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WEEKS -  1 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13

Session 1 - Wednesday, 26 Jan

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• Show-and-tell time with your Original Instructional Material #1
• Organizing framework #1: Pedagogical Content Knowledge (PCK), extended to Technological Pedagogical Content Knowledge (TPACK)
  • We'll mess around (of course!) with our JamBoard of methods during this discussion: 
  • https://jamboard.google.com/d/1uojBjt-1OR1iqXDBmCLozJieUlqvqsLPhig4x5BVrmY/edit?usp=sharing
• My show-and-tells, selected in part to demonstrate some TPACK
  • Declaration of Independence signers: ArcGIS Online map by Julie Oltman & Tom Hammond; StoryMap by Tom Hammond
  • Holocaust: ArcGIS.com map created by Tom Hammond, 2016; additional border layers from Julie Oltman
  • Something simple: European settlements along the Lehigh River: ArcGIS.com StoryMap created by Tom Hammond, 2018: https://arcg.is/0LiKD1
• Another (stolen) show-and-tell, this time to demonstrate the primacy PCK (PCK > TPACK?): 'The Story of Aaron'
  • This activity draws upon this database: http://www2.vcdh.virginia.edu/gos/
• Organizing framework #2: Teacher 'stances' towards social studies instruction
  • In context of a specific discipline: stances towards history education
  • Example: 'The Story of Aaron' = ?? Traditional? Disciplinary? Social?
• Looking ahead to OIP #2

After class

• Reading
  • Chapin chapter on Teaching History (Ch. 6)
  • Fallace, 2010 (basically does a better job than I do at explaining three stances to teaching social studies)
  • Barton & Levstik, 1996 -This is the set up to the HTCE assignment!!!!
• Assignments
  • Complete and turn in your HTCE prep (image set, w/citation & discussion of each image)
  • Think about OIP #2; it’s due week after next. If you would like some modeling, see Keeler & Langhorst, 2008 article. It’s dated but demonstrates the idea
  • Write the history of the world...in 30 minutes or less. 

...

• Work on HTCE & Fieldwork paper
• Take a stab at your alignment map!! It's the Rosetta Stone of your instructional unit
• Reading
  • Chapin, Ch. 5
  • (skim) Reich, 2009
  • (Maybe look at info on the Social Studies Praxis test as well?)

...

• Microteaching: Tonight it's Bailey!
• More on assessment, completing what we didn't get through last week
  • JamBoard about assessment: https://jamboard.google.com/d/1TD_gf-HQzYyU7y5O7DSRSTWFNTXcDoglsRsExuD2TME/edit?usp=sharing
  • Assessment resources – note that I don't have a huge amount of faith in either of these
    • (An opening non-example, illustrating that you need to be a critical consumer of others' assessments....)
    • PDESAS.org – Assessments section: https://pdesas.org/assessment/assessment/assessmentcenter
    • NAEP released items: https://nces.ed.gov/nationsreportcard/nqt/help/NQT_Help/!SSL!/WebHelp_Pro/NQT_Help.htm
    • Don't overlook Wiggins & McTighe! Understanding by Design has some good, compact sections with lots of great assessment ideas
• Touching on inclusion – We'll just do part of this together; you can explore the rest on your own
  • 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 & assessment 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 (and some heuristics) – 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
      • https://www.nationalgeographic.org/topics/graphic-organizer/
      • https://teachinghistory.org/teaching-materials/english-language-learners/24130
      • https://doingsocialstudies.com/2017/10/17/5-graphic-organizers-youre-probably-not-using-but-should-be/
      • 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?

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