Page Comparison

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During class

• Microteaching: 
  • Sarah M., "Understanding Fiscal Responsibility"

After class

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• Microteaching:

During class

• • James C., "Trading Around the World" (Can also feel free to do Play-Doh Economics!!)
  • Michelle S., Echoes & Reflections

After class

Before classDuring class

• Microteaching: Michelle S., Echoes & ReflectionsIf you haven't already, turn in your reflection!
• Unit overview: If you haven't already, turn it in!
• HTCE final report: If you haven't already, turn it in!

During class (ppt)

• Microteaching de-brief?
• Unit overview --> final unit
• Conceptual topic #1– adaptation & accommodation of diverse learners: 
  • Getting started: Meet Tyler
  • What teacher knowledge / skill is required here? A lifetime of learning to be done here, but we will focus on building you a "survival kit" of strategies 
    • Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
      
      • Experience it
      • Go to https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Understanding_Sheltered_Instruction.pdf
      • One partner watch video #1 while the other one watches video #2. 
      • After you watch: Write down what you think the teacher's lesson was about, then compare. The viewer of video #2 should have a MUCH clearer idea of what happened – why?
      • Watch video #3. Again, this should be easier for you. Why? 
      • Think through the implications for your instruction – what did these experiences teach you?
      • Background info
      • Note how this used to be something that only ESL teachers did: http://www.ericdigests.org/pre-9210/english.htm
      • ...but now it's part of inclusive practices in mainstream classrooms, too: http://ritell.org/Resources/Documents/General%20Education%20Resources/Sheltered_Instruction_for_Mainstream%5B1%5D.pdf
      • Now you think it through in terms of your own instruction – re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
      • (And if you liked what you saw in the videos from Vanderbilt, see their whole module on working with English Language Learners: http://iris.peabody.vanderbilt.edu/module/ell/
    • Modifying materials
      
      • Modifying documents: Read http://teachinghistory.org/teaching-materials/teaching-guides/23560 – be sure to follow the links to the sample documents 
      • Modifying assessments: Go to http://www.lakewoodcityschools.org/userfiles/2191/Classes/8975/Hurleys-ESL-Modifications.pdf and read the "Assessment Modifications" on pp. 2-3.
      • Finally, go to http://www.pdesas.org/module/Assessment/questions/search/ and retrieve some PDE-recommended assessment items. (I recommend "History", "5th grade"– to see less textually-driven questions, also add "constructed response".) Try your hand at adapting these items (both text-only and visually-driven) for ELLs.
    • Differentiation of student assignments – many possibilities here, but we're going with RAFT (Role-Audience-Format-Topic)
      
      • Go to http://delicious.com/tchammond/RAFT and review the links – start at the bottom and work your way up. View things with a critical eye. 
      • Discuss: What merit does this approach have? In ways can a RAFT be inclusive?
      • Prepare one or more ideas to present to the class.
    • Graphic organizers – in general, you want to be multi-sensory; within that advice, I recommend being as visual & spatial as possible – graphic organizers let you do both!
      
      • Lots of pages provide information about graphic organizers; here is the most comprehensive site I've found: http://www.sblair.com/teachers/graphic_organizers.htm
      • (Feel free to include material from other classes, if you can)
      • Re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
  • Closure: How does this influence your thinking about your unit? How does it connect to the purposes of social studies?
• Conceptual topic #2: Pushing forward with geography ed
  • Re-establishing where we were
  • Geography educ as Big Themes. If you want to claw your eyes out, here is a list of teacher-made videos about the Five Themes of geography. If you want to really understand the Five Themes, here is a Wikipedia link.
  • Geography as stances
    • A traditionalist warm-up: Puzzle map of South America
    • A new disciplinary example: Google Earth overlay re-splitting continental regions.
    • Working toward civic-oriented stance
      
      • Transportation, population, and geograpgy
        
        • observing transportation via two videos
        • ...linking transportation to population density
        • ...linking population and geography: enactive exercise modeling the population of Japan, Australia, and the US
      • (Critique of what we just did – stereotyped / insufficiently nuanced view of a culture?)
      • What the World Eats. If I can trust you not to cheat...here's a TIME magazine article about the source material. 
      • (Re-visiting that critique – how is this not the exact same thing as stereotyping? Is this wrong?)
      • Linking geography ed & diversity ed: Chinamanda Adichie's "Danger of a Single Story" TED talk.
      • Illustrating some Big Ideas of geography, in a very local / civic-oriented way, allowing a full-spectrum view of a culture: Community Needs, Community Resources activity
• Closure

After class

• Reading
  • (check out any materials you didn't get a chance to examine in class – see links above)
  • Milson, Gilbert, & Earle, 2007 (geography ed that does a nice job of addressing diversity themes)
  • Wineburg & Martin, 2009 (history ed, but discusses adapting sources)
  • Au, 2009 (good gloss on inclusive education)
• Assignments – if you need more time on any of these, let me know!
  • Microteaching: If you haven't already, turn in your reflection!
  • Unit overview: If you haven't already, turn it in!
  • HTCE final report: If you haven't already, turn it in!
  • Fieldwork: Write up and turn in final report!

Before class

During class

• Microteaching: 

After class

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