Vocabulary Lesson

This past week in Literacy for Middle and High School we were given the opportunity to create and teach a mini (20 minute) lesson plan centered around vocabulary for the unit we have been building over the course of the semester. For this lesson we were also asked to record our teaching so we could review and critique ourselves to better our teaching abilities. To create my lesson plan, I chose to use vocabulary from the novel that I will be having students read; the novel is The Diary of a Young Girl by Anne Frank. The lesson is designed to be an introduction/pre-reading lesson for students before we begin reading. I will transform this twenty minute lesson into a full ninety minute lesson for my unit because I have planned to begin the novel with students in class during the lesson and will also work with the vocabulary at the beginning of the lesson.

The task of creating and implementing a vocabulary lesson plan falls within Performance Criterion 3.1: candidates design learning environments that support individual learning marked by active engagement. I demonstrated this through engaging students in the vocabulary through using personal experiences as examples for vocabulary words. Students were able to make better connections by hearing the stories of others and sharing their own in relation to vocabulary words. My lesson plan also falls within Performance Criterion 6.1: candidates implement multiple methods of assessment to monitor learner progress to  inform instructional practice. In my lesson students were formatively assessed through the use of the Frayer Diagram activity and the verbal assessment at the end of the lesson. In both activities, students were given a word and asked to work with it to define it and/or give examples. If I would have had a larger class of actual middle schools students, I would have been able to use the information from the first assessment (Frayer Diagram) to help me determine which words may still be difficult for students and I could have addressed them in the verbal assessment. 

After reviewing the video of my teaching I noticed that I am a very distracting person to watch and that I need to work on my public speaking. A few of the things I noticed were that I tend to fidget a lot in down time such as organizing papers and moving around when it is unnecessary; I also tend to smack my lips a lot when talking which makes a very distracting noise, as well as slapping my hands against my legs and, in general, moving my hands around a lot when teaching. I also noticed that I tried to build relationships with students; I can be heard joking with students and connecting to their personal lives when possible. This is mainly because I know my classmates, but I would also like to know my future students on an appropriate level as well so I am able to make these connections. The one thing that I am very proud of that I do is always providing one piece of positive feedback to students when they offer a response or example. There is research that shows that immediately providing positive feedback, before providing any criticism, makes people more likely to continue doing their work at their individual level of excellence, as well as makes them more likely to share. This same idea can, and should, be applied to students to encourage their learning.

This experience has shown me just how important a solid vocabulary foundation can be for students. When looking at texts of middle school grade levels, I often have no trouble with the words, but that is not the case for the future students I will have. It is extremely important for us, as future educators, to always take into consideration the difficulties that our future students may have within our content area. As an aspiring history teacher, it will also be crucial for me to explain to students why these vocabulary words are necessary to learn considering we often do not talk about historical events on a day to day basis, unless we are in school. I will also plan many opportunities for work with the vocabulary throughout my unit to ensure that students are learning and using the words. Ideally, I would like to stay away from the traditional vocabulary test and, instead, have students use the words more frequently, both written and orally, for me to check their understanding multiple ways without the anxiety of an exam. 

My next steps in this process will be to gain more experience in both teaching and public speaking. I would like to move toward using my hands less, and in a less distracting manner, as well as avoiding "um, ah, like" and smacking my lips. The only real way to diminish these habits is through practice, so I intend to seek out opportunities for said practice. In regards to the actual lesson and unit, I will plan for the experiences that I discussed above to ensure that students have as much exposure to the vocabulary as possible within my classroom to guarantee that students will be well versed in the content jargon and on the path to being informed, global citizens. 

Resource Evaluation Reflection

Through the class Literacy in Middle and High School we were assigned to work on a Resource Evaluation of a resource that we plan to use in our unit. For my unit, I plan to require my students to read The Diary of a Young Girl by Anne Frank due to its relation to the Holocaust, its readability, and the ability for students to form connections due to their similarities in age with Anne Frank. The purpose of the resource evaluation was for us, as educators, to examine our resource through the eyes and minds of our students. Our students come from varying reading levels so it is important to ensure that the texts we ask students to read are informative and easily comprehendible while remaining an approrpiate challenge for students.

The completion of the resource evaluation fits with performance criterion 7.1: candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals. Since I will use The Diary of  a Young Girl in conjunction with instruction about World War II and the Holocaust, I will use Anne Frank's diary and other readings to engage students and teach them about the topic through personal narratives while also meeting the standards I chose for my unit. The resource evaluation also fits with performance criterion 8.1: candidates use a variety of instructional strategies to make the discipline accessible for diverse learners because I will plan a multitude of opportunities for students to interact with the text in order to learn the information and central concepts surrounding the book and those that relate to the broader objectives of the unit. 

The aspects of reading and texts that will be most important for me to evaluate when reading and assigning reading to students would be the readability and whether or not they have the background knowledge to understand the text fully. First and foremost, students should be challenged with their assignments, but it is also necessary to ensure that they are able to retrieve the information that is essential to their learning of the discipline. It will also be crucial that I survey students to determine the background knowledge that they possess prior to beginning a unit, providing them with any necessary background knowledge that they may not have, and clearing up any misconceptions about the topic we are discussing. 

The main thing that I have learned about supporting all students to learn from disciplinary texts is that all students do not learn the same way because they are not all at the same level. In my future classroom I will have students at varying reading levels, therefore, it will be necessary for me, as their teacher, to determine what texts are approrpiate for each student regarding the readability and level of challenge of the texts and assign readings accordingly. So long as students are getting the necessary information to achieve proficiency, I am more than happy to differentiate materials to ensure student learning.

Mini Lesson Reflection

On Tuesday, November 8th, and Thursday, November 10th, each student in 343/361 had the opportunity to teach two twenty minute lessons back to back. This was a great experience that took a lot of planning. A folder of documents can be seen here and include my lesson plan, documents for my activities and assessments, my agenda for both days, and the feedback documents from both my peers/students and professors. 

This experience of planning and implementing two back to back lessons aligns with the Performance Criterion 6.1, candidates implement multiple methods of assessment to monitor learner progress to  inform instructional practice, and Performance Criterion 7.1, candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals. Due to the class size only being four people, it was very easy to assess the students multiple times and multiple ways. At the end of Tuesday's class I had them hand in an exit slip which involved them writing down questions they still had and something that they learned from the lesson. On Thursday's class I had the opportunity to personally communicate with each student in regards to the activity they did, as well as I had them answer a short essay response question. To meet performance criterion 7.1, I used my interest in World War II combined with one of the standards I chose for my unit, College, Career & Civic Life C3 Framework for Social Studies State Standards: D2.His.3.6-8., to create a lesson centered around responsibility and the Holocaust.

This back to back teaching opportunity was not my first experience with teaching back to back because, a few weeks ago, I had the same opportunity at my placement. During my placement lessons, I was also given the chance to teach the same lesson in two morning Social Studies mods. During that experience, I learned to modify from one mod to another because, as can be expected, the first mod did not go as planned. During the back to back lessons in 343/361, I learned more about modifying from one day to another and I look forward to learning how to better modify for multiple class mods who may, or may not, be moving at the same pace.

In regards to modifications from Tuesday's lesson to Thursday's lesson, I used the exit slips that students turned in on Tuesday and created a review sheet for them. The reason I did this was primarily because the lesson I chose to teach would be placed towards the end of the fourth week of the unit I designed, therefore, it will be important for students to have the background knowledge of everything we discussed up to that point to apply in developing their ideas about responsibility and the Holocaust. Considering the fact that we only had forty minutes over two days to teach this lesson, I felt the quickest way would be to create a review sheet for students to review rather than spending a day of class reviewing. In a future classroom, with more time, I would plan time for review during class with the review sheet as a take home supplement.

My final assessment involved a short answer essay of the prompt: How did the person/people you assigned the most blame to affect the way the Holocaust is perceived as historically significant? How would the Holocaust change if that person/group of people was not involved? This is a variation of the focusing questions which can be seen on my lesson plan. It also allows the students to form their own opinion about responsibility and blame, considering they are often subjective ideas. Since students also had to use information from the unit to justify their responses, they had the opportunity to demonstrate their learning as well.

The activity that I chose to have the students complete was very engaging for students, so I believe that it will be a great activity for my future classroom if/when I teach this unit. While I have always enjoyed and appreciated having agendas in my classes, I discovered just how helpful they are for teachers as well. Having an agenda helped to keep me aware of time and ensured that I did not run over my allotted time. The use of the agenda also allowed students to know what would be happening during class and what expectations I had.

The main revision that I would make to this lesson plan for my final unit would be to include more time for students to work on the activity and, with a larger class, more time for discussion. I am designing my unit around 90 minute class periods, so I feel as though time may be less of an issue.

One thing I would like to focus on as I move towards and during student teaching would be internal confidence. This process of creating and teaching back to back lessons has shown me that I am extremely capable of teaching and being successful. However, I have a tendency to believe that I will fail and/or the lesson will go horribly and/or I will not know enough about the given subject to teach my students effectively. I have learned, during student teaching, that failing is okay because there will be another teacher in the room to step in when necessary, that every lesson is a learning opportunity and as long as students learn it does not matter if you make a fool of yourself, and that whenever I feel that I know less about a subject than I should, that means I need to study and read more about it. I believe that by working diligently on improving myself a little bit each and every day, that this goal is more than attainable.

Graphic Novels as a Teaching Tool

This semester the Saint Michael's College Education Department chose the graphic novel El Deafo by CeCe Bell as our department common read. El Deafo is about a young girl who becomes deaf at a four years old. The story follows her through her adolescent years which include complicated friendships, learning difficulties due to her hearing impairment, and eventually interest in boys. Keeping with Saint Michael's College tradition, the department hosted four separate events that were centered around the book. The event I attended was on October 24th and was a panel titled "Let's Get Graphic: An Introduction to Cartooning & Graphic Novels."

The panel included three cartoonists from the Center for Cartoon Studies and a teacher from Hunt Middle School. The panel spent a large portion of time discussing comic creation. They discussed that cartoonists rely on bravery to create and publish their comics, which is a quality we desire our students to develop. Another important aspect is that there is an entire comic reading community on the internet that essentially only cartoonist's and comic enthusiasts know about. Although students should never be encouraged to talk to strangers, students are able to see that they are not "different" for liking comics - in fact there is a whole comic loving world out there that they don't know about! Lastly, diversity is the key to comics. However, with diversity comes the responsibility of ensuring that the story is correct. This could mean collaborating with somebody more knowledgeable than the cartoonist to create an accurate storyline.

The performance criterion that this aligns most closely with is Performance Criterion 8.1: Candidates use a variety of instructional strategies to make the discipline accessible for diverse learners. This shows through the ways in which graphic novels can be incorporated in the classroom which I will discuss below. It also aligns with Performance Criterion 10.1: Candidates are prepared to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning because some students may need to read graphic novels as a way of accommodating for a learning disability. 

The biggest takeaway I have from the event is that graphic novels are not cheating. Being raised in a generation where graphic novels were looked down upon by teachers and students were encouraged to read something with less pictures, I have most definitely conformed to the stigma that comic books are bad. However, that is clearly not the case and through reading El Deafo and attending the panel I have begun to see that.

First and foremost, graphic novels actually can be extremely difficult to read. They require reading in the gutter, or reading between the panels. Just as in a traditional text, authors cannot incorporate every individual detail or you would be reading the book forever. Graphic novels can, arguably, be more difficult to read between the lines, specifically if you are not a visual person. However, graphic novels, due to their illustrations are typically phenomenal options for English Language Learners, students on individual plains, and/or reluctant readers. English Language Learners often learn best through pictures, therefore, a book comprised primarily of illustrations with less wording is a great opportunity for students to learn about storylines and identifying language with pictures, but in a much different way than traditional flashcards. 

Lastly, many graphic novels include overarching lessons within them. For example, El Deafo was a true story that teaches students about empathy. The novel also teaches students that not everybody is the same and that is okay. Differences are not bad, they are something that should be embraced by all. Both students and teachers have a lot to gain from using graphic novels within the classroom; therefore, it is important that educators begin opening their minds, and their doors, to the option of teaching with graphic novels to enhance understanding within their content area. 

Fair Use Contract Creation

Over the last few weeks, in groups, we worked to design a fair use technology contract and letter home as if we were beginning a 1:1 initiative within a hypothetical school. A copy of the letter and contract can be viewed here. When creating the fair use contract, we pulled on our individual experiences with 1:1initiatives and collectively believed that stressing the importance of digital safety of students was our number one priority. We were also concerned with possible classroom disruptions, so we included, as our first bullet, that students will only use the device when appropriate. After designing the contract we wrote a letter addressed to parents to explain the reason for the initiative and acknowledge potential concerns that parents may have. We also offered contact information for the Director of Technology, who welcomes any questions or concerns parents may have.

The activity of creating the fair use contract and letter to parents demonstrates Performance Criterion 10.1: "Candidates are prepared to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning," as well as both Creative and Integrative Educators and Collaborative and Knowledgeable Instructional Leaders which are both pillars of the Saint Michael's College Mission Statement. All three of these descriptors are centered around collaborating with colleagues, students, and families to ensure and enhance the learning of students. As our letter states, students will gain access to a variety of Databases and learning resources to support student knowledge and understanding. In creating the contract and letter, we were able to learn how to better work with colleagues and mold our individual ideas to create a product that we all agree upon and feel confident in sharing it with our hypothetical (and possibly future) students and parents. Naturally, the student and parent collaboration would come in the form of working together to ensure proper use of technology by students as well as answering any and all questions from parents and students about the technology.

This activity as well as my personal experiences have created some anxiety for me about my future in relation to teaching with technology. My main concerns are student use and abuse, as in students using inappropriate sites and not caring for the device as is expected of them. However, I believe my anxiety can be quieted through professional development related to the technology, for example, how to use it effectively, appropriate applications to use with students, and knowing more about what students enjoy about the technology (both in relation to learning at school and personal free time) so I can best implement the technology in an engaging and helpful way for students. I believe that being  involved in the 1:1 initiative at Saint Michael's College, which began in the Spring of 2016, will be helpful in building  my confidence in using technology in the classroom because we have the opportunity to explore the devices now in many low stakes, and some high stakes, opportunities where, as future educators, we are all aware of the learning curve that comes with anything new and are quick to offer a helping hand to a struggling colleague. 

Beginnings of my Unit Plan

In Curriculum for Middle and High Schools, we began putting our initial ideas for the unit we will be creating down on paper within the last week and a half. Then, we were tasked with creating a visual map of our unit chart through an app on our iPad's; I chose to use the app Inspiration. Although I do not know exactly what History topic I am planning to design my unit around, I do have many general ideas of what I will be expecting my students to know and be able to do at the conclusion of the unit.

For this unit, I will design a performance assessment that will demonstrate the students mastery of the standards I am assessing. I have been contemplating designing a research project that would culminate in possibly journal entries where they would portray a character from a specific historical event or potentially a research project display. I would also be willing to entertain ideas that students may have for a final Performance Assessment that would also meet my designated criteria which would be based on the standards I have chosen to assess which can be found at the link above in my unit chart. 

Designing a unit around my content area is directly related to Performance Criterion 7.1: Knowledge of Content Area. I chose this Performance Criterion because in creating the unit I will have to use the knowledge I have obtained through my study of history to write a grade appropriate unit plan which will then get broken down into specific lessons and assessments. I will also constantly evaluate students to ensure that they are actively engaged and decide whether I need to increase the difficulty of future lessons or make them easier to understand depending on how students are progressing.

I believe I am beginning to grasp Performance Criterion 7.1, but am not quite demonstrating proficiency. I feel this way because I have not yet narrowed down my unit to a specific topic, but once I am able to make that decision I believe I will be capable of showing a much higher proficiency than I am at this point in time. In order to decide on my topic, I need to reflect on what I learned in middle school, since that is the age I am designing my unit for, as well as complete more research on the topics that I am considering.  

Literacy in the Digital Age and Curriculum Orientation

This past week in ED 343: Literacy in Middle and High Schools and ED 361: Curriculum in Middle and High Schools we were given the task to create two separate presentations utilizing the iPad applications Shadow Puppet and Explain Everything to detail our views on literacy and curriculum and how we will integrate them into our personal content areas. In Literacy we used Shadow Puppet, in pairs, to demonstrate our understanding of literacy and how we will integrate and prioritize literacy in our content areas. In Curriculum, we used Explain Everything to create individual presentations to give a detailed look into the Curriculum Orientation or Philosophy that we align with the most, including the ways in which we will design our curriculum in line with the orientation or philosophy.

Through both of these assignments I have developed a deeper understanding for both Literacy and Curriculum and am also beginning to see a clear connection between these two very important components of education. First and foremost, understanding literacy and being literate is the foundation for being a person in today's society, however, everybody is literate in different ways on different topics. Literacy directly relates to curriculum because it is essential that, as educators, we build in various ways of teaching literacy when we are designing our curriculum in order to ensure that we teach students how to be literate in a multitude of ways that may or may not specifically relate to each teachers individual content areas while also integrating a broader sense of literacy to be demonstrated in different real life scenarios.

These projects align with the majority of the Saint Michael's College Mission Statement because it required students to be creative in the way we designed our presentations, integrative in trying new technology, collaborative with our peers in our Shadow Puppet presentations, and knowledgable about literacy and our curriculum orientations. Through these assignments we were also able to dive deeper into our passions of education and we were able to begin to unfold many of the things we have been curious about during our previous two years of schooling, such as how in the world we are going to plan what we are supposed to teach! I am also able to draw connections with Performance Criterion 4.1, 5.1, and 5.2. Through the Shadow Puppet we intertwined the general definition of literacy with our own personal definitions and the ways in which we will teach literacy in our future classrooms. Also during the planning of the literacy Shadow Puppet, as pairs from different content areas, we discussed how we might intertwine different content areas into our teaching in order to better convey the concept of literacy. Both assignments also forced us to think critically about literacy and curriculum and the implications they will both have on our future teaching.

Throughout my time at Saint Michael's College I would like to continue to become more proficient in the Saint Michael's College Mission Statement and the Performance Criterion as well begin to understand them and apply them on the next level from where I am currently at. I plan to continue to collaborate with my peers and professors to further my learning and allow myself to grow as a future educator.

Far from Normal

The other night while I was perusing Facebook, I encountered an article, "Why a Teacher Cannot have a Normal Life..." that spoke to me. Ultimately this article is about all the stresses a teacher faces and all the things s/he is forced to give up in order to pursue their passion.

"We are not normal people."

The article is right. We are individuals that work day and night in an attempt the change the world for just one student during our career, but hoping we can change the world for every student. We give up time with family and friends in exchange for grading papers or extended field trips. We dedicate our lives to students who think we are the worst person in the world for giving homework on a Friday or a test on a Monday. Our days involve germs, tears, cheering, insults, and the list goes on, but at the end of the day we go home with a smile because we wouldn't want it any other way. 

Strategy Log

As an Adolescent Development class, we worked on creating a strategy log that we would be able to consult any time we need a proven teaching strategy to incorporate into our lesson planning. We included strategies that involved technology and strategies that did not. This will be useful in completing Performance Criterion 2.1: designs inclusive learning experiences and Performance Criterion 3.2: designs approaches that engage since we will be using these strategies to design appropriate lessons for the age group that we are teaching.

Developmental Matrix

In ED - 271, Adolescent Development, we created individually Developmental Matrices. These Matrices were used to describe professional theories about the development of adolescents Cognitively, Socially, Emotionally, Morally/Spiritually, and in their Language. Below is a copy of my finished Matrix which fits into the Performance Criterion 1.1 because the research I completed to design this table will assist me in my future career as an educator. I will be able to consult this chart when creating lesson plans and planning activities that correspond with my teaching.

Category	Theorist	Age	Teaching Considerations
Cognitive - Formal Operations: Capable of: thinking logically & abstractly, formulating hypotheses & testing them systematically; thinking is more complex and are able to think about thinking. - Curious, show a wide range of interests, have a desire to learn about things they deem interesting/useful. Varies widely from student to student. Able to think through ideological concepts, argue a position, & challenge adult directives. Also begin to appreciate/understand more sophisticated humor. Experience plays a very important role in development - Begin to form a sense values & ethical behavior; learn a great deal from adults that model caring, helping, and loving behavior towards adolescents Increased ability to understand & reason, ability to think about one’s thinking, & independent thought Very curious & lots of interests (although most interests are eventually abandoned)	- Piaget - AMLE source Manning Kellough & Kellough	11-15/20 Middle school ~ 11-14 11-20 11-20 11-20	When teaching adolescents it is important to consider that they are still developing so, as teachers, we do not want to provide tasks that are so difficult that it discourages them. It is crucial to challenge them to encourage development but there is a very distinct difference between a healthy amount of challenge and an impossible amount of challenge. It is also necessary for adults to model appropriate behavior towards adolescents and other adults because adolescents learn how to behave by watching adults. If we want our children to be kind and caring, we have to show them how to do that.
Affective/Emotional Strong need to belong to a group (peer approval is important). issues of sexual orientation & identity arise; experience of romantic feelings & sexual attraction; emotionally vulnerable due to media influences Psychological Development – experience moodiness, restlessness & erratic/inconsistent behavior. Behavior includes anxiety, superiority/inferiority/, & bravado. Self-conscious & sensitive to criticism Identity vs. Role Confusion: involves establishing a clear sense of who one is & how one fits into the world around them. Key areas of identity development are love, work & ideology Search for independence & identity; seeking individuality & uniqueness Feelings of vulnerability Intense & unpredictable; moody, restless, erratic & inconsistent behavior (anxiety, bravado, etc.) Self-conscious, lack self-esteem, sensitive to criticism	AMLE source AMLE source Erikson Knowles & Brown Scales Kellough & Kellough Scales	~11-14 ~11-14 13-21 Early adolescence	It is important to consistently encourage our students; they need to be aware when they are doing a good job. The ability to praise is something every teacher needs to have in their teaching “tool box.” It is also necessary that teachers are always aware of their students mood and behavior. If a student is acting unusual in relation to their normal behavior, that should be addressed by asking the student what is going on and ensuring that they know that you genuinely care about them as a person.
Social - Very loyal to peers, strong sense of needing to belong to a group; bullying is prevalent in these years; susceptible to peer pressure. Struggle between conforming to group & being independent Identity vs. Role Confusion: involves establishing a clear sense of who one is & how one fits into the world around them; identity is often formed because children build relationships with someone & desire to be similar to them (or unlike them in every way) come adolescence Looking for an adult identity while still being accepted by peers Strong need to belong to a group – peer approval is most important Experimentation with slang & behavior due to a quest for position among their peers; prefer to make their own decisions – but family still has a sway in the final decision	AMLE source Erikson Kellough & Kellough Scales Kellough & Kellough	~11-14 13-21	Teachers should encourage social interaction in a productive manner. This could be through group projects or activities. However, it is important to ensure that students are on task during those activities. Having students work together is a great way to allow them to form friendships that can then be built upon outside of the classroom. This is extremely important for new students who may not know anybody in the class.
Moral/Spiritual Theory has 3 levels & 6 stages that involve preconventional reasoning – perceptions of the likelihood of rewards/punishments; conventional reasoning – advocates the value of conforming to the moral expectations of others; & postconventional reasoning – based on individual’s own personal judgments instead of on what others think is right/wrong Autonomous Morality – increasing realization that moral rules are social conventions that can be changed if people think they should be changed Students have a desire to explore spiritual matters, develop connects between self & others, and gain a sense of themselves & the world Growing ability to make appropriate choices; idealistic & have a strong sense of fairness Increased capacity for analytical thought, reflection, and introspection Transition from self-centered perspective to considering others Very aware of others flaws but hardly recognize their own	Kohlberg Piaget AMLE source Kellough & Kellough; Scales Roney Kohlberg Scales	Started at 10-16; expected (and monitored) development over the next 20 years 10-12 11-14 11-20 11-20 11-20 11-20	Teachers have the responsibility for ensure that, while at school, students are educated on right and wrong. Although some students morals may differ for religious or cultural reasons, students should be given the opportunity to practice using their moral judgment in decision making whenever possible.
Language As they reach higher education they should use more complex syntax & be able to adapt communication to their audience. They should be challenged with tasks that will stretch their abilities & allow them to grow. Continue to develop abstract thinking skills. ** They will also adapt to “fit in” with peers. Ex – using foul language in order to be accepted by peers Understand metaphors, derive meaning from traditional wisdom, and experience metacognition Able to discuss ideological topics, argue a position, question authority, & understand higher levels of humor More interest in real-life experiences & authentic learning opportunities	Kellough & Kellough Stevenson Kellough & Kellough	11-20(+/-)	Again, students should be challenged to stretch beyond their present abilities in order to grow as a well rounded person and student. As students progress through their schooling, they should be encouraged to delve deeper into course content and other related and relevant material, providing time for analysis and discussion.