Alex Facciponte's EDU 5313 Week 1 Blog Post

EDU 5313 Week 1 Blog Post 


Introduction

Hello everyone! My name is Alex Facciponte. I have lived in Long Island, NY my entire life. Since October, I have been working as a leave replacement for a Special Education English teacher. However, I am currently only certified to teach Social Studies. Although there have been challenges of not knowing the content area and working with special education students, I am overcoming these challenges by doing the best I can and seeking advice from colleagues. Last May I had graduated with my undergraduate degree and thought I would get experience this year substituting as I work on my masters. I have definitely gotten more experience than I could ask for in this role. In the classroom, this has made me more confident than ever. I am excited to pursue full time Social Studies openings this year. Ultimately, I love what I do, but I hope next year I will be teaching Social Studies. I have applied for a few positions already and there is an opening for a position within the district I am currently working in.


ISTE/ Content Standards Connection

One of the ISTE Standards that has a good connection to New York State’s Social Studies Standards is the 1.3 Knowledge Constructor Standard (ISTE, 2025). The knowledge constructor standard entails for students to create meaningful knowledge and learning experiences for students (ISTE, 2025). Specifically, with the 1.3D version of the standard that states students will understand world issues and present solutions to them (ISTE, 2025). In the New York State Social Studies Framework, 8.6C refers to the consequences the United States had on the global community (NYSED, 2025). More specifically, I am referring to the ethical question of the atomic bomb being utilized at the end of the war (NYSED, 2025). I would divide my classroom into two sides (one side supporting the use of the atomic bomb and one opposing it). I would allow students time in their groups to utilize their technological devices to leverage for researching purposes to support their ideas for their side. Students will then be able to present their arguments utilizing the research they conducted. The lesson being structured in a debate will also allow for a more meaningful and engaging learning experience than just looking at a slideshow. It will allow students to create meaningful emotional connections to what they are learning through the use of technology as a tool to create knowledge for them.


Triple-E Framework Connection

The Triple-E Framework allows for an opportunity for authentic genuine feedback (Kolb, ). As educators, feedback is essential in improving ourselves as we move forward. The Triple-E Framework takes into account various lenses to provide quality feedback (Kolb, 2020). It considers engagement, enhancement, and extension (Kolb, 2020). When creating this lesson, I would consider these aspects from the framework. For example, regarding the idea of enhancement, the use of technology can allow students to be more social learners as they are working in their groups trying to research how their side has a better argument in the debate (Kolb, 2020). As for enhancement, I think the access to these devices allows students to have an easier understanding of concepts and ideas as they obtain more facts and information surrounding their side (Kolb, 2020). As for extension, I believe that this lesson goes beyond a traditional one as it allows students to develop communication skills to help bolster their arguments (Kolb, 2020). This is an important skill that students will need to learn in their future endeavors to be successful. Ultimately, the Triple-E Framework is a valuable tool that can give us genuine feedback and allow us to consider the engagement, enhancement, and extension of our lessons (Kolb, 2020).



References


ISTE Standards: For Students. ISTE. (2025). Retrieved from: https://iste.org/standards/students


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


New York State K-8 Social Studies Framework. (2025). Retrieved from: https://www.nysed.gov/sites/default/files/programs/standards-instruction/ss-framework-k-8a2.pdf

Comments

  1. Sarah KMay 17, 2025 at 10:20 AM

    Hi Alex, nice to be reading your blog again. I agree with your viewpoint that the debate activity procides many more opportunities for learning than just an ordinary slideshow. In fact, I think today's students would benefit from MORE opportunities to debate, both for and against things they agree with, to learn more compassion, compromise, and understanding.
    (Just a tiny editing note, the first time you cite Kolb it is missing the date)

    ReplyDelete
  2. James RobinsonMay 17, 2025 at 8:20 PM

    Hello Alex,
    It’s great to continue reading your blogs. I wasn’t aware that you are trying to become a social studies teacher.I am also licensed in that subject. I found your lesson on the atomic bomb very interesting, especially how you divided the class to explore opposing perspectives. I think it’s a fantastic approach, and I look forward to following your blog as we progress through 5313.
    All the best,
    James Robinson

    ReplyDelete
  3. Jodesi EavesMay 18, 2025 at 8:31 PM

    Hi Alex,
    Nice to meet you. It's good you are getting the teaching experience even though it's not the class you prefer. You'll have kind of head start with a good support system of colleagues.

    You provided a great lesson plan for a debate of use of atomic bombs. In debates I always chose what I was against to argue for. It was more of an exciting challenge. On your point for extension, debates are healthy practice for the real world. We want to be able to argue our points but have information or references to back it up. So, your lesson does help beyond the classroom.

    ReplyDelete

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