Senior Project Reflection

1) I'm proud with my product, and that after a year of hard work, I'm done.

2)
a) I feel like I deserve an AE (like any other senior.) I worked hard and I felt the presentation went well. Every student I talked to said they were having a lot of fun and retaining information that I was giving (basically my goal.) Someone even commented that as soon as I graduate I should just become a teacher. Hearing something like that makes me feel proud and think that I did go beyond just "P consideration" if I was able to connect with the students so well.

b) Overall on my senior project, honestly, I feel like I should get an AP or P. Most likely I'll get something less than that. I feel like I should get at least an AP because I did do ALL the required work and put a lot of effort into EVERYTHING I did. Granted sometimes I had to turn things in pretty late, but the quality of the work was at least of P standing. All major projects such as the iSearch and (hopefully the Two Hour presentation) I got a P standing in. For these reasons I think an AP is reasonable (although it GREATLY pains me) because of the few components I had to turn in late.

3) What worked for me was the fact that teachers made sure I did things. That was pretty reassuring for me, but still hard for me to do things due to personal reasons. I was pretty glad who my host teacher was too. At least I KNEW for a fact that he would understand what my topic is considering everything.

4) Honestly what didn't work for me was a lot of things. I had a job throughout the year to help my family out so my Friday and weekends were automatically void of doing any school work. During the actual school year I had prior commitments (such as drama) that are time consuming. So Tuesday, Wednesday, and Thursdays are out. That left me with Monday as a full day to do anything. It was EXTREMELY difficult to do service learning on top of that. Monday I could no problem but Tuesday through Thursday I had to sacrifice my lunch and free block and still make it back by 3 for drama. So my schedule was pretty packed to start off, and to top it all off I had almost an hour bus ride home everyday. To make this more relevant and easier to understand I will add time frames. So Mondays I'd get to service learning at about 1pm and work until about 4 or 5. I'd get to the bus stop at about 5:15 so I'd get home at around 6:15 or 6:30. Tuesday through Thursday was really rough. 1 to 3pm was service learning. I'd get down for drama at about 3:15 or 3:30. Drama last until about 5:30pm allowing me to get home at about 6:30 or 6:45. Friday I could linger for maybe 30 minutes at school before having to head off home to work. So on my average day I had to only from 7 to about 10 to work on whatever needed to be done, including chores. That fact that I retained some sort of social life, slept and did my work is amazing.

On that note I felt that maybe teachers could be more understanding towards students. The reason I turned things late in at times was due to the fact I just didn't have enough time. I couldn't quit my job because I needed to support my family financially. So I feel teachers should understand time constraints that some of us have.

Another thing is I felt that most of the work felt like busy work. Having to keep grades up in my four classes and then keep a good project grade was enough, but then at times the core worked just seemed like busy work. At times I really wish we had more in class time to work on projects for people like me who have time constraints.

The work load seemed almost impossible. A lot of us are still shocked we got through it all, I know I am. Talking it over with my parents and older friends and co-workers they too felt the work load was to much. Even in real life some of them never had to undergo that amount of stress, and those that did, never had to for a constant 9 months. I actually developed hyper acidity and latter acid reflux due to high levels of stress. I am 18 and I almost got something that ended my grandfather (an ulcer) and he was in his 60s. No teenager should undergo that amount of stress. Something I think teachers easily forget is that THIS IS IT. This is what decides our life. We are on the cusp of college and securing our future, but if we mess up once in all this busy work, we're pretty screwed (pardon my language) for life. We under go a great deal of pressure because our future relies on the opinions of a couple of people. We have no control of those opinions either, so we go under way more stress then a high school student of 20 or 30 years ago. If you want to do well in today's world you NEED to go to college, and that alone is stressful. Your life depends on what you do basically as a kid. (being a teenager is still like being a kid when the results affect you when you are 40)

I think I hit most of the points and I am sorry if i offended anyone but it's something that I've needed to get off my chest for a while.

5) Senior project has made me a pretty confident person. I feel that I could teach history successfully to students and believe that I am better off than most students going into the teaching credential. Senior project has put me ahead of the pack when it comes to teaching and I feel just about ready to do it now.

2-Hour Presentation

https://docs.google.com/document/pub?id=1B8Q3mA31kfVG6fSwVhKHlGqXDowzWuUAznI9sNj4u6I

Independent Component 2

Time Log:
April 1 Sunday: 4 hours
April 2 Monday: 5 hours
April 3 Tuesday: 5 hours
April 4 Wednesday: 5 hours
April 5 Thursday: 5 hours
April 6 Friday: 5 hours
April 7 Saturday: 3 hours
April 8 Sunday: 3 hours

(I basically did my IC2 over spring break)

Literal
I, David Roeder, affirm that I completed my independent component which represents 30 hours of work."

I read through the entire Junior history book "American Odyssey: The United States in the 20th Century: and created a lesson plan for Chapter 1 and half of Chapter 2. (It takes a whole lot longer than I anticipated to create a lesson plan.)

Interpretive
As a future teacher I have to have a knowledge on how to create a lesson plan. It is WAY harder then i assumed. I used this format:

Goal:

Material:

Activity:

Method of teaching:

I included method of teaching because it supports my best answer "Mixing up the Curriculum." It demonstrates that different units and topics do better with different teaching methods.

Evidence
https://docs.google.com/document/pub?id=1RRe-GaKf2_a7CL6Yt3x_oDUl4sSo33pTe2qtZj5zkDI

Applied 
Creating a lesson plan and basically but my best answer to the test. I found (on paper) it seems to work. By using the best method plan to fit the unit. By doing this you can insure that students grasp the course material. If they know the material they are more likely to do better on the standardized test.

Helping 2013

Who did you interview? Danielle Mariano

What day and time? Thursday 10pm. 

What ideas do you have for your senior project and why?

I have three in mind:

• Digital Art (wants to become a graphic designer for video games)
• Drumming (my instrument, and I enjoy it)
• Drama (Backup)

What I have to say:

• Digital Art:
• Out of the three you have, this may be the hardest but most fulfilling. The reason I say this is, service learning may be difficult to get. I feel you can combat this by: DeVry University is just down the street from Cal Poly Pomona and I am pretty sure they offer classes for visual design for computers, i.e. Digital arts. Secondly, you may want to focus on if you either want to a. Have conceptual like art work for games, such as the pretty stuff you see at E3 or actual in game art. These are two entirely different fields and specificity is key for senior year. Independent Component you chose something related to your topic and its total work most equal to 30 hours. So for digital art, you could show of some art work that you have made, or if you're doing like graphic in game art, you can show an art figure you've made moving. 
• Drumming:
• Music is done basically every year and seems to have a formula. Service learning, you could help at out some sort of studio, or if you're taking a class for Independent component, you can help out whoever you are taking classes from on the side. 
• Drama:
• This is the easy way out, because you are already in drama. If you do this you will have no trouble with Independent components at all. Hogan's semester plays could be used for them. Ie. first semester play could be independent component 1 and Fullerton (if you're doing a skit) could be independent competent 2. If you do improve (like Megan) Improv practice every Thursday and the Fullerton Improv performance would count. So for service learning you would have to try to help out Cal Poly, but this prove trouble some. They will only accept you if there is an up coming play. 

What do you plan to do for the 10 hours of service learning due prior to the start of senior year?

• Digital art:
• Attempt to see if DeVry university will take me, and if not Hannah's mother is an artist and I could do my service learning with her.
• Drumming:
• I used to have a mentor back when I used to take classes at a studio. I have't been there in a couple of years but I will probably return and do it with her.
• Drama:
• Hogan, or Cal Poly. There is a theater near my house so i would go over and see if I can do anything over there.

What did i have to say:

• Digital art:
• I would for sure attempt to get service learning at DeVry as soon as possible if digital art is what you wish to pursue. The sooner you go the better, and you will probably have better chances of actually getting some service learning. You may even get more than 10 done.
• Drumming:
• Don't worry about not being there for a while, because your teacher will probably accept you for service learning anyways.
• Drama:
• Again, you want to talk to whoever is in charge of the Cal Poly Theater department as soon as possible. Colleges are busy and if you want to do something like volunteer you need to let them know way in advance, for convince sake.

What do you expect to see watching our two hour presentations?

I expect a lot of knowledge about a whole lot of different topics. I'd also like to seniors enjoyment of their topic. The class of 2012 has been working on this topic for just about a year so I'd expect to see a semi-expert opinion. This shouldn't be treated like some other presentation, but something important and something near and dear to you. 

My suggestions:

Be prepared for the activities, because you could be doing anything. Expect to have fun! These seniors have been working on this for a long time, and a lot of us are excited.

What questions do you have about the senior project?

Q: Is it as hard as everyone makes it out to be?

A: Yes and no. No because they do break it up into to little baby steps. Yes because those baby steps are all lumped into basically second semester. Best advice I ever give on senior project is STAY ON TOP OF EVERYTHING. As soon as they assign ANYTHING do it. Stay ahead.

  

Independent Component 1

Content:

• Attended several seminars on teaching and history
• Nixon Library
• USC Convention
• Online Seminars
• Final activity (Still needs to be done)
• Attending History day March 10

Literal:

• I, David Roeder, affirm that I WILL complete my independent component which represents 30 hours of work. (By March 10th)
• I have (as stated above) completed at least 20 hours worth of seminars regarding teaching, and history. Most regarding the importance of Primary sources work and student involvement. I planed to sum up what i learned by judging at History Day. Unfortunately I am unable to do as such, but i will assist in any way possible and hopefully pick up tid bits of information.

Interpretive:

This answers my EQ: "What is the Best way to Teach U.S. History" (soon to change) in a number of ways. Firstly, as any historian can tell you, the importance of your sources DETERMINE the quality of you work. By learning A. the values of primary sources and B. a way to apply them for class room use. This will teach students a life long lesson. That being your work is only as good as the information used to back it up. Secondly through the other various seminars, I've learned some valuable (basic) knowledge for becoming a teacher. Such as the importance of not being bias and so on. This has obvious benefits towards my EQ.  

Answer 1

1. Teaching history backwards (looking at one point in history and thinking what happened to cause this, the researching it, then continuing the process) has been proven to be beneficial to students in teaching environments (not just at home study) and has shown promise for the teaching community. 
2. Studies have shown that students retain more information when learning history through this process.
3. Hermann, Kenneth W. "The Pedagogical Strengths of Teaching History Backwards." Web. 15 Sept. 2011. <http://www.bestlibrary.org/thread/files/backwards.pdf>.

(as a future historian i know the importance of citing my work!) ^^^

Science Fair Proposal

1. In a timed environment, there is a correlation between the Stroop Effect and standardized test taking.
2. Dependent: Timed environment
   Independent: Stroop Effect
   Control: Standardized test taking 
3. My E.Q. is "What is the most efficient way of Teaching U.S. History?" and if there is a correlation between the two, it could change the way I as a future teacher, would write tests.
4. Seeing as i am a late contender this isn't final per-say. I will only need about about 40ish people and some paper. Ill print out a test and use it as a control, then print out the same test but change the multiple choice options and order of the questions.
5. Behavioral Science

Procedure:

1. First attain a sample size, of at least 25 people
2. Allocate a test of 10 questions regarding "Stroop Effect"
3. (Because testing should be in a timed environment) provide a time limit in correspondence with the amount of questions
4. Prep students on the information that will be on the test
5. Time students and administer the test
6. Collect the tests from students
7. Grade tests