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Session 1 - Wednesday, 22 Jan
...
- Re-visiting assessment...and I want to discuss that Reich, 2009 article a bit...
- Talking about the instructional unit...which necessitates talking about writing objectives
- 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.
- Time permitting, I'll also be referencing a ppt that's in CourseSite, 'families and food.ppt'. Since it involves copyrighted images, I'm not putting it out here on the wiki. I'm taking materials from this book.
- If you like, download and install Google Earth: 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 --we'll be doing an activity in here.
...
- 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
- Sketchmaps: Pick TWO of the following and make a sketchmap – no more than 5 minutes each
- 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: Complete and turn in unit overview
1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 ...end
...
- Re-visiting assessment...and I want to discuss that Reich, 2009 article a bit...
- Talking about the instructional unit...which necessitates talking about writing objectives
- 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.
- Time permitting, I'll also be referencing a ppt that's in CourseSite, 'families and food.ppt'. Since it involves copyrighted images, I'm not putting it out here on the wiki. I'm taking materials from this book.
- If you like, download and install Google Earth: 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 --we'll be doing an activity in here.
...
- More geography activities!
- Make something in Lehigh's ArcGIS Online account.
- 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: Complete and turn in unit overview
...
- Geography ed: Review of stances
- Geography ed: Discussing independent activities from last week's follow-up
- ArcGIS work
- Types of maps
- Map projections – why is this important? What stance does it fit into?
- Sketchmaps – why is this useful? Again, what stance does it fit into?
- More conceptual framing for geography ed: Geography is different because...
- Geography ed resources, standards
- This is something different: Five Themes of Geography
- Fun things that we can't do properly
- Geography ed + social media --> Population density enactive
- Scaffolded geocache
- Community needs activity
- One thing that IS built for online work: Walking to Water activity
- Instructional frame: Check out this Story Map about water scarcity, created by a local teacher; he then created a second Story Map on Access to Water (for various purposes: drinking, hand water, sanitation)
- And this thing keeps getting bigger! Because the students had zero concept of where their water came from, I made a map of water sources for Bethlehem.
After class
- Extension activities
- Social media: Find three social media artifacts that you might use to teach geography. Try Flickr, YouTube, Instagram – I'm not picky
- Scaffolded geocache
- Download and install this app on your phone: My GPS Coordinates (Android, iOS)
- Go outside and start the app.
- Figure out which way is north; take ten big steps. Which way did your latitude change? Why?
- Take ten big steps to the east. Which way did your longitude change? Why?
- If you are really committed to this bit, get some sidewalk chalk and draw out a compass rose. Include the coordinates. Then go find a target and note its its coordinates. Get a friend or family member to start at the compass rose with you and then go locate the target, using the coordinates.
- Community needs activity: Grab your phone and go outside. See if you can document one or more resources within walking distance of your house for meeting the following community needs
- Shelter
- Food
- Water
- Transportation
- Communication
- Sanitation & hygiene
- Governance
- Spirituality
- Safety
- Medical care
- Education
- Recreation & leisure
- Reading
- Geography standards: PDE, C3 (see CourseSite folder)
- If you liked the scaffolded geocache: Hammond, Bodzin, & Stanlick, 2014
- If you liked the community needs activity: Zoning & Built Environment manuscript
- If you liked the Walking to Water activity...do you want to write an article about it? Would be happy to help. (BTW, I also need to write a manuscript about the school districts & diversity activity)
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Before class
- Complete reading
- Complete post-class activities, above
During class (abbreviated session! Just 2:00-3:00! -brief ppt here)
- First, note that I expanded the Walking to Water stuff – see additional story maps, plus sandbox map on Bethlehem's water sources. Reproducing that info:
- Instructional frame: Check out this Story Map about water scarcity, created by a local teacher; he then created a second Story Map on Access to Water (for various purposes: drinking, hand water, sanitation)
- And this thing keeps getting bigger! Because the students had zero concept of where their water came from, I made a map of water sources for Bethlehem
- Reviewing post-class activities from last week
- Social media share?
- Any fun with smartphone-based GPS? Scaffolded geocache concept?
- Any fun with community needs?
- Time permitting: I have a bee in my bonnet, and the only place it really fits is in geography education
- Microteaching discussion
- We have to do it, apparently – that's how we will satisfy our Stage 3 hours.
- So: Pick something from your unit plan; test-drive it with us. VERY low threshold
- Do you want me to model??
- Timing?
After class
- Read Chapin Ch. 9 – I'm going to have to do a more textbook-centered treatment of econ...
- Read Econ standards in CourseSite folder
- Work on instructional unit
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Before class
- Complete reading
- Work on final assignments
During class (ppt)
- Microteaching demo – You'll need these links
- KWL set up as a Google form. (Note that we'll use it twice.)
- Map of Jim Crow laws
- Discussion of economics
- 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
- Read Econ PDFs in CourseSite (note authorship!)
- Work on final assignments
- Prep microteaching
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Before class
- Prep microteaching
- Complete reading
- Work on final assignments
During class
- Examples of the weird times in which we live
- Negative price of oil!!?!
- Infographics that the WHO needs to put out...what does this tell us about the civic health of our information systems?
- Amazing story of a science project that helped contribute to the policy of social distancing (NYT article; scroll down to "The Social Network") – you never know when a K-12 teaching activity can inform major action! (I also take this as further evidence of the need to have a science-and-social studies team up)
- Microteaching
- Time permitting: Talking about accommodation / differentiation
- Conceptual work – adaptation & accommodation of diverse learners:
- Getting started: Meet Tyler (I'll have to share this video from my screen)
- What teacher knowledge / skill is required here? 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 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
- 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.
- Differentiation of student assignments – many possibilities here, but we're going with RAFT (Role-Audience-Format-Topic)
- What is a RAFT??
- http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/rafts_strategy.pdf
- https://www.tangischools.org/cms/lib3/LA01001731/Centricity/Domain/339/What%20is%20RAFT.pdf
- https://www.durand.k12.wi.us/UserFiles/Servers/Server_251181/File/For%20Staff/Differentiation/Raft%20Strategy%20Examples%20and%20Format%20List.pdf
- https://www.lcps.org/cms/lib/VA01000195/Centricity/Domain/5581/Raft%20Examples.pdf
- Discuss: What merit does this approach have? In ways can a RAFT be inclusive?
- Prepare one or more ideas to present to the class.
- What is a RAFT??
- 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!
- Lots of sources provide information about graphic organizers; here is one – note the new twist on a KWL! Social studies graphic organizers & Mini-lessons (Sarah Longhi, 2006, Scholastic Inc – posted by Robeson County Public Schools, NC)
- (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?
- Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
- Closure: How does this influence your thinking about your unit? How does it connect to the purposes of social studies?
After class
- Review accommodation / differentiation materials that we didn't get to
- Finish final assignments!
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Before class
- Work on final assignments
During class
- We will review / discuss differentiation-accommodation-inclusion materials from last week
- Time permitting: Discussing your units
After class
- Finish and turn in final assignments!