Mexican Immigration History in the United States
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| Creating Learning Environments | ||||||||||||||||||||||||||||||||||||
| Learning Log # 2 | ||||||||||||||||||||||||||||||||||||
| October 4, 2002 | ||||||||||||||||||||||||||||||||||||
| Keith Scott | ||||||||||||||||||||||||||||||||||||
| Six Questions Using Bloom's Taxonomy Concerning a Lesson on Mexican Immigration History in the United States |
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| These questions are based upon the geographic concept of "hearth," a people's place of origin or great importance. Specifically, the discussion pertains to the Aztecs. | ||||||||||||||||||||||||||||||||||||
| Knowledge | ||||||||||||||||||||||||||||||||||||
| Where did the Méxica originate from? What current states, American and Mexican, make up Aztlan? | ||||||||||||||||||||||||||||||||||||
| Comprehension | ||||||||||||||||||||||||||||||||||||
| What is a "hearth?" What other hearths can you cite? | ||||||||||||||||||||||||||||||||||||
| Application | ||||||||||||||||||||||||||||||||||||
| What impact on current world events do these hearths have? | ||||||||||||||||||||||||||||||||||||
| Analysis | ||||||||||||||||||||||||||||||||||||
| Barring economics, and being mindful of the view of the Aztlan hearth, are there other reasons that may factor in to Mexican immigration to the United States? | ||||||||||||||||||||||||||||||||||||
| Synthesis | ||||||||||||||||||||||||||||||||||||
| When a hearth exists for a people, is it ever possible to accommodate the historical or mythological links a people have with it to modern-day realities? | ||||||||||||||||||||||||||||||||||||
| Evaluation | ||||||||||||||||||||||||||||||||||||
| Does a hearth have more impact if it is founded on historical facts, or is it equally valid if it exists only in myth. | ||||||||||||||||||||||||||||||||||||
| Other hearths of note include Israel and Palestine, Kosovo, and Anatolia. | ||||||||||||||||||||||||||||||||||||
| ________________________________________________________________________ | ||||||||||||||||||||||||||||||||||||
| Bob Kizlik's http://www.adprima.com/mistakes.htm lists five common errors made when constructing lesson plans. They are as follows: | ||||||||||||||||||||||||||||||||||||
| The objective of the lesson does not specify what the student will actually do that can be observed. | ||||||||||||||||||||||||||||||||||||
| The lesson assessment is disconnected from the behavior indicated in the objective. | ||||||||||||||||||||||||||||||||||||
| The materials specified in the lesson are extraneous to the actual described learning activities. | ||||||||||||||||||||||||||||||||||||
| The instruction in which the teacher will engage is not efficient for the level of intended student learning. | ||||||||||||||||||||||||||||||||||||
| The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective. | ||||||||||||||||||||||||||||||||||||
| Taken all together they can be best summarized by planning failures, a point Dr. Kizlik is quick to emphasize. He continues with information on the planning process and a call to be mindful of the objectives. It is a step-by-step presentation, one that will be useful in creating a solid lesson plan. | ||||||||||||||||||||||||||||||||||||
| The web site http://www.usask.ca/education/ideas/stuteach/pitfalls.htm was written by Don C. Barnett. He listed the following pitfalls: | ||||||||||||||||||||||||||||||||||||
| The first pitfall to avoid is a bad attitude. Bad attitudes show through. | ||||||||||||||||||||||||||||||||||||
| Avoid a second pitfall of neglecting to include all things you need to think about in preparation of your lesson. If the teacher doesn?t prepare for this lesson, how can the students be reasonably expected to do so? | ||||||||||||||||||||||||||||||||||||
| Vague objectives is third pitfall. Know why you?re teaching this lesson. | ||||||||||||||||||||||||||||||||||||
| A fourth pitfall is to begin your lesson in a mediocre manner. If you lose the students right off the bat, you'll never get them back. | ||||||||||||||||||||||||||||||||||||
| A fifth pitfall is to write long sentences or paragraphs in your lesson plan. It becomes cumbersome, and may lock you in to process less fluid than the situation calls for. | ||||||||||||||||||||||||||||||||||||
| A sixth pitfall is to neglect the ending of your lesson. Even if you can?t get through it, you can summarize what you've done. | ||||||||||||||||||||||||||||||||||||
| Seventh, avoid the pitfall of neglecting evaluation. Not just for the students, but for the teacher, too. | ||||||||||||||||||||||||||||||||||||
| The site http://millbury.k12.ma.us/~hs/lessonplans/index.html proved to be elusive. The site http://chroma.mbt.washington.edu/outreach/template.htmlwas specifically for teachers of science, and while it had a good list of things to consider in developing a template for a lesson plan, each heading seemed to promise a link to resources for whatever the heading was talking about, but there were none. The web site http://www.theschoolpage.com/ourcatalog.htm had good templates for developing lesson plans, but I think I would have liked to see inclusion of a space for how this particular lesson meets standards for teaching. | ||||||||||||||||||||||||||||||||||||
| It's great to see all of these resources on the internet for teachers to use. I wonder how teachers in the pre-www days functioned without them. | ||||||||||||||||||||||||||||||||||||