te 402: teaching subject matter to diverse learners: social studies
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TE 402: Teaching Subject Matter to Diverse Learners: Social Studies. January 20, 2011 Laura Andresen The Purposes, Content, and Representation of Social Studies. Education is growth and knowledge development- a transformational experience. - PowerPoint PPT PresentationTRANSCRIPT
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TE 402: Teaching Subject Matter to Diverse Learners: Social Studies
January 20, 2011Laura Andresen
The Purposes, Content, and Representation
of Social Studies
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Education is growth and knowledge development- a transformational experience
Learning is a process to understand and construct knowledge. Once a person becomes conscious, they have the potential to go beyond their boundaries and proactively pursue the disintegration of oppression. To do this one must, “reverse their starting point” (Freire, 1973, p. 95); to have clarity, perspective, and vision. Freire maintains that students have potential as a major agent in their learning, to affect hope for the future.
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AgendaI’m In Activity News articleTeaching is like an iceberg Questions- Syllabus & Assignments For Next Time…Base groups
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Activity
I’m In
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Essential questions for today
Why do we teach what we teach
to whom we teach
The purposes, content, and representation of social studies/Social studies as citizenship education: diversity and democracy
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Newspaper Article
Think- How would I teach the issues in the article? What concepts need to be explained to /understood by students?Large group- say out what your topic is
Share- your thoughts and collaborate Large group- say out ideas
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Focus on the FieldFirst Days of School:–
How do teachers set up their classroom?
Set norms for classroom routines? How do parents prepare their children? What are children’s excitements and
fears?
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Teaching is like an iceberg…What’s below this?
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Teaching is like an iceberg…
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There’s the visible…and the invisible…
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The VISIBLE
The HIDDEN( What’s not visible)
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Teaching( What’s visible in the
classroom during a social studies lesson?)
Teaching ( What’s not visible in the
classroom)
1. What problems/challenges teachers face in planning to teach social studies
2. What teachers must know and be able to do in order to plan, design, and enact lessons that help students learn the social studies
3. How teachers make informed, professional decisions about what they teach and how they teach, and what methods they use to determine the impact of their teaching
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My Instructional Challenges/Problems
Think about the “problems” I as the instructor had, and how I designed activities to respond to these “problems”
Instructional Problems (these are not problems in the negative sense)
For example, one “problem” I had was that I didn’t know you, you didn’t know me, but you knew each other. So I needed to design a getting to know you activity
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What We Did Why We Did It?
IntroductionsEstablishing Classroom NormCharacteristics of CitizensCourse Overview
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Teaching( What’s visible in the
classroom during a social studies lesson?)
Teaching ( What’s not visible in the
classroom)
1. What problems/challenges teachers face in planning to teach social studies
2. What teachers must know and be able to do in order to plan, design, and enact lessons that help students learn the social studies
3. How teachers make informed, professional decisions about what they teach and how they teach, and what methods they use to determine the impact of their teaching
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?Questions?
SyllabusAssignments
Lesson Plan
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For next time . . .
Brophy and Alleman, Chapter 2 – regarding
Learning Community Corwin (coursepack)Michie (coursepack)Read through lesson plan part I Sign up for one of readings on wiki
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What is social studies?
If you were in charge of designing social studies curriculum on a state level how would you do it?
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How NCSS defines social studies
NCSS is the National Council for Social Studies – a professional organization founded in 1922
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
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How would YOU propose teaching social studies education……in an organized manner?…that is age-appropriate?…that is substantive and draws upon
important content and skills in the disciplines?
…that relates to children’s lives beyond school?
…that builds from one year to the next?Draw a picture, diagram, create lists to
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How have the NCSS (and states, textbooks, local districts) decided to represent powerful and meaningful social studies?
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The NCSS divides social studies into 10 strands. The strands are thematic in nature and provide the basis of social studies. I. Culture II. Time, Continuity, and Change III. People, Places, and Environments IV. Individual Development and IdentityV. Individuals, Groups, and InstitutionsVI. Power, Authority, and GovernanceVII. Production, Distribution, and ConsumptionVIII. Science, Technology, and Society IX. Global ConnectionsX. Civic Ideals and Practices
What disciplines correspond with each of these strands?
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Michigan Grade Level Content Expectations: What are the ways content is organized here?
Disciplines – what are they?HistoryCivics (Political Science)GeographyEconomics
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Scope and Sequence of Social Studies in the Elementary Schools
The question is how to place thematic strands and disciplines in a logical sequence for the grades
Currently in U.S. public schools, “expanding environments” provides the sequence
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K: Me
Expanding Environments
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K: Me
1st Grade: Family and
School
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K: Me
1st Grade: Family and
School
2nd Grade: Local Communities
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K: Me
1st Grade: Family and
School
2nd Grade: Local Communities
3rd Grade: Regional Communities
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K: Me
1st Grade: Family and
School
2nd Grade: Local Communities
3rd Grade: Regional Communities
4th Grade: States
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K: Me
1st Grade: Family and
School
2nd Grade: Local Communities
3rd Grade: Regional Communities
4th Grade: States
5th Grade: the United States
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K: Me
1st Grade: Family and
School
2nd Grade: Local Communities
3rd Grade: Regional Communities
4th Grade: States
5th Grade: the United States
6th Grade: Western Cultures*
•Sometimes Eastern Hemisphere
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Criticisms of the Expanding Environments Approach?
Boring; covering material with which children are already familiar
Traditional and focused on stereotypical middle-class experiences and values
Does not allow children to experience the long-ago and far-away
Alternatives? E.D. Hirsch and cultural literacy; history and literature focus
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How does NCSS recommend trying to make social studies “powerful”?
MeaningfulIntegrativeValue-BasedActiveChallenging
What do each of these mean?
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Hands on → Understanding ← Minds on
“Hands on” means? • “Minds on” means?
The strongest activities are “minds on” because they are based in powerful ideas which have enduring understandings. Therefore, the learner remembers the activity as part of a larger idea.
Example: Mock congress connects to the larger idea of representational democracy in action.
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Base Groups
Team LCC Lindsay Babinski Carly Cooper Christine Corcoran
Team Sparty Chelsea Mcdonald Sharnae Hayes Autumn Sellers
Team Exclamation Katherine Scott Chrissy Osbach Mike Rodriguez Kara Erickson
The A teamo Kim Sedlmeyero Janae Burcho Jordan Sardero Liz Adams
Team Elementary Education o Clinton Lafayetteo Jessica Watsono Nicole Sidge
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Gallery Activity
Fold paper into quarters
Post around the room to share with the class
View gallery
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About Me Things I like doing
My hopes and fears (can be related to this course)
Special things I’d like to share about me
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Base Groups
Negotiate a team name
Exchange contact information