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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
• 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

...

• 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

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
  • 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

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.
    • 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?
  • 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!

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!