Tapping into student interests
to build engagement and learning
ReflectionWhat kind of society kills its own children? At first this may be a startling question, but when we consider the novel The Hunger Games and horrible events in history, this question has greater importance. Its bluntness also captures high school students’ interest. This inquiry was one of several essential questions I used to build lessons included in an interdisciplinary collaborative unit based on The Huger Games.
Media specialists are highly trained teachers, and they must model effective instructional practices. Using The Hunger Games as a spring board, I developed an exploratory unit that supported student needs and included best practices supporting co-teaching, differentiation, cooperative learning and interdisciplinary learning. The unit revolves around high-interest questions aimed at connecting students to events in the novel with events that have happened in our lives and history. These questions encourage students to develop their own inquiries to use for research. The lessons included in the unit clearly reflect student-centered learning, from the many opportunities for choice based on interests and learning styles to the use of cooperative groupings. The variety of activities taps into different types of learners as well. Using photographs to connect to the novel’s themes helps engage more visual learners. Embedded throughout these lessons are accommodations and modifications to fit diverse learners. For example, suggestions for making the advanced organizer manipulative are included, along with different presentation options depending on student needs. Research and self-selected inquiry can be messy so it’s important to include many formative checkpoints along the way. Exit slips and a learning journal help teachers monitor student progress. These two lessons were valuable learning opportunities because they forced me to take a step-by-step approach toward breaking down the research process using a specific inquiry model. The assignment requirements also specified that I needed to include accommodations and differentiation, something that fits in well with Universal Design for Learning. I "over-planned" with possibilities. As a co-teaching media specialist, I had to anticipate possible stumbling blocks and trouble-shoot upfront because I was working someone else’s students. It also was interesting collaborating with two other teachers on the initial unit layout. We all brought very different learning styles and levels of commitment to the planning process. As a media specialist, I must accommodate all kinds of students and adults. By using several digital resources, such as Livebinder or Googledocs, we can eliminate common problems related to time, scheduling and even possible learning style differences. |
1.1 Knowledge of learners and learningCandidates are knowledgeable of learning styles, stages of human growth and development and cultural influences on learning.
Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. ARTIFACTS |