Note: This post was recently published on the St. John's Prep GOOD to Go blog . Chad Konecky interviewed me and wrote the post based on our discussion. Demonstrating and reinforcing common-sense social media engagement is important, especially when it comes to adolescents and teens. Kerry Gallagher, St. John’s assistant principal for teaching and learning, is leading the Prep’s emphasis on developing best practices when using social media. “Mentoring healthy guidelines like ‘Think before you post,’ ‘be kind and respectful’ and ‘be mindful of who you friend’ are key, but we need to foster—and the boys need to hone—an even keener sense of their life online.” Interestingly, the challenges of building an online identity can become even more difficult if students and their parents choose not to use social media, explains Gallagher. Alternatively, when students do create an online presence, it can become an opportunity to learn how to act appropriately and with accountability.
Some concepts are just hard. They're hard to teach and hard to learn. Every year that I've taught the History 10 curriculum to sophomores, one of those concepts has been 19th century European political ideologies. Conservatism, liberalism, and nationalism have never really been pulled together into a lesson that excited me or my students. We would work through it and we'd both be OK, but never enthralled. This year I wanted to change that. Part 1: What Do They Already Know? I asked students to define and give examples of each term: conservatism, liberalism, and nationalism. They used their understandings from a modern American perspective. We talked it out and they wrote their examples on the Smart Board. Part 2: How Was 19th Century Europe Different? It was REALLY different. Before going there, though, I wanted them to know what an ideology is. The next step was to help them understand what these ideologies mean to 19th century Europeans. I found a great
App-smashing, according to Greg Kulowiec , is: I'm just starting to venture into app smashing as my high school students become more familiar with a variety of iPad apps. I don't think app-smashing is something that I could have feasibly done much before this point in the year because I needed to familiarize my students with a foundational list of the apps that we will use all year long. Once they have that knowledge base and experience, they can create all kinds of products! The Topic This past week my sophomores created videos about the European Revolutions of 1830 and 1848 . I wanted to do more than teach them the history; I wanted them to investigate a complex question. We talked about what makes a revolution a success or a failure. As a class, we agreed on how to design a scale of success and failure for political revolution. You'll see these scales later in their final products. Getting Started First, they accessed the event summaries and
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