Reconstruction – Jim Crow Unit

Description of Unit:Basic Summary: This unit plan explores the African American experience after The U.S. Civil War. The first part focuses on Reconstruction, and the second on the Jim Crow Era.

In an effort to allow students to work at their own pace, and meet their

needs for either Intervention or Extension, a plan was devised to organize the content into manageable chunks. Student understanding on each chunk is evaluated by brief Formative Assessments.

Primary Content Learning Strategy:

Screencast videos with a Picture in Picture window of the teacher serve as the main content acquisition tool for the unit. (We use the PiP feature because it seems to engage the students to see THEIR teacher talking to them.)

Students are able to proceed at their own pace, allowing them to either receive necessary face to face intervention, or individualized extension.

Cornell style note guides that follow the format of the videos can be differentiated to meet the specific needs of students (LEP, SPED, GT).

A Class Sharing Blog can be made available to prompt student discussion of the learning in the units. This blog will be moderated by the teacher, but students will be encouraged to engage in a peer to peer approach of idea sharing that does NOT have to be teacher directed. A primary source relating to the main themes contained in the videos will be posted every couple days to encourage students to participate in unit relevant conversation.

Student Centered Student Centered Student Centered Student Centered Student Ce

Is there more information available relating to the format of the unit??????

YES!!!!!!! If interested you can contact me and I will be happy to share.

However this is NOT the place OR the time.

Now we will move to see some data that reflects on the effect of and impressions left by the unit.

All of this data was gathered by analyzing anonymous Pre and Post Surveys given to the participating students.

http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf

S Ru ep sp eo ar rt ci hng

“Students with cognitive and learning disabilities who were taught the fundamentals of self-determination were  more likely to access mainstream curricula and achieve their academic and other goals, according to new  research by Karrie Shogren, a professor of special education in the College of Education.” – College of Education, University of Illinois - 07/24/12http://news.illinois.edu/news/12/0724self-direction_KarrieShogren.html

Supporting Research

Now for the matching POST-Unit survey response

What happens when students feel a method of learning is more effective than what was used in the past???

What was the effect of this approach on student learning?

See the NEXT page for some interesting analytical points that reflect on this Blended learning strategy.

Final Statements from Students