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Session 1 - Wednesday, 3 Feb

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• Getting into geography education. Here are a few links that will be handy
  • I'll be referencing my "What's in a (State) Name?" activity – see it halfway down this page on computational thinking.  
  • Some maps I'm working on for a 9th grade social studies class in Philadelphia
    • Philadelphia neighborhoods – what are they? Where are they? What are they called?? https://arcg.is/0aKeOT
    • Sample student maps of neighborhood inventory – I can only share this one: https://arcg.is/m0iX10
    • Regions of the United States ... how to define them? https://arcg.is/0fnCSj0
    • ...and for when folks are really  ready to get into geospatial inquiry: looking at the legacy of redlining, urban heat islands, gentrification.... https://arcg.is/1KW58u0
• Some tools for geography education
  • Google Earth = free, beautiful, and great for getting a sense of place: https://www.google.com/earth/  --note that it can also run via a browser, but I think the client-side version gives you more options
  • Lehigh's ArcGIS Online server: https://lu.maps.arcgis.com/home/index.html --note that you can get this for free as a K-12 teacher. Lehigh (and govts and businesses) has to pay for it.

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• More geography activities!
  • Sketchmaps: Pick TWO of the following and make a sketchmap – no more than 5 minutes each
    • Map of Mountaintop campus
    • Map of Southside Bethlehem
    • Map of the Lehigh Valley
    • Map of the United States
    • Map of the world
  • Types of maps – I posted a page of links; please explore each and identify what type of map you're seeing in each set. We will discuss at our next class meeting
  • Map projections – read this page that I created for TLT 368
• Reading
  • Chapin, Ch. 8
  • Materials about writing objectives (see CourseSite for today's session)
  • optional: Alibrandi & Sarnoff, 2006 – I found this very influential in my thinking about what could/should be done with geospatial tools in a social studies class
• Assignment: THINK ABOUT and/or work on unit overview; I've moved back the deadline

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• Work on microteaching: Make a post in Slack 'microteaching' channel – what's your topic? What's your planned pedagogy? What technologies will you use? 
• Prepare to discuss fieldwork topics (see syllabus)
• For class next week: Have some Play Doh handy! We'll need it for an activity.

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• Economics education
  • What prior econ ed experiences have you had? What stuck?
  • Some concept development, including looking at standards and trying to spot 'hidden orthodoxies'
  • Microteaching demo: Lesson adapted from Play-Doh economics. (I'll be using some Google Slides for this...nothing fancy, definitely not a model to emulate, necessarily.) You can get the first edition online for free; the second edition you have to buy (Amazon).
  • And now for some other econ ed resources that are worth hanging onto
    • Make things visual
      • VisualizingEconomics.com – for example, http://visualizingeconomics.com/blog/2010/03/15/federal-tax-rates-by-income-for-single-filers-2009
      • Of course, gapminder.org – brings together econ + history + geography, with lots of civic questions embedded
    • Make things enactive (like Play-Doh economics, of course!) 
      • ThinkEconomics here -- it's worth playing with & exploring. Bookmark it for later. was built using Flash, so....it doesn't work anymore! But it's a great example of a 'digital lab bench' for economics. Keep your eyes open for alternatives!
      • And the creators of Play-Doh economics have another book, Trading Around the World – first edition is similarly free; second edition will cost you. 
    • And here's a pretty comprehensive, can't-go-wrong resource: the 'Morton' books for teaching AP Econ--it's also available in a CEE publication via Google Books: "A Market in Wheat" lesson, entire book. 
• Discussion of field work, thus far; how shall we structure this into a paper? 

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• Prep your micro-teaching!
• Work on your final assignments! (HTCE, instructional unit)

Before class

• Prep microteaching!

During class

• Microteaching
  • Michael B
  • Emily D
  • Will K
• Discussing instructional unit expectations – see folder in CourseSite for sample unit, rubric for scoring instructional unit

After class

• Wrap up final assignments!