History 477 Methods of Teaching History/Social Studies History 478 History/Social Studies Practicum Fall Semester, 2011

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1 1 History 477 Methods of Teaching History/Social Studies History 478 History/Social Studies Practicum Fall Semester, 2011 Instructor: Jenicee Jacobson Phone: Office: 2130F JFSB Office Hours: TTh 10-11:00 AM Hist 477: Methods of Teaching Social Studies This course will acquaint prospective teachers with methods of teaching history and social studies in secondary school classes. It will include an introduction to social studies core curriculum, the moral dimensions of teaching, INTASC standards of instruction, and effective teaching methods for today s social studies classroom. Prospective teachers will be introduced to the backwards design model of unit and yearly planning. They will also learn about the purpose of informal and formal assessment and how to include both in their lesson preparation. The largest portion of the 477 course will be devoted to an exploration of various teaching methods. This exploration will require students to brainstorm mini lessons related to the various techniques, collaborate with their peers, demonstrate the methods periodically, and evaluate the effectiveness of each method under different circumstances. At one point they will work in groups to develop an original project that utilizes primary source documents. This time spent on the practical application of methods will help prepare the students for their practicum experience as well as their final project in the class which is an original unit design due at the end of the semester. The overall design of this Hist 477 & 478 course is to instruct each prospective teacher about which methods, if used effectively, can increase enthusiasm, learning, and student engagement in their future classrooms. Required Readings: 1. Packet of articles, chapters, and resources. 2. Bringing Learning Alive!: Methods to Transform Middle and High School Social Studies Instruction. (2010). Palo Alto, CA: Teachers Curriculum Institute. Optional Readings: 1. Schur, J.B. (2007). Eyewitness to the Past: Strategies for Teaching American History in Grades Portland, ME: Stenhouse Publishers. a. All students in the course will use this as a reference point, but will use it in a group project. You may share this text amongst your group. Methods Course Requirements: 1. Professionalism & Participation (10%). Throughout this course numerous teaching methods will be presented. It is imperative that students come prepared to share, practice, and demonstrate their own ideas as well as new ideas as they are introduced to the class. This portion of the grade will be awarded based on attendance, willingness to share and participate, and completion of any tasks or assignments pertaining to the inclass activities. Professionalism is reflective of these previously stated elements as well as attitude towards the course and respect for the class and fellow teacher candidates. 2. Reading reflections (10%). With most reading assignments candidates will be asked to engage in writing activities to extend their thinking. For each assigned reading you are expected to complete a one-page, typed reflection of your own thoughts regarding the reading. This is not meant to be a summary of the reading, but what the reading made you think about regarding your own future career in education, your role as a teacher, or your preparation now as a student teacher. You are expected to refer to the reading material only as a reference point for your analyses and reflections. Please limit your thoughts to one typed, double-spaced page. These reflections will not be accepted late.

2 2 3. Original Unit Design (25%). Although these completed units are not due until the end of the semester, introductory assignments will be completed much earlier when we discuss elements of effective planning and design. Students are expected to select and complete unit and lesson templates, outline all lessons within their unit, design the various assessments and accommodate for any student or class needs that may arise. Each unit set should also include all material and/or instructions that any teacher would need to know in order to implement this unit effectively. 4. Mini Lesson Ideas & Method Notes (10%). During the practical instruction and methods portion of the course students will create mini lessons (otherwise, lessons are usually done within a lesson and do not take an entire day). They will create their lesson from the reading for that day and the particular method that is being discussed. They may think of a way within a certain subject or content area that it could be applied or it might be a creative use of class time that is applicable across many subject areas. These mini lessons will be typed and include certain elements as discussed in class. Each student will bring multiple copies to class to share in small groups and sometimes present to the class. There will be time for some feedback and peer review before more instruction will be given regarding that particular teaching method. Any lessons created or received during this portion of the semester, as well as notes and feedback will be submitted at the end of the semester in a portfolio with the original unit design. 5. Group Primary Source Project (15%). Teams made up of candidates who selected the same optional chapter/project in the Eyewitness to the Past textbook will prepare an original teacher and student sample of the project that was demonstrated in their chapter. For instance, the group may change the subject area, time period, and grade level. Then they will go to work and design all the necessary materials that a teacher would in order to instruct her class completely through the project (i.e. handouts, primary source documents, instructions, due dates, rubrics). Each group will also prepare a completed project from a student s perspective as a sample. These will be presented to the class as outlined in the schedule. 6. Midterm Exam (10%) This exam will test candidates understanding of material presented in class and in the reading assignments during the first half of the semester. 7. Final Exam (20%) This exam will test candidates understanding of material presented in class and in the reading assignments during the semester. The final exam will be given in the testing center during finals week. Turning in Work Candidates assignments should be turned in, either in class or electronically, on the day they are due. Some of the due dates may change, with notification, based on the needs of the class. Assignments that are turned in late will receive reduced credit. Reading reflections and mini lessons will not be accepted late. Candidates professionalism grade may reflect their ability to meet the due date requirements. Grading Scale: 95% and up = A; = A-; = B+; = B; % = B-; = C+; = C; 70% % =C-, = D+; = D; 60% % =D-

3 3 Hist 478: Practicum Description This course is taught in conjunction with Hist 477, Methods of Teaching Social Studies. On most days the class will meet through the scheduled time for Hist 477 and 478, 12:30-2:50 PM on Tuesdays and Thursdays. On some days candidates will be released from both classes and will be placed with a social studies teacher where they will have the chance to teach several lessons. This field experience is designed to help students observe and apply the principles that they have learned in their education coursework. Candidates will observe the teacher, evaluate student work, help individuals and groups of students, develop appropriate lesson materials, and teach. Candidates will create a teaching portfolio based on their practicum experiences. The Field Experience: Candidates will be placed in a partnership district school with an in-service social studies teacher who is interested in working with future teachers. Candidates will be released from the 477/478 Course one day early in the semester to observe, and a block of 7 days toward the end of the semester during which they will have the chance to teach. Time in the classroom should be spent doing some observations, but the candidate should be given opportunities to engage with the students by evaluating their work, providing help to individuals and groups, team-teaching with the classroom teacher, and helping the classroom teacher in other ways. In addition, the candidate should be given at least four opportunities to teach on their own. In some cases two candidates may be placed in the same classroom. This will allow them to collaborate, plan, and reflect on their experiences together and may facilitate transportation needs. In many cases, arrangements will be made for the teacher candidate to student teach in the classroom of the teacher with whom they had their practicum experience. Practicum Assignments: 1. Clinical Field Demographic Form (10%) 2. Practicum Portfolio (60%) Candidates will create a portfolio representing their practicum experience. Included in the portfolio should be the following a. An experience log with one or two sentence entry for each date they were in the school. Each entry should record the date, the time they were in the school, and a very brief description of the primary activities in which they engaged (i.e. Nov 17: 10:30 to 12:00. Graded student essays on Renaissance. Helped groups prepare oral presentations on Renaissance artists.) Candidates should spend a minimum of hours in the classroom. b. A minimum of four lesson plans that were used in the classroom. These lesson plans must be written before the lessons are taught. Each lesson plan should include (as applicable) an instructional objective, an anticipatory set, a description of activities, lecture notes or PowerPoint slides, assessment instruments, materials prepared for students, samples of student work (with students names removed), and an annotated bibliography of materials/media used. Each lesson should also include a brief (approximately 200 word) written assessment of what the candidate perceived as the strengths and weaknesses of the lesson, specific incidents from the class, ideas for improving the lesson in the future, and a general reaction to the lesson. It is expected that the lesson plans will incorporate the methods and practices discussed during the 477 portion of the class so far. It is expected that candidates will plan some of their lessons with Ms. Jacobson before presenting them. c. Two CPAS evaluation forms Candidates will use the CPAS form included in the packet to complete a self-evaluation. They will also have their classroom teacher complete a CPAS form at the conclusion of their practicum experience.

4 4 3. Take home final (30%) that consists of two questions on the following topics a. Moral Dimensions of Teaching Candidates will reflect and write on a series of questions related to the Moral Dimensions of Teaching as they apply to their observations and experiences in the classroom. b. Role Models in Teaching Candidates will consider the traditional or stereotypical history teacher versus the use of diversified teaching methods in a social studies classroom and the impact that may have upon student learning. Through a series of questions related to their experience in the classroom and readings earlier in the semester they will write a thoughtful paper addressing these issues. Final Note Regarding Practicum Experience: For most potential teachers the opportunity to finally work with real students is a welcomed opportunity. There is also no better way to improve upon teaching than to be doing the real thing and the sooner the better. Because of this, the practicum is a welcomed experience by instructors and candidates alike. Prospective teachers should keep in mind that while they are anxious to teach they are still the student when it comes to instruction from the cooperating teacher. Each prospective teacher is a guest of the district, school, and teacher within whose classroom they will be teaching. They are also representing BYU during their time there. It is incumbent upon each prospective teacher be anxious to learn and to serve while they are fulfilling their practicum requirement. If they do this they will have a fulfilling experience as well as maintain positive relationships for future teacher candidates. If a candidate goes so far as to do anything unbecoming a BYU student, beyond the scope of their assignments, and/or becomes a detriment to the cooperating school and teacher it may adversely affect his or her grade and credit during the practicum experience. This grade reduction may be reflected in a poor evaluation, an inability to complete assigned days at the school and percentage decrease in the overall grade, or at the instructor s discretion if professionalism is lacking. This is not an anticipated situation for any candidate since most students are anxious for the opportunity to feel what it is like to interact with young people and see how they respond to their style of teaching. This type of enthusiasm and a willingness to be of service is the best way to have a positive experience with those who are offering a great service to potential teachers by sharing their classrooms. It is also the best approach for the teacher candidate to build relationships for possible future job contacts or prospects. Turning in Work Candidates assignments should be turned in, either in class or electronically, on the day they are due. Some of the due dates may change, with notification, based on the needs of the class. Assignments that are turned in late will receive reduced credit. Candidates professionalism grade may reflect their ability to meet the due date requirements. Grading Scale: 95% and up = A; = A-; = B+; = B; % = B-; = C+; = C; 70% % =C-, = D+; = D; 60% % =D-

5 5 BYU Honor Code University Policies In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at if you have questions about those standards. Preventing Sexual Discrimination and Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at or (24-hours); or contact the Honor Code Office at Students with Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office ( ). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at , D-285 ASB.

6 6 Hist 477/478 Basic Schedule DATE TOPICS DISCUSSED WHAT S DUE 1 8/30 Introduction/Purpose INTASC, CPAS, TWS 2 9/1 Broad Issues in Education Role Models of History Teaching 3 9/6 Planning: Begin With the End in Mind & Essential Questions 1.The Moral Dimensions of Teaching (Baugh); 2. Models of Wisdom in the Teaching of History (Wineburg with Wilson); 3. Lost in Words (Wineburg) PLANNING FOR INSTRUCTION 1. Put Understanding First (Wiggins and McTighe); Anticipation Guide handout; 2. Challenging History: Essential Questions in the Social Studies Classroom (Lattimer) 4 9/8 Planning: Assessment 1. Performance-Based Assessment in the Classroom (McTighe and Ferrara) 5 9/13 Planning: Lesson Plans 1. Unit Design: Questions/Assessment; Teach Like a Champion Ch 2 & 8 (Lemov); 6 9/15 Planning: Pacing and Lesson Plan Implementation 7 9/20 Classroom Culture: Prepare for Observations; Intro to Practical Instruction Assignment Phase of Class, K + 1, Multiple Intelligences, Blooms Taxonomy, etc Due: Lesson Plan Design One Fully Developed Lesson Plan from Unit and Brighten Lines Activity 1. Promoting Higher Order Thinking in Social Studies: Overview of a Study of 16 High School Departments (Newmann); Bringing Learning Alive (BLA): P /22 Observe in 478 classrooms EFFECTIVE SOCIAL STUDIES INSTRUCTION METHODS 9 9/27 Method: Primary Sources & Intro Eyewitness to the Past Project Eyewitness to the Past: P. 1-19; Bring Learning Alive (BLA): P Due: Read & Mini Lesson 10 9/29 Method: Discussions 1. Discussion in Social Studies: Is it Worth the Trouble? (Hess); 2. Encouraging Reticent Students Participation in Classroom Discussions (Wilen). Due: Read & Mini Lesson 11 10/4 Method: Simulations/Experiential Activities BLA: P Due: Read & Mini Lesson Midterm Available 12 10/6 Method: Reading/Writing BLA: P , P Due: Read & Mini Lesson 13 10/11 Method: Group Work BLA: P Due: Read & Mini Lesson 14 10/13 Method: Process/Practice BLA: P Due: Read & Mini Lesson 15 10/18 Present Primary Source Projects Due: Primary Source Projects (Group) 16 10/20 Method Book Ends: Preview Assgts/Assessment HIST 478, PRACTICUM EXPERIENCES 17 10/25 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus 18 10/27 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus BLA: P, 22-27, Due: Read & Mini Lesson

7 /1 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus 20 11/3 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus 21 11/8 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus 22 11/10 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus 23 11/15 Work in 478 classrooms: See Practicum Description on pg. 3 of syllabus 24 11/17 Review Practicum Experiences; Method: Culminating Projects, & Videos in the Classroom COMPREHENSIVE PROJECTS & ASSESSMENTS 11/22 No Class Due: Practicum Portfolio. Submit online or in person to Jacobson s box in the history department office (2130 JFSB) by the end of day on 11/ /29 Method: Class Projects & Alternative Assessments 26 12/1 Method: Class Projects & Alternative Assessments 27 12/6 Method: Class Projects & Alternative Assessments: Presentations of Student Samples 28 12/8 Class Overview & Review: Effective Methods and Learning (WMDJU?) Due: Original Unit Design Final Exam Available

8 8 Hist 478 Take Home Exam For the take home exam for Hist 478 you will need to write 2 papers that are about 2 to 3 pages long (double space, standard font) analyzing your experiences in the classroom and what you have learned. Each paper will need to focus on one of the elements that we have studied or will study in the 477 class. Paper 1: Moral Dimensions By way of reminder, the moral dimensions of teaching suggest that teaching is fundamentally a moral endeavor and that there should be four elements that are part of every teacher's interaction with the students and the school community: 1) enculturating the young in a social and political democracy, 2) establishing a nurturing pedagogy, 3) feeling a stewardship for the schools, and 4) providing access to knowledge to all learners. Your paper should describe specific instances of when you observed or engaged in activities that are good or bad examples of these four themes. You should talk about each of the principles in general terms and then tell two or three stories in some detail that illustrate one or more of the principles. The following questions might help you get started thinking about things you could include in your paper. 1) How have you or your mentor teacher made sure that every student in the class is able to learn? 2) How does the arrangement of your class encourage or discourage participation by every student? (This would be an example of a social democracy). 3) How does your class prepare and encourage students to participate in America's political democracy? 4) How does your teacher have a positive impact on the school outside of his/her classroom? 5) How does your teacher show that he/she cares about young people and their learning? You do not need to answer each of these questions but these are the types of questions you should reflect on in preparing to write. Paper 2: Role Models in Social Studies Teaching Some of the readings earlier in the semester suggest that monotonous, lecture-driven, social studies classrooms may still be the norm. But the readings also provided some examples instructors who create energetic and thought-provoking classrooms. In this paper please discuss the two different styles of teaching discussed in Models of Wisdom in the Teaching of History (Wineburg & Wilson) article. These styles are Invisible and Visible (or student-centered and teacher-centered). In these case studies they were put forth in a positive light and shown how each approach can be successfully implemented. For this paper you should look for the same characteristics in the way you and/or your cooperating teacher approached instruction within your classroom during the practicum experience. Initially, you should discuss the advantages of each approach (Invisible/Visible teacher) then share any examples of either or both approach (preferably both of possible) that you viewed during your practicum experience. You must include some examples that are introspective examples of your own teaching and whether you were taking an Invisible or Visible approach. For each example given please make a conclusion about the effectiveness of how it was implemented in that instance. This can usually be ascertained by assessing the student response (refer to the differing student responses in the case studies from the article for examples). Please conclude by discussing the percentage of time you think the class was led by either the Visible or Invisible instructor approach. Also, what are some of the obstacles to implementing the Invisible and Visible teaching methods as they were described in the articles? The alternative to one these approaches might be a managed class (one where assignments are distributed and students are managed in their work) or a processing and distribution class where students listen and wait as the teacher gives information verbally or otherwise.

9 9 SUGGESTED OUTLINE FOR MINI LESSONS Created By: (Name) Method/Reading Assgt: Date: Mini Lesson Title Subject Areas/Year(s): Materials Needed: Time Required: Description of Mini Lesson Idea: Objectives/Anticipated Outcomes: