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TLT 412, Fall 2016 - Course record

TLT 412, Fall 2016 - Course record

Nov 17, 2016

Navigation short-cut: Session jump by number

1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 ...end

Session 1 - Thursday, 1 Sep

Before class

  • Buy a copy of the textbook (Maxim, 2014, Dynamic Social Studies for Constructivist Classrooms). 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?

    • What is social studies methods?

      • Content?

      • Techniques?

      • Lesson planning?

    • Who am I as a social studies educator?

  • 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?

    • Stick around for portfolio work

After class

  • Reading

    • Maxim, Ch. 1 (What is?)

    • 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 - Thursday, 8 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

        • PDE (all via CourseSite)

          • new geography, 3-8

          • new geography, preK-2.

        • C3 Framework – note that for geography, they reach back to the old "Five Themes" of geography.

      • Parsing it a little more simply

  • Closure

After class

Session 3 - Thursday, 15 Sep

Before class

  • Complete reading

  • Complete and bring in your Original Instructional Material assignment #1, bring it to class. (But don't forget to also upload it to CourseSite!)

  • Complete the WTL

During class (ppt)

  • Housekeeping

  • Original instructional materials work

    • Getting ready to share our OIP #1sI'll be demoing using this Google Earth file built from the data you gave me (plus older data)

    • Sharing 

    • Talking about OIM #2: Check out my SmartBoard-based puzzle map of South America. What approach to geography is it? (Traditional) So: For your OIM #2, try a new-to-you technology (SmartBoard? Google Earth?), a different lens (traditional vs. disciplinary vs. student-centered) – mix it up! Stretch your thinking and your tech skills!

  • Conceptual work

    • Finishing off what I didn't get to last week: Three stances of geography ed, demo'd with three methods

      • "Weaving the Globe" (which we did at the beginning of the session)

      • SmartBoard puzzle map (which we did after sharing OIP #1)

      • "What's in a Place Name?"

    • Taking a look at standards

    • 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

  • Closure

After class

  • Reading

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

    • Read Barton & Levstik, 1996 (at least to the point where you understand context of HTCE assignment)

  • Assignments

    • WTL

    • 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

    • Complete and turn in HTCE prep work

 

 

Session 4 - Thursday, 22 Sep

Before class

  • Complete reading

  • Prepare and turn in HTCE prep

  • Complete WTL

During class (ppt)

After class

  • Reading

    • optional: Hammond, Bodzin, & Stanlick, 2014

    • If you haven't already: Read through PDE ELPS, or at least the stuff I extracted for social studies.

  • Assignments

    • Complete & turn in OIP #2. (If you need help thinking of something: re-read Keeler & Langhorst, 2008)

Session 5 - Thursday, 29 Sep

Before class

  • Complete the reading.

  • Complete and turn in your Original Instructional Material #2. Don't forget to write the reflection! (See syllabus for details)

During class (ppt)

  • Housekeeping

  • Conceptual work

    • Diversity ed implication of geography (and more! History, civics, you name it): 

      • Here are some images / webmaps I'm drawing from 

        • Flickr world map, searching "Families" in N'Djamena. Note that it comes up a little off from N'Djamena, so feel free to re-run the search, just looking for images from the city

      • I'll be using Chimamanda Adichie's TED talk. I'll just play a few bits; feel free to watch all of it. 

    • History ed work

  • Closure

After class

  • Reading

    • Skim: Hammond & Manfra, 2009

    • Maxim, Ch. 7 (history – note how this is first in his content-specific chapters?)

    • History standards (at least skim): PDE, C3; look at NCHS if you wish

    • Maxim, Ch. 4, 5, & 6 – just get started on this; they expand upon the pedagogical points I was making tonight. You can finish them up later, but give a quick skim for now and maybe drill down on one of the three chapters

  • Assignments

    • WTL on history ed

    • Field experience update

    • Think ahead about curriculum map

Session 6 - Thursday, 6 Oct

Before class

  • Complete readings–note that I crossed off some bits

  • Complete and turn in fieldwork update / "first installment"

  • Do WTL

During class (ppt)

  • Housekeeping

  • Conceptual work

    • Pushing forward on history ed methods: Things with images:

    • Pedagogical framing: Giving-Prompting-Making; observe how this overlays with the stances

    • And a deep, philosophical look at Why: Why do we teach history?

    • Back into history ed methods: Things with timelines

    • And a closing question or two about Wikipedia

  • Closure

After class

  • Reading

    • Hammond & Manfra, 2009

    • Maxim, Ch. 4, 5, & 6 – these expand upon the pedagogical points I was making tonight, but with a much better theory base.

  • Assignments

    • Complete and turn in curriculum map

 

Session 7 - Thursday, 13 Oct 

Before class

  • Complete reading

During class (ppt)

  • Housekeeping

    • Qs about turning in curriculum map?

    • Organizing microteaching

    • Thinking about curriculum map

  • Conceptual work: Finishing off history ed

    • Re-visiting big picture from geography ed & what we've covered thus far in history ed

    • Wikipedia work

    • Extending wikipedia work

  • Closure

After class

  • Reading

    • Read whatever is at the level that interests you most (preK-4)

      • Barton, 1997 (4th & 5th grade)

      • Tiemann & Fallace, 2009 (K)

      • Jensen, 2009 (5th grade...but applies broadly)

  • Assignments

    • Tell me where you would like to fall in the microteaching schedule, using this handy form (also linked in CourseSite). 

    • Working ahead: Think about unit overview

 

FYI: Pacing break - Monday, 17 Oct & Tuesday, 18 Oct 

 

Session 8 - Thursday, 20 Oct 

Before class

  • Complete reading

During class (ppt)

  • Housekeeping

    • Unit overview Qs

  • Conceptual work: From standards to objectives

  • Conceptual work: Getting started on civics ed

    • Initiating activity #1: Branches of government

    • Initiating activity #2: Community resources

      • Let's start with an activity, or sequence of activities. It's a twist on the classic 'community helpers' topic (see some sample materials, if you need to, or consult this set of lesson descriptions), but it takes a broader frame: 'community needs' vs. 'community resources'. If you want to look through the materials:

        • The game was created using arisgames.org; I'll be happy to share the game so you can see it and make a copy to tinker on your own.

        • Here's a sample Google Earth overlay I made, focusing on the area around Building 21, in Allentown. Note that you need to create one that is relevant to whatever school environment you would want to run the activity in.

        • Here's the handout (one sheet for classwork, one sheet for homework).

    • What do these activities tell us about civics? 

    • Another look at civics ed: questions from the US Customs & Immigration Service

    • Some standard questions as we encounter a new content area

      • What are the content-area associations that focus on civics ed? Center for Civic Ed (http://www.civiced.org/) is the biggie.

      • What are the standards for civics ed? PDE, C3 Framework (in CourseSite); Center for Civic Ed (CCE) also has their own set of standards

      • What are some resources for civics ed? https://delicious.com/tchammond/TLT412,civics --see also the 'We the People' and 'Project Citizen' materials from CCE

      • What are different approaches to civics ed – traditional? Disciplinary? Community-centered?

      • What's so special about civics education?

    • Three salient 'buckets' of civics resources

      • Bucket #1: Materials from the Center for Civic Education

      • Bucket #2: Materials from iCivics

        • About page – be sure to check out some of the info under "Our Impact" to get a sense of what grade(s) they think this is for and how they feel they're doing.

        • Scope-and-sequence – just get a sense for what topics and methods they have going on. Note that they don't make any statements about what grade levels should work on which topics!

        • Games – these are all Flash-based and therefore might not work on some mobile devices. I picked a timely one: "Cast Your Vote"

        • ...de-brief

      • Bucket #3: And now some other materials, that you'll hopefully have more context for by this point

  • Closure

After class

  • Reading

    • Civics standards: PDE, C3, and perhaps (your call) Center for Civic Ed. All of these are available in the folder in CourseSite

    • Maxim, Ch. 9

    • As needed: Review materials on instructional objectives

  • Assignments

    • Complete and turn in unit overview

    • If you are microteaching: Prep your lesson and materials; if you need to turn in your unit overview late, that's fine. 

Session 9 - Thursday, 27 Oct

Before class

  • Complete reading

During class (ppt)

  • Housekeeping

  • Microteaching

    • Katie E.

    • Molly S.

    • Kelsey K.

  • Conceptual work: Moving forward with civics ed

    • Re-visiting what we did last week

    • Some standard questions as we encounter a new content area

      • What are the content-area associations that focus on civics ed? Center for Civic Ed (http://www.civiced.org/) is the biggie.

      • What are the standards for civics ed? PDE, C3 Framework (in CourseSite); Center for Civic Ed (CCE) also has their own set of standards

      • What are some resources for civics ed? https://delicious.com/tchammond/TLT412,civics --see also the 'We the People' and 'Project Citizen' materials from CCE