Page Comparison

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During class (ppt)

• Housekeeping: Election tomorrow! (Podcast discussion?)
• Microteaching
  • Wendi: DocTeach, from the National Archives. Will be doing a lesson on Nixon & China
  • John: History Alive!
• Conceptual work: Assessment & social studies
  
  • Generic purposes & assumptions of assessment: sequestered, individual tasks; assessment OF learning vs. assessment FOR learning; accountability / the 'bottom line' vs. the challenges of failure (or being passed along)
  • Reviewing things you (may?) already know – formative v. summative, etc.
  • Assessment in the context of social studies: What's the bottom line, again? Significance of schema, level of non-information in traditional assessments.
  • Examination of the work of Sam Wineburg, Gabriel Reich. Test items as text: compare primary source heuristics & test-wiseness
  • Examples of non-traditional assessment: Quick look back at example of 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.  
    • Collaborative test-taking group
      • Answer the first ten questions on your own. 
      • Answer the second ten questions on your own; then stop and discuss them. Note places where you changed your answers and provide an explanation of why. 
      • Answer the last ten questions on your own. Then use a computer to explore these questions further. Change your answers as needed, and document your changes (i.e., provide new answer, explain your new understanding, and provide links to relevant sites)  

  • Assessment resources: see course bookmarks for full listing (delicious.com/tchammond/TLT412+assessment)

    • PDE SAS section on "Fair Assessment".
    • NAEP Questions Toolkit.
    • Example of publisher items.
    • NAEP reports – see framework, perhaps draw inspiration from it
      • History.
      • Civics.
      • Geography.
      • Economics.

• Closure: Don't forget that you will be assessed, too! Taking a look at the Praxis.

  • ETS info on their version of the Social Studies Praxis 2.
  • Other info that addresses same/similar content as the Social Studies Praxis 2  

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• Housekeeping
• Conceptual work, topic #1: Assessment (& instruction!) with diverse learners: 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 http://iris.peabody.vanderbilt.edu/mcontent/behavior-understanding-sheltered-instruction/
      • 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://files.eric.ed.gov/fulltext/ED301070.pdf
      • ...but now it's part of inclusive practices in mainstream classrooms, too: http://englishlanguagenow.com/uploads/Sheltered_Instruction_for_Mainstream[1].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?
  • 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://esl4teachers.pbworks.com/w/file/fetch/51759716/Hurleys-ESL-Modifications.pdf and read the "Assessment Modifications" on pp. 2-3. (Also worth checking out: More general info from the same sources: http://mrshurleysesl.com/teacherresources/classroomteacherresources.html)
    • Finally, go to http://www.pdesas.org/module/assessment/Search.aspx 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!
    
    • Two different typologies of graphic organizers
      
      • http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
      • http://www.writedesignonline.com/organizers/
    • (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?
• Conceptual work, concept #2: Economics education! Long-delayed, but here it is.
  • 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
  • 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
• Assignments

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