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TLT 431, Spring 2022 - Course record

TLT 431, Spring 2022 - Course record

Apr 27, 2022

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)

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)

  • 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'

  • 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

  • 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....

  • 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)

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)

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

  • 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

 

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)

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