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WEEKS - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14

Session 1 - Wednesday, 26 Jan

...

• 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. 

...

• The frameworks that we didn't get all the way through last week
  • TPACK, as a way of thinking about how you plug things together during instructional planning – choosing content, juggling pedagogical options, thinking about what technology might connect
  • Teacher stances / dispositions towards social studies
• Getting started on history ed
  • (A light gloss on the content)
    • Something I want to dip into as a demo: Google Earth file about the Great Wall(s) of China 
    • (I might also bring up this accompanying guided notes sheet
  • Standards...and culture wars
  • Talking about history content vs. skills...and this will springboard us into talking about methods.
  • Methods talk: tonight we're just getting into timelining; next week we'll go further
    • JamBoard for playing through a couple of the ideas about timelines
• Closure: Let's revisit our JamBoard of methods – what can we add? Is anything history-specific?

...

• Reflecting on what we've done thus far: History ed, lots of civics ed
• Getting ready to put two more civics concepts on the table
  • Civic reasoning – note that this is an emerging topic!
  • Using a focusing lens, in this case the built environment. Using the Community Resources, Community Needs frame
    • We'll start out on & return to this JamBoard: https://jamboard.google.com/d/1uxq_-r463Y4fnYKCxOyg8xLfm6WSGFu4osaSAje401U/edit?usp=sharing 
    • This can be done a lot of ways, but I'm using the Field Maps app from Esri – you'll need to install this on your phone
      • Field Maps for iOS
      • Field Maps for Android
    • ...and the data you input will be visible / viewable on this map. 
    • If you want, you can browse the materials I've used for this in the past
      • Opening worksheet – the needs I have in mind are on the second page... – the needs I have in mind are on the second page...
      • Set of QR codes that I put up around the building
      • Google Earth overlay that shows these resources in the community
      • FYI: I created this with Julie Oltman, who teaches our geospatial tools class. If you haven't checked it out before, it's a great opportunity to learn more about Google Earth, ArcGIS, augmented reality, virtual reality, and more!
    • Another example of a great focusing lens: "Not Even Past" from the Univ of Richmond's Digital Scholarship Lab: 

      https://dsl.richmond.edu/socialvulnerability/map/#loc=11/40.024/-75.153&city=philadelphia-pa

  • (Something that doesn't fit, but just to talk about the DSL more: Check out their 'Electing the House of Representatives' project: https://dsl.richmond.edu/panorama/congress
    • Take a look at the 1966 map (right after Johnson has signed the Civil Rights Act and right before Nixon starts the Southern Strategy)
    • ...and compare with the 2018 map
• Wrapping up civics ed
• Previewing / organizing remaining assignments
  • Instructional unit overview
  • Microteaching
  • (HTCE report)
  • (Fieldwork report)
  • Final unit
• Time permitting: let's re-visit the JamBoard of Methods – what can we add?

...

• 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?

...

• Work on assignments!
• Post in one or both forums – there's one about assessments and one about diverse learners 
• Review the assessment & inclusion resources linked above!
• Read Zehler, 1994 - ideas / advice on working with English Learners
• Read PA ELPS selections (look in the 'Standards' folder – it's a set of ppt slides that I put together from screenshotting the full document)

Before class

• Complete reading – don't forget about the ELPS!
• Work on assignments
• Post in the WTL forums in CourseSite!
• Review materials about assessment & inclusion

During class (ppt)

• Microteaching – tonight it's Jason!
• Econ ed discussion
  • Some AP resources I'll be referencing

    • APcentral: https://apcentral.collegeboard.org/

    • List of courses: https://apcentral.collegeboard.org/courses 

    • AP Micro resources: https://apcentral.collegeboard.org/courses/ap-microeconomics?course=ap-microeconomics

    • AP Micro course description: https://apcentral.collegeboard.org/pdf/ap-microeconomics-course-and-exam-description.pdf?course=ap-microeconomics

  • Example of an online econ ed resource: https://www.whitenova.com/thinkEconomics/
  • John S. Morton books – here is his Amazon author page: https://www.amazon.com/John-S-Morton/e/B001K8SOJ0

After class

• Read econ standards!
• Work on final assignments!