RAP3 EDU250 4/14/14

EDU 250
NAME: Brad OBrien

1. STANDARD #4. Content Knowledge

2. Choose the ones that best fit the activity you are completing. Choose at least three but no
more than five.
PERFORMANCE INDICATORS
4(h) The teacher creates opportunities for students to learn,
practice, and master academic language in their content.
ESSENTIAL KNOWLEDGE
4(m) The teacher knows how to integrate culturally relevant
content to build on learners background knowledge.
CRITICAL DISPOSITIONS
4(r) The teacher is committed to work toward each
learners mastery of disciplinary content and skills.

3. EXPLANATION OF THE ACTIVITY:
This activity asks me to imagine a future where I am being inducted into The Education Hall of
Fame. To provide some kind of graphic image, a statement of significant contribution (Im work-
ing under the assumption this would be the introduction I would receive) and approximately 250
words to detail my accomplishments in education.

I could not find an Education Hall of Fame. In its place I found a prestigious award that I
would, in some future, be greatly honored to receive!

4. ARTIFACT:
Thank you ladies and gentlemen, please be seated. It is my distinct honor to introduce the
recipient of the 2050 Theodore Roosevelt-Woodrow Wilson Service Award, Dr. Brad O'Brien
As many of you know, this honorific award recognizes individuals outside the historical profes-
sion who have made a significant contributions to the study, teaching, and public understanding
of history. Though many here might know him, I will begin with a brief introduction. Dr. O'Bri-
en graduated with his first degree in 2016, went on to finish both a masters and doctoral work
through the University of Maine System, where he returned as an educator and later program di-
rector for Civil Justice Studies and Political Science. After many years as a successful teacher, he
would not let his retirement slow him down. Indeed, his advocacy for the importance of educa-
tion, including his several highly regarded books on social reform and policy, and his work
through the think tank Look<-Both-> Ways, which he founded, has brought an incredible level
of public awareness to the value of of historical knowledge. It is for that reason that we honor
him today. At the young age of 74, we hope to have many years to learn from you Dr. O'Brien.
(cue applause.)

Thank you, Stephen, and to all of you, my friends and colleagues of the American Historical As-
sociation. This is an incredible honor. Looking back at those who have shared this honor in the
past like Steven Spielberg* (Founding Chair, Shoah Visual History Foundation) Sandra Day
O'Connor* (retired associate justice, Supreme Court of the United States), Stephen Colbert#,
(The Tonight Show), and Bill and Melinda Gates#. I think to myself.. Have you got the right
guy? (laugh!)
I knew early on, even in my undergraduate work, the importance of students teaching
other students as a way to improve their learning. As a mentor, I stressed that teaching others the
RAP3 EDU250 4/14/14

skills we are honing, not only sharpens our own, but it creates a community of learners that can
support and sustain itself. Particularly when outside influences might strive to make meeting our
educational goals more difficult. Such at the sweeping cuts against higher education back in
those days. My program of teaching students in small groups and having them then teach each
other was, at the time, groundbreaking. This was especially useful as our class rooms became
more ethnically diverse, the passion of students relating to their class mates the histories of the
lands of their heritage continues to inspire!
It seemed obvious to me that the pragmatists like Dewey, knew that the best way for-
ward was to look at what we've done in the past to determine, with the power of hindsight, what
worked and what hasnt, and use those ideas to implement change. But change comes hard to
many, especially those that will not recognize the history of change in our nation and in the
world. How bad ideas come around again in their own ways like fashion trends. If I have helped
create an awareness of history it is only in my efforts to ensure a future society here that aims to
continue a track and record of being the leader in freedom, democracy, and civil rights that this
country has always, if not achieved with grace, striven toward with diligence.
Thank you.

*Actual Winners, #Fictitious Winners

5. REFLECTION:
This was an interesting exercise, reminiscent of the self affirmation I mentioned in another as-
signment earlier this semester. Thinking about how I would like to be viewed in a way in per-
petuity was a process of distilling the essence of my aspirations. Of course I was happy to
embellish. I dont expect to attain a doctorate. At my age, by the time I earned it, I would never
be able to pay it off! I do like the idea of starting a thinktank. The consulting groups seem to be
making more headway in politics and social reform than elected officials or civic organizations.


RAP3 EDU250 4/14/14

6. EXPLANATION OF HOW THIS ACTIVITY MET THE PERFORMANCE INDICA-
TORS, CRITICAL DISPOSITIONS, AND/OR ESSENTIAL KNOWLEDGE OF THIS
STANDARD:
PERFORMANCE INDICATORS
4(h) The teacher creates opportunities for students to learn,
practice, and master academic language in their content.

In thinking how will I remembered, in this context, I had to consider how can I teach in a way
that engages students in new ways, that they can take agency of, and then pride in. The idea
came when tutoring another student in math. I know this form teaching music lessons as well.
Ive never become more confident in an area then having to teach it to someone else. It rein-
forces all the mental connections, as well as underscores the importance of the knowledge itself.

ESSENTIAL KNOWLEDGE
4(m) The teacher knows how to integrate culturally relevant
content to build on learners background knowledge.

Alongside my previous indicator.. When teaching history, and world affairs, the fact that our di-
verse backgrounds give us passionate voice that want to learn about their own histories and share
them with others could be an incredible opportunity to tap into.

CRITICAL DISPOSITIONS
4(r) The teacher is committed to work toward each
learners mastery of disciplinary content and skills.

I believe that in setting the example of academic rigor as an instructor, and helping learners to
cross teach their fellow students with respect and authority, the students will understand the val-
ue of a deeper knowledge of the disciplinary content. The idea of presenting, to many adults, can
be terrifying, yet to most children the opportunity is thrilling.