Engage the Maze....
A Teaching American History Newsletter from Dr. Christine Johnson
Hello fellow teachers! Welcome to the sixth installment of Engage the Maze. Christine Johnson, Editor
Welcome to 2007! May you and your students enjoy a rewarding new year.
As I sniffed teary-eyed my way through sentimental holidays and Presidents Ford’s funeral, I was reminded of the role of emotions in our lives and learning.
During a holiday gathering, I spoke at length with a teacher of ESL students in L.A., California. Since I have been working with you (TAH) and also with another group of teachers here in Wisconsin and Boston on simulations, dramatizations, whether real or virtual, I was curious to talk of its use by this young teacher with his middle school students.
He told me of the use of simulation in dialogues recommended by even his textbook. “It works,” he said, “but only when students have some emotions involved. When I have them play out a role it works well.” The research on the role of emotions in learning is found under the category of the “affective domain.” The affective domain involves concepts such as "interests, attitudes, appreciations, values, and emotional sets or biases." (Krathwohl et al, 1964). As students work through gaining attention, responding to new knowledge and organization of that knowledge for future use (Bloom’s Taxonomy), the affective domain plays an important part.
What does this mean for those of us who have to support student learning for times past, or places removed from our students? I have found I must do everything possible to activate that affective domain of our students. Simulating events are ways we can do so. It works to have the students take on specific roles in reacting historical moments. When we give time for students to even think in advance of their roles, they have time to more fully consider emotional understanding of how those person(s) felt.
Even the technology of video games finds a great benefit in giving learners a specific role to play. It makes it all more real for them, and therefore makes leaning greater.
Check out Bichelmeyer, B. Instruction for Social-Emotional Development: Principles for Teaching and Learning in the Affective Domain. In C. Reigeluth & A. Gibbons (Eds). Instructional Design Theories and Models (3rd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, for more thoughts on this subject.
Giving a role to our history students activates their emotions and increases their learning. In that way they gain a more deep understanding of those events and values of places far away in time or miles. Emotions have a role beyond sentimentality, it propels learning.
Contact me!
Don’t forget I would appreciate your responses to this newsletter! Write to me at cj@alivelearn.com (In the subject line write “TAH newsletter reaction.”) Let me know what you discover!
Let’s make it a great year for American History studies!
Previous newsletters
Early Spring 06
Late Spring 06
Early Summer 06
Late Summer 06
Fall 06
