Reflective Journal 2

Entry 4: What is Historical Thinking

• I SEE: I see that there are five aspects of historical thinking. "This video focuses on five aspects of historical thinking." I see that those five aspects are multiple accounts and perspectives, analysis of primary sources, sourcing, understanding historical context, and claim/evidence connection.  "For example, various state standards say students should be using multiple sources and learning to analyze those sources for purpose and perspective, credibility, and validity—analysis akin to what we call sourcing."  (What is Historical Thinking)
• I THINK: I think that many students dwell on the fact that just because history is in the past that it does not affect the present. I think that learning more about the past helps shape the future. I think that notifying students about these five aspects will really help them grow as educators to extend their knowledge about History and how well rounded it is. (What is Historical Thinking)
• I WONDER: I wonder if relaying the information within the sourcing aspect reference the misconception of subjects that students learn. In many cases when teachers teach a concept and introduce components that are relative to one another, students have trouble making those initial connections. I also wonder why understanding historical context is not well established within the classroom that  I've seen.(What is Historical Thinking)

Entry 5: Walking and Talking Geography: Small-World Approach

• I SEE: I see that developmentally appropriate tasks should be acknowledged. First-through-third graders are not ready developmentally to learn how to identify species of animals living in a rain forest or to color code Earth’s five oceans and seven continents.". (Walking and Talking Geography: Small-World Approach)
• I THINK: I think that establishing a small-world approach to geography incorporates relatability to the student's immediate surroundings that they encounter daily. (Walking and Talking Geography: Small-World Approach)
• I WONDER: I wonder if creating a sense of place with students allowed for creativity and imagination to flow. I also wonder if this lesson was implemented, how long would the duration of the lesson be? (Walking and Talking Geography: Smal-World Approach)

Entry 6: What Makes Your Think That 

• I SEE: I see that students were able to use content from various subjects such as English Language Arts. "Their observations began triggering reflections, and the students made inferences about what they saw in the image. I also see that this is being used across grade levels. "Their observations began triggering reflections, and the students made inferences about what they saw in the image." (What Makes You Think That) 
• I THINK: I think that using this approach that primary based instruction bring about viable learning that is unique to all students. I also think that using primary based sources have a negative effect when used inadequately. (What Makes You Think That) 
• I WONDER: I wonder if using a primary based source approach is effective in various subjects. I also wonder if the material that is introduced and the activities are conducive for ELL's and retaining their new knowledge. (What Makes You Think That) 

Entry 7: Paper Bag City 

• I SEE: I see that incorporating geography in primary grade levels is important. "The fundamental of interpreting and using maps is an important element of the geography curriculum in the primary grades, and many teachers have creative methods of introducing those foundation skills to their students." (Paper Bag City)
• I THINK: I think that beginning the lesson off with familiarities establishes background knowledge and enables students to make connections to new material they're introduced to. I also think that this type of lesson reinforces the student's map skills. (Paper Bag City)
• I WONDER:I wonder if using cardinal and intermediate directions with this lesson would enhance it. I also wonder how long this lesson would take to complete and if it can be intertwined with other curricula. (Paper Bag City)