I Love Lucy and Cognitivism

I love analogies. I am pretty much good for at least 5 to 10 daily. This not only helps me make sense of information for myself, but also allows me to explain things more clearly. However, I find in my special education classroom the students are really limited as far as things they are familiar with: pop culture, food, landmarks , music, celebrities etc... I am constantly giving analogies for my analogies and giving other examples until the students understand. It never dawned on me there are people that do not know about Lucille Ball or the Twilight Zone. I do have plans to show my class episodes of these classic shows. It is really important for the students to make a real life connection to concepts which are really abstract for them. Luckily I have computers and a projector. When I try to make a connection for the students and they still do not know what I am talking about I "google" and find an image. The other day we were discussing how Europeans brought over different diseases to the "New World" and I tried to explain the image of small pox. When I realized the students were not affected by, what I thought was a really gruesome description, I googled small pox and showed them images. Only then did I get the response I was looking for.
Technology is way to break down barriers for children, especially ones with disabilities. Technology can help increase the capabilities of these students. As a teacher it is my duty to provide the least restrictive environment for these children...and yes...utilize technology.
Here is an example of a lesson that will show technologies can help provide opportunities for students to access their prior knowledge and better organize new information:

The Boston Massacre
Students will

• Learn what happened during the Boston Massacre.
• Research different perspectives of this event.
• Have a class debate.

Materials

• Computer with Internet access
• Class Textbook
  

Procedures

1. Have students view "The Liberty Kids" video about the Boston Massacre
2. Briefly discuss the different viewpoints of the Boston Massacre: Colonists side or the British side
   
3. Then review what students saw in the video
   
   • Did the British really shoot for no reason?
   • Were the colonists, in fact, armed?
   • Did the colonists provoke the British soldiers?


4. Refer students to the following sites, where they can gather information to support their arguments.
   • Boston Massacre information
     http://www.crf-usa.org/bria/bria16_1.html#adams
     http://www.bostonmassacre.net/trial/index.htm
   • Crispus Attucks information http://www.pbs.org/wgbh/aia/part2/2p24.html
   • Captain Preston's account
     http://odur.let.rug.nl/~usa/D/1751-1775/bostonmassacre/prest.htm
   • Anonymous eyewitness account
     http://www.bostonmassacre.net/trial/acct-anonymous1.htm
   • John Adams's trial speech
     http://www.bostonmassacre.net/trial/acct-adams1.htm
   • Theodore Bliss deposition
     http://www.bostonmassacre.net/trial/d-bliss.htm
   • Robert Goddard deposition
     http://www.bostonmassacre.net/trial/d-goddard.htm
   • Benjamin Burdick deposition
     http://www.bostonmassacre.net/trial/d-burdick.htm
   • Richard Palmes deposition
     http://www.bostonmassacre.net/trial/d-palmes.htm
   • John Hancock anniversary speech
     http://www.bostonmassacre.net/trial/acct-hancock1.htm
5. Students will be broken up into two groups. (Colonists and British) Students will have time in class to prepare for a debate. Students should write an opening statement and to think about the points they want to make in their closing arguments. Students will use Inspiration to organize their thoughts.
6. Students hold a debate. Debates will be videotaped
   
7. Conclude with a classroom discussion and watch video of debate. Students will analyze how they did.