KMN TEACHING
Teaching Experience: Social Studies, Technology & Media Literacy
Certification
State of Ohio Department of Education
5 Year Professional Comprehensive High School (7-12) License
5 Year Professional Comprehensive High School (7-12) License
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1999-2000 - STUDENT TEACHER
Alexander High School - Alexander Local School District - Albany, Ohio
Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
Alexander High School - Alexander Local School District - Albany, Ohio
Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
- Instructed World History
- Instructed Government
2001-2002 - HIGH SCHOOL SOCIAL STUDIES TEACHER
Oberlin High School - Oberlin City Schools – Oberlin, Ohio
Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
Oberlin High School - Oberlin City Schools – Oberlin, Ohio
Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
- Instructed Modern World History
- Instructed Ancient World History
- Instructed World Geography
- Participated in National History Day
- Dedicated after-school tutor
- Established successful inclusive education environment
- Coached (Assistant) Varsity Soccer –Fall 2000, 2001
2000-2001 - MIDDLE SCHOOL SOCIAL STUDIES TEACHER
Langston Middle School - Oberlin City Schools – Oberlin, Ohio
Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
Langston Middle School - Oberlin City Schools – Oberlin, Ohio
Developed several social studies courses that enhanced the Ohio Department of Education curriculum.
- Instructed Early American History –honors and general studies
- Instructed Modern American History –honors and general studies
- Participated in National History Day
- Dedicated after-school tutor
- Successful Intervention Assistance Team member
- Coached Middle School Track –Spring 2001, 2002
- Advised Middle School Chess Club
2002-2003 - SUBSTITUTE TEACHER - VARIOUS DISTRICTS
Dublin City Schools – Dublin, Ohio
Hilliard City Schools – Hilliard, Ohio
Gahanna-Jefferson Public Schools – Gahanna, Ohio
Grandview Heights City School District – Columbus, Ohio
Whitehall City Schools – Whitehall, Ohio
Dublin City Schools – Dublin, Ohio
Hilliard City Schools – Hilliard, Ohio
Gahanna-Jefferson Public Schools – Gahanna, Ohio
Grandview Heights City School District – Columbus, Ohio
Whitehall City Schools – Whitehall, Ohio
2004-2008 - HIGH SCHOOL SOCIAL STUDIES TEACHER
Smithfield High School - Isle of Wight County Schools - Isle of Wight, Virginia
Developed modern courses that enhanced the Virginia Department of Education curricula.
Smithfield High School - Isle of Wight County Schools - Isle of Wight, Virginia
Developed modern courses that enhanced the Virginia Department of Education curricula.
- Instructed Virginia/American History
- Instructed Virginia Modern World History (VAWHII) –honors and general studies
- Raised VAWHII SOL proficiency scores from 67% to 86% within one semester –Fall 2004
- Maintained a 90% or above VAWHII SOL pass rate -Spring 2005 - Spring 2008
- Dedicated after-school tutor
- Successful Intervention Assistance Team member
- Member of the School Leadership Team –Fall 2006
- Interim Smithfield High School, Social Studies Department Chair –Spring 2007
- Mentored five Social Studies Department peers
- Coached Varsity Soccer –Spring 2005
- Coached Academic Team –Winter 2005, 2006, 2007, 2008
- Independently designed, financed, and built two theater production sets –2007, 2008
A Visual & Physical Learning Environment: Wall Timeline
SHS Classroom Wall Timeline
I take great pride in my classroom at Smithfield High School. Within my Social Studies environment, I designed a visual timeline spanning two walls. This timeline not only added aesthetic appeal but also served as an invaluable teaching tool. Functioning as a resource, it imparted a sense of historical sequence to students while distinctly aligning with each Virginia World History II (VAWHII) Standard of Learning (SOL). Every object, word, or artifact on the timeline had a direct correlation to a VAWHII SOL. Many of these "artifacts" were crafted by students, and there was a palpable sense of pride when their work was chosen to be included on my timeline wall! -KMN
“Mr. Nedved’s classroom is one to behold!”
-William D. SHS Mentor Teacher
A Visual & Physical Learning Environment: Growth
SHS Classroom Food Integration: Growth: Everyone loves ‘food’!
Growth is what I call my lessons based off of food. All students express interest when lessons contain food. I have many “Growth” lessons, that range from elementary to secondary. Incorporating meaningful lessons with food has been a successful strategy for reaching students of all levels.
Stage & Set Designer
Examples as Stage & Set Designer
Kind Words from SHS Theater Production as Stage & Set Designer
2013-2015 - HIGH SCHOOL TECHNOLOGY TEACHER & TECHNOLOGY INTEGRATION SPECIALIST
Sandy Valley High School - Sandy Valley Local Schools - Magnolia, Ohio
Incorporated technology into the classroom through training and collaboration, while also administering the district learning analytics system (Renaissance Learning). In addition, I developed three secondary technology courses ( Google Educational Applications, 21st Century Skills: Multimedia Applications, Introduction to Computer Programming: Code.org and Codecademy) using the learning management system Schoology, as Technology Teacher.
Sandy Valley High School - Sandy Valley Local Schools - Magnolia, Ohio
Incorporated technology into the classroom through training and collaboration, while also administering the district learning analytics system (Renaissance Learning). In addition, I developed three secondary technology courses ( Google Educational Applications, 21st Century Skills: Multimedia Applications, Introduction to Computer Programming: Code.org and Codecademy) using the learning management system Schoology, as Technology Teacher.
- Utilized Schoology learning management system to create a blended/flipped learning environment
- Instructed Digital Technologies: Google Educational Applications
- Instructed 21st Century Skills: Multimedia Applications
- Instructed Introduction to Computer Programming: Code.org and Codecademy
- Monitored Digital Math Lab: Plato Learning Management System
- Successful Intervention Assistance Team member
21st Century Skills
SVHS: Teaching 21st Century Skills
In my role as a Technology Teacher, I formulated and delivered three courses: Google Applications, Multimedia, and Introduction to Programming. These courses were intentionally crafted for full immersion in Schoology, providing a comprehensive blended learning experience. Additionally, I managed another learning management system for an online credit recovery class, specifically Plato.
2015-2017 - SUBSTITUTE TEACHER
Copley-Fairlawn City School District - Copley, Ohio
Coventry Local Schools - Akron, Ohio
Green Local Schools - Uniontown, Ohio
Minerva Local School District - Minerva, Ohio
Nordonia Hills City School District - Northfield, Ohio
Plain Local Schools - Canton, Ohio
R.G. Drage Career Technical Center - Massillon, Ohio
Springfield Local School District - Akron, Ohio
Tallmadge City Schools - Tallmadge, Ohio
Tuslaw Local School District – Massillon, Ohio
Copley-Fairlawn City School District - Copley, Ohio
Coventry Local Schools - Akron, Ohio
Green Local Schools - Uniontown, Ohio
- Instructed Grade 8 Social Studies, long-term substitute teacher Green Middle School (Fall 2016)
Minerva Local School District - Minerva, Ohio
Nordonia Hills City School District - Northfield, Ohio
Plain Local Schools - Canton, Ohio
R.G. Drage Career Technical Center - Massillon, Ohio
Springfield Local School District - Akron, Ohio
Tallmadge City Schools - Tallmadge, Ohio
Tuslaw Local School District – Massillon, Ohio
- Instructed Grade 7 Intervention Support, long-term substitute teacher Tuslaw Middle School (Spring 2017)
2017-2019 - HIGH SCHOOL SOCIAL STUDIES TEACHER
Garaway High School - Garaway Local Schools - Sugarcreek, Ohio
Garaway High School - Garaway Local Schools - Sugarcreek, Ohio
Develop several blended social studies courses using the learning management system Schoology, that enhances the Ohio Department of Education curriculum.
- Instructed American History
- Instructed Sociology
- Instructed Contemporary World Issues
- Co-Instructed American History through Media
- Utilize Schoology learning management system to create a blended/flipped learning environment
- Achieved a 79% Proficiently Pass Rate on the ODE American History test (2017-2018) - second highest achievement in the district’s 7-12 environment.
- Achieved over 88% Proficiently Pass Rate on the ODE American History test (2018-2019) - highest achievement in the district’s 7-12 environment.
- Earned evaluation distinction of ‘Accomplished’
Please visit my ODE U.S. History and ODE Contemporary Affairs pages for an overview of the content and resources I utilized.
A Visual & Physical Learning Environment: Wall Timeline
Building on my practices from previous classrooms, I implemented a visual timeline on two walls at Garaway. This timeline encompassed U.S. Presidents and their elections, in addition to pivotal American History topics and vocabulary words. Advocating for visual learning, I firmly believe that a classroom timeline provides students with continuous review opportunities while fostering crucial skills in cause and effect, as well as sequencing.
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My American History course was organized into 13 units, which included an ODE review. Each unit, covering two chapters from the School Board-approved textbook, maintained consistent, clear expectations through structured objectives. Each unit comprised concise summaries of corresponding textbook chapters, a comprehensive unit outline, a list of vocabulary and historic events, and a detailed agenda or schedule. These resources were accessible in both traditional formats (paper) and on the Schoology Learning Management System (LMS). I take pride in effectively leveraging the Schoology LMS, cultivating a deep understanding of its functionalities, and genuinely appreciating its accessibility and utility.
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All three of my Garaway course were designed to mimic collegiate course that utilize a LMS. Below are screenshots of my American History (U.S. History) course and an example Unit Plan.
I incorporated textbook images and various educational resources into my online assessments. These assessments employed a range of methods, including multiple-choice, ordering, timeline sequencing, matching, short answer, and essay questions. While the primary focus of my courses was on cultivating historical and critical thinking skills, they were also intentionally structured to ready students for the Ohio Department of Education (ODE) end-of-year online testing.
To foster comprehension and encourage self-directed learning, I frequently integrated high-quality videos into each unit. This approach aimed to provide students with alternative instruction on various topics. Cultivating the ability to discern bias and patterns in media is a crucial skill for the 21st century, and the use of multiple videos also served as a means to understand students' preferences more insightfully.
Kind words from a former Garaway student who is now studying to become a Social Studies Teacher:Content from 5:20 – 6:45
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Unit Example:Unit 10
Textbook Chapters 28 & 29 Social Transformations in the United States (1945-1994) A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, and the expansion of civil rights
Chapter 28: The Civil Rights Movement, 1945–1966
Chapter Points I. AMERICAN COMMUNITIES The Montgomery Bus Boycott: An African Community Challenges Segregation In 1955, Montgomery’s black community mobilized when Rosa Parks violated segregation laws by refusing to give up her seat on a city bus. Baptist minister Dr. Martin Luther King Jr., and other leaders organized a bus boycott that drew upon a network of local activists; they organized car pools using hundreds of private cars to get people to and from work. Leaders endured violence and legal harassment, but ultimately won a court ruling that the segregation ordinance was unconstitutional. The vignette illustrates how direct action campaigns were shaking American communities and how a community grew together to challenge injustice. II. ORIGINS OF THE MOVEMENT Following WWII, African American demands for equality began increasing, leading to the civil rights movement of the 1950s-60s. a. Civil Rights After World War II b. The Segregated South c. Brown v. Board of Education d. Crisis in Little Rock III. NO EASY ROAD TO FREEDOM, 1957–1962 Brown opened the door to the use of federal courts to push for civil rights, but reluctant federal and state government support weakened the strategy and black communities realized they would have to help themselves. a. Martin Luther King Jr. and the SCLC b. Sit-Ins: Greensboro, Nashville, Atlanta c. SNCC and the “Beloved Community” d. The Election of 1960 and Civil Rights e. Freedom Rides f. The Albany Movement: The Limits of Protest IV. THE MOVEMENT AT HIGH TIDE, 1963–1965 After the events of 1960–1962, Civil Rights movement leaders looked to build a national consensus by broadening their base of support. a. Birmingham b. JFK and the March on Washington c. LBJ and the Civil Rights Act of 1964 d. Mississippi Freedom Summer e. Malcolm X and Black Consciousness f. Selma and the Voting Rights Act of 1965 V. CIVIL RIGHTS BEYOND BLACK AND WHITE The civil rights movement inspired other minorities to adopt more militant strategies in pursuit of their civil rights and immigration reform. a. Mexican Americans and Mexican Immigrants b. Puerto Ricans c. Japanese Americans d. Indian Peoples e. Remaking the Golden Door: The Immigration and Nationality Act of 1965 
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2020 - MEDIA LITERACY INSTRUCTOR
College of Education, Health and Human Services, Kent State University - Kent, Ohio
Kent State University, Fulbright Teaching Excellence and Achievement (TEA) Media Literacy Program for international educators sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and implemented by IREX, a nonprofit organization that addresses global education
Kent State University, Fulbright Teaching Excellence and Achievement (TEA) Media Literacy Program for international educators sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) and implemented by IREX, a nonprofit organization that addresses global education
- Developed and instructed 35 hours of Media Literacy training to 22 TEA Fellows from 11 nations
Please visit my Media Literacy page for an overview of the content and resources I utilized as a Media Literacy Instructor.