves. While at first glance, it
may appear that these learning centers have little constraints, it is important that the teacher has
thought through the structure and expectations that they wish to implement. In order for the
students to gain the desired outcome for a particular center, the teacher must always be explicit
in their guidelines. Additionally, the teacher must also provide the students with the necessary
information that they will need, in order to fully make sense of the learning that is to take place.
For instance, when setting up a post office in the classroom, it will be important that the teacher
first introduces the students to the concept of sending and receiving mail. While all of this
information may appear to be innate to us now, at one point in time it was a completely foreign
concept. For this reason, it is important that the teacher considers all opportunities for learning,
when introducing their students to a new learning center.
When considering my own future teaching practices, I can see myself using learning
centers as a way to encourage my students to begin to write. The article points out that the post
office learning center would be great idea leading up to Valentine’s Day, seeing that students
will be motivated to write to their peers. Furthermore, students may also be more willing to learn
how to spell and write new vocabulary words, such as “love,” “friend,” and “happy” when
attempting to send a valentine to a friend. I believe that when teachers can successfully tap into a
student’s intrinsic motivation, the students will be much more willing to engage in the act of
writing. Especially for students who have had a negative experience with writing in the past, this
could be a way that I could provide my students with a new and improved outlook on the task.
Another aspect that I see myself integrating into my future learning centers, is the active
participation of parents. The article noted that when students showed an excitement over a
certain aspect of school, the parents were in turn eager to become involved. By including the
parents in the activities taking place in the classroom, the teacher is taking a much-needed step
towards bridging the gap between school and home. When considering its impact, it is clear that
this integration can only enhance the students’ learning, as the content will be reinforced in both
domains.
References
Davey, L. D., & Elijah, R. (2015). Writing Our Way to the Post Office: Exploring the Roles of
Community Workers with Four-Year Olds. Social Studies and the Young Learner, 28(1),
4-7.
 Dingman 21

Planning and Teaching with Multiple Perspectives

I originally chose this article, since I thought it was important now more than ever, that
our students learn to look at information they are given with a critical eye. In today’s society, our
students are often bombarded with information that is both inaccurate and misleading; yet,
without ever being taught these essential skills, they will learn to believe whatever they hear and
see in the media. I believe that by being able to view a particular event through multiple
perspectives, students will learn to see the importance of accepting things that may appear to be
different. Furthermore, with our schools becoming more culturally and ethnically diverse,
students also need to broaden their minds, and become more understanding individuals. My hope
is that by helping them to become critical thinkers, students will learn to be more tolerant and
empathetic human beings, who will choose to make sound decisions with all of the facts in mind.
Our goal as teachers should be to provide our students with the appropriate learning
opportunities and tools, so that they can “make sense of their world,” which is every changing.

The first step that I intend on taking in order to produce these critical thinkers, is to
incorporate source materials that reflect a range of views on any given historical event. Too often
in the textbooks that we provide our students, a singular historical narrative is presented.
Therefore, rather than focusing solely on the dominant voice, I hope to employ multiple
perspectives in my teaching, which will include the use of both primary and secondary sources.

Another aspect that I must take into consideration, is that when providing my students
with this diverse material, they will need assistance in making sense of it all. I agree with the
article, that beginning with multicultural picture books would be a great way to introduce
students to this concept. When learning to view an event from a new perspective, students need
to be exposed to characters they can easily empathize with. The article articulates that these types
of literature help to make the event that they are studying “more personal and powerful.” Like
the article suggests, I will take the time to develop these skills and by providing multiple sources
will help them with this process.

References

Burstein, J. H., & Hutton, L. (n.d.). Planning and Teaching with Multiple Perspectives. Social
Studies and the Young Learner, 18(1), 15-17.
 Dingman 22

Aloha, Hoosier! A Pen-Pal Activity in the Third Grade

I chose this article, since I thought pen pals was an innovative way to approach teaching
culture and community within the classroom. I thought that the opportunities that these students
had to connect with someone unlike themselves was extremely valuable, especially for urban
students who have had limited exposure to international topics. Through this pen pal project, not
only were students learning about the multicultural world that they live in, but they also
overcame racial stereotypes that they have been exposed to.
One aspect of the article that I was surprised by, was how effortlessly the teachers were
able to link the pen pal exchange unit to state and NCSS standards. I suppose this type of
unconventional activity reminded me that there are creative and innovate ways that teachers can
meet these standards. Learning does not have to be boring or repetitive, and it can expand outside
the classroom walls if the teacher is willing to put in the work. With a little extra energy, we can
see how can see how the lead teacher Ray was able to create a memorable learning experience
for his students.
One idea from this article that I will definitely consider putting into practice is the use of
“culture box exchange,” as a way in which to teach my students about different cultures. From
this simple exchange of items, students were given a hands-on opportunity explore the Hawaiian
culture. Additionally, the students were also required to reflect on what types of items best
represented their own culture, so that they could send back a collection of items to their friends
in Hawaii to enjoy. After examining both cultures, students were then given an important
opportunity to draw comparisons between their communities, and to those of their Hawaiian pen
pals. From this engaging experience, students not only discovered a new culture, but they also
learned how to appreciate similarities and differences amongst places and people.
When using a similar activity in my classroom, I will keep in mind the many
opportunities to include cross-curricular activities. Ray, for example, was able to integrate both
his math and literacy lessons into this engaging learning experience. On top of that, the teachers
in this article also found that the learning was more concrete, when it was personal, real, and
rewarding. For instance, the article notes that “Because of their interest in learning more about
the item selected and sent by their pen pals, students were motivated to formulate questions and
to collect data that helped them learn more about a Hawaiian community” (p.2). This is a prime
example of the amount of quality learning that can take place, when students are at the forefront
of their own education. Having said that, it will be important for me to tap into my students’
interests and curiosities, if I hope to achieve this degree of higher-order thinking in my own
classroom.
References
Callahan, R., & Chi Chan, K. (2007). Aloha, Hoosier! A Pen-Pal Activity in the Third
Grade. Social Studies and the Young Learner, 19(3), 12-14.