The authors simulations sounded like fun; but seemed to involve props and costumes that could end up being fairly spendy. Seguing into other subjects might work in the elementary, but no so much in the Jr. High/High school level.
I agree that the costumes and props could get expensive; not to mention that when the teacher first starts out doing one the "roles" the teacher would have to do some work themselves to make sure that character/concept was correctly communicated.
What was your opinion of the simulations for classrooms and segue into other subjects? I loved all of the simulations. I plan on adding some next year, but it is overwhelming. A few at a time. I think that segueing into other subjects could work well into some of my classrooms. Maybe a few of my Junior High classes. They still would enjoy and get excited for some of that.
I think you are smart to only add a few simulations at a time. This way your not constantly planning them and it give the students a break from routine that they will enjoy. Plus it will give you time to reflect on how they went.
I thought it was a very interesting idea! I think that even the lowest of special education students could benefit from this activity in the general education classroom. Since it would give them a chance to think about concepts using some higher order thinking skills and create a bunch of work rather than one big assignment to be graded on. However I do think that something that size should be done in a general education classroom. I only have two students in my room at any given time, so for me to do a simulation segue on my own just seems like more work to do by myself. If another teacher (general education) would be willing I would like to find a way for the main project to be theirs and the segue to be done with me.
I thought about this too because I have some small groups. But even students by them selves like hands on activities or dressing up. I think we could make it work by asking ourselves all the time how could we add a simulation here?? it may not work for all of our lessons , but by asking maybe we'll realize its possible for more than we thought.
You could add CBI to it and that would definately be more managable with only a few students. It may not be a simulation like what the author does but it would get community resources involved. If it was done in a regular ed class CBI would be a great supplement to the unit for your lower sped kids.
I have not done this to the degree the author has but I like the idea. Years ago when English teachers taught Persuasive Ideas as part of the old standards one English teacher had her students make a TV ad. They choose a persuasive technique to use, wrote an ad, and recorded it. It was really a neat idea! Unfortunately such techniques are not part of Common Core, at least not directly stated in the new standards so the teacher dropped the project. Also years ago 8th grade Social Studies did a huge Oregon Trail project. This included dividing the class into families that traveled together and packing their wagons. They would be presented with problems on the trail and would have to brainstorm how to solve it. Like on the real trail, travlers would die and that is what happened in the class project too. Students would have to keep a daily journal and at the end of the unit they would hand-make a journal cover realistic to the time period and put all their entries in it as the final project (the best journal would recieve an award at the end of year). It was my favorite project of the year! Now to meet the informational text writing aspect of Common Core these teachers have turned the project into note-taking and sumamrizing to write a paper over the Oregon Trail. Somewhat of a disappointment, I think the students learned more with the project than a note-taking and writing assignment. The Social Studies teachers say they use the new activity to get the students ready for the state writng assessment. I like the emphasis on projects in Common Core but unfortunately do not see much of an increase in this through-out the school.
The Oregon Trail project sounds like a Pilgrim project I've seen a teacher do. I have students who still talk about it (2-3 years later) because they enjoyed it! They learn so much when they have to use the information for critical thinking and problem solving!
I remember making TV commercials in 5th grade for our Language Arts class. I hadn't thought about that simulation until you brought it up just now though! Our 1st/2nd grade teachers did some pretty elaborate stuff with us, so those are always the first things that pop into my head, but the commercial was a lot of fun too!
Instead of creating ads, I had downloaded a lot of old 80's commericals from YouTube. We would watch them in my classroom. The kids had to decide which persuasive techniques were being used. The kids thought the commercials were hysterical.
Reminds me of a first grade classroom where they addressed speaking standards by producing the morning news each day - with ties to all the skills they use in morning circle, like counting school days by 10's, etc.
I love the idea of simulations, if only we could do these for everything! The kids enjoying all the action, they love when they can get out of the classroom and are up and about rather than in their desks. Also, the finished product is so much cooler than just a worksheet. During earth week last year our whole class went around the school and picked up trash every day. Some would think kids wouldn't want to do that; but- I turned it into a contest- whoever could get the most. So I had kids running around the building as fast as they could getting as much trash as they could. So- keeping the community clean (and Earth!) and pollution and all the things that go into earth week were talked about. BUT we added in math. The students counted each piece of trash they picked up a day, compared it to their classmates, and graphed their results. We had an entire math lesson on different types of graphs, data collection, and comparison. I love this and will continue to use it :)
Thats a good idea! I can see how elementary students would love that verses middle school students who would just concede they lost to get out of picking up trash. I like how you turned it into a mini unit on pollution.
That's a great idea!!! When I was in JH/HS, I remember community members wanting the school to do some type of community clean-up as a service project. It never really got much momentum, though, because clubs couldn't really force you to be there and participate, you know??? So you would always have the same few kids show up and the same other kids that ditched. But having an actual class do it as part of an assignment, tying it into grades, and also turning it into a competition, as you mentioned, I think would all make for a better outcome.
I like the idea of the simulations. Teachers might have to have some constraints put on the class so as not to get to big and out there. But this allows for creativity and lets the creative students shine! I can see that the material learned would be unlimited and would be very useful in the history area as he notes in the book activities.
The simulations sound like an engaging way for students to learn the curriculum. Many times students dislike History because it involves sitting and taking notes. They write the information but don’t interact with it or think critically about it. Using the simulations, students think about what they’ve learned, and use the information to sculpt their current situation. After talking to another teacher about the U.S. government, it occurred to me that a simulation would be a great way to learn about the branches of government. I would imagine it would take a lot more time to do this than to sit and take notes, but I bet the kids would understand the purpose for each branch and how they interact.
Our government teacher does a courtroom simulation each April with students taking the role of lawyers, jurors, defendant, prosecutor, etc. The county judge presides. She retired last year, but the new government teacher along with the English teacher is doing the simulation this year. One of my students (lower) will be a court photographer and one is on the jury.
At the middle school, we teach ancient history in the 6th grade. It seems to be pretty hard for most 6th graders to understand and relate. I could see where the simulations would make it more understandable.
I liked the way the author used the simulations and they sound like tons of fun. I know what I will be doing this summer! I also think it would be challenging to do with a small group... A larger group would benefit more!
I really like it. I think it’d take a lot of prep work, but I agree with Solarz on his comments about students better retaining what they’ve learned through this type of instruction. I also liked how he was able to tie together concepts/themes between multiple subjects because I think this is a good way to help with kids generalizing information and gaining a deeper understanding of certain concepts because of the various application aspects.
In several of my college history classes, my professor would include a lot of personal information about the historical figures. If had to take a test over his classroom material today, the things I would still remember would be related to the personal stories he told. It makes historical figures so much more relateable. I could see where the simulations would be very motivating for student learning.
Simulations remind me very much of using Thematic Units that have almost become a way of the past. I can remember one of my very first years of teaching regular ed when I taught about the Civil War we did an ABC picture book for English/Writing and for math we talked about purchasing of goods, and the last day of my unit I had my dad come and he brought a muzzle loader that was has been handed down through generations that was used in the Civil War. He showed the kids the ammunition that was used then and they got to look up close at the bayonet and how it went on the gun. I think this personal experience for my students was better than just reading from the social studies book and taking notes. I myself know I can recall personal experiences and tie them into every situations better than anything I have learned in a book.
I remember many years ago, observing in a classroom where the students were reenacting a battle from the French Indian war. My purpose was to take on and off task data for a student who was seldom engaged in other classrooms. In that situation, he was so engaged, there was no difference between his behavior and that of his peers. Granted, it could not be replicated for every subject that needed to be taught, but I imagine he would still remember that experience. At the end of the reenactment, they figured the ratios of the survivors and completed other extensions of the unit to segue into other subjects. Integrated thematic units have gotten a "bad rap" sometimes as not being tied to standards, but with a closer look at that one, and a tolerance for a noisier classroom, and the connections were evident. I think the experience that we learn better by doing, and by experiencing the connections between skills we've learned is universal, not tied to any specific learning style or preference.
The authors simulations sounded like fun; but seemed to involve props and costumes that could end up being fairly spendy. Seguing into other subjects might work in the elementary, but no so much in the Jr. High/High school level.
ReplyDeleteI agree that the costumes and props could get expensive; not to mention that when the teacher first starts out doing one the "roles" the teacher would have to do some work themselves to make sure that character/concept was correctly communicated.
DeleteAgreed! Unless you're an amazing seamstress!
DeleteWhat was your opinion of the simulations for classrooms and segue into other subjects?
ReplyDeleteI loved all of the simulations. I plan on adding some next year, but it is overwhelming. A few at a time.
I think that segueing into other subjects could work well into some of my classrooms. Maybe a few of my Junior High classes. They still would enjoy and get excited for some of that.
I think you are smart to only add a few simulations at a time. This way your not constantly planning them and it give the students a break from routine that they will enjoy. Plus it will give you time to reflect on how they went.
DeleteI'd imagine as you work on the first few, they will become easier and easier to create, and some of the resources will overlap.
DeleteI thought it was a very interesting idea! I think that even the lowest of special education students could benefit from this activity in the general education classroom. Since it would give them a chance to think about concepts using some higher order thinking skills and create a bunch of work rather than one big assignment to be graded on. However I do think that something that size should be done in a general education classroom. I only have two students in my room at any given time, so for me to do a simulation segue on my own just seems like more work to do by myself. If another teacher (general education) would be willing I would like to find a way for the main project to be theirs and the segue to be done with me.
ReplyDeleteI thought about this too because I have some small groups. But even students by them selves like hands on activities or dressing up. I think we could make it work by asking ourselves all the time how could we add a simulation here?? it may not work for all of our lessons , but by asking maybe we'll realize its possible for more than we thought.
DeleteYou could add CBI to it and that would definately be more managable with only a few students. It may not be a simulation like what the author does but it would get community resources involved. If it was done in a regular ed class CBI would be a great supplement to the unit for your lower sped kids.
DeleteUsing a CBI to do a simulation (or in conjunction w/ one in the gen ed classroom) is a great idea.
DeleteI have not done this to the degree the author has but I like the idea. Years ago when English teachers taught Persuasive Ideas as part of the old standards one English teacher had her students make a TV ad. They choose a persuasive technique to use, wrote an ad, and recorded it. It was really a neat idea! Unfortunately such techniques are not part of Common Core, at least not directly stated in the new standards so the teacher dropped the project.
ReplyDeleteAlso years ago 8th grade Social Studies did a huge Oregon Trail project. This included dividing the class into families that traveled together and packing their wagons. They would be presented with problems on the trail and would have to brainstorm how to solve it. Like on the real trail, travlers would die and that is what happened in the class project too. Students would have to keep a daily journal and at the end of the unit they would hand-make a journal cover realistic to the time period and put all their entries in it as the final project (the best journal would recieve an award at the end of year). It was my favorite project of the year! Now to meet the informational text writing aspect of Common Core these teachers have turned the project into note-taking and sumamrizing to write a paper over the Oregon Trail. Somewhat of a disappointment, I think the students learned more with the project than a note-taking and writing assignment. The Social Studies teachers say they use the new activity to get the students ready for the state writng assessment.
I like the emphasis on projects in Common Core but unfortunately do not see much of an increase in this through-out the school.
The Oregon Trail project sounds like a Pilgrim project I've seen a teacher do. I have students who still talk about it (2-3 years later) because they enjoyed it! They learn so much when they have to use the information for critical thinking and problem solving!
DeleteI remember making TV commercials in 5th grade for our Language Arts class. I hadn't thought about that simulation until you brought it up just now though! Our 1st/2nd grade teachers did some pretty elaborate stuff with us, so those are always the first things that pop into my head, but the commercial was a lot of fun too!
DeleteInstead of creating ads, I had downloaded a lot of old 80's commericals from YouTube. We would watch them in my classroom. The kids had to decide which persuasive techniques were being used. The kids thought the commercials were hysterical.
DeleteReminds me of a first grade classroom where they addressed speaking standards by producing the morning news each day - with ties to all the skills they use in morning circle, like counting school days by 10's, etc.
DeleteI love the idea of simulations, if only we could do these for everything!
ReplyDeleteThe kids enjoying all the action, they love when they can get out of the classroom and are up and about rather than in their desks. Also, the finished product is so much cooler than just a worksheet.
During earth week last year our whole class went around the school and picked up trash every day. Some would think kids wouldn't want to do that; but- I turned it into a contest- whoever could get the most. So I had kids running around the building as fast as they could getting as much trash as they could. So- keeping the community clean (and Earth!) and pollution and all the things that go into earth week were talked about. BUT we added in math. The students counted each piece of trash they picked up a day, compared it to their classmates, and graphed their results. We had an entire math lesson on different types of graphs, data collection, and comparison. I love this and will continue to use it :)
Thats a good idea! I can see how elementary students would love that verses middle school students who would just concede they lost to get out of picking up trash. I like how you turned it into a mini unit on pollution.
DeleteI remember the trash bags hanging in the hallway next year! They were so proud of their trash!!
DeleteAnnieB-
DeleteThat's a great idea!!! When I was in JH/HS, I remember community members wanting the school to do some type of community clean-up as a service project. It never really got much momentum, though, because clubs couldn't really force you to be there and participate, you know??? So you would always have the same few kids show up and the same other kids that ditched. But having an actual class do it as part of an assignment, tying it into grades, and also turning it into a competition, as you mentioned, I think would all make for a better outcome.
I like the idea of the simulations. Teachers might have to have some constraints put on the class so as not to get to big and out there. But this allows for creativity and lets the creative students shine! I can see that the material learned would be unlimited and would be very useful in the history area as he notes in the book activities.
ReplyDeleteI hadn't thought of the aspect of creativity, but you're right, the simulations would allow for students to be more creative.
DeleteThe simulations sound like an engaging way for students to learn the curriculum. Many times students dislike History because it involves sitting and taking notes. They write the information but don’t interact with it or think critically about it. Using the simulations, students think about what they’ve learned, and use the information to sculpt their current situation.
ReplyDeleteAfter talking to another teacher about the U.S. government, it occurred to me that a simulation would be a great way to learn about the branches of government. I would imagine it would take a lot more time to do this than to sit and take notes, but I bet the kids would understand the purpose for each branch and how they interact.
Our government teacher does a courtroom simulation each April with students taking the role of lawyers, jurors, defendant, prosecutor, etc. The county judge presides. She retired last year, but the new government teacher along with the English teacher is doing the simulation this year. One of my students (lower) will be a court photographer and one is on the jury.
DeleteAt the middle school, we teach ancient history in the 6th grade. It seems to be pretty hard for most 6th graders to understand and relate. I could see where the simulations would make it more understandable.
DeleteI liked the way the author used the simulations and they sound like tons of fun. I know what I will be doing this summer! I also think it would be challenging to do with a small group... A larger group would benefit more!
ReplyDeleteI really like it. I think it’d take a lot of prep work, but I agree with Solarz on his comments about students better retaining what they’ve learned through this type of instruction. I also liked how he was able to tie together concepts/themes between multiple subjects because I think this is a good way to help with kids generalizing information and gaining a deeper understanding of certain concepts because of the various application aspects.
ReplyDeleteIn several of my college history classes, my professor would include a lot of personal information about the historical figures. If had to take a test over his classroom material today, the things I would still remember would be related to the personal stories he told. It makes historical figures so much more relateable. I could see where the simulations would be very motivating for student learning.
ReplyDeleteSimulations remind me very much of using Thematic Units that have almost become a way of the past. I can remember one of my very first years of teaching regular ed when I taught about the Civil War we did an ABC picture book for English/Writing and for math we talked about purchasing of goods, and the last day of my unit I had my dad come and he brought a muzzle loader that was has been handed down through generations that was used in the Civil War. He showed the kids the ammunition that was used then and they got to look up close at the bayonet and how it went on the gun. I think this personal experience for my students was better than just reading from the social studies book and taking notes. I myself know I can recall personal experiences and tie them into every situations better than anything I have learned in a book.
ReplyDeleteI remember many years ago, observing in a classroom where the students were reenacting a battle from the French Indian war. My purpose was to take on and off task data for a student who was seldom engaged in other classrooms. In that situation, he was so engaged, there was no difference between his behavior and that of his peers. Granted, it could not be replicated for every subject that needed to be taught, but I imagine he would still remember that experience. At the end of the reenactment, they figured the ratios of the survivors and completed other extensions of the unit to segue into other subjects. Integrated thematic units have gotten a "bad rap" sometimes as not being tied to standards, but with a closer look at that one, and a tolerance for a noisier classroom, and the connections were evident. I think the experience that we learn better by doing, and by experiencing the connections between skills we've learned is universal, not tied to any specific learning style or preference.
ReplyDelete