Go overseas!

As many of you may know, I spent a year in Germany as a high school exchange student, attending a German school and living with a German family. It was the most profound experience of my life and it influenced my decision to study German and History in college. It was also the first step on this path that is leading me to become a teacher of German!

I spend the year in Germany in 1997-1998. For the last 12 years, many young people have asked me about that experience. My response is always the same, and it is one that I share with you today. If an opportunity presents itself to you to spend some time living, actually living, in another country, take it and don't look back. Even if you are afraid to learn another language, seek out an opportunity in an English language speaking country and take advantage of it. If you truly believe in making the world a smaller place and making connections, spend some time living in another country. Living in a new culture allows you to see life through another perspective. Customs may be different. Not better, not worse, just different. You will be forced to try things you never would of considered before. More times than not, the experience will change the way you look at the world in a positive way.

As a teacher, I look forward to sharing my experiences living overseas with my students. While being an exchange student may not be an option for everyone, I will try to bring some of the different perspectives I learned into my classroom in order to show my students what life in another country is like. I also look forward to being involved in student exchange programs where I can open doors to other cultures for my students. There is no better way of seeing the world than through the eyes of another person. If you ever have the chance, take the plunge. Go overseas!

Das Ende des Semesters

As I sit here on campus today, I can revel in the fact that I have completed my course work for Transition to Teaching in a very successful way! I am still waiting to receive one final grade, but it looks like I will have achieved straight A's for my course work.
I now turn my focus to student teaching beginning January 3rd. I am excited to dive right in from day one and start learning. The student teaching placement only lasts 11 weeks! It will be over before I know it. I will be teaching my cooperating teacher's full class load for a minimum of 5 weeks. I am also looking forward to becoming a part of the overall school community. I have said from day one that I not only want to be a great teacher, but I also want to be a heavily involved member of the overall school community. I want to reach out to students beyond the classroom and engage them in activities that interest them. I want to create interesting and relevant lessons that students willingly contemplate beyond the classroom. I want my classroom to be a place that students look forward to coming to on a daily basis. They will be challenged, engaged, and respected! I am empowered by a confidence that I will be a great teacher, father, and husband all in one!!
Finally, I would like to wish all of you out there a Merry Christmas. Remember the positive things in life, even as you deal with issues and struggles. We are so blessed with everything we have. While we always believe in our minds that things could be better, there is no better time than the present. Give someone a hug today! Frohe Weihnachten!!

Alles Gute zum ?Thanksgiving?

Okay, so we all know that Thanksgiving is a full-on American Holiday. There's really no way to translate that one into German. It does however, allow me some time to write a post here on the blog. Most of my free writing time has been absorbed by a Moon-watching journal that I have been writing for a class this semester. There's some really good stuff in there, I promise!

There's only about two weeks of class left before I am thrown to the wolves(literally, MCHS Wolves) at Michigan City High School. I can't wait to get started. I have completed my observation time at Ben Franklin Middle School in Valparaiso. In only about 30 hours of class time, I learned so many simple but important techniques. Keep instructions simple, model everything, take no prior knowledge for granted, make instructions explicit, plan and practice lessons, and allow students time to answer. More often than not, these students knew the answers to the questions I asked. I simply had to learn to give them the time to formulate their response.

As Thanksgiving arrives tomorrow, I wish everyone a safe, happy, relaxing holiday. I hope wherever you spend the day, your home is filled with love, family, friends, food, and football! It is truly a time to be thankful.

Modifications for Special Needs Students

I have spoken to a few teachers within the school where I am doing my field experience and they have both told me that they have done very little modification of assignments for specific students. Both of these teachers happen to be foreign language teachers and I am starting to get the impression that modifications and assessments are not as heavily used in these classrooms. Naturally, most foreign language study is elective, meaning students are not "required" to take it, nor are they specifically tested on its content by standardized state testing. I have observed two different German language classrooms so far this semester. My first impression is that the majority, if not all of the students in these classes would be considered high-achieving. I assume they are the best of the best within each of these individual schools. With regards to ESL students, I don't see many of them choosing to take another foreign language when they are still in the process of learning English.

I have learned a great deal about the use and importance of modifications and accommodations this semester, and I am confident that I can implement them when necessary. I believe however, that I will use them more should I be hired as a Social Studies teacher as opposed to a German teacher. I will be prepared to accommodate any student who requires it, but I don't believe modifications are as prevalent in foreign language classrooms as they are in other core subjects. Please correct me if I'm wrong. I am here to learn and these thoughts are wholly based on my limited observations in classrooms this semester.

Two Grading Options

Our seminar professor, Dr. Spitzer, has once again asked us to use our blog to discuss an issue. Today it revolves around using an unweighted vs. a weighted grading system. In this fictional scenario, a school system is currently using an unweighted A, B, C, D, F system with G.P.A.'s ranging from 0.0-4.0. This means all courses count equally in your G.P.A. Should they retain this system, or move to a weighted system? What are the arguments on both sides?
I attended a high school where the higher level AP and College Prep courses were really starting to kick into high gear. Students who did well in those courses could achieve a G.P.A. as high as 5.0. If this school system were to make a change, I would advocate for allowing higher G.P.A. levels for higher level courses. I believe it is fair to allow students who are taking courses at a college level to receive more credit than those who are not. I would also consider the creation of higher level electives that could be tailored to individual students. This would encourage students to pursue their creative or personal learning passions, yet still earn credit at a higher achievement level. This would also eliminate the problem of students skipping electives in pursuit of higher grades.
Maintaining an unweighted grading system has its advantages as well. This system allows everyone to be on a level playing field. Students in varying course levels all still have the opportunity to lead their class in G.P.A. An unweighted system also encourages students to pursue course work that interests them and keeps them motivated through the content and not the final grade. When weights are added to specific courses, students will give extra effort in those courses while falling behind in others.
It is important to maintain grades tied directly to student achievement of the course objectives no matter which system is chosen. While effort, behavior, and ability are important factors to consider during the formative assessment phase of school, final grades should be based upon whether the student actually learned what you set out to teach.

Just a thought

Another thought provoking night in my adolescent development class. We viewed a video titled Bullied, detailing the first victorious case against anti-gay harassment within a school system. This was a situation where most teachers and administrators turned their heads to flat out abusive behavior. It is so frustrating to me when people don't think before speaking or taking action. For example, in the video, the principal at the middle school where this boy was being harassed simply chalked up physical beatings as "boys being boys." No punishments were given out. Because of her biased nature, she refused to think about the simple act of abuse separately from the issue of sexuality. One question needed to be asked, "Is this acceptable behavior in my school?" The simple answer is no, and anyone who disrespects and harasses another person should be disciplined. I have established from the beginning of this program that one of the pillars of my teaching philosophy is respect. Whatever else I learn or take away from this program, the respect pillar will remain steadfast. Simply put, there is no other way to treat a person.

I'd like to share one personal story of how this issue has affected my life personally. In college, I was a pledge(not a full member yet) at a fraternity and my sophomore year, a good friend from high school started as a freshman at my school. He was openly gay and I was one of the first people he had told over a year earlier. A great guy, I immediately invited him over to the fraternity to hang out. He loved the place, got along well with most everyone, and was soon asked to pledge. At our chapter meeting when the issue came up, one member stated his concern as, "What happens when we're both in the shower and he's checking me out?"(Nobody, male or female, would have been checking this guy out in the shower!) Long story short, I gathered the courage to stand up in front of 80 guys and say, "Look, this guy is one of us. He likes to party, he's friendly, he's a hard worker, he'll probably bring more girls to the house than any of us, and he wants to be here. Ask this question: Would we be questioning our desire to have this guy be a part of our house if he was straight?" The answer was no, and he was invited to be a member. He ended up being great friends with everyone in the house, including the one who was afraid to shower with him! This is a great example of taking a moment to simply think through a situation before you come down on the side of hate, fear, and discrimination!

Brookhart, p. 62 Exercise 1

Yes, I'm once again doing my homework on the blog. Hey, what would a blog about teaching be without some homework?! This post is in response to a question about a diagram linking lesson objectives, instructional activities, and assessment of student learning.

This diagram and the connections it portrays are very important to an educator, especially one just starting out. As Brookhart (the author) points out, it is an extremely simplified view of assessment however; I appreciate this simplicity when beginning my teaching career. There will be many factors that affect how a student is graded and assessed, among them I.E.P.'s, required accommodations, school/district guidelines, and the nature of each lesson. That being said, how can a student be expected to achieve passing grades if he/she is not assessed on the objectives that were taught in class? Wouldn't we be failing out students if we teach them one thing, then turn around and grade them on another? How would an employee feel if his/her boss assigned him/her a task, it was completed based upon the guidelines given, and then said employee was fired because the boss really meant to have them do something else? The blame in this analogy should be placed on the boss! As an educator, I will strive to teach my students everything they need to know to master their subject and will assess them based upon the pre-lesson objectives. If I do not achieve this, I should be the one to blame, not the student. This is a great diagram to keep in mind as I begin the job of assessing students. It's simple but it is also very clear on how assessments should be used.

A Productive Week

It's been a great week of learning for me as I continue to build my knowledge to become a great teacher. Last night, our classroom management class gave presentations on four different classroom and behavior management theorists. My presentation was based on the Synergetic Classroom ideas of C.M. Charles. I feel strongly about his ideas of getting to know your students, gaining their trust, and communicating positively in all situations. Charles is a bit idealistic in his views of managing a class, but I feel like his ideas line up well with my philosophy of teaching. My philosophy hinges on three factors: respect, enthusiasm, and hard work. By focusing my energies on engaging and understanding my students, I feel I can create a classroom full of energy and good relationships. I also learned the importance of coming to class prepared, setting guidelines and expectations clearly, and having a sense of "withitness" (being tuned in to your students). These were all ideas taken from other presentations. I have a much clearer picture of how I want to create my classroom management plan after this week! Thanks to my classmates for sharing some great ideas!

Today, I observed Herr Holt's classroom at B.F. Middle School for the first time. It was a fun experience, as his 7th graders were celebrating Oktoberfest! We sang, danced, and ate some great German food. I also experienced Herr Holt using a technology called the Airliner to teach vocabulary to his 8th grade students. He used his Airliner pad to "write" on a Word document displayed on the overhead. It was very interactive and allowed him to expound on each word. I will be observing again soon, and I look forward to finally teaching a few lessons to these students as well. Vielen Dank Herr Holt!! Bis bald!

Learning About Grading

The preceding post was part of a reflection about grading from my school experience. Our seminar will be focusing on the art of grading over the semester. This post is an opportunity to look back at my notions of grading and, as we begin to read our grading text, see how those thoughts evolve. The answers given here are in response to Exercise # 2, Chapter 1 of our grading textbook.
My personal understanding of grades comes from my having grown up in a family of teachers. I was always told that grades were not given, they were earned. My father would say things like, "I didn't given anyone an F this semester, they earned it." Or, "Your teacher didn't choose to give you a B-, you only did B- work."
I have not looked at grades in the past as to their value to a teacher or administrator. It is clear their value to students and parents, especially when their accuracy and validity are unquestioned. This is where the value lies for school personnel. With a record of grades from past years, teachers and administrators can look for patterns of reliability. These records can then be used to improve instruction and testing techniques. This can lead to better assessment and accuracy in the future, which will improve the overall success of a teacher and a school.

A Grading Story

I remember very vividly and incident that occurred while I was a high school student in Germany with regards to class participation and expectations. While in Germany, I was put together with the same group of students all day. One of their required courses was Physics 3, meaning this was the third year of physics for these students. I however, had not taken a single physics class in high school! What was I supposed to do? As I sat in class the first day, having absolutely no clue what the teacher was saying, I knew I had to approach him to see what could be done so I could be a part of the class.
He had a very simple response: Sit in the back of the class, don't talk, and ride out the semester without bothering the rest of the students. No expectations, no assignments, no grade! I was left to my own imagination during that period every day. At the time, I was relieved because I knew there as no way I could grasp what they were learning. Looking back on the incident, I wish I would have been more outspoken. I wish some kind of accommodation could have been made. Better yet, I should have gone to my counselor and determined if there was another class I could have attended during that period. How fascinating would it have been to attend a real German school class on European History of the 20th Century? I would have loved the opportunity to study World War I and World War II from the German perspective. Even if that class would have been at a 5th grade level, I still would have learned more than I did in Physics!!
The moral of this story is two fold. First, as a student, be your own advocate. If you feel you are not receiving the proper treatment or a fair chance, speak up and let the adults around you know your expectations. Second, as a teacher, understand that every student is valuable and can contribute to the classroom. While I may not have been able to grasp all the content of the class, I could have acted as assistant on experiments or as I mentioned, found another class to be a full participant in. Never leave a student behind because of your pre-conceived notion of what they can handle.

Remember where "they" come from!

Okay, the fall semester is in full swing and tons of ideas are swirling around in my head. In all of my classes, we've talked about the importance of connecting with our students, understanding their circumstances, and being mindful of all the issues, activities, and "stuff" that adolescents have to deal with. Some things kids put on themselves, but many other issues are forced onto them without any consideration for their feelings or needs.
One of my professors really brought this point home when she mentioned the recent Koran burning issue. Imagine, for a moment, you are the only Muslim student in your particular school, grade, class, whatever. Can you imagine the effects the coverage of this topic could have on you? What are the other kids saying in your ear as you walk the halls? Are home discussions with your parents veering towards keeping safe and knowing your surroundings? As a teacher, are you being mindful of what is being said in your presence? Are you teaching respect for all people?
As teachers, it is important for us to have developed a relationship with this student. Should he/she suddenly shut down, sulk, become aggressive, or stop talking, we will be able to quickly spot this change in behavior and address however necessary. By making an effort to know our students, we can create a safe environment for them to be themselves, even when it feels like their world is spinning out of control.

Be mindful, be respectful, be friendly, be caring!

My School Experience

A disclaimer: This is another reflective assignment for my Professional Seminar meeting this fall at IU South Bend. It should be a fun read on some of my memories of attending school.



I attended Central Elementary, Thomas Jefferson Middle, and Valparaiso High Schools, all of which are public schools located in Valparaiso, Indiana. I also attended Christoph Probst Gymnasium in Gilching, Germany as an exchange student following high school.(Probst was a member of die Weisse Rose, an anti-Nazi resistance group from Munich that distributed leaflets against Nazism during World War II. He was executed for his actions.) All of these schools would be considered large, suburban, public institutions. My graduating class at Valpo had about 500 graduates, with the total high school population being about 2,000.

The overarching memory I have from my middle and secondary school years is the amount of involvement and achievement that was expected. I was "encouraged" to run cross country in 6th grade and, as much as I hated it, it began for me a life long record of being involved. From there I played basketball, ran track, got involved with student government, made friends, and really felt comfortable as part of a school community. Looking back, my parents nudging me into cross country started me on a great path to success in school. I was engaged, encouraged by others, and taught the value of striving for success(even if I finished last in a race).

I remember my teachers being caring, passionate members of the community. Having a grandfather, father, aunt, and 2 uncles teaching in the local schools, I had a very unique relationship with a lot of my teachers. Many of them were family friends and colleagues.

School continually got better for me as I got older. My favorite school year was definitely 12th grade. I had established myself in many activities, had a great group of friends, and it seemed like our entire class really got along well. Our class definitely felt like we worked well together and had a stronger bond than most classes. Some of my favorite teachers were Mrs. Hamilton, Mrs. Kleist, Frau Bowman, Herr Rhinehart, Ms. Beil(Corneil), Mrs. Yelton, and Mr. Cicioria. These teachers span subjects I love as well as despise, so that tells you something about their ability as a teacher.

If I had to choose a time to forget, it would probably be 7th or 8th grade. I had some fantastic teachers during that time, but life as a middle-schooler can be tough. There were some traumatic moments. For example, I missed only 5 days of school throughout middle school. Those 5 days however, immediately preceded the biggest dance of the year. Although I attended school the day of the dance, my mom made me stay home that night! I had just missed the biggest opportunity of my life to nab the girl of my dreams.

I don't recall feeling a lot of peer pressure growing up and that is probably directly related to the amount of parental pressure I did feel! My family knew everybody in town. If I screwed up, everyone would know about it. There was a name and reputation to live up to and, even to this day, I strive to live up to my proud name.

Overall, I had a fantastic school experience. I was well supported both at school and at home. I tried all kinds of activities and was able to discover some that I loved. I had been instilled with a love of school and an appreciation for teachers. I had some great friends that I continue to be in touch with today.

Having said that, I also understand that my situation was not typical. There are many students that struggle with a myriad of issues everyday. It will be my job as a teacher to understand the diversity of circumstances, get to know my students, and show them that I care about their success!!

It begins again!

Am nachsten Dienstag fangt meine Unterricht nochmal an. Ich habe drei verscheidene Abendkurse und auch ein Seminar. Ich denke, dass es zeimlich anstrengend sein sollte aber ich freue mich sehr drauf. Ich habe immer gedacht...sollte ich Lehrer sein? Ich habe meine leben gelebt, meine Familie angefangen, viele verscheidene Jobs gehabt, und jetzt bin ich bereit, ein aussergewohnliche, gut vorbereitete Lehrer zu werden. Jetzt geht's los!!

Translation: Next Tuesday, my classes begin again. I have three different evening class plus a seminar. I'm thinking that it should be pretty tough, but I'm really looking forward to it. I have always thought...should I be a teacher? I have lived my live, started my family, had many different jobs, and now I am ready to become an exceptional, well-prepared teacher. Now it begins!!

7 down, 11 to go!

Today marks the final day of my summer classes. My special education class hasn't met for weeks due to my professor's illness, but all assignments have been completed, graded, and passed! This class has really opened my eyes to the amount of planning necessary to accomodate all students in your classroom to ensure your class time is successful. One of the most important jobs a teacher has in today's world, beyond the cirruculum, is teaching socially acceptable behaviors and attitudes. Wow, talk about a tough job!
So much discipline, teaching of manners, teaching of respect, and just how to act in general falls on teachers today. In years past, students knew to act correctly or be prepared for the ruler! Today, parents, students, and sometimes teachers are so distracted by activities, social networking, cell phones, and the pressures of an all-knowing society that people have gotten away from simply teaching young people how to act properly. If, as a young adult, a student can learn the simple processes of thinking through decisions, rationalization, understanding consequences BEFORE taking actions, and saying please and thank you when appropriate...imagine how much friendlier society would be. Imagine how much more success could be had in the classroom!
These are challenges and opportunities that come to the fore when dealing with special education students in the regular classroom however, they should be stressed and taught to all students to create a generation of respectful, thoughtful students.
I have a wondeful aunt with down syndrome that has been an integral part of my family for my entire life. From the moment she was born, my grandparents showered her with love, guidelines, affection, discipline, hugs, and kisses. She has lived a long, happy, successful life because she was taught appropriate social behaviors from the start(and she is loved). It's important everyone remember that, no matter what a child's "handicap" may be, they have the potential to learn, live, and love if taught by people who truly care.
Here's an oldie but a goodie to reinforce what I'm talking about! Simple, powerful message. Enjoy!

In a Holding Pattern

I haven't posted much lately because my current professor has been in the hospital, hopefully recovering sooner rather than later. Anyway, her unexpected illness has canceled class for the past two weeks(and possible longer). Kids: Another reason to study hard and go to college...there are no substitute teachers, if the real thing is sick, class is canceled!! In the mean time, I continue reading my textbook and preparing assignments to be submitted electronically.

I have continued to revise my teaching philosophy and every time I do, I discover something new and frankly, fascinating. It truly is a living, breathing document that I have enjoyed molding into something very positive and sturdy that I can lay as the foundation of my classroom. My German classrooms in high school, led by Herr Rhinehart and Frau Bowman, were very results orientated, speaking-based, positive environments with a dash of humor thrown in. For me, that resulted in a very comfortable place to speak a new language. I understand however, that most students are scared to death to speak in a classroom in their own language, let alone a foreign one. Therefore, I have added something to my philosophy to address this. It may of course be revised again, but what do you think?

" By combining a positive, respectful classroom environment as discussed above with my up-to-date, enthusiastic planning of curriculum explained below, I have the ability to convince students to overcome the fear of speaking a foreign language out loud. I make it cool and comfortable to speak German!"

I love speaking German, and I hope and pray that I can pass that on to my future students!

My Teaching Philosophy- 1st Edition

Over the last several weeks, us Transition to Teaching Canidates have been creating the first version of our Teaching Philosophy. It is a document that is ever-changing, always updating, and never static. I feel confident that the three basic principles I based this first draft on will remain close to my core as a teacher however, continue reading this blog in the future and the details will probably change! Here are the three principles I used as the pillars of my philosophy: Respect, Enthusiasm, and Hard Work. I hope you enjoy!

Teaching Philosophy

For my students to truly learn the German language, they are taught that learning a foreign language is an integral part of their education. German is the language of the most powerful country in Europe, has a rich cultural depth, and German students just like them are using Facebook. The German language is alive and well, and I will create a sense of excitement and enthusiasm in learning this amazing new language. I will focus my energy on creating a sense of community and caring, maintaining constant communication with students and their families to make sure they understand that my goals are respect for each other, understanding between all, and success for my students. I also set an expectation of hard work and diligence in all endeavors.

Respecting everyone is a pillar of growth for my students. I always ensure that my students are treated equally, and all skill levels are respected and encouraged. Accommodations are made for gifted as well as disabled students, with a focus on respecting everyone’s time and abilities to ensure a safe, positive learning environment for all students. My students are treated as young adults, being acknowledged for excellent work and understanding the consequences of having a poor work ethic and/or attitude.

Teaching German requires me to utilize a number of different instructional strategies based on the content or curriculum of the day. I will teacher-centered approaches such as lecturing when introducing new grammatical or vocabulary content. Once the material has been introduced, my students are expected to use the material productively. This is accomplished by creating positive whole-class discussions and small-group work where the language is not just spoken, but conversed. My students speak German every day in class, giving me an opportunity to assess their knowledge. I work hard to provide my students with a clear understanding of the expectations I have for them, including the creation of assignment rubrics.

My enthusiasm for my content is displayed through the use of different technologies, resources, personal experiences, and planning techniques. Every day in class I will introduce my students to relevant German news, music, readings, blogs, websites, podcasts, etc. through my preparation and personal study of the current culture. I can then begin teaching important concepts of grammar, vocabulary, reading, writing, and speaking to students whose interest in the subject has already been peaked. I will continue using relevant content by creating assignments and projects that deepen their understanding of today’s Germany, while also forcing them to interpret and challenge another cultures history, rituals, and traditions. At the end of the day, my students better understand and speak the language.

I am an example to my students of the importance of a well-rounded school and life experience. I support my students in all their endeavors, whether academic, athletic, dramatic, musical, or otherwise. I will be that teacher sitting in the stands cheering on the student athletes or giving a standing ovation after a phenomenal musical performance. I will use my extended network of friends, family, and co-workers in the teaching profession to continually better myself as a teacher and a person. I am committed to being prepared every day as I expect my students to be, and leading by example as a caring husband, father, and mentor. My student’s leave my classroom knowing they have learned something new and important, have worked hard, and have shown respect to all in doing so.

Cary Knauff
July 13th, 2010

Why I love July 4th Weekend!

This is a post that has very little to do with teaching, but I wanted to write about my favorite holiday. Part of the reason I love July 4th weekend is because it always kicks off with my birthday on July 2nd, which also happens to be the real Independence Day(on July 2nd, the Continental Congress formally voted to severe ties with Great Britain).
Having a family now that includes a three year and a three month old also makes the holiday special. There is nothing like watching your boys gaze up at the fireworks in a splash of giggles, ohhhhhs, ahhhhhs, and the occasional look of fear and wonderment! When I look up at those fireworks, I can't help but think of the amazing life we are blessed with in this country. As we watched the fireworks just a few days ago, my wife turned to me and whispered, "This is what life is all about!" It is. It is those moments when everything else fades away, we get to look up at the stars, and simply enjoy a moment.
I guess that's a lesson for everyone. As I get ready to start my second summer session of classes, I have really enjoyed some relaxing time with family and friends. Don't ever take those moments for granted. Students, as your struggling through school and the tough work it takes to do well, don't forget to slow down and enjoy the full array of experiences that your school has to offer. Take time out and enjoy a football game, school musical, or band performance. You'll be amazed at the talent in your school. Get involved in German Club, Student Council, Drama Club, or some other activity that can take your mind away from your school work. It will make you a better person and a better student. I know this July 4th weekend really re-energized me, and I'm looking forward to diving back into class tonight!

More Homework!?!

I promise that all of my future blog posts will not be simply my homework for my current class load but hey...what's becoming a teacher without a little homework? This is another assignment for my M500 seminar at IU South Bend.
Exercise 6.3- Recalling my Own Learning Experiences in College
The purpose of this exercise is to recall and share learning experiences from your own college days. Reflect upon those with respect to their relationship to the Learning Experiences Ladder and the discussion of the access and delivery modes of instruction.
1. Recall one vivid learning experience from each level of your college schooling and identify its position on the Learning Experiences Ladder.
College Experience: IU Bloomington History of Rock and Roll Class-Lesson on The Beach Boys "Good Vibrations"
In explaining the importance and ground-breaking nature of this song, our professor was very enthused. After lecturing on the history of the Beach Boys and their music, he dove right into "Good Vibrations". As the song began, he took a marker to the dry-erase board that spanned the lecture hall and literally doodled out the song, its highs, lows, peaks, and valleys. He was up, down, back and forth throughout the song in often times violent motion. It conveyed to this lecture hall of 100's of students the nature and complexity of the song. After he was finished, he played the song again and had each student repeat the exercise in their own notebook.
Position on Ladder: This lesson would fall under the Vicarious Experiences step on the ladder. For those unfamiliar with the ladder, it's about in the middle and is a lesson that engages more than one sense, learners are indirectly "doing", and there can be some limited physical activity involved.
2. Was the access or delivery mode used?
The delivery mode was used, meaning the class was driven by teacher lecture and example.
3. List the weaknesses and the strengths of the mode used.
In this particular case, the delivery method was successful because of the enthusiasm of the instructor. You could feel the passion and importance of the song. Using the marker as he played the music really drove home his spoken lecture. Another successful part of the lesson was getting the students involved and allowing us to express ourselves and what we felt when we heard the music.
As far as weaknesses, this professor tended to use the delivery mode most of the time(it being a huge lecture), so sometimes the enthusiasm wasn't always there and some students were clearly not always focused. Also, some students were familiar with some artists music prior to class however, there was no ability to skip these lessons. Learning was very much driven by the pace of the professor.

A Little Bit of Homework!

This post is a required assignment of my M500 Seminar at IU South Bend. We are currently discussing lesson planning, and trying to develop our own understanding of how students learn best, and how to plan accordingly. Enjoy!
Exercise 6.1- Meaningful Direct Experiences
The purpose of this exercise is for you to reflect on your past direct learning experiences. Recall a lesson from your middle or secondary schooling when you learned by doing something.
I recall my eighth grade English class taught by Mrs. Kleist. The lesson was diagramming sentences, and it was probably more of a unit length, as we studied this over the course of a few days to a week. This was very much a hands-on/minds-on learning experience and it also led to other great projects.
1. Why do you remember this particular direct experience?
I remember this experience so vividly because, while I hated diagramming sentences, I really enjoyed this lesson and how it was presented.
2. What did you experience?
The lesson began with some lecturing. The process and intricacies of diagramming naturally had to be explained first before we could attempt to diagram ourselves. We were then placed into small groups of 4-5 students where we worked together to
diagram sentences of ever greater complexity. In the end, we all came together
as a class and diagrammed a ridiculously long and complicated sentence. I
remember this sentence diagram stretching across the entire length and height
of the chalkboard, which spanned an entire wall!
3. How could the experience have been better?
Again, I shockingly have fond memories of this diagramming lesson, so it is hard for me to recall ways for it to have been improved. Later in the school year, our class went on to read, rehearse, and perform a Shakespeare comedy, A Midsummer Night's Dream. I am convinced that our group work in class contributed greatly to our success with the production.
4. Which learning modalities were embedded in the direct experience? Explain how the various sensory preferences were addressed?
The lesson, or unit, started out with some lecture and explanation by Mrs. Kleist that was heavily auditory. As we moved into groups, the other learning modalities were all used. Visual in the visualizing first in our mind and then on paper, as to how to diagram a sentence. Tactile learning was done by writing out our work first on paper, then on the chalkboard. Kinesthetic learning was accomplished in our close group work, the physical act of writing on the chalkboard, and the high-fives and hugs that were shared upon completion of our final, huge sentence diagram!

About three weeks ago, I began my first course in the Indiana University South Bend Transition to Teaching Program. This is a one year program for those holding bachelor's degrees to obtain their licensure in the state of Indiana(the greatest state in the Union-Go Hoosiers)! What a fascinating three weeks it has already been! I have settled into my travels, having an hour and fifteen minute commute each way. I have discovered Bruno's pizza, which is quite tasty on the run(especially at $1.50/slice on Mondays)! I am once again indebted to my parents for their generosity, since they have agreed to pay my travel tolls. I am also indebted to my wife, kids, and in-laws. Having been raised by a family of teachers, I am already well aware of the sacrifices, dedication, and love provided by families that allows teachers to educate our youth.

More importantly, I have been challenged to learn new programs in the field of technology that I never dreamt possible, including this blog. My first seminar with our program chair forced us to look back at our educational experiences, and re-discover those moments that drove us to this career and life path. It is one of those moments that I would like to share in my first blog post. I really believe this is one of the first moments when I realized(despite the length of the road), that my path would always be intertwined with the German culture and language. Enjoy!

As a sophomore in high school I, along with my parents, made a bold decision. Every three years, my high school sponsored a spring break trip to Germany. Freshman were not allowed to go, so this was my only opportunity to attend. With my parents blessing(and money), I took the trip.

I have no recollection of the flight there or our arrival but then we stopped in the village of Gebsattel for our first overnight. This was a village of no more than a few hundred people.

We arrived in the afternoon, got settled into our Gasthaus, and a few of us began to stroll down the street. By this time it was dusk, a beautiful purple-gold sky illuminated the houses along the street, and the smell of wood burning wafted through the air. As we walked, a woman tended to the chickens in her yard, then a man rode by on his bike saying, "Gruss Gott." It was during this stroll down a centuries-old cobblestone street that I felt the pull of this land, this language, and this culture.

Throughout the remainder of our week in Germany, Austria, Switzerland, and Lichtenstein, we saw some amazing things. We visited the breathtaking cities of Munich, Heidelberg, and Salzberg. Our jaws dropped at the beauty of Neuschwanstein Castle, the Ettal Monastary, and the majesty of the Alps. New friendships blossomed as we played games and held a belching contest on the bus. We even had a snowball fight with our bus driver, who spoke no english!(This was one of my first lessons in the universality of playful, peaceful gestures.)

My mind however, always returns to that first quiet, magical experience in that small German village. Even today, when I smell the deep, rich scent of wood burning, I return to that time and place. It was that moment that made me want to experience all of German life. I didn't want to leave that village. I wanted to wake up there every morning, and see what life in Germany would bring!

It is because of that trip that I decided to postpone college and live in Germany for a full year. It was one of the most meaningful experiences of my life. These experiences have made German a part of my life, and I want to share that passion with my future students. There is no telling what path my life would have taken had I not experienced just a slice of Germany when I was 15 years old.

In-class story written for Dr. Bruce Spitzer's M500 seminar(May 27th, 2010)