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Session 1 - Tuesday, 1 July
Before class
- If you can, please log into Blackboard, peruse the syllabus, and familiarize yourself with the course architecture (e.g., where to find the readings)
During class (ppt)
- Introductions
- Going over the syllabus, discussion of expectations, calendar, pacing (course map)
- Tour of the infrastructure
- This wiki, its care and feeding
- List of ever-expanding, tagged course bookmarks (via del.icio.us)
- Blackboard
- "Course Documents" = where to look for readings
- "Assignments" = where to turn in final versions of your assignments. Note that you''ll also be posting versions to classmates elsewhere; this is where you turn in things for grading.
- Conceptual work
- Beginning-of-course survey via a Google spreadsheet
- What is social studies?
- What is social studies methods?
- Demonstration using Google Earth: Explorers.kmz.
What are social studies curricula?What are social studies standards?PDE academic standards.Selected social studies professional organizations' standardsHistoryNCHSPAFordham Foundation report card on Pennsylvania's standards
GeographyCivicsEconomicsNCEEPA
Behavioral sciences???
InterdisciplinaryNCSS
Other
Contrasting cases
Review / discuss- Closure
- What's due next session?
- How is it to get done?
- What level of oversight will the instructor provide?
After class
- Reading
- NCSS, 1993 (skim)
- Wade, 2002
- optional: Brophy & Alleman, 2006
- Keeler & Langhorst, 2008 (review for possibilities re tech products assignment)
- Lee, Ch. 1-2
- Technology products assignment, part 1 (within-your-comfort-level product)
- Brainstorm
- What tools am I comfortable with?
- What content do I want to address?
- What grade level do I want to address?
- Produce your first technology product. It doesn't have to be perfect, just a working demonstration of the idea.
- Write a paragraph (or two) describing your intended use of the product.\
- Brainstorm
- History Through a Child's Eyes (HTCE): Starting thinking of someone to interview!
Session 2 - Tuesday, 8 July
Before class
- Complete reading specified above.
During class (ppt)
- Housekeeping
- Locating readings --going OK?
- Flipping order of conceptual work: curricula/standards vs. focus on early elem learners
- Tech products assignment: time at end to discuss whole-class, then break into sharing groups
- ...other items?
- Conceptual work: Focus on early elementary students
- Students
- Faculty psychology
- Cultural epochs
- Piagetian stages,
- Schema theory
- Constructivist view, via Vygotsky's ZPD
- Example: Students and time (via work of Barton & Levstik, 1996)
- Example: Students and narratives (drawing from a variety of sources, but Bruner as starting point)
- Students
- Catching up from last session = curricula, standards
- What are social studies curricula?
- Expanding horizons
- What does it look like?
- What are its critiques?
- Disciplinary / history-first
- "Other"
- Towards the common good (Wade)
- Cultural fundamentals (Brophy & Alleman)
- Expanding horizons
- What are social studies standards?
- Selected social studies professional organizations' standards
- History
- NCHS
- PA
- Fordham Foundation report card on Pennsylvania's standards
- Geography
- Civics
- Economics
- NCEE
- PA
- Behavioral sciences
- ???
- Interdisciplinary
- NCSS
- Other
- Contrasting cases
- History
- Selected social studies professional organizations' standards
- Standards and curriculum via textbooks
- Note role of curriculum collection at FML
- MacMillan/McGraw-Hill
- 2009 editions -- gives more exposure to games, quizzes
- example of Grade 1 game.
- 2003 editions -- gives a little more exposure to content of series
- example of Grade K content overview (note typo!)
- What are social studies curricula?
- Time permitting: Demo lessons
- Food and families
- Captions -- match these with the images in the ppt
- Family food images taken from TIME magazine photo essay about the book, Hungry Planet. Note the parallel to the book Material World. Both seem like great resources
- Extension: pop the images onto a map! Someone has done this using Microsoft's Live Maps. I would have done it with Google Maps or as a Google Earth overlay.
Chronology via people and settings and hypothetical interactions (inspired by Fallace, Briscoe & Perry, 2007) via PrimaryCommentary.Note that this can be done on paper just as well -- I'm running this through a fancy new app just because, well, it's new and it's fancy and I'm interested.
- Food and families
What have we learned thus far reSocial studies content?Social studies methods?application to G/P/M, KB/CKE/DKE
Social studies and technology?
- Sharing tech products, part one
- Get into small groups, share
- Summarize first product work, brainstorm second product work via a Google spreadsheet.
- Invitations:
- Feel free to make your work available to the rest of the class!
- Please dialog with classmates as you work on tech product #2 -- support one another!
- Closure
After class
- Reading
- Zhao & Hoge, 2005 (available in Blackboard)
- Lee, Ch. 4
- Assignments
- Technology products: Start working on second product: brainstorm, investigate. If you need help,
- Look over the Keeler & Langhorst article from Session 1
- Look at the examples linked from the assignment description in the wiki
- Talk to a friend.
- ...and if you're still stuck, talk to the instructor.
- HTCE: Line up an interviewee, fix a day and a time. Start to collect an image set. (If you want to use the original images, they're in the article (Barton & Levstik, 1996 -- available in Blackboard).
- Think about what you want to tackle in the curriculum binder.
- Technology products: Start working on second product: brainstorm, investigate. If you need help,
Session 3 - Thursday, 10 July
Before class
- Working ahead: Move forward on the tech product (#2) assignment, HTCE, and think about what you want to do with your curriculum binder.
- Reading: Zhao & Hoge, 2005; Lee, Ch. 4
During class (ppt)
- Housekeeping
- Progress on HTCE, tech product #2? Looking at ideas on tech products, discuss?
- Next week's classes sessions
- Tues, 15 July = computer lab on lower campus (TBA)
- Thurs, 17 July & Fri, 18 July = Classroom in Iacocca TBA -- another class will be using our space
- Brief re-visit of lower elem discussion: using what is familiar to form a bridge to the unfamiliar
- Conceptual work: Upper elementary
- Curriculum: Disciplinary vs. interdisciplinary (NCSS)
- Students
- Declining interest in social studies (impact of the curriculum?)
- Social studies methods: typical = unproductive; more productive = active
- Example of active technique: Silent timeline activity
- possible variations: remove the physical element?
- Example of active technique: Silent timeline activity
- Challenges to thinking: abstraction is hard!
- Presentism / perspective-taking / differential utility
- Example = medieval image
- Example = personalization / individualist interpretations of actions/events (Barton, 1997)
- "Active" methods example (moved from last session): Chronology via people and settings and hypothetical interactions (inspired by Fallace, Briscoe & Perry, 2007) via PrimaryCommentary.
- Note that this can be done on paper just as well -- I'm running this through a fancy new app just because, well, it's new and it's fancy and I'm interested.
- Interesting example of internalization of presented norms: picturing the past (Wineburg, 2001)
- Working with evidence -- past as a true story? Interpretation or construction? Text vs. information (Wineburg, 1991)
- Example: Story of Aaron
- Something simple: a ppt. (Not my work, so it's not available to you--sorry! This is from Dr. Adam Friedman)
- Contrast that ppt with this website (which is the origin of the primary source documents)
- If you want to call up the items, search for person = aaron, subscriber = randolph. Or just click this link. (BTW, lots more social studies info where that came from: vcdh.virginia.edu
- Which platform is better for this activity? Why?
- How would you characterize this, anyway? Giving? Prompting? Making?
- How did the previous example of the ppt and the online database connect to these goals?
- Example: Story of Aaron
- Change over time
- Universal or differential
- Linear causal change vs. dialectical / contested
- "Active" methods example: Visualization of schema:-- this example is teacher-credited, but could be used as a model for student work: Using SketchUp to create 3-D models of schema, in this case about the impacts of the French Revolution.
- Narrative of progress / deficit model of the past
- "Active" methods example: Branching narrative via wiki via Dan McDowell's Holocaust branching narrative.
- Presentism / perspective-taking / differential utility
- Methods
- What have we learned thus far re
- Learners?
- Early elem
- Upper elem
- Learners?
- Social studies content?
- Our frameworks?
- Conceptual processes: KB/CKE/DKE
- Behaviors: G/P/M
- Social studies and technology
- What have we learned thus far re
- Discussing curriculum binder, curriculum map, unit plan, micro-teaching
- Locating resources via course bookmark list
- Social studies resources from ThinkFinity.
- Social studies resources at Gateway to Educational Materials.
- (etc.)
- Locating resources via course bookmark list
- Closure
After class
- Reading
- Barton, 1997 (available in Blackboard)
- Lee, Ch. 8 & 11
- Assignments
- Curriculum binder: Prepare proof-of-concept
- Remember that it can be in any medium!
- Keep working on HTCE, tech product #2
- Curriculum binder: Prepare proof-of-concept
Session 4 - Tuesday, 15 July
Before class
- Reminder: We are in Grace 28 tonight--see handy Google map here: View Larger Map
- ...and a hint on how to find the lab: As you face the building from Taylor Street, walk around the LEFT-HAND side. The first entrance you come to will take you to the computer lab. (If you enter the main doors, you end up in the gym.)
- Complete reading (available in Blackboard or the textbook)
- Work on your curriculum binder initial concept
- Work on your tech products #2 and HTCE assignments.
During class (ppt)
- Housekeeping
- Conceptual work: History education & Wikipedia as an example of powerful social studies
- Info about the study
- Classroom work (as a student) vs. examination of data (as a researcher...after the course)
- Discussion of consent
- Paper copy of consent and online indication of agree / decline.
- Working with primary sources, activity #1 (continued from previously linked page)
- Definition of "historical thinking," #1
- Looking at wikipedia
- Wikipedia prompt #1 Structure of Wikipedia
- Definition of "historical thinking," #2
- Working with primary sources, activity #2
- More possibilities for working within wikipedia
- Info about the study
- Closure
After class
- Finishing off class work: To complete our wikipedia activity, please take a few minutes to do the last two steps in the process of working with primary sources and discussing historical thinking. Don't forget to enter your name, please! Otherwise your responses can't be matched up.
- What is historical thinking? -think and write for 3 minutes or so
- Second set of primary sources (this time discussing Lexington Green, 1775) -- spend about 10-12 minutes on this.
- Reading
- Lee, Ch. 5
- Barton & Levstik, 2003
- VanSledright, 2004
- Assignments
- Finish tech product #2, turn in via Blackboard Assignments list (I've cleared out the previous submits, so you should be able to submit again)
Keep working on HTCE -- it's due Friday!Work on curriculum map -- it's supposed to be due Friday, but I think we should push that back...- Work on both the curriculum map and the HTCE assignment; I'd like you to turn in ONE of them on Friday and the other on Tuesday (your pick)
Session 5 - Thursday, 17 July
Before class
- Finish off the last steps in the wikipedia activity...BE SURE TO PUT YOUR NAME ON THE PAGE. Thanks!
- What is historical thinking? -think and write for 3 minutes or so
- Second set of primary sources (this time discussing Lexington Green, 1775) -- spend about 10-12 minutes on this.
- Complete the reading.
- Finish tech product #2, submit ALL files via Blackboard. I will read the reflection and return it with comments and a grade
- Work on curriculum map and/or HTCE; you will turn one in on Friday and one in on Tuesday
During class (ppt)
- Housekeeping
- Assignments discussion
- Conceptual work: quick re-visit to Wikipedia, epistemology, and historical thinking
- Conceptual work: Scaffolding
- What is it?
- Quick review on Vygotsky & ZPD
- You can scaffold
- Tasks
- Thinking processes
- Understandings (ppt on state of the union)
- Scaffolds can be hard or soft
- Example of both via primaryaccess.org.
- Soft scaffolding can happen via student-teacher interaction or student-student interaction
- Why does scaffolding matter?
- Quick review of concepts that are hard for students: personalization, narrative imperative, meta-narrative norms, presentism, etc etc etc
- Example of difference in student work and test scores in high- and low-scaffolding projects
- Suggestions for scaffolds for social studies (espec history)
- Articulation
- KWL.
- Role-play or simulation
- Question web or concept map
- Primary source heuristics
- Reference material
- Textbook page on Egyptian Pyramids.
- Example of WP page on Egyptian Pyramids.
- Simple WP page on Pyramids.
- Processing tactics
- "L" in KWL
- Notebooks
- Collaborative example: class wiki.
- Sample page from within class wiki, discussing buffalo.
- Collaborative example: class wiki.
- Note-taking strategies
- Partially-blank outlines
- Dialetical journal.
- Split-page technique
- Data charts, etc.
- Questioning strategies
- Teacher role
- Student role
- Articulation
- What is it?
- Closure
After class
- Reading
- Lee, Ch. 3 & 9 (and Ch. 11 is worth re-visiting)
- Hicks, Doolittle, & Ewing, 2004 (available in Blackboard)
- Assignments
- Finish EITHER the HTCE or curriculum map, turn it in via Blackboard
Session 6 - Friday, 18 July
Before class
- Complete readings
- Finish either the HTCE or curriculum map, turn it in via Blackboard
During class (ppt)
- Housekeeping
- Curriculum binder returns
- Conceptual work: Geography in elementary social studies
- Trying to establish a theme: History is... / Geography is...
- Where things are
- Relative and absolute location: Note that Google Earth is a great tool for discussing both (but do use in conjunction with other representations -- for example, this set of printer-friendly maps from Natl Geographic)
- Google Earth
- Try searching for "petionville"
- Try searching for "Ayer's Rock" or "Uluru"?
- Try searching for "tierra del fuego"?
- Try searching for "colletto fava" -- and if you need more info about what you're looking at, try the press release.
- Turn on the 3-D buildings and explore NYC, Washington DC, London, Paris, Agra (India), Hoover Dam (but sadly nothing on Aswan or the Three Gorges dams) -- Amsterdam is pretty nuts...
- State quiz.
- Geosense game -- note that you can play solo or against others.
- Thinking closely about places
- Thinking geospatially
- Examples of geospatial thinking (vs. map-ism)
- Important topic in here: map projections
- Fuller map.
- Peters map.
- Mercator projection
- Discussion of various projections.
- Important topic in here: map projections
- Google Earth again -- Weaving the Globe activity, using this demo kml file. (Save and open in Google Earth.) Really good activity for all ages, but especially good for early elementary
- Natl Geographic Map Machine. Consider types of maps, different data overlays
- WorldMapper -- cartograms galore, REALLY get into thinking not just spatially but into more abstract concepts by re-arranging our spatial assumptions. Probably best with upper elementary.
GISCities.US agriculture.Sewers activity.When can you begin to do this with students? As soon as they understand maps not just as REFERENCES but INTERPRETATIONS
- Examples of geospatial thinking (vs. map-ism)
- Interesting opportunities of user-generated content (UGC)
- Geography as a framework for OTHER disciplines (e.g., history)
- Geography as the "Whys of Where"?
- Closure
After class
- Reading
- Lee, Ch. 6
- Assignments
- Complete either the HTCE assignment or curriculum map, turn in via Blackboard
Session 7 - Tuesday, 22 July
Before class
- Complete reading
- Complete either the HTCE assignment or curriculum map, turn in via Blackboard
- Something I forgot to request on Friday! Outline for unit plan -- what topic? What are your main ideas for the days?
During class (ppt)
- Housekeeping
- Return of tech products, HTCE, etc.
- Unit plan -- I forgot to remind you guys about this...where do we stand?
- Conceptual work: Catch-up on geography
- Lenses for geography
- Methods for geography
- Taking a little extra time on dynamic maps, specifically GIS
- Link to AEJEE
- Playing with AEJEE
- World
- US
- Southside Bethlehem
- Conceptual work #2: Assessment (note that this is a flip from the course map)
- Formative v. summative
- high-stakes testing and social studies
- within social studies
- outside social studies
- teacher actions vs. learner actions
- Looking at assessment items
- Textbook items.
- NAEP items (via the "Questions" tool -- I'll be using only 4th grade items)
- US Hist
- Geography
- Civics
- Not tested: economics (12th grade only), world history
- Recommendations for testing in social studies
- Testing the teachers = fun with the Praxis
- I have paper packets for you, but I'll need them back--this is a classroom set only
- Praxis II: Elementary Education: Curriculum, Instruction, and Assessment (CIA)
- Has anyone taken this yet?
- Recommendation: TAKE BEFORE INTERN TEACHING
- 110 questions
- Qualifying score = 168+ (but I have no idea how it is scored!!)
- Topics =
- Reading and language arts CIA
- Math CIA
- Science CIA
- Social studies CIA
- 11 ques (i.e., 10% of total)
- Topics and sample questions are available via the link above, but you have to scroll down
- Arts & phys ed CIA
- General info about CIA
- Praxis II: Fundamental Subjects: Content Knowledge --has anyone taken this yet?
- Has anyone taken this yet?
- Recommendation: TAKE BEFORE INTERN TEACHING
- 100 questions
- "The content of the examination is not predicated on the assumption that the candidates should be experts in all of the subjects. Since the examination's purpose is to assess knowledge and skills in subject matter that may lie outside an individual candidate's teaching specialization, the questions in each subject focus on key indicators of general knowledge and understanding, requiring examinees to utilize fundamental skills that are founded upon broad concepts in each of the subjects."
- Qualifying score = 150+ (but I have no idea how it is scored!!)
- Topics =
- English / language arts
- Math
- Citizenship / social science
- 25 questions (i.e., 25% of total)
- topics covered.
- sample questions --scroll down for cit/socsci Qs, and do note that some of these questions DO NOT follow best practices in assessment
- Time permitting: fun little game with cups
- Science
- Closure
After class
- Reading: Lee, Ch. 13
- Assignments
- If you haven't already, complete your unit plan outline and turn it in via Blackboard.
- Work on unit plan. Note that suggested lesson plan formats are in Blackboard (Course Documents > Planning materials folder at top)
Session 8 - Thursday, 24 July
Before class
- Read Lee on assessment (Ch. 13)
- Work on unit plan...if you haven't already given me an outline, please submit one.
During class (ppt)
- Housekeeping
- Assignments returned: Should have all tech products, HTCE back, grades in Blackboard
- Unit plan outline: Should be returned with comments. If further discussion needed, let's book some office hours
- Micro-teaching: starts next week. We'll discuss further at end of class
- Follow-up on last session: Any questions about Praxis material?
- Can I have it back, please?
- If you need more time/material, FML has test prep books
- If I can remember who I loaned mine out to, I can loan you that as well....
- Conceptual work: Today's focus = govt / civics
- What's so special about civics?
- significance within the field of social studies
- Jefferson on the purpose of history
- citizenship prep
- Parker on "idiocy".
- significance within methods (we'll return to this idea later, just wanted to set it up now)
- civics-via-giving
- civics-via-prompting
- civics-via-making
- ...consider possibilities right within the state of the union ppt we did earlier
- significance within the field of social studies
- Standards
- ...how would you characterize this content?
- Critical thinking about civics ed
- Westheimer & Kahne, 2004
- Butts: Knowledge, skills, dispositions
- Lee: Civic engagement & civic awareness
- Typical breakdown of content within elementary ed
- Early elem
- Upper elem
- ... where is the focus on the public good?
- Simplifying content lens
- Forms or process
- Forms
- Branches of govt iconic diagram.
- How a bill becomes a law flowchart.
- Posters of each
- Form + process
- Legislative simulation
- Marked-up images from State of the Union
- Mock election?
- Polling activity
- Classroom council (example)
- Deliberation
- Observation vs. action
- Newspapers
- front page focus?
- local focus?
- ...and note that some papers have a K-12 section
- Field trips (example)
- Project citizen (from the Center for Civic Education)
- Student "making"
- writing letters
- producing websites, podcasts, or videos
- Conducting local studies
- Newspapers
- Forms
- Forms or process
Time permitting: Look back at our chart of methods, adding in new activities from geography and civics/govt
- What's so special about civics?
- Closure
- Micro-teaching
- Two rounds
- Can use others' lesson plans / activities -- just be sure to cite your source!
- MUST design and write own plan
- First round done as whole class, second round done in age-level grouping (early elem / upper elem)
- Each round
- prepare 20 min of instruction -- see syllabus for restrictions (e.g., limits on lecture, video, computer work)
- Write a plan -- does not have to be full, formal lesson plan, but something closer to that than, say, an index card
- Prepare materials. If you need computers, SmartBoards, butcher paper, etc., talk to me -- I can help with some of this.
- Do your micro-teaching
- "Set the stage" by telling us grade level, subject matter
- Do your instruction; a time-keeper will let you know how much time is left
- When time is up, it's up! Stop!
- Afterwards: Write reflection, submit reflection plus any materials
- Volunteers for next Tuesday?
After class
- Read Lee, Ch. 7
- optional: Westheimer & Kahne, 2004
- Work on unit plan
- If you're due to micro-teach on Tuesday, prep!
Session 9 - Tuesday, 29 July
Before class
- Complete the reading (available in Blackboard)
- Work on unit plan
- If you're micro-teaching, prep! For example, if you need computers, let me know. If you need copies, let me know.
During class
- Housekeeping
- Curriculum maps coming back
- How is the work coming on unit plans? Curriculum binders?
- Micro-teaching
- Set up
- What I'll be doing
- What the teacher will be doing
- What the "students" will be doing
- Feedback from instructor and peers
- Evaluation
- Sequence
- Olivia V.
- Marjan M.
- Erin C.
- Maddie O.
- Jake D.
- Jen F.
Sara V.Teryn H.
- De-briefing
- Presenters: What did you think? What did you learn? What was a surprise? Any advice to people teaching on Thursday?
- Students: Thoughts? Did you see anything new or surprising? Pick up any new insights on content, methods, or tech?
- Time permitting: Look back at our chart of methods, adding in new activities from today's micro-teaching
- Next steps
- Set up round 2 (sub-divided into content areas--2 groups or more?)
- Discuss expectations for reflection
- Set up
Conceptual work: Brief exploration of economics in elementary educationWhat is the content area, anyway? Is this the dismal science or "the science of decision-making"?Meet your standards
Economics in elementary ed = the invisible content areaLee textbook (pretty representative of other social studies methods texts)NAEP question tool.Elementary textbooks?
"Economics = lessons with money"Well, economically speaking, what is money? What's the point of it?Give-away: medium of exchange; durability, divisibility, transportability, and scarcity (or noncounterfeitability)
Sample lessons with moneyFrom NCEE. Is this an economics lesson? History lesson? Global culture lesson?From Parenting magazine (!)Jumping-off points for inquiry lessons about prices -- I don't know exactly where these will take you, but I have more faith in this than the aboveimages to start inquiry on consumer itemswebsite to start inquiry on gas pricesObserve local pricesCheck recent trend (past week)Check long-term term (compared to last year)...note that the price last year is a bit of a misleader -- subject to fluctuation, so who knows--that could have been an abnormally high/low week
Compare with prices in Canada?NB: They sell liters, not gallons, and use $Cd to $USConvert CAD to USD.Convert liters to gallons: 3.785 liters = 1 gallon -- do the math using Google Calc.
Interact with this by creating an account, entering neighborhood data?
Lessons I wish I could do, time permittingAssembly line (aka craftspersons vs. specialists) -- note that this lesson screams for adaptation to have students make something a LOT more interesting than a "widget" -- decorations for an upcoming school event? Cookies for a class party?A market in wheat. This is from a high school text but can be run with younger students, particularly if you do the math for them. People of ALL ages love this, get excited about it.Classroom economy...note that when goods are AUCTIONED, you can play with things like inflation (depending on how rational your economic actors are, of course...)
Playdough economics to teach GDPVideo clip (.wmv) of lesson 4, opportunity cost, in action.
Economics and methods -- like civics, I think econ really pushes you into active, hands-on lessons. Great practice, but it's ALWAYS interdisciplinary, depending on how much math you care to mix in.
- Closure
After class
- Reading (available in Blackboard)
- VanFossen, 2003
- optional: Day, 2006
Next session's conceptual work = CHILDREN'S LIT. Please bring in one book that you like and/or think could be integrated into social studies. We'll briefly share (and perhaps record the ideas?)- If you're due to micro-teach, prepare!
- Work on unit plan
- Work on curriculum binder
Session 10 - Thursday, 31 July
Before class
- Complete reading
During class
- Housekeeping
- Micro-teaching, finishing round 1
- Sara V.
- Teryn H.
- John D.
- Rob E.
- Maria L.
- Jess L.
- Jamie-Lyn M.
- Laura W.
- Micro-teaching, starting round 2
- Splitting up: early elem vs. upper elem
- Sequence for group #1
- Marjan
- Sequence for group #2
- Olivia M. (guest presenter from the middle/secondary section) on Nat Turner
- Closure
After class
- Work on unit plans and curriculum binders. Notes:
- I am happy to accept materials on Thursday, August 7. Feel free to turn in your unit plan then.
- If you would like feedback on your unit plan, please turn it in by Monday, August 4. I will then get it back to you on Tuesday, giving you a chance to make any adjustments.
- Prep your second microteaching session.
Session 11 - Tuesday, 5 August
Before class
- Work on unit plans and curriculum binders
- Prep your second microteaching
During class
- Housekeeping: Discussing assignments
- Expectations
- Due dates
- Microteaching
- Whole-class: Laura
- Splitting into smaller groups
- Prep
- "Seminar" effect; how can we control for this?
- Roles
- Paper-handler
- Time-keeper
- Group 1 --
Dean's conference room (!)-- E104 (Classroom of the Future!)- Sara V
- Jake
- Jamie
- Maddie
- Group 2 -- Room A220
Erin- Jess
- John www.kidsbank.com/banking_trivia/gamechoice.asp
- Rob
- Laura
- Group 3 -- Room B13
- Erin
- Olivia M. (middle/secondary section)
- Maria
- Jen F.
- Teryn
- Prep
- Closure
After class
- Finish unit plans (if you haven't already)
- Finish curriculum binder
- Write reflection on microteaching experiences
- If you need to turn something in on Friday, August 8 rather than Thursday, write me and let me know what the situation is.
Session 12 - Thursday, 7 August
Before class
- Complete remaining assignments; email the instructor if you need to be able to turn something in on Friday rather than today (Thursday)
During class (ppt)
- Housekeeping
- Any need to discuss assignments?
- Setting up procedure for turning in course evals -- any volunteers to collect and return surveys?
- My course eval (poll via a Google spreadsheet, naturally) vs. LU course eval -- emphasis on descriptive feedback
- Best
- Worst
- Microteaching
- Other
- For students coming from SpEd: How well did this support your program? How well did it mesh with your needs as an instructor?
- Conceptual work = Pushing the boundaries with technology!
- Closure
- Final thoughts
- Example of organizing your methods.
- Commencement activity/
- Course evaluations.
- Final thoughts
After class
- Turn in any remaining assignments. If I'm not around, place them in the marked box outside Donna Toothman's office.
- If you haven't already, fill out my end-of-course survey (online)
- Enjoy the Olympics and think about social studies while you watch. (Seriously! The Olympics is a PHENOMENAL hook for social studies!)
- Enjoy Musikfest. I may be chasing a toddler through the crowd, so be alert!
- Teach really, really awesome social studies lessons for the rest of your teaching career.
...go back to top?
end