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- 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?
- Teacher behaviors: Lots of possibilities, but I'll focus on 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.
- "Weaving the Globe" activity – old dataset from previous social studies methods classes; how can you extend this to make it more civic?
- 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
- Transportation, population, and geograpgy
- Closure
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