BETH LANG: ELECTING THE PRESIDENT by 0uvt5vGn

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									BETH LANG: ELECTING THE PRESIDENT


Activity Overview Questions

Pre-viewing Questions
    1. How appropriate do you think it is for a social studies teacher to deal with politics
       with 3rd graders? What would be the advantages/disadvantages of such a class
       with this group age?
    2. Think back on your social classes. Were you ever involved in a class in which you
       were required to elect a president of any sort? What was the teacher-student
       interaction in this class? How about the student-student interaction? How did this
       class affect your learning?
    3. Assume the position of a teacher. If you were to teach about politics and political
       systems to elementary school students, what methods would you use to gain your
       students’ attention, keeping in mind that 10 year-old students are not very
       interested in politics?

Postviewing Questions
   1. What is Lang’s purpose in this lesson? How did she work with her students in
       order to accomplish this purpose?
   2. Why was music involved in this project?
   3. Lang assesses her students for the writing of their speeches as well as their
       speaking skills. She gives each student a rubric. Have a look at it as it appears on
       her lesson plan (http://www.intime.uni.edu/lessons/034ksle/default.htm). Would
       you add or delete something from it?

Teacher Interview Questions

Pre-viewing Activities
    1. Think back to your school experiences. How motivated were you to learn about
       politics in school? What activities did your teacher use to motivate you to learn
       more about politics and political parties? How did this enhance your learning?
    2. Assume the role of a teacher. If you were to teach a unit on the US Government,
       what would you choose to talk about? In which way would you motivate your
       students to actively participate in the lesson?
    3. Given the present circumstances, how would you, as a teacher, prepare and teach
       a lesson on terrorism? Would you consider 3rd graders prepared to engage in such
       a lesson? Explain.

Post-viewing Questions
   1. What are the steps followed by Lang’s students in their election of a president? If
       you were to teach this class, would you encourage your students to follow other
       steps, if so, which ones?
   2. One of Lang’s goals for the lesson, as stated in the video, is to help her students
       know the qualifications someone ahs to have to be President. Brainstorm a few
      other qualifications you think someone needs in order to be the President of the
      United States.
   3. How were Lang’s students actively involved in the process of electing the
      president? How did Lang help her students show their strengths in different areas?

Learning Questions

Pre-viewing Questions
    1. Define, in your own words, flexible thinking. What are the consequences of
       inflexible thinking in a democratic class environment?
    2. According to Ewell’s definition: “the learner is not a receptacle of knowledge, but
       rather creates his/her learning actively and uniquely:. Comment upon his
       definition, keeping in mind that one of the dominant instructional models still
       continues to be lecture.
    3. What is the role of feedback in the process of learning? Which of the two types of
       feedback (corrective or supportive) you believe has a greater impact upon
       learning?

Post-viewing Questions
   1. Lang’s students demonstrate the ability to make Patterns and Connections
       (http://www.imtime.uni.edu/model/learning/patt.html) as they plan their candidate
       profiles. How do they display flexible thinking? What situations make it possible
       for them to engage in flexible thinking?
   2. How do the students demonstrate Active Involvement
       (http://www.intime.uni.edu/model/learning/acti.html) in this lesson? Give specific
       examples that reflect their participation and creativity in the class.
   3. The challenging problem of running a campaign motivates the students to engage
       in the learning activities. How do they gain Direct Experience
       (http://www.intime.uni.edu/model/learning/dire.html) while engaged in this
       process? How does direct experience enhance student learning in this class?


Information Processing Questions

Pre-viewing Questions
    1. Review the Evaluation Stage
       (http://www.intime.uni.edu/model/information/eval.html) of Information
       processing. When you were in school, did your teachers encourage you to
       evaluate each other? How did this affect your learning?
    2. Describe how you, as a teacher, could guide your students through the
       Communication Stage
       (http://www.intime.uni.edu/model/information/comm.html) of Information
       Processing while working on a project about the US president.
    3. As a teacher, what are some techniques and methods you will use to give your
       students “real world experiences” in and out of the classroom? How will these
       experiences impact student learning? Explain.
   4. Think back o your school experiences. How did your teachers guide you and your
      mates to give positive feedback to one another’s work? How important was for
      you, as students, to receive compliment about your work from your peers?

   Postviewing Questions
      1. The students demonstrate the Presearch Stage
          (http://www.intime.uni.edu/model/information/pres.html) of Information
          Processing by brainstorming a list of things people might want to know about
          their candidates. How would they use this information?
      2. Review and explain the checklist of Observable Behaviors for the Evaluation
          Stage of Information processing. Describe how this stage was incorporated in
          the lesson.
      3. Describe various ways Lang guided her students through the Communication
          Stage of Information Processing.

 Content Standards Questions

 Pre-viewing Questions
   1. Read and familiarize yourself with the National Standards for Civics and
       Government k-14 (http://www.civiced.org/k4toc.htm). Select one of the five sets
       of questions. How would you prepare a lesson on Government, based on the
       answers to those questions?
   2. In your own words, what are the roles of a citizen in the American society?
   3. Assume the position of a teacher. Imagine you are teaching a unit on president
       election. How would you guide your students in becoming informed voters? What
       steps would they need to follow in order to be informed voters?

Post-viewing Questions
   1. Land integrates into her class Social Standard x for Early Grades, d
       (http://www.intime.uni.edu/model/content/soci.html). What does this standard
       address? What aspects in the lesson made possible the integration of this standard
       in the lesson?
   2. What learning activity incorporates English Language Arts Standard Number 6
       (http://www.intime.uni.edu/model/content/lang.html)? What does this standard
       require?
   3. The Hyper Studio presentations also address English Language Arts Standard
       Number 4 (http://www.intime.uni.edu/model/content/lang.html). How do the
       students adjust their use of spoken, written and visual language to communicate
       effectively with a variety of audiences for different purposes?

   Democracy Questions

   Pre-viewing Questions
       1.

								
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