Interchange 1 Teachers Book Pdf
Doretta Castoe
Words have been a part of my life since long before I could read them. My parents were avid readers, and their love of the written word seems to be part of my genetic code. Looking back, the only summer of my childhood which I can recall in its entirety is the summer between, I think, fourth and fifth grade. That is the summer that I spent every day sitting on our screened back porch reading every Nancy Drew book that had been published up to that time, beginning with the first, The Secret of the Old Clock and going straight through to the 40th, The Moonstone Castle Mystery. To this day, I still love a good mystery!
WhileI am drawn to writers from all over the world, writing across many genres, I amparticularly fond of a particular group of writers. Growing up in Kentuckymeant that I was exposed from an early age to the great body of SouthernAppalachian literature. James Still and Jessie Stuart, Verna Mae Slone andJohn Fox Jr., George Ella Lyon and Harriett Arnow are among my favorites. River of Earth, The Threadthat Runs So True, What My Heart Wants to Tell, The Little Shepherd of KingdomCome, Borrowed Children,and The Dollmaker have stood the test of time to become classics.
Morerecently, the writing of Robin Wall Kimmerer, particularly in her book Braiding Sweetgrass, hashad a profound impact on me asshe shares her Native American spirituality and its interaction with all livingthings. I am also partial to British authors, including those whoseout-of-print books have been brought back to life by Persephone Press. AndSir Arthur Conan Doyle, in the Sherlock Holmes canon, always will be on my bookshelfbetween Shakespeare and the Harry Potter books.
With a few exceptions, writing has mostly been a personal exercise. While I do not have the discipline to journal every day, I do feel compelled to write anytime something momentous happens in life, good or bad. The day I received the invitation to begin the co-membership process, I sat down and wrote pages as the words tumbled joyfully from the pen. When I learned that the husband of a close friend had been unfaithful to her, the only way I could truly deal with the gamut of emotions I felt, could truly sort out my thoughts, was by writing about it.
My previous editing experience began in ninthgrade, when I was co-editor in chief of our junior high schoolyearbook. Since then, I have edited a couple of small newsletters and aparish weekly bulletin.
My writing is fair-to-middling at best, but I doknow good writing when I read it. For that, I credit my first school librarian,Mrs. Polly, and a long line of excellent teachers. Because of that, I am soexcited to have been invited to join the team of Interchange editors. The Loretto Community is blessedwith many wonderful writers, and I am honored to have the chance to help themtell the stories of the Community. And there are so many stories waitingto be told!
A couple of thoughts as I look back through this: The authors listed predominantly write fiction, although I read a fairamount of nonfiction; and, only a couple of them still are living, although, Iread a fair amount of contemporary works. Lastly, I am drawn to shortstories because of the challenge a well-crafted short story presents. Theeconomy of words necessary to successfully set the scene and develop charactersand plot, it seems to me, requires a particularly gifted writer.
Students will analyze how the Great American Biotic Interchange transformed the current animal distribution of North America. Students will imagine how the GABI animal migration would have been altered if the Isthmus of Panama had never been formed.
The teacher will begin by showing students PowerPoint images of the main animal families from the Great American Biotic Interchange, such as bear, elephant, horse, pig (from North America) and porcupine, armadillo, sloth, and possum (from South America).
The teacher will have the students discuss where these animals originated and how they populated North or South America. Then the teacher will give an overview of the formation of the Isthmus of Panama about three million years ago, and how this created a land bridge which allowed species to migrate over the once impassable geography.
Students will then be given a map of North and South America and sketch on the map images of the main animal families, including where these families originated and which direction they moved toward (north or south).
As outlined in the teaching phase, students will be introduced to the concept of the Great American Biotic Interchange and its impact on the faunal distribution in North and South America. They will be engaged in activities which engage them in the impact that the Great American biotic interchange had on animal family distribution throughout the Americas.
After these authentic field experiences, the teachers developed the lesson-plans compiled here based on what they learned during these experiences. Most of these lesson plans are aligned to learning standards (e.g., NGSS) and have been vetted in the classrooms.
That active participation promotes learning is a fundamental belief among educators, and one can hardly fault teachers for seeking ways to encourage interchange with students in class. However, the attention and energy students direct towards avoiding being called on suggests that this teacher behavior may not be the best way to engage them. At the very least, it is counterproductive when the students we want to reach become instead defensively motivated to direct their energy and mental activities into avoidance behavior. At worst, feelings of shame and embarrassment drain cognitive resources that students might otherwise direct towards learning. To avert these negative consequences, we offer a sample of alternative teacher behaviors that may increase student participation and decrease their avoidance behavior.
What is your most effective weapon when students do not volunteer an answer to your question? Silence. Meet their silence with your silence. Wait . . . A common teacher communication failure is not to wait long enough for students to respond. Good (and bad) questions often require a few moments of reflection for students to make connections or retrieve prior learning. Count to yourself (one thousand one, and one thousand two) for five seconds until students fill the gap. It may seem like forever, but be assured that if you are feeling pressure, your students are feeling it even more. Someone will eventually break the silence, and after one person speaks, another usually quickly follows.
Instructors who do not wait long enough for a response may compound the problem in several non-facilitating ways (Napell, 1976). One self-defeating teacher reaction is to answer the question they just asked. Besides being personally unsatisfying, answering your own question sends a message to students that they do not have to respond. The tactic may also reinforce teacher misgivings about student motivation and ability. Better to wait for a hand to go up.
Another ineffective tactic is to immediately ask another question, or restate the first one, in rapid succession. Rather than facilitating thinking, however, asking multiple questions is more likely to confuse students who may still be thinking about the original question.
How do you increase participation in class? If you introduce (or adapt) any of these ideas, we would like to learn about your experiences. Please e-mail us, and we will compile and disseminate the results.
JUDITH E. LARKIN and HARVEY A. PINES are professors of psychology at Canisius College in Buffalo, New York. Together they have more than 70 years experience teaching introductory psychology! Larkin teaches courses in industrial/organizational psychology and leadership and motivation. Her research examines gender, affect, and risk in public performance. Pines is Koessler Distinguished Professor and chair of the psychology department. Besides introductory psychology, he currently teaches social psychology and forensic psychology, and has also taught cognitive psychology. His research focuses on topics in social perception and cognition. Both are committed to engaging undergraduates in authentic psychological research at all levels in the curriculum. They can be reached by e-mail at [email protected] or [email protected].Observer > 2005 > November > Asking Questions: Promoting student-faculty interchange in the classroomComments penny draneJune 19, 2011am a social science student in australia and have been referred to your site by my lecturer to look at the article by Laurence Steinberg, The most unpretentious scholar, APS Observer, 18(11)
How do I get to look at this article??
regards,
Penny
Aimed at integrating cutting-edge psychological science into the classroom, Teaching Current Directions in Psychological Science offers advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been
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