I have eight years experience teaching United States History, six years experience teaching Advanced Placement U.S. History, and ten years total teaching experience.
My teaching style revolves around three primary activities: lecture (read on for more details), primary source reading activities, and guided writing prompts: 1. Lecture: This is my method of introducing content. My lectures are built to extend beyond the "traditional" style. Each lecture has a PowerPoint and an accompanying worksheet. In the PowerPoint presentations, most slides contain at least one visual aid, and some slides are exclusively visual and give students an opportunity to reflect (paintings, political cartoons, compelling photographs, etc.). Every lecture worksheet includes graphic organizers that perfectly align with the PowerPoints. Students can therefore take notes from the presentations in an organized fashion that helps the otherwise complex information become understandable. This is my "trademark" method of lecturing that has yielded exceptionally high results on our state tests (and also earns high praise from my students). 2. Primary Source Reading Activities: This is my method of expanding on content through student-led inquiry. These activities are designed for small groups, preferably with three students per group. In these activities, students are given a guiding question. Each student reads from a DIFFERENT primary source (edited to be more readable, but otherwise unabridged), but each selection addresses the SAME guiding question. The analysis of their documents is guided by the activity and requires them to cite evidence. Each student then "teaches" their document to their group. Finally, the group develops a thesis and supporting evidence that answers the activity's guiding question. Instructions are provided on the front page of each of these primary source reading activities. 3. Guided Writing Prompts This is my method of summarizing content and the "big picture" themes of each unit. At the end of each unit, students are given a worksheet that provides five thematic prompts. These "big picture" prompts help students synthesize the knowledge of each unit into thematic categories. The worksheets (like the primary source reading activities) provide "guided writing" that promotes the use of thesis statements and supporting evidence. I encourage students to use their lecture notes for reference when completing these worksheets. Quizzes: At the beginning of each unit, students are given a key terms list. Halfway through the unit, they are quizzed on these terms. I find that this provides a vital foundation; once students know the key terms, they can then see how they interconnect within history. Each quiz is 25 questions in a matching format. Tests: For each unit, I provide a study guide for the unit test. These study guides align with the unit lectures, and the tests align with the study guides and key terms lists. Each test contains 45 multiple choice questions (some straighforward, some based on stimuli such as quotes, charts, political cartoons, etc.), 25 matching questions to review the key terms again, and five short essay prompts (students choose three).
1. Top pass rate on Advanced Placement U.S. History Exam in school district (2012-present, career 84% pass rate). 2. Top student growth on state exam for American History 1 in school district (2013-present, according to EVAAS index). 3. Top student growth on state exam for American History 2 in school district (2016-present, according to EVAAS index). 4. Voted "Reader's Choice Best High School Teacher" by local newspaper (2015). 5. National Board Certified Teacher (2014-present).
Yet to be added
Yet to be added