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

Third Interview Questions

1. What do you feel is the best way to teach history?
2. How do you feel about teaching history backwards? Starting from a point at the present, looking at it, and saying "What happened to cause this event?" Then looking that cause up, rinse and repeat.
3. How do you feel about teaching history "Alive?" Having students act out as members of a certain time era in order to learn about them.
4. What do you think about teaching history the traditional way?
5. How do you feel about teaching history through repetition? Repeating until the students know the information.
6. How do you feel about teaching history with visual aids? Such as maps, photographs, diagrams, paintings, models, memorabilia, Hollywood movies, more maps, reenactments, computer simulations, museums, internet sources, etc...
7. How do you feel about "Matrix" teaching? Linking things with facts, then building upon those facts with more facts.
8. How do you feel about teaching history as idolizing figures? Such as teaching only the good things people have done but not the wrong. For the purpose of not to distort views of the students.
9. How do you feel about teaching history as a live demonstration format? Such as if you are teaching the middle ages and Knights, you yourself, dressing up as a "Knight" to demonstrate that it is not actually as glorified as Hollywood makes it seem.
10. How do you feel about teaching history as just lecturing? Just having the students sit down and lecture them for a class period.

Self Reflection

1) P I believe that i have so far met all requirements for P consideration. I have approached and have done everything with an optimistic view and completed everything above expectation of the teachers. Not AE expectations but defiantly above AP expectations.

2) My greatest accomplishment so far was meeting my service learning person. Amanda, Head Chair of the Cal Poly history department. I believe having her as a connection will greatly serve me in the up coming months if not years.

3) Unfortunately I have been preoccupied with other things and have not been able to focus on Service Learning or Independent Task as much as I would like to have.