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Interact Simulations
Rise of Civilizations Simulation by Brad Hulman
Brad is the author of simulation and my mentor
Students loved simulation but hated lectures (as do I).
Action Research going on here! -
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We were having fun but were my students learning?
I wanted to know what research was saying about simulations . The research of Cruickshank and Telfer (1980), Dean S. Dorn (1989), and Woodward, Carnine, and Russell (1988) was encouraging and we started using simulations to learn about the rise and fall of empires. I was amazed at the number of critical thinking skills my students had to use every day in order to be successful in their roles while playing these “games.” -
Added two other simulations:
Rise and Fall of Roman Empire
Olympics--Students love this!
Action Research! -
I started using simulations for all major themes.
Teacher of the Year Award
Received tenure
Earned my Masters Degree from UNA
Helping other teachers use simulations for their classes -
Teaching in China
International Baccaleaureate Training
Skype used to communicate
Action Research! Students love technology. -
Coohill found that using images in history classes greatly enhances learning but he states that they should be used to “conceive” a lecture rather than relying on images completely (2006).
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David Binkiewicz (2006) “Tunes of the Times: Historical Songs as Pedagogy for Recent US History.” He states that songs are a powerful pedagogical tool that can be used as primary sources.
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Changed grades--Started teaching seventh grade geography and civics.
Used "World" simulation to teach geography. Interdisciplinary unit with science.
"How much does it cost to live?" This was an interdisciplinary unit with math.
Virtual worlds provide synchronous communication opportunities for simulations or group work projects (Vaughn, 2010). This is great for recreating ancient civilizations such as Rome, Egypt, or India. It also allows students to learn different languages and cultures. -
Students talk to others all over the world and they can see that globalization is accelerating due to technology, yet students view social studies as unimportant and uninteresting. “Music is a powerful tool to enhance learning, to connect issues and the times in history, to illustrate a cultural identity, or to promote unity for a cause” (White and McCormick, 2006, p. 125).
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Coordinator for International Baccaleaureate for middle school
Technology must be incorporated in classes
50 hours per year minimum
Teachers NOT happy about this -
Started Ed.S Program
Interested in using technology in history classes
Mainly wanted to motivate students to learn history. -
Virtual worlds can take a student into a world of deeper understanding and more critical and creative thinking while they gain more experience in technology (Byrne, 2009).
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Took a ss class at UA and was assigned to teach a lesson using the song "Leningrad" by Billy Joel (1987). Learned a lot and loved teaching this way. The reasearch was fun and easy. I want to try this with my tenth grade students. Action Research!
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Started teaching tenth grade history, Contemporary World Issues, 11th and 12th grades.
Used Photo Story for AP Classes
Grade level students wanted to do Photo Story -
I love research! Action research helps me be a better teacher. I get to find out what works and what does not work. I want to have fun teaching. If I am not having fun, my students are not having fun! I have found out that if the students are having fun they will work more to learn what they need to learn. If it is boring, they just quit.
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. “Web 2.0 characteristics support the principles of good teaching and learning—active participation and collaboration” (Berger, 2010, p. 2). It is often stated that today’s students will have jobs that have not yet been created.
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80% of teenagers use the Internet as a primary means of communication.
Teachers can capitalize on technology students have at their disposal in their own homes. Students already have MySpace or Facebook skills and teachers can give purpose to these skills by using other Web 2.0 tools and applications for learning purposes (Byrne, 2009). -
Problem: Many students find social studies boring.
Evidence for the existence of the problem includes student surveys (views of the participants), teacher journal, student assessments, and student interviews and evaluations after the completion of their projects. The journal will have daily observations of student behaviors and the behaviors in all classes will be compared and contrasted.
This will be used to determine if using music and technology will help motivate all students to learn SS.
