Watching the Video

Before You Watch
Respond to the following questions:

• Why do you think most states encourage the study of state history and geography? What subtopics do you think should be included in the curriculum?
• How do you prepare to teach students about controversial topics?
• How would you create a classroom climate that supports research, collaboration, and the effective use of multimedia by young learners?
• What issues do you think are important to consider when using technology in teaching?

Watch the Video
As you watch "California Missions," take notes on the instructional strategies Mr. Rubio uses to teach students about California missions, especially how he sets up research projects and prepares students for group work and presentations. Note what you find interesting, surprising, or especially important about the teaching and learning in this lesson.

Reflecting on the Video
Review your notes, then respond to the following questions:

• What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson?
• How does Mr. Rubio get students interested in conducting research?
• How does Mr. Rubio draw all of the students into the assignment?
• How does Mr. Rubio support a learning community, and how is it important to the success of this lesson?
• How does Mr. Rubio encourage students to use technology in ways that facilitate learning?
• What will students know and be able to do as a result of the lesson?

Looking Closer
Let's take a second look at Mr. Rubio's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

< < < Developing Research Questions: Video Segment Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 3 minutes into the video. Watch for about 4 minutes.
		At the start of the video, Mr. Rubio and his students develop guiding questions for conducting research about the missions. As students come up with questions, Mr. Rubio writes them down on green poster board. How does Mr. Rubio give students ownership in the lesson? What are the benefits and challenges of having students determine what questions to research? How can a teacher insure that state or local content standards will be addressed while still allowing students to determine their own research questions?

< < < Dealing With Controversy: Video Segment Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 22 minutes into the video. Watch for about 5 minutes.
		After the student presentations, Mr. Rubio and his students discuss what they have learned. How does Mr. Rubio handle sensitive topics that emerge in the discussion? What do you think students are getting out of the discussion?