Class Websites

class websiteProblem

At most schools we use a central site for both the students’ school schedule and their homework. This can make it really hard to keep any kind of overview of what we have done in the past and the resources we have used. Especially since I use quite a few resources in class that is not part of their homework, such as quizzes, videos and articles we read in class.

Solution

The school I am at now provide google websites for all our classes with the students pre-registered (so awesome), which make it really easy to start using a website for the class. I have to say that I have fallen in love with the concept. I have never had such an easy overview of what we have done or had such an easy time planning out the weeks. The students can not only see what we did last week or last semester, they can also see what they should focus on with each reading. I also link to any and all resources I used in class or plan to use in class. The slow readers can review articles at home and they can take old quizzes again for review. Students who are home ill can review what we did in class, so they do not fall behind. My students seem to see it as a great resource and all of them act more responsible when they are away now than what I have seen in the past.

Every theme has it’s own sub-site where they can find anything related to the theme we are working on at the time. This also have the official goals of the theme at the top of the site followed by an entry for every single lesson. I also have sub-sites for exam information and useful links they can use for projects. We also tend to share links that was talked about in the lessons.

 

Teaching the economic cycle

Problem

økonomisk-kredsløbEconomics is hard for many of my students who also struggle with math, because they think it is about math. Teaching economic connections and theory on my level has very little math but requires methodical logical thinking. One of the quite simple things that I need to teach them is how the economy is connected. That doing something in one part of the economy has ripple effects in the rest of the economy.

Solution

Using drawings and down to earth examples to explain complex society wide problems and connects. I always have the student draw along when I do this lesson and have them do small 3-4 min exercises in between me talking. All the examples I use are on a macroeconomic level but with connects to the macroeconomy level.

Continue reading Teaching the economic cycle

Visualising with sticky-notes – democracy

Problem

democracyGetting a quiet class talking + getting the students to think about democracy. One of the challenges in teaching civics is getting the students to think, reflect and talk about some of the institutions they take for granted. For instance, why do we have democracy? Why do we think it is good? What is required to have a good democracy? And what does the process actually look like? I wanted my students to think and reflect on the process of democracy.

Solution

Instead of having the students doing yet another written exercise (which seem to be my crotch), I had the students draw the process of democracy on post-its. They were given a stack of sticky-notes and were not allowed to write any words. I challenged them to try to explain the process in pictures show someone who were unable to understand what they were saying. As always the goal was to get them to do the thinking rather than me.

Continue reading Visualising with sticky-notes – democracy

Living Graphs – political alignment


Problem

PartiboksavslinjeMy students tend to have a hard time wrapping their heads around the idea of using a scale to visualise political alignment. They need to know about political scales for new- (post-materialistic) and old-politics (materialistic) and ideology.

Solution

I decided that it might help if they build the scale themself instead of just looking at it in a book or me drawing it on the board. So I got them to make a living graph out of sticky-notes on their tables. They get to talk about their placements and get textile input to help them remember it. I always try to create lessons where it is the students who are active rather than me. Continue reading Living Graphs – political alignment

Train civics vocabulary via online quizes

quiz_00005I decided to start by creating a few merise courses for the political system part of my civics class. I started with these terms because it is terms that the students find hard to remember. I have also made a number of kahoot.it quizes on the subject – they work better for group practice and are more directly competative. They are in Danish and anyone is welcome to try them out.

Continue reading Train civics vocabulary via online quizes

Using memrise to train vocabulary

memriseMy students find some of the vocabulary of civics hard to learn, so I decided to try a new quiz site to train the hard words. I ran into memrise.com though a teaching site that I am following: createinnovateexplore.com and they were talking about memorize, so I decided to try it for my self and I loved it. Continue reading Using memrise to train vocabulary

Practice how to read graphs and tables

Practice-how-to

In my classroom the end of the year tend to mean that it is time to start reviewing. One of the skills that the students still had trouble with and wanted to practice was reading graphs and tables – something we had been doing throughout the year. So I decided to think CL and get them practicing in pairs. So I turned to my trusted paper slips. Continue reading Practice how to read graphs and tables

Gather teaching ideas

gather-ideas

Right now I am quite inspired to search out ideas and inspiration. I want to become a better teacher, to grow and to become more efficient. I find that I need some tricks to keep track of all the amazing ideas that I find. I do it mainly in three ways: Though bookmarks, through Pinterest and though mindmapping my ideas online. This is how I use each tool: Continue reading Gather teaching ideas