te 401: teaching social studies to diverse learners class 8 october 16, 2008 assessment and...
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TE 401: Teaching Social Studies to Diverse Learners
Class 8 October 16, 2008
Assessment and Microteaching
Agenda
• Reminders
• Museum Pre-Planning/Explanation of the Assignment
• Assessment
• Microteaching Workshop
• Mochizuki, Baseball Saved Us
Reminders
• A word about due dates
• Free wikis for teachers
• Chicago Public Schools Internship Information Session
• Sunday, October 19th - 5:00 PM - 7:00 PM in the Erickson Hall Kiva.
Michigan Historical Center
October 23, 2008
9:30Am – 11:30 AM
Meet at the Michigan Historical Center
Objectives for this assignment...• Identify and analyze aspects of Michigan mining history to determine significant (big) ideas.
• Create digital stories based on artifacts, exhibits, and information from the museum to engage students with the content.
• Collaborate with peers to plan and implement the digital story.
• Experience effective ways for planning and implementing a field trip for future students.
Critical attributes of field trips...• Pre-planning: Address the logistical and cognitive aspects of the field trip.
• Constructive use of time at the museum: Field trips are more than a “break” from school. Engage students in learning and exploring information, albeit in a new context.
• Post-visit debrief: Build on students’ learning experience(s) at the site to continue their learning in the classroom.
Pre-planning for museum visit...• Read Friggens article (course pack) about mining in Michigan.
• Small group brainstorm about museum organization (in-class).
• Learning with our eyes.
• Learn the basics of digital storytelling.
• Break into small groups (will be the same as microteaching groups)
When we get to the museum...• Greeting by Laurie Perkins (museum education coordinator).
• “Mums the Word” tour with guiding questions.
• Docent-led exploration of Mining gallery.
• Discussion about guiding questions.
• Group work time.
Pre-planning: Focus on mining...• For our stories, we will focus on Michigan’s mining history. What does the mining exhibit hold in store?–http://www.michigan.gov/hal/0,1607,7-160-17447_1859
5_18596-54214--,00.html
• Note that each link to the different aspects of mining provides helpful background information for your specific topic. Read the section for your topic before the museum visit.
Mining Themes – Digital Storytelling Groups
• Copper – Case Method Group
• Iron – Inquiry Group
• Salt to coal (focusing on other minerals of Michigan, related Michigan geography) – Simulation Group
• Transportation and shipping of ore – Literature Circle Group
• Mining communities – Discussion/Debate
Museum Digital Story
• Teaching social studies skills and content through/with museums and digital storytelling.
Technology needed to create a digital story...
•Digital camera – instructor will provide unless you want to bring your own (including usb cord).
•Laptop – proper software (iMovie, Photo Story 3,)
•Camera and laptop will be used at the museum. Only one per group necessary.
Elements of our digital stories...• Title and name of group members
• A short introduction & rationale for topic and its significance for students
• 10-15 photographs/images
• Voice narration that tells the story and connects it to a big idea
• Reference section outlining appropriate GLCEs addressed by your topic (as opening or closing credits)
• Music (optional, but recommended)
What is assessment?
• Determining what students know and can do; the process of gathering and interpreting information about students in order to plan instruction and evaluate student achievement
• To thoroughly and methodically analyze student accomplishments against specific goals and criteria
Purposes of Assessment
1. achievement of objectives/meeting the standards
2. curriculum evaluation
3. instructional evaluation (how well am I teaching?)
4. sorting and screening students (MEAP – scholarship or special attention)
5. public accountability to show public how school is going, to get accreditation from the state
Assessment Types – Ch. 12 Brophy and Alleman
• Authentic assessment – connects to “real-life” challenges (i.e. Designing a lesson plan to teach in the field and microteaching)
• Preliminary assessment – KWL charts, brainstorming (Seeing Student Thinking)
• Formative assessment – assessments made during a unit (quizzes)
• Summative assessment – assessments (tests and midterms)
• Informal assessment – “checking for understanding”, self-assessment, (Metacognitive Moments)
• Performance assessment – projects (Digital Storytelling)
How assessment fits into curriculum planning
• Objectives drive assessment– Necessitates the need for specific action
verbs: identify, debate, analyze, create– See Objective Verbs
• Assessment drives instruction– Importance of preliminary assessment like
Seeing Student Thinking interview– Helps teacher identify prior knowledge
Micro-Teaching Workshop
• Goals for today:– Discuss with group members how the instructional strategy
works (refer to the readings and write ideas for the paragraph on the assignment that asks you to explain the strategy)
– Select the topic you are planning to teach using your designated instructional strategy
– Craft objective(s) for the lesson grounded in NCSS standards
– Design your lesson and sequence it out, who will be charge of what
Groups will take their own ten minute break.
Baseball Saved Us
• KWL Chart
• unitedstreaming.com
• Read aloud
• Creative dramatics
• Mochizuki, Baseball Saved Us
Creative Dramatics
• Using pantomime in Creative Dramatics – It’s a form of ‘acting’ that uses only facial
expressions and body language• Using faces and hands only (while still seated in your
seats), display:- when the Japanese found out they were being
forced out of their homes– when the boy stepped up to the plate to bat– when he hit a home run
• Divide into 4 groups– 10-12 minutes to decide how to act out the scene
using pantomime – 2 or less minutes each when enacted.
Baseball Saved Us - Scenes
Group 1 - Arriving at internment camp Teddy yelling at Dad
Group 2 - Dad decided to build a baseball diamond, people working on various parts
Group 3 - Baseball scene, guard watching, home run
Group 4 - Returning back ‘home’ after leaving internment camp, lunch, baseball
Performance Routines
– Everyone is listening attentively when one group is performing
– Everyone ‘on stage’ is frozen into position– When you’re ready to begin, say: “3…2…
1…action!” then the engagement begins– When you’re ready to stop, say: “3...2…1…
cut!”
Performance Critiques
• “I like how _____ did ______”
• “I think ______ had really great facial expression when s/he ______”
Be mindful to avoid, “They did good! It was funny!” and replace with more meaningful feedback
Lesson Extensions
• Have students write a 1-page letter. They can choose their perspective, their character, the situation, and their audience. This connects text-to-self
• Letter ideas:– A child writing to a friend from their old school– An adult writing to a family member in Japan– An adult writing to the US government
• Share letters in small groups 2-3, share a few with the class