Homework+2

When I think about teaching a Christopher Columbus unit, I think about world maps, poems, and exploration history. I would want to discuss predecessors of Columbus and their achievements, the importance of exploration at that time, and the technology of the early explorers. I would also like to teach about royal patronage and trading. My teaching methods would definitely incorporate visual images in order to explain the journey from Spain to the New World and also the routes of other explorers. Also, the history about exploration and the royal family would help my students connect the details of Christopher Columbus and the larger picture of exploration. These methods of teaching are in line with my own learning styles. I like to receive both auditory and visual input while I am learning a new concept. Describing the overall history and details involved in Christopher Columbus' journey would also go along with constructivist learning theory. The significance of this theory is making “real-world” connections with information. This allows students to comprehend the big picture. My method of instruction would also rely on cognitive learning because the history lesson would be built upon previous knowledge that students may already know about Columbus and his three ships. If the teacher in the next classroom is a computer enthusiast, than I believe she should incorporate the computer into her instruction. Hopefully her excitement and interest in computer technology will transfer to her students. I think that there are many ways in which computers can enhance lessons and students are increasingly familiar with receiving information through computer screens. On the other hand, if the teacher uses the computer for all of her lessons, the use of technology may begin to inhibit student engagement or learning. I had a teacher once that delivered lectures almost word for word from PowerPoint presentations day in and day out. While I appreciated being able to copy down the class notes, I became unmotivated and unsatisfied with the class. I felt that the teacher's reliance on technology created a disconnection between the teacher, the material, and the students. When one type of material delivery is used too much, instruction becomes monotonous and disengaging. Universal design is very intriguing to me and I am interested in trying to apply it in my classroom. When I consider all of the technology and accommodations that were once created for people with disabilities, and are now commonly used today – elevators, texting, curb cuts, ramps, electric doors, closed captioning- I am fascinated by the idea of change helping everyone. I think that universal design can be used effectively in english classrooms in the form of concept maps to help students understand and organize material, reading aloud during class, and presenting notes of the smart board as well as on worksheets. Word Processing will aid students with and without disabilities in spelling and visualization. A student with a motor disability could use the Dragon Dictate machine, like the one demonstrated in class, to write papers and complete assignments. Having copies of books on tape is also a practical accommodation that could help all student readers. These tapes would provide a good reading model and assist a child to process material both off the page and auditorily. My cousin has severe dyslexia and as a teacher I would want to be able to accommodate him. The books on tape would help, in addition to scan and read technology. Another way that I could incorporate universal design would be to design my classroom in a way that children with wheelchairs or crutches would have a clear path. One classroom setup that I have found effective in English classrooms is the sitting circle. This circle formation helps everyone to feel a part of the class community. In this set-up, no one would be forced to sit in the front or the back of the classroom because of a disability.
 * Question #1 (pg. 42)**
 * Question #5 (pg. 76)**
 * Question # 1 (pg.106)**