...
| Anchor | ||||
|---|---|---|---|---|
|
Before class
- Complete reading
- Complete assignments. If you're not turning in your HTCE, let me know when I can expect it!
During class (ppt)
- Microteaching: Cameron
- Conceptual work
- Finishing assessment
- Discussing alternative test-taking experience
- Digital documentary group
- Other approaches: A digital documentary? (This was made using PrimaryAccess.) Other tools: Glogster, Prezi, good ol' powerpoint (albeit perhaps used non-traditionally), a discussion board, etc.
- Essay group
- Start with the Free Response Question. Individually examine the question and the images, then individually outline an answer. Then read the sample student response and score it with a rubric. Discuss your scoring.
- Move to the Document-Based Question. Examine the question and the documents, but skip writing your own answer. Examine the rubric, then look at the sample student response. Score it individually, then discuss.
- Accommodation & Inclusion
- Videos to watch
- I am Tyler
- "Volcanoes" by Alexis.
- Sharing what you've seen / done in your fieldwork
- Some big picture background on the law & demographics
- Given this large-scale, career-long challenge...break it into three pieces
- Learning more about students, their needs, and their contexts–unfortunately, we're going to have to look to SpEd 332, TLT 404, etc., for the heavy lifting here
- Making sure you have a survival kit of teaching / assessment strategies
- Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
- Experience it
- Go to http://iris.peabody.vanderbilt.edu/activities/independent/iin009.html
- 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://www.dentonisd.org/51238713151612/lib/51238713151612/Kappad_Delta_Pi_Record_Article_on_SIOP.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?
- Experience it
- 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.scsk12.org/scs/subject-areas/ESL/PDFs/Hurleys-ESL-Modifications.pdf and read the "Assessment Modifications" on pp. 2-3.
- Finally, go to http://www.pdesas.org/module/assessment/Search.aspx and retrieve some PDE-recommended assessment items. (I recommend "History", "9th grade" – this should return a mix of document-based questions.) Try your hand at adapting these items 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 as possible
- Two different typologies of graphic organizers
- (Feel free to include material from TLT 432, if you've taken it)
- Re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
- Two different typologies of graphic organizers
- Technology and integration – again, many possibilities here, but we'll focus on SmartBoards
- Consider this teacher's discussion of SmartBoards and student-created multi-media: http://www.edweek.org/tsb/articles/2011/10/13/01mullen.h05.html
- (If you have any experience working at Centennial, feel free to draw upon that as well)
- Prepare a brief demo of what SmartBoards can do for a social studies topic of your choosing. As a fallback, draw upon this file.
- Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
- Resources for continuing growth
- Again, the IRIS project at Vanderbilt: http://iris.peabody.vanderbilt.edu/resources.html
- For ELL, the Utah Education Network is impressive: http://www.uen.org/k12educator/ell/
- UDL: In addition to the home site, check out CAST.org – they focus on applying UDL to SpEd.
- And of course my bookmarks have resources and will continue to grow over time
and of course your trusted partners that you will (or already are?) work with – other faculty members, parents, counselors, LS staff, etc.
- Videos to watch
- Finishing assessment
After class
- Reading
Material on ELPS in CourseSite
Cho & Reich, 2008
- Cruz & Thornburg, 2009
- Assignments
- Review the material with the green headers in the course record, above. We didn't get to it in class, but I'd like to start out discussing it in our next class. You will need these strategies to (a) start building your toolkit of inclusion strategies, and (b) meet the adaptation/modification requirements of your unit.
- Come to class prepared to discuss your unit: How is it coming? What decisions are you facing? What do you have in mind for your assessments? What individual learners will you plan for?
- WTL
- Work on your final unit
- Microteaching: If you did your microteaching, write your reflection. If your microteaching is coming up: Prepare your materials and post them to the forum in CourseSite
| Anchor | ||||
|---|---|---|---|---|
|
Before class
During class
- Microteaching: Corey
- Discussing units, adaptations for special needs learners, and assessment
- Opening up economics ed
- Economics & the curriculum & you
- Economics as integration: Classic lesson topic = Great Depression. Here's a sample lesson from Social Ed, but there are lots of other ways to get at this.
- Economics as a representation / simplification / model. Examples: micro S & D, macro AS & AD. Competing policy implications of different models of AS & AD. I'm using ThinkEconomics here -- it's worth playing with & exploring. Bookmark it for later.
- Demo lessons
- Play-Doh Economics, from Indiana's Council for Economic Ed. You can get the first edition online for free; the second edition you have to buy (Amazon).
- Activity de-brief -- what was learned: concepts? Skills? Attitudes?
- A market in wheat. This is a CLASSIC lesson. I first encountered it in the 'Morton' books for teaching AP Econ--it's also available in a CEE publication via Google Books: lesson, entire book.
Activity de-brief -- what was learned: concepts? Skills? Attitudes? Any citizenship development going on here?– can't do activity; not enough students
- Play-Doh Economics, from Indiana's Council for Economic Ed. You can get the first edition online for free; the second edition you have to buy (Amazon).
- A critical stance on economics education (in the US, at least): where's the non-capitalism? Example of Islamic banking, etc. Related links
- Price anchoring & the world of behavioral economics: Dan Ariely's Predictably Irrational.
- Importance of framing ('death tax' vs. 'estate tax'): George Lakoff's Metaphors We Live By – for a more contemporary application, see Don't Think of an Elephant.
- 'The poverty tax' – gambling and household income: Clotfelter, Cook, Edell, & Moore, 1999.
- Setting up the system to default to success: Thaler & Sunstein's Nudge.
- Opportunities to think critically & address citizenship/global citizenship:
- VisualizingEconomics.com – for example, http://visualizingeconomics.com/blog/2010/03/15/federal-tax-rates-by-income-for-single-filers-2009
- ...and the issue of microfinance (e.g.,Kiva.org), et al.
- Closure: Bringing together geography, economics, civics, and history: gapminder.org
After class
- Reading
- Day, 2006
- Caldwell & O'Driscoll, 2007
- NCEE, 2007
- review Chapin, Ch. 8 (3rd ed) or 7 (2nd ed) – just the economics material
- optional: Fraser, 2007
- Assignments
- WTL
- Complete remaining assignments!
| Anchor | ||||
|---|---|---|---|---|
|
Before class
- Work on remaining assignments. Come prepared to discuss your accommodations for your special needs learners
- WTL
- Complete reading – file away useful economics materials for future reference!
During class
- Housekeeping: Re-scheduling next week's session. Fill out the form here.
- Microteaching: Bachka
- Talking about units: What are your adaptations for your special needs learners?
- Talking about current events: Should the bombing in Boston be mentioned or not? If so, how should you approach it?
- Starting to unpack our iPad experience
- My thesis
- Some popular press to back up my thesis: "The Smart Way to Use iPads in the Classroom" (Slate)
- And here's an example for you to try out: EduCreations (website, link to page in app store)
- Sample 1: Branches of Govt (approx 1 minute; from student at TCU)
- Sample 2: Mexican-American War (approx 10 minutes; by middle school teacher – see his full set of videos here)
- Sample 3 (and my proof-of-concept): Vietnam War (approx 11 minutes, by me!)
- Implications
- Does this support my thesis?
- Who should be the primary consumer? Audience?
- Fitting this into instructional strategies
- Flipped curriculum?
- Student project work?
- Meeting special learners' needs?
- ...does this have anything to do with democratic classrooms?
After class
- Complete your work! No WTL, no reading, just crank away on your units and whatever else you have left
| Anchor | ||||
|---|---|---|---|---|
|
Before class
During class
After class- Complete any remaining assignments
- Bring your iPad to class, and complete the survey that I emailed you about
During class
- Technopalooza
- Social studies and technology: Opening new possibilities. In addition to what we've already seen (e.g., using GPS units, doing augmented reality, etc.), consider the following:
- Class wikis on American History, the French Revolution, World History.
- Games for entertainment...and learning? Muzzy Lane's "Making History" series; "Practice Series" for McGraw-Hill. Even more specialized: Freedom Fighter '56 game and graphic novel.
- And even further out there: Excerpt from a study on MMORPGs (i.e., World of Warcraft) and civic engagement.
- Point being: Life-long learning about social studies content, social studies methods, and technology. Always be ready to think outside the box
- Examples of packaged concepts that you might adapt to your purposes
- 5-picture Charades.
- Now you try it: Take your iPad, shoot a sequence of 5 pictures, bring it back to class and see if the other team can guess it.
- Now turn your 5 pictures into a movie: Open EduCreations, make five pages, add graphics, narrate and upload.
- Video-conferencing: vicarious field trip and/or remote guest speaker. We'll be talking to the wonderful, awesome, generous Julie Ellis, live from Hong Kong.
- 5-picture Charades.
- Social studies and technology: Opening new possibilities. In addition to what we've already seen (e.g., using GPS units, doing augmented reality, etc.), consider the following:
- Closure to our semester together
- A wallwisher (now called Padlet!) activity: Write on my page here.
- Turning in iPads – closing thoughts?
- Things to do with cups
- Graduation ceremony: A methods student is a colleague forever.
After class
- Complete and turn in assignments!
LAST DAY TO TURN IN ASSIGNMENTS: Tuesday, 30 April
(back to top?)
| Anchor | ||||
|---|---|---|---|---|
|