Project Based Lessons for Lifelong Learning

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United States - California - springville
Project Based Lessons for Lifelong Learning
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Several years ago, a couple of my students were making the age-old complaint that high school doesn’t teach them what they want and need to know. (“Except in your class, Ms. Reed.”). I took a moment to explain the validity of the other courses they
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Through the What’s Good project, (for visual arts students, English students, and all critical thinking programs,) students will understand the concept of subjectivity as they identify the underlying values of a song, piece of literature, object, or
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Anyone who has worked with students writing their college essays knows how challenging it can be to help students find poignant examples from their lives that really give the colleges a sense of who they are. Guided Visualization is simply a
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Details are essential for a good literary experience, creating a strong argument for making oneself understood. This lesson facilitates students’ individual development of ideas, and at the same time gives other students the opportunity to expose
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Students engage in informal comparative analysis of pop culture all the time. This exercise will provide them with a quick template that they can use to engage in compelling arguments among their friends, while at the same time providing practice
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Giving students time for structured talk is as important as making time for reading and writing. Kids who are comfortable chatting with their friends between classes, sometimes become awkward when in a new situation, with new people. You can teach
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As satisfying as it is to create a community of learners who engage with the texts of the class and each other, it is even more exciting to see them go outside of school, collect material, and share this with the class. Even better, is the
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Since geography is not a priority of standardized tests, it is not a priority in our curriculum. However, in a time of global economy, where people from all over the world will be determining our students’ jobs and commodities, it is time to change
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Students gather information from youtube videos, social media and biopics without always using resources that are available to fact check. This exercise will provide them with the practice of questioning the “truth” by examining the constructed
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TEACHING EXPERIENCE

I have taught 6th grade through graduate school: math, literature, writing, art, humanities, photography, feminist theory, and art theory and aesthetics. I have taught in the K-12 district of Porterville, CA; Porterville Community College, CSU Bakersfield, and California Institute of the Arts.

MY TEACHING STYLE

I create a community where students are comfortable taking risks. I listen to my students and change the curriculum as they bring me new ideas and resources. I have high expectations in terms of critical and creative thinking, and I work to understand the strengths and weaknesses of my students so that I can help them to build upon their strengths, and overcome their weaknesses. My basic formula after exploring content is: 1. Ask a question and student writes an individual response; 2. Student shares response in small group (4 students); 3. Students discuss the answer with the entire class. I work to empower students through student generated explorations.

HONORS/AWARDS/SHINING TEACHER MOMENT

Many years ago I was a consultant for a series of anthologies and workbooks where classic stories were re-written so that lower readers could read interesting content rather than the children’s books that were all that was available. I used to present the content of a book I wrote (Using Guided Visualization for Better Writing, Educational Impressions) at NATE, CATE, and GATE conferences. I received a grant to explore paying students’ families each semester when their child earned a 4.13 or better (ask me about the results.)

MY OWN EDUCATIONAL HISTORY

BA English and Diversified Liberal Arts, St. Mary’s College, Moraga, CA BFA Photography, California Institute of the Arts, Valencia, CA MFA Art and Critical Writing, California Institute of the Arts, Valencia, CA

ADDITIONAL BIOGRAPHICAL INFORMATION

I have shown artwork and written art criticism internationally, and written a book about mountaineering: High Altitude Interiors: One Woman’s Guide to Climbing CA’s 14ers.

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