How will this course change the way I teach in the classroom?

I was teaching nursing clinicals a few months ago when one of my students was telling me that she had to watch the nursing lectures at home and participate in discussion during classroom time.  At the time, I remembered thinking to myself what an interesting concept.  Fast forward to two weeks ago, I am sitting on the Principal Selection Committee at Sharp Middle School.  During one of the interviews, one of candidates talked about his work with flipped classrooms.  However, this time I was able to intelligently ask questions about what kind of classrooms he was using this teaching strategy, how did he get teacher buy-in, what percentage of his teachers were using this strategy, etc.   One of the results of this class is definitely a greater awareness of the teaching strategies that can be employed to engage learners.  As educators, we need to share this new knowledge with others in our teaching-learning community to move our students to mastering 21^st century skills.  If change is truly going to take place in our schools, it all begins with these critical collaborative conversations.  To the best of my knowledge, a flipped classroom instructional strategy is not currently being used at the high school or middle school in Pendleton County.  By introducing this approach to co-teachers from each school, this strategy hopefully will get the necessary buy-in to help it become successful in the future. 

I strongly encourage each of you to read Bellanca and Brandt’s 21^st century skills: Rethinking how students learn.  The concept of Teach Less, Learn More was introduced in this book.  At first, I was a little skeptical about this concept.  However, the more I read the more I agree with this concept, and it is something I want to incorporate in my own teaching in the future.  You see Teach Less does mean” teaching less in the traditional didactic delivery of information-less teacher talk, less pour and store, and less-frequent one-way broadcasts” (Bellanca & Brandt, p. 105).  Teach Less means using wider and deeper instructional methodologies, hands-on learning, and collaborative interactions.  Teach Less, Learn More is about preparing our 21^st century students to learn more, faster, and deeper.  If we can do this, we can equip our students with the skills of learning and the skills of life.

Bellanca, J., & Brandt, R. (Eds.). (2010). 21^st century skills: Rethinking how students learn. Bloomington, Indiana.: Solution Tree Press.

Instructional Plan

In reading James Bellanca  and Ron Brandt’s 21^st century skills: Rethinking how students learn, I have learned that there are five types of minds we need to cultivate in our students.  These five minds are the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind.  The development of each of these minds is of equal importance for that person to reach their highest potential in life.   “Among the minds there is no strict hierarchy, such that one mind should be cultivated before the others” (Bellanca & Brandt, 2010, p. 29).  However, a pattern often does exist.   For example, a respectful mind often is needed to cultivate the ethical mind in a student.  That is why this particular lesson is so important because it really develops at least three of the minds for students to succeed.  It teaches the student to respect their freedoms (respectful mind), and that freedom requires good citizenship (ethical mind).  Besides helping the students have a greater understanding of the democratic principle of freedom, this project also helps students develop as the future leaders of tomorrow.  By participating in this service learning project, students are developing the creating mind that is needed in our future leaders.  By sharing their projects with the public, they will inspire others to value the freedoms we are blessed to have as American citizens. 

Bellanca, J., & Brandt, R. (Eds.). (2010). 21^st century skills: Rethinking how students learn. Bloomington, Indiana.: Solution Tree Press.

Shawn Nordheim’s Instructional Plan Summary

Title of Project: What does freedom mean to you?

Description of the Students/Course:

This unit will be geared toward Advanced Placement U. S. History students at Pendleton County High School.  This unit could also be modified for 8^th grade students taking U.S. History at Sharp Middle School.  After much discussion with Brent Sowder (U. S. History teacher Pendleton County High School) and Meagan Wood Ramsey (U. S. History teacher Sharp Middle School), a flipped classroom approach is going to be applied to this three-day series of classes.  Our goal is to offer a different class each week over a three week period in September.  These sessions will lead into the League of Women Voters Service Project in October.

Student Learning Outcomes:

1.     Students will be able to list examples of how to be a responsible citizen.

2.     Students will demonstrate effective social interaction skills during class discussions.

3.     Students will demonstrate an understanding of the importance of responsible citizenship in reflective journaling.

Unit Timeline and Lesson using a Flipped Classroom Approach

Use of Technology and co-teachers included in lessons

	Homework prior to classroom session	Activities for classroom session
Week 1 session	Students will watch President John F. Kennedy’s 1961 Inaugural Address http://youtu.be/BLmiOEk59n8 Link to complete text of Kennedy’s Inaugural Address http://www.bartleby.com/124/pres56.html Answer reflective questions Alternative activity for Middle School Students: Visit Congress for Kids website and read about responsible citizenship and take quiz http://www.congressforkids.net/citizenship_intro.htm	Teacher will select students to lead discussion of the reflective questions Bill Mitchell, Community Development Director of Pendleton County, will act as co-teacher in this session.  He will specifically address citizen responsibilities. At conclusion of session, students will be asked to reflect on what responsible citizenship means to them.
Week 2 session	Students will watch Martin Luther King, Jr. deliver his famous “I have a dream….” Speech http://youtu.be/nFcbpGK9_aw Link to complete text of King’s speech http://www.huffingtonpost.com/2012/01/16/i-have-a-dream-speech-text-martin-luther-king-jr_n_1207734.html Answer reflective questions Alternative activity for Middle School Students: Visit Congress for Kids website and read voting tutorial and take polling places quiz http://www.congressforkids.net/Elections_voting.htm	Teacher will select students to lead discussion of the reflective questions Shawn Nordheim, President of the League of Women Voters of Pendleton County, will act as co-teacher in this session.  She will address voting rights and responsibilities. At conclusion of session, students will be asked to reflect on what freedom means to them.
Week 3 session	Students will watch the following videos: “How to take care of the American Flag” Video http://youtu.be/mQgzKQp0aSU “How to fold the flag” Video http://youtu.be/4Nw8FcU4dyM “13 folds of the American Flag” Video http://youtu.be/c50xvbEmzOs Answer reflective questions	Teacher will select students to lead discussion of the reflective questions Bryan Nordheim, Director of Tactics at Wright Patterson AFB, will act as co-teacher in this session.  He will discuss flag etiquette and serving in the armed forces. At conclusion of session, students will be asked to reflect on what caring for the American flag means to them.

Formative assessments activities include weekly reflective responses from the videos and in class discussion.  Summative assessment would be completion of the “What does freedom mean to you/” activity with a student product in the form of a YouTube video, poem, song, or any other creative form the student chooses.

Parent/Community Involvement

Parents will be encouraged to help students in this learning process.  The collaboration of multiple individuals will be necessary in order to make these classroom sessions and the civic engagement project a success.   League members will meet to review the submissions and limit the entries down to five from each school.  After the entries are limited down, the Mayor of Falmouth and the Judge Executive of Pendleton County will pick the winning student from each school.  By sharing the students’ final product with the public, the League can remind other community members of the freedoms we are blessed to have as American citizens.

Locating and Partnering with Co-Teachers

Outside Educator #1

1-      Name of Professional Educator:

a.      Meagan Wood Ramsey

b.      Pendleton County Sharp Middle School

2-      Mrs. Ramsey currently teaches U.S. History at Sharp Middle School.  I would like to collaborate with her to provide a lesson plan that addresses citizen responsibility.  After the lesson plan is provided, we could then ask the students to participate in the “What does freedom mean to you?” contest.  I possibly see incorporating videos such as President John F. Kennedy’s “Ask not what your country can do for you, but what you can do for your country.”

3-      SS-08-1.3.2

Students will explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military).

4-      How will you assess what your students have learned?

The League of Women Voters of Pendleton County will work with U.S. History teachers at both Sharp Middle School and Pendleton County High School to give students the opportunity to reflect on what freedom means to them.  The students who choose to participate will be encouraged to be creative in their response to the question.  The student reflection can be in the form of a YouTube video, poem, song, or any other creative form they choose.  Entries will be judged by League members based on content and originality. 

Outside Educator #2

1-      Name of Professional Educator

a.      Brent Sowder

b.      Pendleton County High School

2-      Mr. Sowder currently teaches U.S. History at Pendleton County High School.  I would like to collaborate with him to provide a lesson plan that addresses citizen responsibility.  After the lesson plan is provided, we could then ask the students to participate in the “What does freedom mean to you?” contest.  I possibly see incorporating videos such as President John F. Kennedy’s “Ask not what your country can do for you, but what you can do for your country.”

3-      SS-HS-1.3.3

Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces).

4-      How will you assess what your students have learned?

The League of Women Voters of Pendleton County will work with U.S. History teachers at both Sharp Middle School and Pendleton County High School to give students the opportunity to reflect on what freedom means to them.  The students who choose to participate will be encouraged to be creative in their response to the question.  The student reflection can be in the form of a YouTube video, poem, song, or any other creative form they choose.  Entries will be judged by League members based on content and originality. 

Outside Educator #3

1-      Name of Professional Educator

a.      Bryan Kent Nordheim

b.      Major in the United States Air Force

 

2-      My husband, Bryan, attended the Air Force Academy.  He later flew fighter jets for the USAF.  He also has done the Southern Watch of Iraq.  He currently is the Director of Tactics at Wright Patterson AFB.  Bryan could share his time in the military and discuss serving in the armed forces.  Skype could be used if my husband is out of town.  I would like to include the video of him being ejected out of a fighter jet.  Students love to see it.

3-      SS-HS-1.3.3

Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces).

SS-08-1.3.2

Students will explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military).

4-      How will you assess what your students have learned?

The students could reflect on the stories that he tells.  This could be shared in their journaling or in class discussion.

League of Women Voters Community Outreach Plan

Title of Project: ”What does freedom mean to you?”

                 

Grade Level:  U.S. History students at Sharp Middle School and Pendleton County High School

Number of Students Participating: Goal is 30 students at each school

Contributed by:

            Teacher: Shawn Nordheim

            School:         League of Women Voters of Pendleton County

            District or County: Pendleton County, Kentucky

Overview/Description of Project:

The League of Women Voters of Pendleton County will work with U.S. History teachers at both Sharp Middle School and Pendleton County High School to give students the opportunity to reflect on what freedom means to them.  The students who choose to participate will be encouraged to be creative in their response to the question.  The student reflection can be in the form of a YouTube video, poem, song, or any other creative form they choose.  Entries will be judged by League members based on content and originality.  A $50 gift card along with a season pass to all athletic events will be awarded to the winner of each school

Goals:

The League of Women Voters is a non-profit, non-partisan organization dedicated to promoting active, informed citizen participation in government.  By collaborating with the U.S. History teachers, the League’s goals are:

1.      To help students have a greater understanding of the democratic principle of freedom.

2.      To help students develop as the future leaders of tomorrow. 

3.      To support the students in inspiring others to value the freedoms we are blessed to have as American citizens. 

PARC MODEL STEP-BY-STEP GUIDE

STEP 1: PREPARATION

·         I have already contacted the U. S. History teachers at both schools about this service learning project.  I will work on an instructional plan with these educators that can be implemented in their classrooms that would give students a greater understanding of the democratic principles of responsibility and freedom.

·         In July, I will contact the Athletic Director about sponsoring a season pass to athletic events to each of the winners.

·         In August, I will contact the IT person at each school to make sure they are aware of the service learning project in case students come to them to borrow equipment from their department.

·         When school starts back in August, I will provide the U.S. History teachers with the instructional plan along with details of the service learning project.

STEP 2: ACTION

·         In September, students will be provided with the educational offering and will be asked to reflect on “What does freedom mean to you?”  Entries will need to be submitted by October 1^st.

·         In the first week of October, League members will meet to review the submissions and limit the entries down to five from each school.  A rubric will be developed to assist in this decision making process.

·         In the second week of October, the Pendleton County Judge Exec and the Mayor of Falmouth will pick the winning student from each school.

·         Once the winning students are determined, the state treasurer will be contacted about issuing checks to the winners.

·         By the third week in October, pictures will be taken of the winners with local officials and the teachers of the winning student.

·         Prior to the November election, the pictures and the details of this event will be published in the local paper.  If possible, the winning reflections will be published as well.  I will make sure the students have signed a release form to allow their work to be published in the local paper.

STEP 3: REFLECTION  ( Reflection is not sequential; rather it is encouraged throughout the lesson)

·         I plan to develop an evaluation tool that the U. S. History teachers can complete.  This tool may give the League insight into the planning of future service learning events. 

·         The League members need to debrief the event and share their findings with the League of Women Voters of Kentucky and the League of Women Voters United States.

·         The local league members can share their thoughts about the event on their Facebook account.

STEP 4:  CELEBRATION/DEMONSTRATION

·         Pictures of the winners and details of this event will be published in the local paper.  If possible, the winning reflections will be published as well. 

·         Copies of the articles will be sent to the League of Women Voters of Kentucky for their archives. 

·         Winners will be given a certificate, a pass to school athletic events, and a $50 check from the League. 

League of Women Voters Community Outreach Plan

Title of Project: “What does freedom mean to you?”

1-      Description of Project: The League of Women Voters of Pendleton County will work with U.S. History teachers at both Sharp Middle School and Pendleton County High School to give students the opportunity to reflect on what freedom means to them.  The students who choose to participate will be encouraged to be creative in their response to the question.  The student reflection can be in the form of a YouTube video, poem, song, or any other creative form they choose.  Entries will be judged by League members based on content and originality.  A $50 gift card along with a season pass to all athletic events will be awarded to the winner of each school.

2-      Who would be involved in the plan?

The collaboration of multiple individuals will be necessary in order to make this project a success.  The following are those individuals along with the role they will play in project implementation:

·         U.S. History teachers at Sharp Middle and Pendleton County High School- These teachers will organize student involvement and allow time for students to participate in this event.

·         Athletic Director- This individual will sponsor a season pass to each of the winners.

·         IT Manager- This individual will be available to assist students in the usage of the different technologies available at that school.

·         League members- Once the students submit their final reflection to their teachers, League members will meet to review the submissions and limit the entries down to five from each school.  A rubric will be developed to assist in this decision making process.

·         Mayor of Falmouth and Judge Executive of Pendleton County- After the entries are limited down, these individuals will pick the winning student from each school.  They will also be available to honor the winning students and have pictures taken.

·         League of Women Voters of Kentucky Treasurer- Once the winning students are determined, the state treasurer will issue the checks from the League of Women Voters of Pendleton County Education Fund.

·         Photographer- A photographer from the Falmouth Outlook will be available to take pictures of the winning students and the local officials.

·         League Publicist- This individual will write an article regarding this event and publish it in the local paper.

3-      What are the school disciplines and specific national , state, district or school standards that it will address

The Kentucky Academic Expectations define what students should know and be able to do upon graduation from high school. These large goals are used as a basis for developing the Program of Studies and the Core Content for Assessment (Kentucky Department of Education, 2006).  The following is one of the large goals that students are expected to develop upon graduation from high school because they will encounter these principles throughout their lives.

·         2.14           Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations (Kentucky Department of Education, 2006)

4-      What other benefits do you see for your students personally?

Besides helping the students have a greater understanding of the democratic principle of freedom, this project also helps students develop as the future leaders of tomorrow.  By participating in this service learning project, students are developing the creativity that is needed in our future leaders.  By sharing their projects with the public, they will inspire others to value the freedoms we are blessed to have as American citizens. 

5-      List specific activities and timelines.

·         I have already contacted the U. S. History teachers at both schools about this service learning project.  I will work on an instructional plan with these educators that can be implemented in their classrooms that would give students a greater understanding of the democratic principles of responsibility and freedom.

·         In July, I will contact the Athletic Director about sponsoring a season pass to athletic events to each of the winners.

·         In August, I will contact the IT person at each school to make sure they are aware of the service learning project in case students come to them to borrow equipment from their department.

·         When school starts back in August, I will provide the U.S. History teachers with the instructional plan along with details of the service learning project.

·         In September, students will be provided with the educational offering and will be asked to reflect on “What does freedom mean to you?”  Entries will need to be submitted by October 1^st.

·         In the first week of October, League members will meet to review the submissions and limit the entries down to five from each school.  A rubric will be developed to assist in this decision making process.

·         In the second week of October, the Pendleton County Judge Exec and the Mayor of Falmouth will pick the winning student from each school.

·         Once the winning students are determined, the state treasurer will be contacted about issuing checks to the winners.

·         By the third week in October, pictures will be taken of the winners with local officials and the teachers of the winning student.

·         Prior to the November election, the pictures and the details of this event will be published in the local paper.  If possible, the winning reflections will be published as well.  I will make sure the students have signed a release form to allow their work to be published in the local paper.

6-      How will you measure the success of the plan?

The League of Women Voters of Pendleton County did a writing contest at the two elementary schools last year.  We had roughly twenty participants from each school.  If we had thirty participants from each school this year, that would indicate growth as far as student involvement.  I also plan to develop an evaluation tool that the U. S. History teachers can complete.  This tool may give the League insight into the planning of future service learning events.  Finally, the League members need to debrief the event and share their findings with the League of Women Voters of Kentucky and the League of Women Voters United States.

7-      What celebration do you anticipate at the end?

Pictures of the winners and details of this event will be published in the local paper.  If possible, the winning reflections will be published as well.  Copies of the articles will be sent to the League of Women Voters of Kentucky for their archives.  Winners will be given a certificate, a pass to school athletic events, and a $50 check from the League. 

References

Kentucky Department of Education. (2006). Core content for social studies assessment: Middle school version 4.1. Retrieved from  http://www.kde.state.ky.us/KDE/

2nd Blog Entry

I taught the U@18 Program this past April for high school seniors.  One of the things I noticed when I talked about voting rights and responsibilities is that many students don't feel that their vote makes a difference.  I think a video such as the following would inspire them to think differently.  Video: How will using this online resource make a permanent change in the way I teach? My grandmother, who died about 12 years ago, taught me the importance of voting. She was about 11 years old when women obtained the right to vote in the United States. She valued that right and never took it for granted. In fact, she was very proud of the fact that she had never missed voting in an election. I can remember driving her to the polls in the last election before her death in 2000. I had to drive the car up on the lawn to get it as close to the front door as I possibly could. It took her every bit of 30 minutes to walk 20 feet and get loaded into the car because she was so crippled with arthritis. She felt it was her responsibility as a citizen to vote, and she valued that responsibility. It was her actions that instilled in me the importance of voting. I often share her story when I speak to students about voting rights and responsibilities because hopefully it will instill in them those same values. However, it often is not conducive to share her story, and a video such as the one above is another way to get that message across to my students. Yes, it is important to teach my students about how to register to vote, how to vote absentee, etc. However, nothing is more important than teaching the students the power of their voice through the power of their vote. As an educator, it is important to always tap into the various domains of learning, and a video such as this can definitely make an impact on the students’ affective domain of learning by teaching them to value the responsibility of voting. Every vote counts. We need to teach our students to make their vote one of them.

1st Post - Ways to Effectively Engage Learners

This is my first blog posting.   I am excited.  As I mentioned in my voice recording, I am currently teaching part-time for NKU in their College of Health Professions.  I am presently only teaching nursing clinicals for NKU.  However, in the past I have taught lectures.  Prior to my return to NKU, I worked as the Critical Care Educator for the St. Luke Hospitals.  As a Critical Care Educator, I was responsible for teaching the yearly mandatory education, Advanced Cardiac Life Support (ACLS), CPR training, and EKG classes to the critical care staff. 

My hobbies even include teaching.  Besides teaching part-time for NKU, I also teach community education classes in Pendleton County.  I have taught every kind of fitness class imaginable (Step aerobics, Kickboxing, Cardio-dance, Lift & Tone, Pilates, etc).  However, I am currently working on getting my certification in Turbo Kick.  I believe it is going to be the newest fitness craze.  The best way I can describe Turbo Kick is it is a combination of kickboxing and dance.  It is going to be fun yet challenging. 

My other passion is the League of Women Voters.  In April, I taught the U@18 Program with another League member.  The U@18 Program helps high school seniors understand their rights and responsibilities as an adult.  Voting rights and voter turnout were also discussed during the presentations.

As you can see every aspect of my life has evolved around teaching in one way or another.    The following are some of the ways I effectively engage my learners:

·       Gaming- Adults love to challenge one another.  I have used games such as “Who Wants to be a Millionaire” and “Are you Smarter than a Fifth Grader” when giving lectures.  In fact, one year when I was teaching nurses I changed the theme to be “Are you Smarter than a Candy Striper”, and I actually dressed as a Candy Striper. 

·       Storytelling- Just this week, I taught an ACLS for St. Elizabeth.  I shared a story with how a dialysis patient went into cardiac arrest after skipping his treatment.  Storytelling is a very effective tool to help the nurses comprehend the necessary content and develop critical thinking skills.

·       Using smart phones- I encourage my nursing students to utilize their smart phones in the clinical setting to look up pathophysiology, medications, and procedures.  As an educator, I feel it is important to teach my students to become expect learners and use the tools that they use in other parts of their lives to answer questions that arise on a daily basis in healthcare.

·       Using YouTube videos and pre-recorded scenarios- I used this recently when I taught the U@18 Program.  We actually showed different scenarios and then asked the seniors how they would handle the various situations.  I found this to be very effective with this age group.