Page Comparison

Navigation short-cut: Session jump by number

1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 ... end

Session 1 - Monday, 27 Aug

...

• Housekeeping: OIM work, HTCE
• Conceptual work
  • Quickly before the light disappears: Scaffolded geocache
    • If you're interested, here's a website for REAL geocaching: https://www.geocaching.com/play
  • Geography framing: Five Themes vs. Four chunks
    • Tools of geography: Lots of stuff here, but with emphasis on...
      
      • Map projections
      • And a lesson plan that I've slightly adapted: The Grapefruit Activity. (While you're there: Note that it's billed as social studies AND science. Geography is the place where social studies starts to overlap with earth science / environmental science / physical science.
      • If you want to see the Flickr map I used, it's here: https://www.flickr.com/map – search 'Islam' or something else with a strong cultural gradient: 'mosque', for example.
    • Physical geography: Not a perfect demonstration, but here's a Google Earth overlay that I created to divide continents into regions.
    • Human geography: Families and Food activity. This is material borrowed from the book Hungry Planet: What the World Eats. 
    • Human-environment interaction: Population density activities / materials
      • • Set of YouTube videos
        • Population density enactive, adapted from the Teachers Curriculum Institute geography lessons.
        • Other visual materials on population in this place, time.
    • Social studies and (de-)"othering"
      • Chimamanda Adichie's TED talk. I'll just play a few bits.
      • Single stories in social studies contexts
        • Maps
        • Textbooks
      • Attending to multiple stories: Lots of different ways are possible, but I'll single out the Families Of the World video series as one way of introducing the idea.
• Closure

...

During class (no ppt this week – I'm just using materials linked from this wiki)

• Housekeeping
  • Last class: Monday, Dec 3 at ...8:15? Explanation of why: Opportunity to attend / participate in the Civic Education Partnership, 5:00-8:00 at PBS 39.
  • Speaking of last class: Bring in a piece of your instructional unit to share. (And end-of-semester Original Instructional Materials product?) Whatever you liked / are proud of – it's an opportunity to show off.
• Conceptual work: Discussing inclusion / adaptation & accommodation for diverse learners
  • I am by no means an expert on this, but this is a HUGE topic for social studies, for at least two reasons
    • Practicality: Given that social studies isn't a high stakes-assessed area in Pennsylvania, it's the content area in which LEAs are most eager to show inclusive practice.
    • Ideology: If social studies is about preparing citizens...we need to have an inclusive classroom. In fact, an inclusive social studies classroom in which adaptation & accommodation need to take place is a SUPERIOR environment for social studies ed, rather than a more homogeneous classroom. 
  • Here's what I have for you: Four different approaches to the topic. I'll have you explore one of these as part of a group. Discuss within your group: What about this is familiar? What about it is new? Think back to the microteaching lessons your group members have done – how would / should you change it to include this approach? 
    • Teacher behaviors / changing the way you teach, right down to the microbehaviors: Lots of possibilities, but I'll focus on sheltered instruction (if you had me for SpEd/TLT 404, this is a strategy that I enacted...badly)
      
      • 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 / changing the media with which you teach
      
      • 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. If this isn't giving you access, try this DBQ (document-based question) from a different source; try not to laugh at the grammatical mangling in the Task instructions.
      • Think back to your microteaching lessons – how might you modify those materials? 
    • Differentiation of student assignments / change what you ask of students – many possibilities here, but we're going with RAFT (Role-Audience-Format-Topic)
      
      • Go to CourseSite and find the 'Inclusion materials' folder. Review the materials on RAFTs.
      • Discuss: What merit does this approach have? In ways can a RAFT be inclusive?
      • Think back to your microteaching. What work did you anticipate students doing at the end of the lesson or the end of the unit? Might you use the RAFT strategy?
    • 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 a sampling of sites w/graphic organizers specific to social studies
        • http://www.ncpublicschools.org/docs/curriculum/socialstudies/scos/organizers/k12-social.pdf
        • http://www.saisd.net/admin/curric/sstudies/teachers/page35/
        • http://minds-in-bloom.com/5-graphic-organizers-for-social-studies/
        • http://www.readingquest.org/graphic.html
        • (And that last site has lots of additional info filed under 'Strategies for Reading Comprehension' which, come to think of it, is one of the primary uses for graphic organizers: http://www.readingquest.org/a-z-strategies.html)
        • And to reach back to an earlier resource: The National Archives has lots of teaching materials: selected digital resources for the classroom plus a plethora of analysis worksheets: https://www.archives.gov/education/lessons/worksheets– different ones for photos vs. cartoons vs. written documents, etc.
      • Think back to the instruction in your microteaching lesson. Did you use a graphic organizer? Could you have used one?

...

• Review links & documents from this week's discussion!
• Complete and turn in any missing assignments!
• Bring in something to share from your instructional unit – think of it as the show-and-tell portion of the 'original instructional materials' assignments that started the semester

Session 15 - Monday, 3 Dec

...

During class

After class

...go back to top?

end