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Origins of Transoceanic Connections Lesson Resources

Erin Cunningham

I transformed the article Origins of Transoceanic Connections into a slide exploration and quiz that my students completed independently or with partners over 2 class periods (total of 90 min). I use these modifications to mix up the routine of three reads and my students respond well to these assignments. I have them check in their notes with me so I can do a brief check for understanding before sending them to the form.

How do other people mix it up with articles in their classrooms?

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  • in reply to Erin Cunningham

    I share them, and then we move through them together with extra context added and notes on the board to contextualize. This works best because we do Cornell Notes, and I keep this section of class to around 30 minutes. After that, I begin to lose some of their focus.

    I like having a "toolbox" of different methods and then using them within a framework to approach 85 minutes of a daily lesson.
    From my perspective, each lesson has 4-5 transitions, with Active Learning, Content Delivery, Assessment, and Activities being the boxes I work in.

    From the student's perspective, each day has a routine and freshness. The tools change, and I sequence them so they get familiar with each type of thing we do.

    I have different methods to assess (Google Form, Notecard, Flash Presentations), Content Delivery (Lecture, Group Reading, Video), and Activities (Simulation, sourcing, contextualization, geography, causality, and project), to name a few. It makes it easier for me to prep my lessons when the content changes each day, but the lesson plan frame is the same, and I can insert different "tools."