Reflection

(A) Titanic was always an interesting topic for me, but after studying and completing this project it became even more interesting for me. I have learned a lot of new content, I have not known the Titanic until now. For example, I did not know how much time and money I spent building this ship. I never built something like that, so I can see why people call it "a ship of dreams". I am not aware that the Titanic continues until disaster. I do not know very little about the collision when the Titanic left, or the lifeboat movement never happened. For the Titanic, it seems that another bad thing has happened. I think that making Titanic II is interesting. Prior to that, I thought it would be better to be a passenger. But after understanding my research and the number of lost lives and terrible situation, I changed my mind.

(B) Content is related to the criteria: H.2 uses historical thinking skills to understand the context of events, people, places. The Titanic and its sinking were historical events that occurred more than 100 years ago. Students learn the Titanic using historical thinking skills and understand the background of the event. They will know the people and passengers on board, the places they pass through, and why they eventually cause sinking.

(C) I learned a lot from the creation of this project. This is a valuable social survey teacher for me. First of all, it is important for students to understand historical events. In this way they can understand what happened before their time. Second, it may be beneficial for students to select research topics. If you are interested in the subjects you are studying, students may want to learn more and study.

Reflection of the dialogue The third stage teacher's idea proposed by Hatton and Smith is the reflection of the dialogue. The teachers in this study report that the most common way of experiencing dialogue reflection is to cooperate with the principal, ask for feedback, and receive. Provide feedback to others and be supported by education. The last way is related to how the teacher feels that his educational background is ready to teach and how to inform them about their educational practices. Another way for teachers to participate in dialogue reflection is to read professional religious educational materials such as speech by religious educators, churches and S & I leaders on the S & I website.

Reflective teacher education has several ways to compromise the intent of liberation, often expressed by teacher educators. First, one of the most common uses of the reflective concept is to help teachers ponder their teachings, its main purpose is to better reproduce the curriculum and teaching methods. The question of consideration here is how good my exercise corresponds to what someone wants me. In some cases, teacher's creative wisdom is allowed to intervene to determine the appropriateness of the situation using specific guidance strategies and materials, but this is not usually the case.