EDUC 5313 Post Week 1

Part 1

Hello, this is Shelly Rogers, Third Grade Teacher, entrepreneur, and Mom to 3 adult children.   I have been teaching in Owasso, Oklahoma, for 10 years, but have worn many hats before and during that time.  Some of the unusual things I have done:

• Program Director for a competitive gymnastics school of over 800 kids

• Owner and Operator of two Children's Consignment Sales

• Creator and teacher of the only parent/child enrichment class in the area

• Owner of a teacher supply and specialty toy store

• 4-time heart attack survivor and spokesperson for the local Go Red for Women Campaign

I am pursuing my Master's in Curriculum and Instruction with the hopes of becoming a Professional Development presenter for a nationwide curriculum company.  I enjoy teaching teachers, and I feel I have a lot of experience to share with the next generation of educators.

Part 2

In planning an unit for social studies in a 3rd grade classroom, I have chosen Oklahoma State Standard 3.3.12 -Examine notable historic and present-day Oklahomans utilizing biographies and information texts such as Jim Thorpe, Sequoyah, Will Rogers, Wiley Post, Mickey Mantle, Shannon Lucid, Bill Pickett, Clara Luper, and Maria Tallchief (OKLAHOMA ACADEMIC STANDARDS SOCIAL STUDIES Oklahoma Academic Standards for Social Studies Introduction, n.d.).  We spend approximately two weeks on this standard each Spring.  My students incorporate the ISTE standard 1.3C - Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections and conclusions (Redirecting, 2025).  After carefully pairing each student with a peer, they are tasked with researching one of the above historical figures in both print and digital forms.  Students reach out to Oklahoma museums to interview curators familiar with the historical figure of their choice.  They then create a Google Slides presentation detailing the significance of the person's life and their contributions to Oklahoma history.  They then must present their research and creation to the class.  Classmates ask the research pair questions to further their understanding.

Part 3

This lesson aligns well with the Triple E Framework developed by Professor Liz Kolb.  It fulfills at least one component of each portion as follows:

• Engagement: There is "Purposeful Partnering" in how students are matched. Students also "Share Aloud" the information they have researched in a class presentation. (Kolb, 2020)

• Enhancement: There is a "Visual Representation of Learning" by creating a Slides presentation for the class. (Kolb, 2020)

• Extension: Students "Connect with Authentic Experts" during their interviews with museum curators. (Kolb, 2020)

This activity could be further developed in the extension phase by allowing students to "Direct Their Own Project," allowing them to choose from a variety of media to communicate their newfound knowledge of the famous Oklahoma (Kolb, 2020).  Such media could include dramatic play, 3D visual art forms such as a sculpture or a creative pop bottle, or a biographical brochure detailing essential events in the individual's life.  The possibilities are endless!

References

Kolb, L. (2020, December 9). Triple E Framework. Triple E Framework. https://www.tripleeframework.com/

‌OKLAHOMA ACADEMIC STANDARDS SOCIAL STUDIES Oklahoma Academic Standards  for Social Studies Introduction. (n.d.). https://oklahoma.gov/content/dam/ok/en/osde/documents/services/standards-learning/social-studies/Oklahoma-Academic-Standards-for-Social-Studies.pdf

Redirecting. (2025). Instructure.com. https://se.instructure.com/courses/9347/pages/iste-oklahoma-curriculum-frameworks-caep-and-intasc-standards?module_item_id=1028436

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