Systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making are the six tasks that teachers can use to help students generate and test hypotheses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K..2007). Decision-making is a task that can easily be incorporated in a middle school classroom. Over the years, I have found that middle school students love to formulate their own opinions and then discuss and debate them with their classmates. Using Decisions, Decisions computer software from Tom Snyder productions, students can participate in a real world problem based simulation. For example, earlier this year my students took on the role of President of the United States in a simulation. Our country was facing a severe energy shortage. Students had to use their knowledge of colonization and apply it to the simulation in which they were faced with the prospect of colonizing space.

Several years ago, I wrote a grant to purchase several of these simulations. They are amazing and my middle school students love them. They are thrilled that someone wants to hear their opinion. As the year progresses, they are able to articulate and prove their point of view often swaying classmates in the decision making process. With the use of simulations such as these, students are able to problem solve and develop critical thinking skills. It takes more time and effort on the part of the teacher to organize the simulation and manage the class, but it is worth it. When students actively participate in their learning, it will be more meaningful.


Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cues, questions, and advance organizers are great tools to help students get focused at the beginning of a lesson. One strategy that was mentioned in the reading for this week focused on preparing for a field trip. Providing students with the opportunity to research and create a brochure that includes maps, facts, pictures, and an agenda will help students to be more focused and learn more from the experience. Another strategy that was mentioned focused on providing students with a preview of what they are going to learn during a chapter or unit. Several teachers in our building use this strategy by setting a goal for the day, week, month, and quarter. Students are well aware of the expectations and what they are going to learn during the time frame. Using programs like Kidspiration to create an organizer will help students by providing an essential question to guide their learning. The primary focus at our school is responding to text and using higher level questioning. An organizer like this will help students with both of these goals. Throughout the lesson or unit, students could add and organize information as it is taught. Using multimedia resources including web sites, BrainPop and United Streaming are great ways to help students get settled in and focused while allowing teachers the opportunity to teach from bell to bell (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K..2007).



Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Reinforcing effort can lead to greater student success. After completing the reading for this week, I have decided to incorporate the idea of using spreadsheet software to help students see the relationship between their effort and their successes. The eighth grade language arts teacher in our school creates a class chart which shows students the correlation between the number of zeros on homework assignments and the number of students failing at midterm and the end of the quarter. This is a great tool to show middle school students the relationship between failing grades and a lack of effort. While this is effective, I think having students track their individual effort in relationship to their successes and failures would be even more beneficial. Our school is lucky enough to be a part of a one to one initiative which allows each of our students access to their own laptops throughout the school year. Students would easily be able to use their laptop to track their progress. They will see the relationship between working hard and doing well.

As a history teacher, I do feel that homework is an effective assessment tool. I never give assignments as busy work. If I assign something, it is because the work is important and has value. My homework policy is clearly communicated to my students at the beginning of the year. Throughout the year, the format for assignments is varied so that students are able to tap into their different strengths and learning styles. The majority of the time, homework is graded and I provide evaluative feedback only. I have made it my goal, however, to provide more descriptive feedback which I feel is more beneficial.

The district that I teach in uses primarily Apple computers. When I began teaching, we used ClarisWorks for word processing. We then graduated to AppleWorks and now Word. This summer we are being trained in Pages. The reading for this week provided me with several new strategies that I would like to try in the future including using different aspects of Word including having students check the grade level of their writing and using the AutoSummarize tool.

"In addition to learning from multimedia such as educational games and interactive simulations, students can learn with multimedia by creating their own projects at home or at school to develop their understanding and practice skills" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). I agree wholeheartedly with this statement. Since our school is a technology magnet school, we try very hard to integrate technology into ever lesson and provide students with a variety of ways to demonstrate their learning. In my own classroom, students participate in simulations, create podcasts, design iMovies, produce comic books using ComicLife and create iPhoto books.



Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.