Wisconsin Teacher Standard #7:
"The teacher plans instruction based on knowledge of subject matter, students, the community and curriculum goals."
Rationale #1:
This brochure was created for my Social Studies methods class at Alverno. The purpose of this assignment was to create an interactive addition to the Milwaukee Public Museum that will improve the exhibit. We were given a grant of $15,000 for improving a display of our choosing. “A Day in the Life of a North American Indian” exhibit focuses on the following Social Studies threads: Geography, History, and Behavioral Science. This interactive exhibit will allow students to learn more about hobbies and recreational activities that North American Indians were known for. The exhibit allows students to hone their skills at archery by shooting a bow and arrow. Just like the Woodland Indians, students will be able to weave their own basket. They will have the opportunity to test their skills by working with leather and beading to create a pair of moccasins. Lastly, this interactive exhibit gives students the opportunity to spend the night in a real 15-foot teepee, while listening to stories about local Indian tribes of Wisconsin.
This exhibit demonstrates Wisconsin Teaching Standard 7 by reflecting my ability to create an interactive exhibit that meets the goals for 4th grade and integrates multiple Social Studies threads. This exhibit also demonstrates my ability to plan instruction based on community resources by visiting the Milwaukee Public Museum and talking with local Wisconsin Native American tribes. It is a visually engaging brochure for students to use while visiting the exhibit. Students have the opportunity to work together as a classroom community when learning about each hobby and recreational activity. This exhibit also demonstrates my ability to create an opportunity for supportive interaction while learning about subject matter.
Diagnosis
This exhibit demonstrates Diagnosis because I had to determine improving an already existing exhibit that is not only age-appropriate, but incorporates various Social Studies threads to create an engaging opportunity for students.
This exhibit demonstrates Wisconsin Teaching Standard 7 by reflecting my ability to create an interactive exhibit that meets the goals for 4th grade and integrates multiple Social Studies threads. This exhibit also demonstrates my ability to plan instruction based on community resources by visiting the Milwaukee Public Museum and talking with local Wisconsin Native American tribes. It is a visually engaging brochure for students to use while visiting the exhibit. Students have the opportunity to work together as a classroom community when learning about each hobby and recreational activity. This exhibit also demonstrates my ability to create an opportunity for supportive interaction while learning about subject matter.
Diagnosis
This exhibit demonstrates Diagnosis because I had to determine improving an already existing exhibit that is not only age-appropriate, but incorporates various Social Studies threads to create an engaging opportunity for students.
Evidence #1:
| Museum Brochure |
| Brochure Narrative |
| Instructor Feedback |
Rationale #2:
This Community Exploration project was created for my Social Studies methods class at Alverno. The purpose of the project was to create an engaging and educational fieldtrip for students using community resources, while integrating the Social Studies threads. The grade level I focused on was 4th grade. Using prior knowledge of content and curriculum goals for 4th grade, I chose a field trip to Ye Olde Schoolhouse in West Bend, Wisconsin. This field trip would be a cumulating activity for a Wisconsin Pioneers unit. This project identifies intergenerational learning activities and curriculum goals for visiting classes. The Social Studies threads: Geography, History, Citizenship, and Behavioral Science are all identified. Included in this project proposal is specific instruction that is available for a large group or a small group visiting the location. Also included is information for teachers regarding fees, transportation and handicap accessibility. Students visiting the site are encouraged to dress the part. I have included details about pioneer attire and food for students to come prepared for role playing.
This project demonstrates Wisconsin Teaching Standard 7 because I successfully planned instruction based on curriculum goals for 4th grade, while identifying knowledge of Wisconsin pioneer life. Students visit a one-room school house in the community to learn more about “A Day in the Life of a Pioneer”, which reflects my ability to use community resources to make the subject matter meaningful. I have also identified ways in which visiting this destination will teach them more about their community and their role within the community.
Diagnosis
This community exploration project identifies the relevant Social Studies threads and how to incorporate in-field trip learning throughout. I have also identified the curriculum goals and instruction while attending Ye Old School house and accessibility concerns for students with disabilities being able to participate.
This project demonstrates Wisconsin Teaching Standard 7 because I successfully planned instruction based on curriculum goals for 4th grade, while identifying knowledge of Wisconsin pioneer life. Students visit a one-room school house in the community to learn more about “A Day in the Life of a Pioneer”, which reflects my ability to use community resources to make the subject matter meaningful. I have also identified ways in which visiting this destination will teach them more about their community and their role within the community.
Diagnosis
This community exploration project identifies the relevant Social Studies threads and how to incorporate in-field trip learning throughout. I have also identified the curriculum goals and instruction while attending Ye Old School house and accessibility concerns for students with disabilities being able to participate.
Evidence #2:
| Community Exploration |
| Rubric |
| Instructor Feedback |