Content Teaching Methods: Social Studies. Dr. Melinda Butler

Transcription

1 Content Teaching Methods: Social Studies ED 456 P60 2 Credits Dr. Melinda Butler (208) office (208) fax (208) cell mkbutler@lcsc.edu or butlerm2@mac.com Course Description: This course is intended as a source of ideas, guidelines, and suggestions for the improvement of instruction in the secondary school Social Studies including junior high and middle schools. Combines theoretical and practical learning experiences for the secondary school Social Studies teacher. Special emphasis is placed on unit teaching, inquiry, conceptual, and constructivist techniques, on the critical use of varied activities and materials, on knowledge of local, state, and national standards, and on development of a democratic classroom atmosphere in order to promote learning. Pre-requisite: Admission to the Teacher Education Program; suggested concurrent enrollment in ED 454, ED 427, ED 458. Required Texts Teaching Social Studies in Middle and Secondary Schools Martorella, P., Beal, C. and Bolick, C. (2009). 5th ed. Upper Saddle River, NJ: Allyn & Bacon. ISBN-13: Social Studies Strategies for K-8 Classrooms,3/E Obenchain, K. M. & Morris, R. V. (2010). Allyn & Bacon: Pearson Education, Inc. ISBN-10: ISBN-13: /E will work too, just let me know that you are using that version Disabilities Note: If you have a disability that may require assistance or accommodations, or if you have questions related to any accommodations for testing, note takers, readers, etc. PLEASE speak with me as soon as possible! 1

2 Professional Organizations Consider joining a professional organization that supports teaching in the area of Social Studies, History or Geography. Student rates are CHEAP and you receive valuable resources and information. This can also be used as an artifact in your Portfolio!! The National Council for the Social Studies is the principal professional organization at the national level for social studies teachers. National Council for History Education (NCHE) promotes and supports History in schools! National Council on Economic Education (NCEE) nationwide network that leads in promoting economic literacy with students and their teachers. National Council for Geographic Education (NCGE) - Helpful Websites Social Studies Sources Internet based resources to educators and pre-service teachers By Fred Risinger, Indiana University School of Education My Wonderful World National Geographic Great site for all Link for teachers Xpeditions National Geographic Lesson Plans and Teaching Resources. You can download hundreds of maps! PBS Teachers Social Studies A variety of resources to help with lesson development or support 2

3 Course Overview: This course will introduce prospective teachers to the world of social studies teaching and learning in the classroom and help students to construct initial theories of social studies curriculum and instruction. A variety of tools and strategies to enhance student s learning will be explored. Special emphasis will be placed on exploring the relationship between educational theory and the development of practical teaching techniques for every day use in the classroom. The knowledge, skills, and understandings needed to teach social studies in a middle school or secondary classroom provide pre-service teachers with a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful and effective learning experiences for students. Emphasis will be placed on exploring the relationship between educational theory and the development of practical teaching techniques for every day use in the classroom. Course Objectives: The student will be able to! Comprehend the current trends and issues that affect social studies education. LCSC Standards: A-4; C-1,2; D-1,3; E-1,2,3,4; G-1 INTASC : 1,2,3,4,5,6,7,9! Apply knowledge of the State and National Council of Social Studies Standards in planning and development of high quality social studies lessons and units. LCSC Standards: A-2; B-4; C-1,2; D-1,2,3; E-1,3; G-1,2 INTASC: 1,2,7,9! Evaluate social studies instructional programs, textbooks, and curriculum materials and resources. LCSC Standards: B-1,3,4; C-1,2; D-1,2,3; E-1,3; G-1,2 INTASC: 1,2,7,9! Recognize and understand a variety of assessment tools in social studies. LCSC Standards: E-1,2,3; INTASC: 8! Demonstrate understanding and knowledge of a variety of Social Studies teaching strategies LCSC Standards: B-1,2,3; C-1; D-1,2,3; E-1,3,4; INTASC: 1,2,3,4,5,6,7,8! Integrate a variety of technological resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, and creativity. LCSC Standards: C-1; D-1,2,3; E-1,2,3,4 INTASC: 4,6! Examine multicultural and diversity issues and their relevance to teaching in today s classroom LCSC Standards: B-1,2,3,4; D-1,2,3; E-1,2,3,4; G-1,2 INTASC: 2,3,4,5,7,10! Develop a bibliography of relevant children s/adolescent literature and other resources for teaching social studies concepts during a themed unit. LCSC Standards: C-1,2; D-1,2,; INTASC: 5,6,7! Plan and teach an inquiry-based social studies lesson. LCSC Standards: B-1,2,3; C-1,2; D-1,2,3; E-1,2,3,4 F-1,2; G-1,2 INTASC: 1,2,3,4,5,6,7,8! Incorporate cooperative learning structures and other strategies into teaching. LCSC Standards: B-1,2; D-1,2,3; E-1,2,4; G-1 INTASC: 1,2,3,4,5,7,8! Construct a social studies unit from an interdisciplinary perspective which includes objectives, an understanding of scope and sequence, a multicultural perspective, depth of content, provisions for individual learning styles, a variety of technology and appropriate assessments. LCSC Standards: B-1,2,3; C-1,2; D-1,2,3; F-1,2; INTASC: 1,2,3,4,5,6,7,8 3

4 Professional Standards Through successful participation in this course, you will develop knowledge, skills, and dispositions associated with each of the following professional standards for teachers. LCSC Professional Standards covered in this course. Standard A - Dedicated Professional - The successful teacher is one who demonstrates a sincere dedication to the profession of teaching and genuine care and concern for each child. Attributes of the Dedicated Professional demonstrated in this course include the following. 1. The teacher candidate conducts herself/himself in a manner that shows care and concern for children and learning. 2. The teacher candidate conducts herself/himself in a manner that shows commitment to the profession of teaching. 3. The teacher candidate exhibits high ethical and professional standards. 4. The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Standard B - The Knowledgeable Professional - The successful teacher candidate is one who is well-informed of the current body of knowledge regarding the processes of learning, strategies for instruction, and the structures of learning environments to support the intellectual, social, and physical development of all types of learners. Attributes of the Knowledgeable Professional demonstrated in this course include the following. 1. The teacher candidate understands how children, as individuals and in groups, learn, develop, behave, and are motivated to learn. 2. The teacher candidate understands a variety of instructional strategies to create learning opportunities that support the intellectual, social, and personal development of learners, encourage positive social interaction, active engagement in learning, and self-motivation, and encourage students' development of critical thinking, problem solving, and performance skills. 3. The teacher candidate understands how students differ in their approaches to learning and how instructional opportunities are adapted to diverse learners. 4. The teacher candidate understands schools as organizations within the larger community context and the laws and norms that guide their operation. Standard C The Content Specialist - The successful teacher candidate is one who understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches. The teacher candidate maintains currency in knowledge of the content area(s) and skills of the discipline. Attributes of the Content Specialist that are demonstrated in this course include: 1. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches. 2. The teacher candidate maintains currency in knowledge of the content area(s) and skills of the discipline. 4

5 Standard D The Educational Designer The successful teacher candidate is one who utilizes knowledge of learning, students, and the content to be taught to creatively plan learning experiences that integrate appropriate strategies, media, and organization. Attributes of the Educational Designer that are demonstrated in this course include: 1. The teacher candidate plans and creates learning experiences based upon knowledge of subject matter, students, the community, how children learn and develop, and curriculum goals to make the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches meaningful for students. 2. The teacher candidate designs and develops learning opportunities that utilize selected instructional strategies and learning resources. 3. The teacher candidate designs and develops learning opportunities that are appropriately adapted to diverse learners. Standard E - The Educational Facilitator The successful teacher candidate is one who effectively implements instructional strategies to facilitate learning in a variety of settings, with a variety of media, and for a wide range of diverse types of learners. Attributes of the Educational Facilitator that are demonstrated in this course include: 1. The teacher candidate utilizes a variety of instructional strategies (methods, techniques, etc.) and resources (media, technologies, etc.) to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. 2. The teacher candidate utilizes effective, classroom organization skills to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students 3. The teacher candidate utilizes effective, communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. 4. The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation and fosters active inquiry, collaboration, and supportive interaction in the classroom. Standard F The Educational Evaluator - The successful teacher candidate is one who continually and accurately assesses the achievement of students and the efficacy of the learning environment. Attributes of an Educational Evaluator that demonstrated in this course include the following. 1. The teacher candidate understands and uses appropriate, formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 2. The teacher candidate performs appropriate, comprehensive assessments of the processes of instructional design, facilitation, and evaluation. 3. The teacher candidate adjusts and refines instruction based upon informed analysis. Standard G - Reflective Professional (RP). The successful teacher candidate is one who continually engages in cycles of review and adjustment for the purpose of professional growth and improvement of instruction. Attributes of a Reflective Professional demonstrated in this course include the following. 1. The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community). 2. The teacher candidate actively seeks out opportunities to grow professionally. 5

6 INTASC Principles for Teachers Principle 1: Content Pedagogy. The teacher understands the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Principle 2: Student Development. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. Principle 3: Diverse Learners. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Principle 4: Multiple Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. Principle 5: Motivation and Management. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Principle 6: Communication and Technology. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Principle 7: Planning. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle 8: Assessment. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Principle 9: Professional Development. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Principle 10: School and Community Involvement. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and wellbeing. Source: Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue (1992). Interstate New Teacher Assessment and Support Consortium, Council of Chief State School Officers.Further information about the INTASC Standards, including the full text of the knowledge, performances, and dispositions sub-standards, is available at 6

7 Course Expectations: My expectations are basic -- Be Prepared Be Prompt Be a Participant Think of being prepared for class as a reflection of your preparation for teaching each day. College students (adults) at your level should be mature self-directed learners. They know what they want from a class and have the learning strategies and skills needed to effectively complete the requirements. These include time management, professional conduct, preparation and writing skills and essential components for successful, quality teachers. I expect that you use these skills in all aspects of the class. If you have questions, concerns or struggles at anytime, don t hesitate contacting me to talk! I expect that you take full responsibility for your own learning. As facilitator I attempt to provide opportunities for you to focus on topics or issues that are relevant to you and your situation or interests. Assignments and activities are designed to help you develop an understanding of how, as a teacher, you encourage learning in your own classroom and in your students. How much you take away from this course depends on how much you choose to put into your own learning. Plagiarism Cheating or plagiarism in any form is unacceptable. The College functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent his/her own ideas, concepts and current understanding (LCSC Catalog p. 104). Plagiarism will result in immediate expulsion from the Secondary Education Teacher Preparation Program as determined by the Secondary Education Planning Team. Cite and give credit to all of your references. Style for Submitted Papers Writing Skills Are IMPORTANT! As teachers, and models to your students, I hold high expectations in your ability to write. It is expected that all written work will reflect the standards of proper English appropriate for college level work. Make use of the numerous resources available and don t hesitate to see me if you need help! The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 5 th Edition, Washington (APA Style). The professional standards described therein are those expected in the professional education community. As future professional educators I expect that you follow this format and demonstrate in your writing the acceptable APA format. The following resources might be of help: APA Resources Guide to APA Style Electronic References 7

8 Guidelines for Papers:! All papers must be typed, double-spaced (1.5) with 1 margins.! Name and assignment should be placed on each page (in header works well)! When saving your document, name it with your last name _ assignment. I receive lots of papers and this helps to organize them so they don t get lost - example: butlerm_autobiog " You risk not receiving credit by not identifying your document in this way.! Cite your references APA Style!!! Coursework - Load Academic load guidelines suggest that for each one-semester hour of class the students are expected to study at least two hours outside of class per week. This two credit hour course is set up for no less than four hours of work outside of class. This syllabus and the unit you will be developing may be used for your Professional Portfolio or E-folio which is required for the Secondary Teacher Program. Due Dates Weekly assignments are due no later than midnight on the date listed on the schedule, unless otherwise indicated. Timely submission of papers is expected. If assignments are submitted past the due date, you risk a possible 5% point deduction for each day late. Beyond this timeline, late papers will be at the accepted at the discretion of the professor. Evaluation = A = B = C = A = B = C = B = C- The fine print This class syllabus is not a contract, but is the planned outline for the class. Items may be changed, added, or deleted at the discretion of the instructor. Students will be notified and kept informed of all changes. 8

9 Organization of the Lessons Modules The course is composed of ten module files. In each module you will find the necessary lesson materials for that lesson or chapter. Basically each module will contain some of the following, however, not every module will have the same items. Module directions includes the how to and directions to complete the lesson. Handouts or Articles to download used for assignments or resource. If there are several handouts I will organize them into a separate folder marked The Lecture will be provided in a variety of formats. Sometimes it is in written form attached to the directions. Sometimes you will find it in a PowerPoint or Movie Format or even a Podcast. And may times in all three, you just choose the easiest one for you to view. There are also other interactive opportunities that include a variety of venues and require that you locate more information by following links that are provided. If you have any trouble viewing any of these files, CONTACT ME! I will help you! Activity Application of learning that relates directly to the reading and lesson material and tends to be a bit more interactive. Found in the Discussion Section or linked through the Home Page. You are welcome to respond to fellow students but it is not always necessary, unless otherwise stated in directions 50 pts Discussion Post your comment AND respond to fellow students. Discussions help you to share your learning with other students and be able to comment on and learn from each other s ideas. Reflect on the content don t just restate it. Be genuine, what are YOUR opinions (not just what you think will get you re the grade relate the content to your own experiences. Make sure that you respond to at least 2 student posts (or more) after posting your responses. Your responses to other students should have some depth, not just state that it was a good idea or that you agree. Refer to the rubric located on the Home Page. It identifies my expectations for this assignment. 50 pts Links to Websites - for assignments, resource, or references. Quiz The quizzes are directly related to the reading in your text. Not every module will have a quiz. You can access them through the link in the Module Folder or through the Assessments button. Assignments Drop-box you can also use the assignment link on the left side of the course site page. Points vary depending on assignment. 9

10 Assignments Discussions - 50 pts. each Discussions are an opportunity for you to share your ideas, experiences and opinions with the class. Prompts are provided for each discussion. Please refer to the rubric found in the Course Materials backpack on the Home Page. Remember that part of your grade includes responding to others. Activities 50 pts. each The activities are designed for you to apply your learning. They are typically short, often interactive, and most often posted in the Discussion Forum section under Activities. A few activities will require you uploading material for me to view. Directions for each activity are listed on your module handout or at the posting site. Quizzes 100 pts each The quizzes are typically based on your reading. They vary in format; however, most are multiple choice or T/F. You have 45 minutes to answer the questions. I try to make the quizzes available so that you are able to have some opportunity to go at your own speed. Remember that your completion time is measured from when you click Begin Assessment to when you click Finish. Assignments 100 pts each (200) 200 pts. each (800) Personal Social Studies Autobiography and Philosophy points A Reflective Essay based upon your prior experiences. Your FIRST assignment. Lesson Plan 200 points Using the Lesson Plan format and instructions you will develop a plan that you will be able to use in your thematic unit. You will have the opportunity to submit a first copy that will not be graded. I will make comments and send it back for any revisions or fine-tuning before submitting it for a grade. The lesson plan format will be the expected planning framework for your unit. Part ONE Thematic Unit Plan Development 200 points This will help you get started on your final assignment, the Thematic Unit. You will begin by identifying your topic, locating appropriate state and national standards, developing essential questions and a rationale and creating a resource list. The directions are available on the Course Home Page under Thematic Unit Development as well as in the Teaching Strategies in Action 200 points Choosing six skills or concepts from your reading you will complete a chart identifying strategies that could be used to teach that concept or skill. The teaching strategies are found either in the 50 Strategies book by Obenchain or during the viewing of a video by Annenberg. In addition, several questions will be answered that assess your ability to apply your learning to teach in a diverse classroom. 10

11 Graphic Organizer 100 points You will have the opportunity to locate websites that provide free teacher resources and graphic organizers that can be easily downloaded for classroom use. You will locate a graphic organizer that can be utilized to in a lesson in your unit. Assessment Online Scavenger Hunt 200 points Using a guide sheet and the Internet you will fly around cyberspace discovering various ways that instruction is assessed. Extra Credit Assignment Optional 100 points You have a choice of doing one of the following assignments. Each relate directly to your Thematic Unit. See Module 8 for further details.! Describe how you will organize your unit/ classroom so that you can successfully differentiate instruction. Then you will adapt a lesson plan for two special needs students.! Develop a technological component that goes along with your unit: ie. Webquest, podcast, video presentation, virtual fieldtrip.! Create an Artifact Kit that goes along with your UNIT. Thematic Social Studies Unit 1000 points! It s a lot of work!! How Can I Develop a Sense of Wonder of our World and Encourage Inquiry? You will develop a THREE Week Integrated Social Studies unit that also utilizes technology in some way. I would suggest that you target the grade level where you will most likely do the bulk of your student teaching. Your unit should not center on a textbook or purchased unit. The unit is to be a creative work incorporating your knowledge of effective teaching strategies, demonstrating your understanding of social studies content, using a variety of resources and materials, considering the needs of all of the students, and reflecting your own interests. You will only need to complete six lesson plans for this unit. They will provide a basic framework for your focus. This project is in place of your final exam. Much of what you do all semester relates to this final product. Assignments that you have submitted during the course of the semester may be used as part of this total project. (Yes, I believe doubledipping is OK). In order to break this large assignment down and get you started on the development of your unit, you will submit Part One about halfway through the course. See the directions on the Course site for further detail The PowerPoint located in the folder will help you understand the various steps in unit development. Handouts provide you insights as well. You may download the directions for Part 1 and the Final Unit as well as the rubric, which will be used for assessment. This assignment may be used for your Professional Portfolio or the E-folio which is required in the Secondary Teacher Program. 11

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