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Cara Gallagher C-SPAN Senior Fellow Chicago, IL

Hello, and welcome!. Cara Gallagher C-SPAN Senior Fellow Chicago, IL. When your students think of C-SPAN, they think of…?. Make-up at ETHS: Student population: 3,200 Student demographics: Asian: 3.8% African American: 32% Hispanic/Latino: 15.4% Two or more races: 5.2% White: 42.9%

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Cara Gallagher C-SPAN Senior Fellow Chicago, IL

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  1. Hello, and welcome! Cara GallagherC-SPAN Senior FellowChicago, IL

  2. When your students think of C-SPAN, they think of…?

  3. Make-up at ETHS: Student population: 3,200 Student demographics: Asian: 3.8% African American: 32% Hispanic/Latino: 15.4% Two or more races: 5.2% White: 42.9% Countries represented: 54 Low-income: 41% Graduation rate: 86.7% College bound: 82%

  4. A mutual admiration society

  5. Taking Your Tech Temperature…What do you use?

  6. CCSS compliant: ELA.-Literacy.RH.11-12.2/.3/.4/.6/.7/.8/.10 9-10 application as well • Issues: • What should Congress and the President do about immigration reform? • Should race be a factor in admissions processes? • Should Congress enact new gun control legislation? • Is the Affordable Care Act constitutional? • What should Congress and the President do about the “fiscal cliff”? • Does money unfairly influence our political processes? • Do state laws involving voter ID unfairly affect voter participation?

  7. The Plan: • Access points from today’s presentation • Presentation, materials, and contact info available to you online • What works for me, may not for you • Kids, Teachers & technology: Misconceptions about technology in the classroom [a video] • Our multi-dimensional learners are bright – so give them high-quality primary & secondary sources • C-SPAN materials: Classrooms, Deliberations, Video Library, & Congressional Chronicle

  8. Students & Technology How do we get kids to use their “smart” devices in smart ways?

  9. Misconceptions about Technology in the Classroom: • Kids can hit the ground running simply because they’re the hyper-tech “Millenials” • Product: Paralysis by Analysis 2. Teachers: “I can’t…,” “I don’t know how to…” sometimes = “I won’t…” • YouTube videos, online courses, Tech or A-V departments, or ask someone

  10. The edict coming down from our department chairs, administrators, school boards, and at the national level… http://www.c-spanvideo.org/clip/4458269

  11. Technology should: • Enhance your curriculum, not replace it • Activate lessons, units, themes • Promote student-centered learning • Unite students Technology should not: • Segregate students • Be reverse-engineered to meet an evaluative requirement • Stress you or your students out • Create excessive hours of homework or preparation and grading

  12. The elusive “flipped” classroom • A Flipped Lesson on the ACA using • C-SPANtastic resources

  13. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students? -Caitlin Tucker, English Teacher • Effective use of the “flipped” classroom model in a Social Studies/History class (i.e. non-Science class) • How to “flip” using C-SPAN’s abundant sources

  14. Part I. Research/Role Play a Congressional Rep • Using C-SPAN’s Congressional Chronicle page, students can research their Rep’s background, voting history, and watch videos featuring him/her

  15. Expectations of the Rep Role Play: • Students must come to class ready to answer the following questions as their Rep: • Tell us a little about yourself? What is your political experience? Who are you? • What is your political ideology? (Strong Conservative/Liberal, Moderate Conservative/Liberal) • What are the demographics of your district? • What Interest Groups support you? • Are you in a “safe” or marginal district? [Marginal=won w/ less than 55% of vote] • Explain a bill that you recently sponsored/co-sponsored? • Any pork or earmarking for your district? • How did you vote on the Health care bill (HR 3590)?

  16. Part II. Preparing for The Great Debate: Is the ACA Constitutional? • Using the C-SPAN Deliberations page, have students teach themselves to answer the question of constitutionality • Guided worksheet will help them through the erudite arguments • May want to pre-screen to select, clip, & paste portions of the video specific to your curriculum

  17. Part II ContinuedHosting the Debate In Class • http://studentcam.viddler.com/videos/watch.php?id=5fc2eb52

  18. Part III. The Attack Ad • Students create short videos attacking the opposing party’s stance on the ACA

  19. Part VI. Answers to the Constitutional Questions • End with a Supreme Court Review video that offers multiple & diverse answers to the constitutionality question

  20. The realities of “flipped” classroom lesson models • Not a one-size-fits-all model • Khan Academy works for some, not for all • Schools lack resources • NO one is expecting you to video or YouTube your notes, lessons, units…

  21. How to make it work for you: • Befriend your Tech Director, Ed Tech Consultant, or librarian • Use what’s already out there • Khan Academy, Brightstorm, iTunesU, TED & TED-Ed, YouTube • Check out the GoogleDoc on the packet • loads of resources • Have a one-stop-shop, a platform, for your students • Edmodo, GoogleSites, and Blogspot • Clip your own videos from Video Library

  22. Best Activities From C-SPAN Classroom Deliberations Page:

  23. Thank you!

  24. Template Provided By www.animationfactory.com 500,000 Downloadable PowerPoint Templates, Animated Clip Art, Backgrounds and Videos

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