Welcome To The Department Of Secondary Education Newsletter

Welcome to theDepartment of Secondary EducationNewsletter2016 October December IssueDates to Remember*Contact youreducation advisor for 2017Spring Registration NLTNovember 7, 2016October 1 DragonboatFestivalOctober 7-9 University Closed - FallBreakOctober 14 Mid TermOctober 15 HomecomingOctober 21 Last Day of "W" PeriodOctober 22 Begin "WP/WF" PeriodNovember 23 End of "WP/WF"Period, Last day to drop a class orcompletely withdrawNovember 23-27 UniversityClosed - Thanksgiving HolidayIn This Issue.December 8 Study DayDecember 9-14 Semester ExamsDecember 15 Fall Preregistration2—The Bridging Divides Project3—Oklahoma TripCloses4—Keller KidsDecember 17 Commencement5—Human Growth and DevelopmentImportant LinksDepartment of Education and Human SciencesVisit our webpage!6—Edugators Dragonboat Festival7-9—Students of the Month10—Tips for the UNA College Student11—Something to Brag About & Important DatesLike us on Facebook!UNA Educator PreparationProgram1

The Bridging Divides ProjectThe Bridging DividesResearch andProfessional DevelopmentProject, led by Drs.Lamont Maddox(University of NorthAlabama) and Jay Howell(University of SouthernMississippi), is enteringits first fullimplementation year aftersuccessfully completing apilot study phase.The project is supported by grantsfrom the National Council forGeographic Education (NCGE) andboth affiliated universities. Thefocus of the project is on improvinggeography education in secondaryschools through an intensive lessonstudy professional developmentprocess. Social studies teacherswere recruited from Hattiesburg,MS and North Alabama andorganized into two design teams. Asix-day summer seminar was heldat UNA in June and USM in July tointroduce the teachers to a problem-based geography instructionalmodel and engage participants inlesson study. During lesson study,teachers designed a research lessonthat examines and attempts toaddress specific problems ofpractice. The Bridging DividesProject’s version of lesson studybrings together teacher educators,social studies teachers, and projectgeographers to collaborate indesigning the new curriculummaterials.Teachers at the UNA Lesson StudyThe Bridging Divides Project is bestdescribed as design-based researchwith the dual purpose ofdeveloping innovative problembased geography curricula whilealso determining effective ways tosupport teachers as they adoptinquiry-based instructionalpractices. Design-based research issimilar to the research anddevelopment projects conducted bycorporations. The goal is forresearchers to work collaborativelywith teachers to design, test, andrefine curriculum innovationsthrough multiple implementationcycles. This approach allows spacefor researchers to test howpedagogical ideas work in a varietyof “messy” real world classroomsettings before scaling them up forbroader use and evaluation bymore traditional experimentalmeans.implemented their research lessonwith 8th grade students inSeptember. The Florence team isworking with 9th grade studentsand will start its instruction in April2017. It will be exciting to seethese students experiencegeography in a deeper way as aresult of the hard work anddedication of their teachers.Participants at the USM SeminarSo far, The Bridging Divides Projecthas prepared research lessons onthe topics of population change andglobalization. Each research lessonis designed to help secondarystudents develop the criticalthinking skills needed forcompetent democratic citizenship.Teachers in Hattiesburg2

Oklahoma TripOver the last three years, a relationship has been developed betweenthe University of North Alabama’s College of Education and HumanSciences and the tribal communities of North Eastern Oklahoma. Thisyear, seven students from the College of Education traveled toTahlequah, Oklahoma to participate in and experience the CherokeeNation Holiday. This year was unique as two current secondaryteachers were included in the trip. Not only were the teachers able toexperience Cherokee culture, they were also able to serve as mentorsto the pre-service teachers. The current teachers, Andrew Franck (St.Joseph Regional Catholic School) and Jordan Franck (Hibbett MiddleSchool) stated that, “We were honored and humbled by this experienceto travel to Oklahoma. As educators we could not have asked for amore inclusive life and educational opportunity than the one offered tous by this trip. Our students will have a more profound understandingof the Cherokee people because of our ability to immerse ourselves inthe life, culture, and traditions of the Cherokee.” It was great to see ourcurrent teachers get as much out of the trip as our SecondaryEducation students.people who showed an interest.It is true that the trip was intended to expose the participants toanother culture, but they also learned a lot about themselves. CollinBurns, Secondary Social Studies Education, echoed this by saying, “Thetrip to Oklahoma was everything I was wishing it could be. I enjoyedevery second of growing closer to the group that we went with and thecomplete inclusion that we experienced at the hands of the CherokeeNation.” Jessica Danielowicz, Secondary English Education, agreed, andsaid that, “I came into the trip a little nervous, a little shy, and veryexcited. I left with a van full of new friends, a heap load of happymemories, and a new understanding of Cherokee culture that I cantake with me into the classroom and beyond. This has been one of myfavorite experiences during my time so far at UNA!” Developing a wellround program, that teaches about others and yourself, is one of thegoals of this program.Jonathan Barnett, Secondary Family Consumer Science Education,however, had the most to say about this experience. Based on hisexperiences, he says, “I completely enjoyed myOnce in Oklahoma, they played stickball, attended a powexperience in Oklahoma. I am not trying to soundwow, and toured a recreated historical village andcliche; however, it was amazing getting themuseum. Dalia Gerardo-Rendon, Elementary“I came into the trip a littleopportunity to learn so much about a cultureEducation, said that “Our trip to the Cherokeenervous, a little shy, andoutside of my own. Growing up, we alwaysNation in Oklahoma was truly an adventure. Ivery excited. I left with a vanhear stories of The Trail of Tears and howhad never traveled that far west so the regionimmigrants came across vast oceans andfull of new friends, a heapwas new to me. The Native American culture istook the land from indigenous peoples.load of happy memories, andoften overlooked or excluded from historyThe trip was different from what Ia new understanding ofcourses; this trip was a great way to go beyondthat. I learned so much from this rich culture.Cherokee culture that I canMy favorite parts were being able to improve mytake with me into thebasket weaving skills, playing stick ball, andclassroom and beyond.”attendingthepow-wow. Through stickball and the pow-wow, Icame to realize how tightthis community is. I alsorealized how welcomingand open they are. Theyhad no problem with usentering their game ofstick ball, and they invitedeveryonefromtheaudience to dance in theinter-tribal dance in thepow wow. I was so honored to be able to participate in both of theseevents and experience the Native American culture from a newperspective. It was fascinating to see that they wanted everyone, evenstrangers, to experience their culture. I, honestly, cannot wait toreturn.” Return visits, either as part of UNA or their own school sites,are what will help us to continue to build strong relationships with thenative communities in Oklahoma.expected. Myperception of NativeAmerican culture was a bitmisconstrued due to books,movies, and other outlets that Ihave been around. For example,when touring the replicavillage, I had expected to seenothing but teepees and animal skin guys. Maybe that's from my ownignorance but that's what I was expecting. It was pretty nice being ableto take a step in their shoes, to walk in their homes, and even march inthe parade. The trip as a whole felt somewhat sacred or spiritual andwas very eye opening. And I am appreciative for the opportunity!”The impact this trip had on our local teachers and undergraduatestudents seems to have been profound. It can only be hoped that wehad a similar impact on those that interacted with in and aroundTahlequah. If nothing else, they will remember UNA from the parade,and Tahlequah will echo with sound of undergrads chanting “Tell themwhere we’re from, y’all, tell them where we’re from ”They also met the current chief of the Cherokee Nation, Bill John Baker.As educators, they were excited to visit Oaks Indian Mission and tourthe schools. While learning about the tribal communities aroundTahlequah, they spoke with many people about the University of NorthAlabama. This year we participated in the Cherokee Nation Parade,carrying the banner of UNA and discussing our various majors with3

Keller KidsOn June 23rd, students in Dr. Padgett’s ED 603, ED382, and ED 292 courses participated in thebeginning of the Helen Keller Festival in Tuscumbia,Alabama.This part ofthe festival,called KellerKids,isdesigned topresentstudents theopportunityto experience the loss of a particular sense. This year,more than 70 children in grades 3-6 participated inthis annual program. UNA students created stationsthat provided lessons on hearing, vision, touch, smell,and taste. Our preservice and current teachers hadthis to say about participating in Keller Kids:“I greatly enjoyed Keller Kids, and I thought our activitywent well. The kids had fun, and we were able to teachthem how the ear works, what it is like to have ahearing impairment, and how important it is to protecttheir ears. Anna was a great partner and I enjoyedworking with her.”“Keller Kids was an interesting experience to teachstudents a glimpse into the life of a person with ahearing disability. Kids were mesmerized with what theinner ear looks like,and even more“It was incredible toeager to show ushow to play Simon listen to the kids applySays. When we what they learned onbrought out the ear ly a few moments agoplugs to add a twistto their own personalto Simon Says, kidsexperiences.”were in shock anddidn’twanttoremove them. It was incredible to listen to the kidsapply what they learned only a few moments ago totheir own personal experiences—they talked abouttheir grandparents and their friends with hearingimpairments. Before the next switch, we tried to debriefthe kids on their experience—how to take this smallexperiment on hearing out into the world.Also, Keller Kids was a good investing time to pour intoothers and show them what life would be like withoutall 5 senses working to their maximum potential.”“Keller Kids was a great opportunity to be able tointeract with children in our community, and I hopethey learned as much from us as we learned fromthem.”“I'd never heard of Keller Kids before this class which iskind of odd since I've been in the Shoals area since1977. It was agoodexperienceand I enjoyedseeingthekids react totryingtofigureoutwhat they were tasting with their noses closed.”Each year, UNA students create bigger and betterstations. We look forward to working with Keller Kidsnext year and providing our students, and those of thecommunities we serve, with another outstandingexperience.4