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Session 1 - Monday, 23 Aug
...
- Conceptual work
- Scaffolded geocache de-brief
- Handouts: target locations; thinking scaffold; lat-lon StoryMap; lat-lon handout for elem students
- (There are also some associated Google Earth files; ask me and I'll provide them)
- Comparison point for 'real' geocaching: 'Mother of all KINDER' Cache on South Mountain
- And if you want to read about this in greater detail: See Hammond, Bodzin, & Stanlick, 2014 article in CourseSite.
- Handouts: target locations; thinking scaffold; lat-lon StoryMap; lat-lon handout for elem students
- Touching back on last Monday's concepts: What is social studies?
- Getting started in GEOGRAPHY
- Three stances towards social studies education
- Three quick geography methods to illustrate
- JamBoard file used in the first two
- Google Earth file used in the third one
- Standards for social studies (just a quick look)
- Curriculum frameworks for social studies (again, a quick look)
- Discussion of student schema in social studies
- Time permitting: Going further on standards & curriculum frameworks, NCSS statement, etc.
- Scaffolded geocache de-brief
- Closure: Can you name and organize the instructional methods we used tonight? I have another JamBoard for this.
...
- Housekeeping
- Original instructional materials work
- Getting ready to share our OIP #1s
- Sharing
- Talking about OIM #2:
- My example: A sequence of instruction on Community Needs & Community Resources.
- 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!
- Why not try...
- ...a new-to-you technology – Google Earth? Augmented reality? ArcGIS?
- ...a different lens – traditional vs. disciplinary vs. student-centered?
- ...a different content area (history, econ, geo, civics) – mix it up! Stretch your thinking and your tech skills!
- My example: A sequence of instruction on Community Needs & Community Resources.
- Conceptual work
- What's new in our instructional methods toolbox? Let's revisit our recurring JamBoard of methods. Which of these are specific to geography?
- Taking a look at the geography ed resources you identified after last week's class
- Taking a look at curriculum and standards for geography
- C3's geography section
- NCGE's Geography for Life
- PDE's straddle of Five Themes and a more disciplinary approach
- (What's this about the Five Themes?)
- A resource from Brenda Betts at CSU Stanislaus
- Wikipedia's entry on the Five Themes
- (And because I can never resist: Check out these these user-generated videos on the Five Themes)
- Digging into geography's Big Ideas
- Natural environment vs. built environment
- Physical geography vs. political, economic, or human geography
- Human-environment interaction
- Tools of geographic representation: maps and globes, yes, but also GPS, GIS, remote sensing, etc. (For example, here's a map of flood gauges I made for students at a school I'm working with – super, super interesting stuff that I never thought about before this latest storm: https://arcg.is/1HiqTW)
- Closure: Since we already talked about methods, let's re-visit the concept of the three possible teachers' stances (traditional, disciplinary, community-focused). Which of these do you think is privileged by the standards documents?
...
- Housekeeping:
- HTCE questions? Sharing a favorite image
- OIM look-ahead – make sure you know what's different about submit #2!
- Conceptual work – again, we won't get all the way through this....
- Geography framing: Five Themes vs. Four chunks. I prepared a JamBoard (note new features!!) on play a bit with these topics.
- Sample geography lessons / materials
- Community helpers...vs community resources, community needs
- A static lesson (or 'canned' lesson) on lat/lon...vs a scaffolded geocache
- A static data display vs. gapminder.com
- For elementary purposes, the Dollar Street database is particularly awesome
- Tools of geography: Lots of stuff here, but with emphasis on...
- Map projections
And a lesson plan that I've slightly adapted: The Grapefruit Activity. (While you're there: Note that it's billed as social studies AND science. Geography is the place where social studies starts to overlap with earth science / environmental science / physical science.- If you want to see the Flickr map I used, it's here: https://www.flickr.com/map – search 'Islam' or something else with a strong cultural gradient: 'mosque', for example.
- Physical geography: Not a perfect demonstration, but here's a Google Earth overlay that I created to divide continents into regions.
- Human geography: Families and Food activity. This is material borrowed from the book Hungry Planet: What the World Eats.
- Human-environment interaction: Population density activities / materials
- Set of YouTube videos
- Population density enactive, adapted from the Teachers Curriculum Institute geography lessons.
- Other visual materials on population in this place, time.
- Social studies and (de-)"othering"
- Chimamanda Adichie's TED talk. I'll just play a few bits.
- Single stories in social studies contexts
- Maps
- Textbooks
- Attending to multiple stories: Lots of different ways are possible, but I'll single out the Families Of the World video series as one way of introducing the idea.
- Sample geography lessons / materials
- Geography framing: Five Themes vs. Four chunks. I prepared a JamBoard (note new features!!) on play a bit with these topics.
- Closure
...
- A little pause for reflection on methods & geography – we'll re-visit our JamBoard of methods for this, plus dip into your WTL work on geography, your OIMs, etc.
- Tools of geography: Lots of stuff here, but with emphasis on...
- How about the latitude & longitude activity I had you guys do outside of class this past week?
- And a lesson plan that I've slightly adapted: The Grapefruit Activity. (While you're there: Note that it's billed as social studies AND science. Geography is the place where social studies starts to overlap with earth science / environmental science / physical science.)
- What this lesson has to do with: Map projections
- A resource that links that same lesson to a larger discussion of map projections: Flattening Earth
- Here's a wiki page that I use for this topic when teaching the Geospatial Tools class
- A much nicer treatment is here: Map Projections
- ...and if you just want to bathe in beautiful maps, here you go: Map Projections in ArcGIS
- Physical geography: Not a perfect demonstration, but here's a Google Earth overlay that I created to divide continents into regions.
- Human-environment interaction: Set of YouTube videos, plus some web images and materials drawn from the Teachers Curriculum Institute geography lessons
- And a thing I'm introducing about the intersections of science & social studies, focusing on the bar-headed goose. I made a Google Earth overlay, if you want to play with it.
- Closure
...
- Conceptual work: Discussing inclusion / adaptation & accommodation for diverse learners
- I am by no means an expert on this, but this is a HUGE topic for social studies, for at least two reasons
- Practicality: Given that social studies isn't a high stakes-assessed area in Pennsylvania, it's the content area in which LEAs are most eager to show inclusive practice.
- Ideology: If social studies is about preparing citizens...we need to have an inclusive classroom. In fact, an inclusive social studies classroom in which adaptation & accommodation need to take place is a SUPERIOR environment for social studies ed, rather than a more homogeneous classroom.
- Here's what I have for you: Four different approaches to the topic. I'll have you explore one of these as part of a group. Discuss within your group: What about this is familiar? What about it is new? Think back to the microteaching lessons your group members have done – how would / should you change it to include this approach?
- 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/
- Experience it
- 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 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?
- Lots of pages provide information about graphic organizers; here is a sampling of sites w/graphic organizers specific to social studies
- 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)
- I am by no means an expert on this, but this is a HUGE topic for social studies, for at least two reasons
...
- Review links & documents from this week's discussion!
- Skim through the readings provided in CourseSite – they put some of the ideas discussed tonight into greater depth
- WTL: Share one idea you have for accommodating one of the diverse learners in your unit
- (And I forgot to move this into last week's materials: Let me know if you have any questions about the Praxis! I added a WTL forum in CourseSite for this week)
- Complete and turn in any remaining assignments!
- We're going to do an economics activity next week...and it will require Play-Doh (or something equivalent). Please have some handy for while we're on Zoom!
- Bring in something to share from your instructional unit – think of it as the show-and-tell portion of the 'original instructional materials' assignments that started the semester
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Before class
- Complete reading
- Work on final assignments
During class (ppt)
- Sharing items from your unit
- Conceptual work: Digging into economics
- What is economics and why isn't it more prominently featured?
- A couple of counter-examples. One isn't really economics, and the other one is...painful. It's econ, but it's painful.
- And an example, albeit an outside-the-box out: Re-purposing children's literature. Two examples here
- A selection from Richard Scarry's What Do People Do All Day?
- A book written to explain what microfinance is: One Hen: How One Small Loan Made a Big Difference
- Why this is a crying shame: Econ is fun, econ is practical, econ is important, econ integrates beautifully. (And it's in the PDE standards)
- Some econ resources
- Ohio State University Research Foundation (OSURF) materials
- Day, 2006: What is Economics?
- VanFossen, 2003: suggestions for teaching econ in elementary SS Council Economic Education
- website.
- standards.
- lesson plan database: EconEd Link.
- The classic: Play Doh Economics (to be demo'd in a few minutes)
- Some econ activities
- If we were face-to-face, we'd warm up with something I cooked up, "The economics ofstickers"
- And now for a slam-dunk: A lesson adapted from Play-Doh economics ... we'll be attempting it using this JamBoard
- What is economics and why isn't it more prominently featured?
- Closure
After class
- Reading
- Maxim, Ch. 12
- Read, or at least save, the econ materials in CourseSite. You don't need to read these immediately, but do save them for future reference. They're extremely useful, and they're rare!
- Assignments
- Wrap up whatever you haven't finished: HTCE, field paper
- Complete final unit. BE SURE to read the rubric. And if you need extra time, ask for it!