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TLT 412, Fall 2014 - Course record

TLT 412, Fall 2014 - Course record

Nov 10, 2014

Navigation short-cut: Session jump by number

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 Session 1 - Monday, 25 Aug

Before class

  • Buy a copy of the textbook (Lee, 2008, Visualizing Elementary Social Studies Methods). The bookstore has it; Amazon has it; used copies are fine. 

  • Cruise this wiki and the CourseSite.

  • I have paper copies of the syllabus; you don't have to print out a copy yourself.

During class (ppt)

  • Housekeeping

    • Introductions

    • Looking at our toolbox: CourseSite, wiki, bookmarks, etc.

    • Reviewing syllabus

      • Assignments and grading

      • First step: Completing your first WTL entries

    • Questions thus far?

  • Conceptual work

    • What is social studies?

      • Jigsaw(-ish) / LGL activity

        • Form five groups

          • Group A: Use the collected memories from our WTL exercise. 

          • Group A: NCSS materials, publications

          • Group B: PA standards, textbooks; other-content area groups' materials. Use the paper materials plus this link. 

          • Group C: "Education market" materials

          • Group D: "Heritage market" materials--paper items plus these links: A, B, C.

          • Group E: Re-purposed non-educational materials

        • Group: Look over your collection and create GROUPS of items that seem to be similar.

        • Label: Identify each group by a short (1-4 word) label.

    • What is social studies methods?

      • Content?

      • Techniques?

      • Lesson planning?

    • Notes on the "unfunded mandates" in the class

      • Social studies / methods class and arts integration

      • Methods class and portfolio updating

    • Who am I as a social studies educator? 

    • Further resources for social studies ed

      • Standards

        • PDE: Old standards and new standards are both available in CourseSite – look down at the bottom of the page.

        • National organizations. (Note the big four content areas, plus the umbrella/integrated organization, NCSS)

      • Lesson plans & curricular materials

        • PDESAS

          • Curriculum in elementary social studies = pretty patchy. But do note the organizational scheme of Big Ideas, Essential Questions, Essential Concepts, etc.

          • Lesson plans, activities, etc. – be sure to start at the "Advanced Search" page.

        • Given the absence of unified curriculum at the PDE level, I've bookmarked a number of district-level curricula, both within Pennsylvania and elsewhere. 

        • Schools of California Online Resources for Education has some pretty useful stuff. 

        • The national organizations also feature important resources – for example, we'll be highlighting EconEdLinkfrom the Council for Economic Education.

      • "Stuff"

  • Closure

    • Review of what's due next week – reminder about filling in info for "Weaving the Globe"

    • Review of what's where (wiki, CourseSite)

    • Any questions?

After class

  • Reading

    • Lee, Ch. 1 (What is?) & 2 (Reflective) 

    • Crocco, 2004 (as an overview and critique of the field – if nothing else, this should teach you to be an informed, critical consumer of social studies materials)

    • NCSS, 2009

  • Assignments

    • WTL

    • Update your profile in CourseSite to include your picture

    • Starting planning out your upcoming assignments: Original Instructional Materials product #1, who you'll interview for HTCE, etc. 

    • Bookmark class websites on your computer (e.g., CourseSite, relevant wiki pages)

    • Fill out the “Weaving the Globe” input form.

    • Input your portfolio URL ASAP

 Session 2 - Monday, 1 Sep

Before class

During class (ppt)

  • Housekeeping

  • Conceptual work

    • Opening activity: Sketchmaps

    • Sketchmaps & schema

    • Examples of how social studies schema are complicated / slippery / layered

    • NCSS on the purpose of social studies

    • Curricular frameworks

    • A proposed, deliberately provocative framework of aims: A three-ring circus

    • NCSS and powerful social studies

    • Digging into geography

      • Standards – analyze these for suggested / implicit curricular frameworks and aims

      • Curricula: Focus on material from BASD. --For whatever very odd reason (I can't think of a good one!), this now requires a login!

      • Parsing it a little more simply

  • Closure

After class

  • Reading

    • Lee, Ch. 6 (Geography) & 4 (Standards; connect to discussion of frameworks) – we're going to save this for later

    • Re-visit NCSS, 2009

    • Brophy & Alleman, 2002

    • optional: Wade, 2002

    • skim: Keeler & Langhorst, 2008 (to get ideas for orig inst materials assigns)

  • Assignments 

    • WTL

    • Complete instructional product #1, bring it to class ready to share!

 Session 3 - Monday, 8 Sep

Before class

  • Complete reading

  • Complete and bring in your Original Instructional Materials product #1

  • WTL

During class (ppt)

After class

  • Reading

    • Lee, Ch. 11 (Planning); review Ch. 6 (Geography)

    • Geography standards: PDE, C3; see other nat’l orgs as you see fit

    • Preview Chimamanda Adichie video.

    • If you can do it now: Read Barton & Levstik, 1996 (understand context of HTCE assignment)

  • Assignments

    • WTL: None this week!

    • Work on original instructional materials assignment, product #2

    • Please consider sharing your OIM #1 by uploading to the Forum in CourseSite for this week’s class

    • If you can: Complete HTCE prep work

 Session 4 - Monday, 15 Sep

Before class

  • Complete reading

  • Complete and turn in your HTCE prep...unless you don't have time. You can turn this in later in the semester, too; I'm just recommending getting it done now so you can cross it off your list. 

During class (ppt)

  • Housekeeping

    • OIM #1 returned

    • HTCE prep questions? 

  • Current events stuff

    • Any observations / comments on Sep 11th (aka Patriot's Day) observances in schools?

    • Coming up this week: Constitution Day / Citizenship Day on Wed, Sep 17.

  • Conceptual work

    • Re-capping three stances, emph. on geo ed.

    • Digging into geo. ed, this time aiming at human geography (but with some human-environment interaction

      • Families and Food activity --> discussion of pedagogical stances to meet up with our 'aims' stances.

      • 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"

  • Closure

After class

  • Reading

    • Lee, Ch. 3 & Ch. 8

    • OPTIONAL: Hammond & Manfra, 2009

  • Assignments

    • WTL

    • Complete OIM #2 – don't forget the reflection component!

    • Work on other assignments as needed. (E.g., if you punted on the HTCE prep, don't let it languish!!)

 Session 5 - Monday, 22 Sep

Before class

  • Complete the reading.

  • Complete and turn in the second Original Instructional Materials product. Don't forget to write a reflection! (See syllabus for details on what you need to address in the reflection.)

During class (ppt)

  • Housekeeping

  • Conceptual work

    • Moving from geography ed to history ed

    • History ed...using a variety of image-based teaching techniques

    • Pedagogical stances: A new twist to add to our discussion: Trivial, interactive, and authentic activities.

    • Connecting back to the "three stances" idea

    • Ambitious history ed: Challenges

  • Closure

After class

  • Reading

    • Lee, Ch. 9

    • Tiemann & Fallace, 2009

  • Assignments

    • WTL – this week we're doing a Q&A forum. I've posed two Qs having to do with history ed & history; you supply the As. No right/wrong answers!

    • Complete and turn in your fieldwork 'first installment' (soft deadline)

 Session 6 - Monday, 29 Sep

Before class

  • Complete readings

  • Complete WTL – remember there are TWO questions, please answer each. No wrong answers!

  • Complete and turn in your fieldwork 'first installment'...unless you need more time to have something to report

During class (ppt)

  • Housekeeping

  • Conceptual work – wrapping up history ed (with any luck)

    • Why teach history?

    • Three stances: Can tell you WHY...but none of them are perfectly convincing

    • Methods: Some cross over from geography, some are unique to history, and some are things I've been cogitating upon

  • Closure

After class

  • Reading

    • Lee, Ch. 10

    • Jensen, 2008

  • Assignments

    • WTL (curriculum map brainstorming)

    • Complete & turn in your curriculum map!

Pacing break - Monday, 6 Oct & Tuesday, 7 Oct 

 Session 7 - Monday, 13 Oct

Before class

  • Complete readings

  • Complete and turn in your curriculum map

During class (ppt)

  • Housekeeping

  • Conceptual work

  • Closure

  • Alternate plan to get us out of the room: A quick trip back to teaching geography, this time using some moderately fancy technologies (GPS units) and a pretty ubiquitous tool (Google Earth) that you've seen before but perhaps not played with.

After class

  • Reading – none!

  • Assignments – none!

 Session 8 - Monday, 20 Oct 

Before class

  • (Think about your instructional unit!)

During class (ppt)

  • Housekeeping

    • Discussing microteaching: Sign up for spot in sequence, what the expectations are

    • Discussing unit overview expectations, purpose.

  • Conceptual work

    • Putting last week's work in context: Why teach geography this way? What are the pay-offs? What are the opportunities?

      • To demo the pay-offs, let's try that forum activity again

      • To demo the opportunities: Consider what can be done with GPS units for local inquiry

    • More putting our work up to this point in context: A ridiculous matrix of social studies content and methods

    • Digging into economics

      • What is economics and why isn't it in our textbook?

      • 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 materials

        • Day, 2006: What is Economics?

        • VanFossen, 2003: suggestions for teaching econ in elementary SS 

        • Council Economic Education

        • The classic: Play Doh Economics (to be demo'd in a few minutes)

      • Some econ activities

        • Warm up: The economics of candy consumption

        • And now for a slam-dunk: A lesson adapted from Play-Doh economics.

  • Closure

After class

  • Reading

    • Econ articles & resources

      • Download and store for future reference

        • Play Doh Economics (this is the first edition; the second edition is much nicer)

        • OSURF, 2009 student and instructor files

      • Day, 2006

      • VanFossen, 2003

    • Econ standards – just skim as needed; if you choose not to focus on this, it's fine. But you at least need to check out the documents

      • PDE: preK-2 & 3-8

      • NCSS (C3 Framework)

      • The content-area organization: Council for Economic Education. These guys have very, very good stuff. Great combo of standards AND examples AND discussion. A very nice resource.

  • Assignments

 Session 9 - Monday, 27 Oct

Before class

  • Complete reading