TLT 431, Spring 2022 - Course record

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

Session 1 - Wednesday, 26 Jan

This week's session is asynchronous (that is, we're not meeting in-person nor are we meeting online during our 7-10 block), so please do the following

• Log into our CourseSite for this class
• Read the syllabus and get a sense of the assignments; the approximate due dates are in CourseSite if you scroll down – look for the links for turning in the assignments. Write down any questions you might have; we'll have time to discuss next week
• Get a copy of the textbook. If you need to play catch up on the textbook reading, that's fine – there's nothing I'm doing that requires immediate, detailed reading of the text.
• If you haven't already, make a post in the 'Introductions!' forum
• I'm trying something new this semester: Take a look at the Allentown School District openings I've linked in CourseSite. (I've also posted a PDF of one position description, just in case the ones I've linked to get taken down.) Feel free to also look for other position openings as well, if you like. Read them over carefully, then make a post in the forum labeled, "Write your own position description for social studies". What do YOU think a school district should be looking for in a social studies teacher? 
• Finally, set some goals for yourself. I created a forum ("Goal-setting") and provided way-too-long model. You can feel free to be far, far, FAR more concise / less ambitious / however you wish.
• Then we have some things to read and/or organize
  • Textbook (Chapin): read Ch. 1
  • Standards
    • Find the folder in CourseSite labeled 'Standards'. Download the contents and take a quick look.
      • There are two sets of PDE content standards for social studies: secondary (grades 9-12) and elementary (grades 3-8; you'll use the upper end of this range if/when you do middle school planning.)
      • Then look at the College, Career, and Civic Life (C3) Framework document. You'll see the same topic areas (history, geography, economics, civics), but with more emphasis on skills and a more thorough discussion of what this instruction looks like in action. 
      • Finally, take a look at the 'PA Core' standards for reading and writing in social studies. We won't be deeply engaged with these, but they are part of your instructional mandate – in fact, in some districts, the social studies curriculum is overseen by the literacy coordinator (!)
  • Other pieces
    • Read NCSS, 2008. In fact, the whole list of NCSS position statements is probably worth bookmarking!
    • Read Gaudelli & Laverty, 2017 (find it in the 'Copyrighted readings' folder in CourseSite. FYI: Gaudelli is the dean of Lehigh's College of Ed, so give this a think!
    • Optional – again, you can find these in the 'Copyrighted readings' folder in CourseSite: Mehlinger, 1988; Crocco, 2004

Session 2 - Wednesday, 2 Feb

Before class

• Complete readings / postings / etc. for our 'asynchronous week', above

During class (ppt)

• Housekeeping: Syllabus, textbook, etc etc etc
• Conceptual work: What IS social studies?
  • 'First pass' materials
    • Standards (see CourseSite)
    • Textbooks (in-class materials) // Social studies education community materials
    • Other resources (in-class materials)
    • 1916 NEA Commission report: The Social Studies in Secondary Education
  • 'Second pass' links
    • The Toledo War vs. recent bomb threats at HBCUs
    • The California Gold Rush (ReadWriteThink.org, CSPAN.org) vs. Congo cobalt mines (Sky News, The New Yorker)
    • The assassination of Archduke Franz Ferdinand vs. current Russian threats to Ukraine
    • The Single Whip Law vs. current supply chain disruptions   
    • Watergate (PBS.org, Modern America unit plan) vs. the transcript of the Trump-Zelensky phone call on July 25, 2019 (CNN, Vox)
  • Third step: Google Docs to use for GROUPING
    • Version A
    • Version B
    • Version C
    • Version D
  • JamBoard of methods – we will revisit this throughout the semester: https://jamboard.google.com/d/1uojBjt-1OR1iqXDBmCLozJieUlqvqsLPhig4x5BVrmY/edit?usp=sharing

After class

• Reading: Borrow something, see what's good, bring it back next week!
• Assignments
  • Prepare & turn in Original Instructional Material #1
  • Start working on your HTCE image set – not due until two weeks from now
  • WTL: Write your social studies autobiography

Session 3 - Wednesday, 9 Feb

Before class

• See above – no changes. 
• (Don't forget to bring back what you borrowed!)

During class (ppt)

• Show-and-tell time with your Original Instructional Material #1
• Organizing framework #1: Pedagogical Content Knowledge (PCK), extended to Technological Pedagogical Content Knowledge (TPACK)
  • We'll mess around (of course!) with our JamBoard of methods during this discussion: 
  • https://jamboard.google.com/d/1uojBjt-1OR1iqXDBmCLozJieUlqvqsLPhig4x5BVrmY/edit?usp=sharing
• My show-and-tells, selected in part to demonstrate some TPACK
  • Declaration of Independence signers: ArcGIS Online map by Julie Oltman & Tom Hammond; StoryMap by Tom Hammond
  • Holocaust: ArcGIS.com map created by Tom Hammond, 2016; additional border layers from Julie Oltman
  • Something simple: European settlements along the Lehigh River: ArcGIS.com StoryMap created by Tom Hammond, 2018: https://arcg.is/0LiKD1
• Another (stolen) show-and-tell, this time to demonstrate the primacy PCK (PCK > TPACK?): 'The Story of Aaron'
  • This activity draws upon this database: http://www2.vcdh.virginia.edu/gos/
• Organizing framework #2: Teacher 'stances' towards social studies instruction
  • In context of a specific discipline: stances towards history education
  • Example: 'The Story of Aaron' = ?? Traditional? Disciplinary? Social?
• Looking ahead to OIP #2

After class

• Reading
  • Chapin chapter on Teaching History (Ch. 6)
  • Fallace, 2010 (basically does a better job than I do at explaining three stances to teaching social studies)
  • Barton & Levstik, 1996 -This is the set up to the HTCE assignment!!!!
• Assignments
  • Complete and turn in your HTCE prep (image set, w/citation & discussion of each image)
  • Think about OIP #2; it’s due week after next. If you would like some modeling, see Keeler & Langhorst, 2008 article. It’s dated but demonstrates the idea
  • Write the history of the world...in 30 minutes or less. 

Session 4 - Wednesday, 16 Feb

Before class

• Turn in HTCE prep (image set, w/citation & discussion of each image)
• Think about OIP #2
• Don't forget about the writing-to-learn: Write the history of the world...in 30 minutes or less.

During class (ppt)

• The frameworks that we didn't get all the way through last week
  • TPACK, as a way of thinking about how you plug things together during instructional planning – choosing content, juggling pedagogical options, thinking about what technology might connect
  • Teacher stances / dispositions towards social studies
• Getting started on history ed
  • (A light gloss on the content)
    • Something I want to dip into as a demo: Google Earth file about the Great Wall(s) of China 
    • (I might also bring up this accompanying guided notes sheet
  • Standards...and culture wars
  • Talking about history content vs. skills...and this will springboard us into talking about methods.
  • Methods talk: tonight we're just getting into timelining; next week we'll go further
    • JamBoard for playing through a couple of the ideas about timelines
• Closure: Let's revisit our JamBoard of methods – what can we add? Is anything history-specific?

After class

• Reading
  • Read (or re-read) the PDE and C3 standards on history
  • Wineburg, 1991 – this is a set up for our discussion about sourcework next week
• Assignments
  • Complete and turn in your OIP #2
  • WTL: How do you use Wikipedia? Why do you use it this way?

Session 5 - Wednesday, 23 Feb

Before class

• Complete & turn in OIP #2; don't forget about the reflection!
• WTL on Wikipedia
• Complete reading – you don't have to read the Wineburg in detail unless you wish to really dig in. Just get a flavor

During class (ppt)

• Looking at history standards: PDE, C3...I want to make sure that folks note the 'Inquiry Arc' from the C3 standards. 
• Doing a quick historical inquiry? Looking at some images and texts from and about King Philip's War (Wikipedia article, if you want to get a little background)
• Historical thinking discussion, with some re-arranging of Bloom's Taxonomy
• Discussing Wineburg's work on novice-vs-expert sourcework; these are the precursors to primary source heuristics
• Some exploration within Wikipedia – we won't get to all of this stuff, but....
  • Pledge of Allegiance: https://en.wikipedia.org/wiki/Pledge_of_Allegiance
  • Boston Massacre: https://en.wikipedia.org/wiki/Boston_Massacre 
    • I'm particularly interested in representations of Crispus Attucks on that page, as well as the page that focuses on him: https://en.wikipedia.org/wiki/Crispus_Attucks
  • Mr. Imagination, an artist whose sculptures can be seen on and around Lehigh's campus. (If you've never been to the sculpture garden behind fraternity row...go there, preferably just before dusk. And alone. Maybe right around Halloween? Pretty great Blair Witch Project vibes.)
    • My interest in this page actually has to do with its editors – search for Dthomsen8 and see what edits he made, look at what else he edited, see what groups he belongs to.
      • In case this gets missed: Yet another category in which Lehigh reigns supreme over Lafayette!!!1!! (Note: I'm being 98% sarcastic in saying this)
  • And now for an example that I planted: Henry Noll (https://en.wikipedia.org/wiki/Henry_Noll)
  • Consider other potential topics of local interest that could use a page or have a page that your students could contribute to: Burnside Plantation, Illick's Mill, South Bethlehem Historic District, Friedensville ....  
• Talking about Wikipedia
  • Applied epistemology
  • Wikipedia as serving all three stances towards teaching history
  • (Other things you can do with Wikipedia)
• Time permitting: The many challenges of history ed
• Re-visiting the JamBoard of Methods – what can we add?

After class

• Reading
  • Chapin, Ch. 2 (planning)
  • Review history standards; preview civics standards
• Assignments
  • Complete and turn in Course Plan #1. See CourseSite for a sample. Don't spend too much time on it
  • WTL to get warmed up for Civics ed

Session 6 - Wednesday, 2 Mar

Before class

• Read Chapin Ch. 6
• Review history standards, preview civics standards

During class (ppt)

• Current events discussion!!!!1!!!
• Pivoting from history to civics
• 'Civics is special' – we'll be returning to this a lot.... Supporting materials
  • USCIS test: https://my.uscis.gov/prep/test/civics/view
  • We'll also take a dip into iCivics' games
  • If you wish to have your mind blown, see what you can learn about Eco. (Hint: They have a wiki: https://wiki.play.eco/en/Eco_Wiki --that's probably a good resource)

After class

• (Anyone want to meet up to play a simple civics game in Southside Bethlehem? Maybe 5:00-6:00? Requires about 2 miles of walking)
• Turn in Course Plan #2 (can also turn in over spring break…)
• Reading
• Chapin, Ch. 7
• Go back over the Civics standards. How does the C3 Inquiry Arc look in civics??
• Hammond & Manfra, 2009

Session 7 - Wednesday, 9 Mar

Before class

• Complete reading. Don't forget to give a think about the Inquiry Arc in civics. What would that look like? 
• Turn in Course Plan #2
• Let me know if you're in for the walking-around-Southside civics game!

During class (ppt)

• Civics – what did we talk about last week? 
• Links for this week's advance into civics ed
  • Standards – PDE and C3 are in CourseSite, of course; we'll also take a look at the Center for Civic Education's standards: https://www.civiced.org/standards?page=58toc
  • Map of Lehigh Valley school districts and (dated) info about demographics and student outcomes: https://lu.maps.arcgis.com/home/webmap/viewer.html?webmap=41c0a3f52287480ca7192a11412f13cc&extent=-76.1328,40.465,-74.6964,41.0362
  • This is worth checking out: National Youth Rights Association info page about places that have lowered the voting age to 16 for school board elections: https://www.youthrights.org/issues/voting-age/voting-age-status-report/
  • The Dollar Street project: https://www.gapminder.org/dollar-street
  • (And of course the umbrella site, GapMinder itself: https://www.gapminder.org/tools/#$chart-type=bubbles&url=v1
  • A quick dip into some computational thinking applications – we'll discuss one of these
    • https://en.wikipedia.org/wiki/List_of_LGBT_members_of_the_United_States_Congress
    • https://en.wikipedia.org/wiki/Women_in_the_United_States_House_of_Representatives
• Re-visiting the JamBoard of Methods – what can we add?
• And a JamBoard for discussing Wiggins & McTighe / Backwards Design / Understanding by Design

After class

• Reading
  • Westheimer & Kahne, 2004
  • Westheimer, 2009
  • Chapin, ch. 3-4-5 (‘basic’ methods, better methods, assessment)
• Assignments: Complete and turn in curriculum map assignment (+ reflection!)

Session 8 - Wednesday, 16 Mar - NO CLASS; SPRING BREAK

Session 9 - Wednesday, 23 Mar

Before class

• Complete reading
• Complete and turn in curriculum map

During class (ppt)

• Reflecting on what we've done thus far: History ed, lots of civics ed
• Getting ready to put two more civics concepts on the table
  • Civic reasoning – note that this is an emerging topic!
  • Using a focusing lens, in this case the built environment. Using the Community Resources, Community Needs frame
    • We'll start out on & return to this JamBoard: https://jamboard.google.com/d/1uxq_-r463Y4fnYKCxOyg8xLfm6WSGFu4osaSAje401U/edit?usp=sharing 
    • This can be done a lot of ways, but I'm using the Field Maps app from Esri – you'll need to install this on your phone
      • Field Maps for iOS
      • Field Maps for Android
    • ...and the data you input will be visible / viewable on this map. 
    • If you want, you can browse the materials I've used for this in the past
      • Opening worksheet – the needs I have in mind are on the second page... – the needs I have in mind are on the second page...
      • Set of QR codes that I put up around the building
      • Google Earth overlay that shows these resources in the community
      • FYI: I created this with Julie Oltman, who teaches our geospatial tools class. If you haven't checked it out before, it's a great opportunity to learn more about Google Earth, ArcGIS, augmented reality, virtual reality, and more!
    • Another example of a great focusing lens: "Not Even Past" from the Univ of Richmond's Digital Scholarship Lab: 

      https://dsl.richmond.edu/socialvulnerability/map/#loc=11/40.024/-75.153&city=philadelphia-pa

  • (Something that doesn't fit, but just to talk about the DSL more: Check out their 'Electing the House of Representatives' project: https://dsl.richmond.edu/panorama/congress
    • Take a look at the 1966 map (right after Johnson has signed the Civil Rights Act and right before Nixon starts the Southern Strategy)
    • ...and compare with the 2018 map
• Wrapping up civics ed
• Previewing / organizing remaining assignments
  • Instructional unit overview
  • Microteaching
  • (HTCE report)
  • (Fieldwork report)
  • Final unit
• Time permitting: let's re-visit the JamBoard of Methods – what can we add?

After class

• Let me know where you'd like to fall in the microteaching sequence! Here's a Google form: https://docs.google.com/forms/d/e/1FAIpQLSedpVOWkjrAIOfQsl9IUmGiaQXu-nX9a4Qc7r-XPPADSMIwXw/viewform?usp=sf_link
• Reading
  • Wineburg et al., 2021 (forthcoming in the Journal of Educational Psychology)
  • Heilman, 2010
• WORK ON YOUR ASSIGNMENTS. Nothing due next week, but please move things forward.

Session 10 - Wednesday, 30 Mar

Before class

• Complete reading
• Don't forget to tell me where you'd like to be in the microteaching sequence!
• Work ahead on assignments

During class (ppt)

• Some close-out points on civics (along with relevant links).
  • We need to get back on our JamBoard of methods! https://jamboard.google.com/d/1uojBjt-1OR1iqXDBmCLozJieUlqvqsLPhig4x5BVrmY/edit?usp=sharing
  • What's different about civics: You keep learning as you go along. Cases in point...
    • https://www.americanprogress.org/article/what-about-white-voters/
    • http://www.livingroomcandidate.org/commercials/1968
  • New tools come along all the time
    • https://dsl.richmond.edu/panorama/congress
    • https://www.house.gov/, https://www.senate.gov/
    • https://www.politico.com/minutes/congress
• Getting into geography education
  • Worldle: https://worldle.teuteuf.fr/
  • What's in a State Name?: https://arcg.is/0XTCXL0
  • What the World Eats: This is from a book (https://www.amazon.com/What-World-Eats-Faith-DAluisio/dp/1582462461), adapted for instructional purposes  
• Re-visiting JamBoard of methods: https://jamboard.google.com/d/1uojBjt-1OR1iqXDBmCLozJieUlqvqsLPhig4x5BVrmY/edit?usp=sharing
• Going nuts with geospatial tools
  • Climates
    • (requires login): map = https://aihstigers.maps.arcgis.com/home/webmap/viewer.html?webmap=265844195cb44fb7be3ba6f7b4581af8
    • Google Doc = https://docs.google.com/document/d/1s17B8Xdc-i-hbdgUTwZJj3jKdBbztvg4vnrTD4yGcaE/edit?usp=sharing 
  • Smart Growth: https://docs.google.com/document/d/1FhKw7IU_Llpzpri9vDwKsnmprcxd3fdZqw0cKyUCTWo/edit?usp=sharing
  • Planning for Zombie Apocalypse: (requires login) https://storymaps.arcgis.com/stories/9058fcaeffa34968844b33b9f9d8842f
  • Redlining & UHI in Philadelphia: https://arcg.is/1OLjKS0
• Getting our next assignments set up
• Closure

After class

• Reading
  • Chapin, Ch. 8 (geography)
  • Geography standards: PDE, C3
  • Milson, Gilbert, & Earle, 2007 – this references a now-defunct web-based GIS, but you can either run this without the GIS or easily build the functionality through ArcGIS Online 
• Assignments
  • Complete and turn in unit overview
  • Complete WTL in CourseSite on geography resources

Session 11 - Wednesday, 6 Apr

Before class

• Complete reading
• Complete and turn in unit overview
• Complete WTL on geography ed resources 

During class (ppt)

• Microteaching: Bradley
• Geography ed, cont'd
  • Geography makes friends
    • Geography & civics: Consider https://arcg.is/0D94ma
    • Geography & science: https://arcg.is/WiyWm
  • We'll do a few of these...
    • Climates
      • (requires login): map = https://aihstigers.maps.arcgis.com/home/webmap/viewer.html?webmap=265844195cb44fb7be3ba6f7b4581af8
      • Google Doc = https://docs.google.com/document/d/1s17B8Xdc-i-hbdgUTwZJj3jKdBbztvg4vnrTD4yGcaE/edit?usp=sharing 
    • Trash is a Problem at Our High School (requires login): https://sesi-expand.maps.arcgis.com/home/webmap/viewer.html?webmap=1f5c211cbc0e4c44a009bc987b0af6c8
    • Smart Growth: https://docs.google.com/document/d/1FhKw7IU_Llpzpri9vDwKsnmprcxd3fdZqw0cKyUCTWo/edit?usp=sharing
    • Planning for Zombie Apocalypse: (requires login) https://storymaps.arcgis.com/stories/9058fcaeffa34968844b33b9f9d8842f
    • Redlining & UHI in Philadelphia: https://arcg.is/1OLjKS0
  • And we'll do this all together
    • Whose Land? activity
      • Here are the instructions: https://docs.google.com/document/d/1V94YOgswdFWk3OdGeW9_PmTEjXB40ku0hyQ4fESju3g/edit?usp=sharing
      • Here is a sample map: https://www.arcgis.com/home/webmap/viewer.html?webmap=16ade7f3ccf84f6bbf0fdaf4f3cfb680&extent=-88.504,35.5219,-66.9708,43.9363
      • And a sample final reflection (which we won't be doing): https://docs.google.com/document/d/1V94YOgswdFWk3OdGeW9_PmTEjXB40ku0hyQ4fESju3g/edit#bookmark=id.pm1bkhvr7rtm
  • Core methods of geography; if we have time, we will visit the JamBoard of methods – I finally got smart and linked it in CourseSite (see top), but here is the URL again: https://jamboard.google.com/d/1uojBjt-1OR1iqXDBmCLozJieUlqvqsLPhig4x5BVrmY/edit?usp=sharing
  • Closing example of media in geography education – we'll use a couple of YouTube videos for this, but I can't provide the links without giving away too much information. Sorry!

After class

• Reading
  • Walker, 1916. It's completely bonkers by modern standards, but (a) it discusses an actually legit & useful method (sketch maps) and simultaneously (b) gives us an incredible window into Traditionalist social studies. 
  • If you didn't already, read the Geography standards and the Chapin chapter on geography (Ch. 8)
• Assignments
  • Work on HTCE & fieldwork paper
  • If you didn't already, do the WTL on geography resources from last week

Session 12 - Wednesday, 13 Apr

Before class

• Work on assignments! And if you didn't get into the Writing-to-Learn on geography resources from a couple weeks back, please complete that
• If you didn't already, please read the Geography standards, and check out that article from 1916! It's wild!

During class (ppt)

• Microteaching: Tonight it's Joe!
• A quick geography thing: Sketch maps
• And then we get into assessment. I'll be making a couple of passes at this...
  • ...starting with the sketch maps
  • Then we'll look at some closed-ended items from another project I'm involved in
  • Then we'll talk about an article in CourseSite's 'copyrighted readings' folder: Reich, 2009
• Take-aways about assessment, combo'd with talking about assessment in your instructional unit. We'll be doing this via a JamBoard: https://jamboard.google.com/d/1TD_gf-HQzYyU7y5O7DSRSTWFNTXcDoglsRsExuD2TME/edit?usp=sharing
  • Listing & grouping assessment techniques
  • Alignment map of objectives, instructional activities, formative assessments, and summative assessments
• Assessment resources – note that I don't have a huge amount of faith in either of these
  • PDESAS.org – Assessments section: https://pdesas.org/assessment/assessment/assessmentcenter
  • NAEP released items: https://nces.ed.gov/nationsreportcard/nqt/help/NQT_Help/!SSL!/WebHelp_Pro/NQT_Help.htm
  • Don't overlook Wiggins & McTighe! Understanding by Design has some good, compact sections with lots of great assessment ideas

After class

• Work on HTCE & Fieldwork paper
• Take a stab at your alignment map!! It's the Rosetta Stone of your instructional unit
• Reading
  • Chapin, Ch. 5
  • (skim) Reich, 2009
  • (Maybe look at info on the Social Studies Praxis test as well?)

Session 13 - Wednesday, 20 Apr

Before class

• Work on assignments
• Please take a stab at the alignment map for your unit
• Complete reading

During class (ppt)

• Microteaching: Tonight it's Bailey!
• More on assessment, completing what we didn't get through last week
  • JamBoard about assessment: https://jamboard.google.com/d/1TD_gf-HQzYyU7y5O7DSRSTWFNTXcDoglsRsExuD2TME/edit?usp=sharing
  • Assessment resources – note that I don't have a huge amount of faith in either of these
    • (An opening non-example, illustrating that you need to be a critical consumer of others' assessments....)
    • PDESAS.org – Assessments section: https://pdesas.org/assessment/assessment/assessmentcenter
    • NAEP released items: https://nces.ed.gov/nationsreportcard/nqt/help/NQT_Help/!SSL!/WebHelp_Pro/NQT_Help.htm
    • Don't overlook Wiggins & McTighe! Understanding by Design has some good, compact sections with lots of great assessment ideas
• Touching on inclusion – We'll just do part of this together; you can explore the rest on your own
  • Teacher behaviors / changing the way you teach, right down to the microbehaviors: Lots of possibilities, but I'll focus on sheltered instruction (if you had me for SpEd/TLT 404, this is a strategy that I enacted...badly)
    
    • 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 / changing the media with which you teach
    
    • 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. If this isn't giving you access, try this DBQ (document-based question) from a different source; try not to laugh at the grammatical mangling in the Task instructions.
    • Think back to your microteaching lessons – how might you modify those materials? 
  • Differentiation of student assignments / change what you ask of students – many possibilities here, but we're going with RAFT (Role-Audience-Format-Topic)
    
    • Go to CourseSite and find the 'Inclusion & assessment materials' folder. Review the materials on RAFTs.
    • Discuss: What merit does this approach have? In ways can a RAFT be inclusive?
    • Think back to your microteaching. What work did you anticipate students doing at the end of the lesson or the end of the unit? Might you use the RAFT strategy?
  • Graphic organizers (and some heuristics) – 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 pages provide information about graphic organizers; here is a sampling of sites w/graphic organizers specific to social studies
      • https://www.nationalgeographic.org/topics/graphic-organizer/
      • https://teachinghistory.org/teaching-materials/english-language-learners/24130
      • https://doingsocialstudies.com/2017/10/17/5-graphic-organizers-youre-probably-not-using-but-should-be/
      • http://minds-in-bloom.com/5-graphic-organizers-for-social-studies/
      • http://www.readingquest.org/graphic.html
      • (And that last site has lots of additional info filed under 'Strategies for Reading Comprehension' which, come to think of it, is one of the primary uses for graphic organizers: http://www.readingquest.org/a-z-strategies.html)
      • And to reach back to an earlier resource: The National Archives has lots of teaching materials: selected digital resources for the classroom plus a plethora of analysis worksheets: https://www.archives.gov/education/lessons/worksheets– different ones for photos vs. cartoons vs. written documents, etc.
    • Think back to the instruction in your microteaching lesson. Did you use a graphic organizer? Could you have used one?

After class

• Work on assignments!
• Post in one or both forums – there's one about assessments and one about diverse learners 
• Review the assessment & inclusion resources linked above!
• Read Zehler, 1994 - ideas / advice on working with English Learners
• Read PA ELPS selections (look in the 'Standards' folder – it's a set of ppt slides that I put together from screenshotting the full document)

Session 14 - Wednesday, 27 Apr

Before class

• Complete reading – don't forget about the ELPS!
• Work on assignments
• Post in the WTL forums in CourseSite!
• Review materials about assessment & inclusion

During class (ppt)

• Microteaching – tonight it's Jason!
• Econ ed discussion
  • Some AP resources I'll be referencing

    • APcentral: https://apcentral.collegeboard.org/

    • List of courses: https://apcentral.collegeboard.org/courses 

    • AP Micro resources: https://apcentral.collegeboard.org/courses/ap-microeconomics?course=ap-microeconomics

    • AP Micro course description: https://apcentral.collegeboard.org/pdf/ap-microeconomics-course-and-exam-description.pdf?course=ap-microeconomics

  • Example of an online econ ed resource: https://www.whitenova.com/thinkEconomics/
  • John S. Morton books – here is his Amazon author page: https://www.amazon.com/John-S-Morton/e/B001K8SOJ0

After class

• Read econ standards!
• Work on final assignments!