TLT 431, Spring 2013 - Course record

Session 5 - Tuesday, 12 Feb

Before class

• Complete and turn in your first course plan
• If you haven't already: Complete and turn in your second original instructional material assignment
• Complete reading
• Do WTL

During class (no ppt this week – everything runs from the wiki)

• Discussing last week's activities
  
  • Questions? Curiosities? Anyone confused as to why we did it? 
  • Extensions
    
    • Technology: Using devices other than a GPS unit to generate a lat-lon
    • Instruction
      
      • Geocaching
      • Trees, cars, and carbon activity
  • Plug for TLT 368
  • Invitation to do something with augmented reality as part of your microteaching, or perhaps make something for use at Centennial
• History education
  
  • Wrapping up methods for history ed: Maps and globes (more t/k when we pivot to geography); primary sources (see heuristics); timelines.
  • Timelines get us into two other issues
    
    • Chronology as a tool for history
    • The role of (multiple) perspective in history education (and other social studies fields)
• Social studies and diversity / multiculturalism
  
  • The danger of a single story (video) – this is a TED talk by Nigerian author Chimamanda Adichie, July 2009
  • History ed and single stories
    
    • Timelines
    • Maps
    • Textbooks
    • Documentaries
• Wrapping up history ed
  
  • The eternal beta of historical reasoning and teaching: Metaphor of an album
  • Touching our touchstones one last time
    
    • Standards
    • Resources
    • Methods
  • What you need to do as a history educator to keep moving forward – role of textbook, articles, fieldwork, etc.
• iPad time: For next week, I'd like you to explore some specific apps, targeted at social studies content
  
  • Lincoln Telegrams (website, app) – this one comes from the history ed community, specifically the good people at NC State. 
  • History: Maps of World (app) – this one comes from I have no idea where; it doesn't seem to be an educator
  • Pick anything from the "Education" section of the app store: http://www.apple.com/education/apps/– scroll down to the "History and Geography" section. Find something, try it out, keep track of where it's coming from: inside or outside the education community? From a social studies educator or someone more generically focused (e.g., a technologist)?
  • Pick anything from a specialized list – for example, http://teachwithyouripad.wikispaces.com/Social+Studies+Apps
• Time permitting: Let's talk about the State of the Union!
• Housekeeping
  
  • Original instructional materials #2? 
  • Everything OK with the first course plan?
  • Checking on HTCE participants
  • Discussing fieldwork

After class

• Reading
  
  • Chapin, Ch. 4
  • Hammond, 2010
  • optional: Hammond & Manfra, 2009
    
• Assignments
  
  • Update me on your field experience: Do you have a placement? Have you contacted the teacher? Do you have a schedule in place to get in your hours? Do you need any help with this? 
  • WTL: Apologies, but there are a lot of things I want you to do. In separate posts, 
    
    • Describe and comment on your iPad exploration – what apps did you look at? What did you like / dislike? How might you use them? 
    • Draw a map of the world, scan it, upload it to your thread (to prep for geography next week)
    • To prepare for a guest speaker next week: Pretend that you are going to teach a unit, the topic is either India or Islam (your choice). Spend a little time thinking about what you might teach and how you might teach it. BE SURE to specify the learners you have in mind: Rural / suburban / urban; high-achieving / low-achieving / mixed; public / private / charter, etc. 
  • Finalize your HTCE participant

Session 7 - Tuesday, 26 Feb

Before class

• Complete WTL, second course plan.
• Complete reading

During class (ppt)

• Housekeeping – previewing assignments
• Geography ed, re-cap from last session
• Moving forward
  
  • Stances
  • Maps & empathy
  • New method and some essential content: Map projections. See relevant bookmarks.
  • Another method, plus reminder on importance of technology: 'Weaving the Globe': Input your data; look at others' output.
  • Another method, plus a plug for Teachers Curriculum Institute materials (and a model for micro-teaching) – we'll make use of some YouTube videos for this, courtesy of Lyle Hiroshi Saxon. Literally THOUSANDS of videos. Thanks, mate!
  • Geography and history: Reclaiming Henry Noll
• Recap of geography ed
• Picking micro-teaching assignments

After class

• Reading – both of these pieces point out the possibilities for technology to significantly impact geography teaching, content, and student outcomes.
  
  • Doering & Veletsianos, 2007
  • Milson, Gilbert, & Earle, 2007
• Assignments
  
  • WTL
  • Work on HTCE
  • Complete and turn in curriculum map assignment
  • Sign up for microteaching time slot via this handy form.

Session 8 - Tuesday, 5 Mar

Before class

• Complete reading
• Complete WTL
• Turn in curriculum map
• Sign up for microteaching slot – see links above

During class (ppt)

• Getting our microteaching organized: Confirming dates; who wants what topic? 
• And a little sidebar on pedagogical stances. This refers back to an optional reading from earlier in the semester: Hammond & Manfra, 2009
• Getting started on civics
  
  • An opening activity: Bill of Rights bingo! Note that this is from the Utah Education Network (lesson page); you may want to bookmark them. 
  • Conceptual framing of civics / stances
  • Another activity: Branches of govt via photo markup. 
  • How about a community-oriented approach? Welcome to OpenSecrets.
    
    • Pennsylvania's 15th Congressional District, 2012 race.
    • Looking up donors from my ZIP code. 
  • What kind of citizen? (adapted from Westheimer & Kahne)
  • Examining standards
    
    • PDE old vs. new
    • Center for Civic Education. 
  • Going further with the Center for Civic Ed
    
    • Project Citizen (Level 1) – skip to p. 30 to walk through the portfolio display concept.
    • We the People simulated Congressional hearing, high school level.
    • (Lesson plans from CCE)
  • What's special about civics? (Back to the pedagogical stance stuff)
• Time permitting: Another vision of citizenship: Question Time. 

After class

• WTL: Take 15 minutes and write how the American government works. Next, take 10 minutes to explain what democracy is. How much overlap is there between your explanation of the two topics?
• Prep microteaching (if you're scheduled to go next)
• Think about your unit – what topic? Methods? Assessments? Special needs learners? 
• Reading
  
  • Chapin, Ch. 5
  • Westheimer & Kahne, 2004
  • Smith, 2004
• STAND BY for some prep work. I want to run a debate and/or simulation in our next class; I'll email out instructions once I get it sorted out. 

Session 9 - Tuesday, 19 Mar 

Before class

During class (ppt)

• Microteaching: Karina
• Civics, part 2: Civics as action, not knowledge
  
  • Civics and the dilemma of deferred action: You learn it now, but you use it later
  • Civics in multiple contexts: Adults' world vs. students' world
  • Bringing these concerns together: Simulations and debates
  • Civics as MORE than just voting
    
    • I can't vote...but I can poll!
    • Modern-day slavery: http://slaveryfootprint.org 
    • Carbon footprint: http://www.ei.lehigh.edu/learners/cc/carboncalc.html
    • Community organizing?
• Closure

After class

• Reading
  
  • t/k – I'm scanning selections from Diana Hess' Controversy in the Classroom (2009; see Amazon link). I'll let you know when it's posted.
• Assignments
  
  • WTL
  • Complete and turn in unit overview

Session 10 - Tuesday, 26 Mar

Before class

• Complete reading
• Complete and turn in your unit overview; if you need a little extra time, that's fine (since it took me longer than it should have to give feedback on your curriculum maps)

During class (ppt)

• Housekeeping
• Microteaching: Tierney
• 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: Take the assessment & then evaluate your work
    
    • Digital documentary group
      
      • Other approaches: 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)

After class

• Reading
  
  • Reich, 2009
  • Re-visit NAEP and Praxis links (see CourseSite) as needed
• Assignments
  
  • WTL
  • Complete and turn in your HTCE. Again, if you need more time, let me know
  • Microteaching: If you did your microteaching, write your reflection. If your microteaching is coming up: Prepare your materials and post them to the forum in CourseSite

Session 11 - Tuesday, 2 Apr

Before class

• Complete reading
• Complete assignments. If you're not turning in your HTCE, let me know when I can expect it!

During class (ppt)

• Microteaching: Cameron
• Conceptual work
  
  • Finishing assessment
    
    • Discussing alternative test-taking experience
    • Digital documentary group
      
      • Other approaches: 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.  
  • Accommodation & Inclusion
    
    • Videos to watch
      
      • I am Tyler
      • "Volcanoes" by Alexis.
    • Sharing what you've seen / done in your fieldwork
    • Some big picture background on the law & demographics
    • Given this large-scale, career-long challenge...break it into three pieces
      
      • Learning more about students, their needs, and their contexts–unfortunately, we're going to have to look to SpEd 332, TLT 404, etc., for the heavy lifting here
      • Making sure you have a survival kit of teaching / assessment strategies
        
        
        • Teacher behaviors: Lots of possibilities, but I'll focus on sheltered instruction
          
          
          • Experience it
            
            • Go to http://iris.peabody.vanderbilt.edu/activities/independent/iin009.html
            • 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://www.dentonisd.org/51238713151612/lib/51238713151612/Kappad_Delta_Pi_Record_Article_on_SIOP.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://www.scsk12.org/scs/subject-areas/ESL/PDFs/Hurleys-ESL-Modifications.pdf and read the "Assessment Modifications" on pp. 2-3.
          • Finally, go to http://www.pdesas.org/module/assessment/Search.aspx and retrieve some PDE-recommended assessment items. (I recommend "History", "9th grade" – this should return a mix of document-based questions.) Try your hand at adapting these items 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 as possible
          
          
          • 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 TLT 432, if you've taken it)
          • Re-visit one or both of your microteaching lessons – how would / should you change it to include the techniques of sheltered instruction?
        • Technology and integration – again, many possibilities here, but we'll focus on SmartBoards
          
          • Consider this teacher's discussion of SmartBoards and student-created multi-media: http://www.edweek.org/tsb/articles/2011/10/13/01mullen.h05.html
          • (If you have any experience working at Centennial, feel free to draw upon that as well)
          • Prepare a brief demo of what SmartBoards can do for a social studies topic of your choosing. As a fallback, draw upon this file. 
      • Resources for continuing growth
        
        • Again, the IRIS project at Vanderbilt: http://iris.peabody.vanderbilt.edu/resources.html
        • For ELL, the Utah Education Network is impressive: http://www.uen.org/k12educator/ell/
        • UDL: In addition to the home site, check out CAST.org – they focus on applying UDL to SpEd.
        • And of course my bookmarks have resources and will continue to grow over time
          and of course your trusted partners that you will (or already are?) work with – other faculty members, parents, counselors, LS staff, etc.
          
          • http://delicious.com/tchammond/ELL (and variants)
          • delicious.com/tchammond/inclusion.
          • delicious.com/tchammond/differentiation. 
          • (etc.)

After class

• Reading
  

  • Material on ELPS in CourseSite

  • Cho & Reich, 2008

  • Cruz & Thornburg, 2009
• Assignments
  • Review the material with the green headers in the course record, above. We didn't get to it in class, but I'd like to start out discussing it in our next class. You will need these strategies to (a) start building your toolkit of inclusion strategies, and (b) meet the adaptation/modification requirements of your unit.
  • Come to class prepared to discuss your unit: How is it coming? What decisions are you facing? What do you have in mind for your assessments? What individual learners will you plan for? 
  • WTL
  • Work on your final unit
  • Microteaching: If you did your microteaching, write your reflection. If your microteaching is coming up: Prepare your materials and post them to the forum in CourseSite

Session 12 - Tuesday, 9 Apr

Before class

During class

• Microteaching: Corey
• Discussing units, adaptations for special needs learners, and assessment
• Opening up economics ed
  
  • 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
  • Day, 2006
  • Caldwell & O'Driscoll, 2007
  • NCEE, 2007
  • review Chapin, Ch. 8 (3rd ed) or 7 (2nd ed) – just the economics material
  • optional: Fraser, 2007
• Assignments
  
  • WTL
  • Complete remaining assignments!

Session 13 - Tuesday, 16 Apr

Before class

• Work on remaining assignments. Come prepared to discuss your accommodations for your special needs learners
• WTL
• Complete reading – file away useful economics materials for future reference!

During class

• Housekeeping: Re-scheduling next week's session. Fill out the form here. 
• Microteaching: Bachka
• Talking about units: What are your adaptations for your special needs learners? 
• Talking about current events: Should the bombing in Boston be mentioned or not? If so, how should you approach it? 
• Starting to unpack our iPad experience
  • My thesis
  • Some popular press to back up my thesis: "The Smart Way to Use iPads in the Classroom" (Slate)
  • And here's an example for you to try out: EduCreations (website, link to page in app store)
    • Sample 1: Branches of Govt (approx 1 minute; from student at TCU)
    • Sample 2: Mexican-American War (approx 10 minutes; by middle school teacher – see his full set of videos here)
    • Sample 3 (and my proof-of-concept): Vietnam War (approx 11 minutes, by me!)
  • Implications
    • Does this support my thesis?
    • Who should be the primary consumer? Audience? 
    • Fitting this into instructional strategies
      • Flipped curriculum?
      • Student project work? 
      • Meeting special learners' needs?
    • ...does this have anything to do with democratic classrooms? 

After class

• Complete your work! No WTL, no reading, just crank away on your units and whatever else you have left

Session 14 - Tuesday, 23 Apr

Before class

During class

After class

LAST DAY TO TURN IN ASSIGNMENTS: Tuesday, 30 April

(back to top?)

end