TE 407: Teaching Social Studies to Diverse Learners (Sect. 6)

Monday and Wednesdays, 11:30 am – 3:20 pmHaslett Middle School

Room 1101535 Franklin Street

Haslett, MI 48840-5001Course Blog: http://te407greenwalt.blogspot.com/

Kyle Greenwalt, PhDAssociate Professor

620 Farm Lane

328 Erickson Hall

517-353-0824 (office)

612-817-2818 (cell)

greenwlt@msu.edu

Office Hours: by appointment(in-person, via skype, or phone)

My book should smell of pines and resound with the hum of insects. The swallow over my window should interweave that thread or straw he carries in his bill into

my web also. We pass for what we are. Character teaches above our wills.

Ralph Waldo Emerson, Self Reliance

Course Description

The MSU description of this course is as follows: “Examining teaching as enabling diverse learners to inquire into and construct subject-specific meanings at the secondary level (7-12). Adapting subject matter to learner diversity. Exploring multiple ways diverse learners make sense of the curriculum.”

This course has many unique features. First and foremost, it is held in a middle

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school! This fact is very exciting, in that it means that we are never far from the students, colleagues and resources that are at the heart of teaching. We will have a chance to see theory in practice and practice in theory! We will be joining a school faculty and working for the same goals and by the same expectations that our teacher colleagues at Haslett Middle School do. In short, we will have a powerful and authentic shared context for all of our learning.

A second unique facet of this course is the degree to which we attempt to engage nearly all aspects of teaching through the lens of social studies subject matter. TE 407 and TE 408 are methods courses. As such, they cover the essential topics of curriculum, instruction and assessment. But they are also courses in learning now to teach more broadly. Topics such as special education, educational technology, English-language learners, and classroom management are strands that we will consider both in their own right and in how they interact with curriculum, instruction, and assessment.

Finally, a third unique facet of this course is that it integrates the separate elements of MSU’s senior year experience into two weekly blocks of time: seminar, lab, and field placement are all integrated in our Monday and Wednesday meetings. This can make for great efficiency in our learning and gives us a wonderful chance to bring theory and practice closer together!

In order for you to maximize your learning this year, it is helpful to see that teacher learning can and does happen in a variety of settings. In order to teach well, we have to allow ourselves to be enriched by all aspects of our life. The list of areas in which any one person might find growth include: family life, friendships, cultural events, independent readings, political action, religious worship, and, of course, formal university courses. The important thing is that you seek to improve yourself by learning from the many different people and settings you come into contact with. In this way, you have more to offer to your students, colleagues, and communities.

I hope I can be a person who contributes to your growth! Please let me know if there is anything specific I can do in that regard.

Course Goals

The following are a list of course goals that I believe are important. Please read them over and note any that seem particularly important to you. Please note if any are missing. Please make me aware of any course goals that you have that are not covered here.

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Learn how to locate, adapt and create your own social studies resources and lesson plans. Begin to think about how curricular resources can be used to guide students toward deeper knowledge of social studies, more sophisticated social studies skills, and more interest in the world around them.

Learn how to facilitate student learning through instruction strategies. Practice working with children in a formal classroom setting in both small groups and in a whole class setting. Teach lessons to your classroom peers.

Learn how to adapt your teaching to your students. Gain experience with different diagnostic, formative and summative assessments. Continue to refine your strategies for getting to know students and building positive relationships with them. Learn how to accommodate diverse learners, particularly in the area of special education and English-language learners.

Course Norms

The quality of your experience in this course will hinge on our collective ability to openly discuss the problems of practice with the trust that no one’s comments will be repeated or misused. Constructive conversations cannot happen unless you agree to:

Be an active and engaged member of the group; Be a constructive colleague to other novice teachers in the room; Come prepared; and Respect the confidentiality of the discussion.

Additional Notes:

It’s hard to talk about the problems of practice without invoking the names of real people. To protect the confidentiality of those with whom we work, remember to be constantly aware of whom you are with. When teachers and administrators are together, it is appropriate for them to talk about particular students. When students, parents or other building staff are present, we must exercise much more caution.

Our intent is to support each other to develop our capabilities as professionals, not to judge one another’s competence and/or merit as teachers and human beings.

I will do my best to respond within 12 hours to emails during the week. You may also call me at any time.

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These are course norms that are common throughout the College of Education. I believe they are all premised on the notion that everyone has unique talents, gifts and perspectives on the world. To lose any of them would be a great loss for humanity. As teachers, we need to be very good at finding and seeing the best in ourselves and each other.

In addition, I would ask that you not use your cell phones or laptops during class except as requested by me. We all know what it feels like to talk to someone who is only partly attending to you because they are multitasking on their phone. Teachers need to avoid sending messages to children, colleagues and families that they are unconcerned with their issues and not willing to listen. Please extend to me and your other colleagues in this class this courtesy!

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Course Outline and Assignments

1) Getting Familiar with Social Studies Curricular Resources

Major Assignment: Assemble six texts and analyze the potential learning that can happen with them (video, political cartoon/historical photograph/map, textbook, alternative textbook chapter, primary written document, website).

Points: 20

Due Date: October 5

2) Three Common Instructional Strategies: Reading a Text, Lecture, and Socratic Discussion

Major Assignment: Microteach with each of these strategies across the semester. Practice at least one of these before Ben’s class with a group of your peers.

Tentative Microteaching Dates: September 23, October 14, November 4, November 25

Points: 20

Due Date: December 2. You will videotape each time you microteach and when you co-teach in Ben’s class. You will choose one of those lessons to submit to be graded according to the criteria that will be used during the senior-year final exit exam.

3) Adapting Instruction to Individual Learners (Part I): Assessment

Major Assignment: Compare what you can learn from an Authentic Assessment and a Test.

Points: 20

Due Date: November 4

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4) Adapting Instruction to Individual Learners (Part II): Special Education and ELL

Major Assignment: Revisit Curricular Resources, analyzing what scaffolds would need to be in place for the following students: Autistic student, student with a reading disability, student with oppositional defiant disorder, student who has been learning English for about two years.

Points: 20

Due Date: November 25

5) Pulling It All Together: Unit Planning

Major Assignment: Write a rationale for a unit of instruction (the who, what, and why for a unit of instruction). As you construct this rationale, you will draw upon: 1) deep knowledge of your subject matter; 2) deep knowledge of the students in Mr. Pineda’s class; and 3) deep knowledge of the Haslett community.

To that end, all students are required to attend at least three of the following events prior to the end of the semester and to use this as evidence of their knowledge of the community: 1) any Haslett Public Schools extracurricular activity (sporting event, drama production, music concert, etc.); 2) a Haslett Public Schools School Board Meeting; 3) a community event in Haslett (art fair, public concert, public reading, library event, religious community event, or some other public event held within the Haslett Public School District). If you are unsure if something you would like to attend qualifies for this requirement, please just ask Kyle!

Points: 20

Due Date: December 18

Grading

All course work will be submitted to me through a web platform (blog, wiki, or some other tool) that you develop and expand throughout the year. Think about this as your first steps toward creating a professional website!

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I prefer to assign each assignment a point value based on the percentage. This will add up to 100 points over the semester. If you ever have a concern about your grade, please just ask. I am happy to clarify with you and am always willing to receive revisions of work for a higher grade.

Grading is based on your ability to perform the required skills for a novice teacher (not participation or attendance). I will provide rubrics, checklists and other guides to make clear the grading criteria for each assignment. My goal is to give you fair, accurate and helpful feedback that will help you become a better teacher but also give you a realistic sense of where you are in terms of various teaching skills!

Although you cannot earn points for attendance, you may lose them for absences. You will have three points deducted from your course grade each time you are absent. If you have more than two absences per semester, I will call a meeting with a Program Administrator to discuss your progress in the program. Such meetings are meant not as a penalty but to make sure you are on target to progress to the Internship!

Grades will be assigned as follows:

90-100% 4.080-89% 3.570-79% 3.060-69% 2.551-59% 2.0

A Note on the grade "I” (incomplete)

MSU policy is that “the ‘I’ (incomplete) grade may be given only when the student (a) has completed at least 12 weeks of the semester, but is unable to complete the class work and/or take the final examination because of illness or other compelling reasons; and (b) has done satisfactory work in the course; and (c) in the instructor’s judgment can complete the required work without repeating the course. For the entire grading policy at MSU, please visit: http://www.reg.msu.edu/AcademicPrograms/Text.asp?Section=112#s525.

Since each course from TE 302 on is a prerequisite for each succeeding course, incompletes must be cleared before the first meeting of the succeeding course. Therefore, it is wise to avoid Incompletes entirely.

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Course Policies

The Secondary Team requires instructors to inform you, in syllabi, of the following policies. Failure to comply with these and other university policies governing student conduct will result in review of the student’s progress and reconsideration of the student’s continued participation in the teacher certification program.

Attendance and Participation

Attendance: Regular on-time attendance and full participation in class is critical to learning. Of course, illness and other emergencies cannot be avoided. If you are unable to attend a class session, you must call or email the instructor in advance. Do not rely on your peers to relay messages—make sure you communicate directly with your instructor.

This course is planned on the assumption that you will come on time and come prepared to participate. The instructor reserves the right to adjust your grade as a response to absences or excessive tardiness.

In accordance with the Teacher Preparation Program's Professional Conduct Policy, attendance and punctuality in class meetings and field experiences are critical to your success in this course and in the Program. It is your responsibility to familiarize yourself with the policy which is in your Team Handbook and on the web at: http://ed-web3.educ.msu.edu/infostu/infostu/conductpolicy.htm.

In the case of recurring absences or tardiness, a program administrator will be notified and you may be required to attend a meeting regarding your attendance. Continued absences may result in your being asked to leave the program.

Confidentiality

In the course of their work, educators make use of information about students that is protected by federal law (Family Educational Right to Privacy Act, FERPA: see http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html. In accordance with the Teacher Preparation Program’s Professional Conduct Policy, students should take care at all times to protect the rights of the students with whom they work by masking students’ identities and by maintaining a tone of professional courtesy. It is your responsibility to familiarize yourself with the policy that is on the web at http://www.educ.msu.edu/students/undergraduate/professionalconduct.htm regarding confidentiality in course discussions and assignments.

Students should use fictitious names for students to discuss family or individual information or if the situation is particularly difficult. Students should mask names of students on any written or visual work shared in class or used in an assignment.

Professional Conduct

Dress and Deportment in Schools. Students are expected to dress appropriately in schools,

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keeping in mind the value of being viewed as an adult and as a professional with authority in the classroom. They should always be polite to and considerate of other adults in the building including administrators, custodians, secretaries, and paraprofessionals. Students should follow their placement schools policies regarding use of tobacco and cell phones.

Professional Communication and Problem Solving. Appropriate, effective communication as detailed in the Program Standards and Student Responsibilities is an important component of professional conduct. Students are expected to give and accept constructive feedback appropriately and to react appropriately in stressful situations. Students who encounter problems should discuss them with the people most directly involved. If the situation is not resolved at that level in a reasonable amount of time, students should request assistance from the Subject Matter Coordinator or Team Coordinator. Recourse if the situation is still not resolved is to contact the secondary faculty leader.

Alcohol and Illegal Drugs. Students are expected to be free of the influence or possession of such substances in classes and field placements.

Social Media. Public media sharing sites (such as YouTube or Facebook) have the potential to be useful tools in teaching and in your professional career. However, some content on such sites has the potential to be disastrous to your professional identity. All content, whether posted by you or by others, is potentially accessible to students, parents and employers. Students should take care at all times to protect their ability to present themselves as professional educators in all media forms.

Academic Honesty and Integrity

We assume that the student is honest and that all course work and examinations represent the student's own work. Violations of the academic integrity policy such as cheating, plagiarism, selling course assignments or academic fraud are grounds for academic action and/or disciplinary sanction as described in the university's student conduct code. Incidents of plagiarism are taken very seriously and will be pursued. Students are strongly cautioned not to copy any text verbatim or use someone else's ideas on class quizzes, tests, reports, projects, or other class assignments without using appropriate quotations and source citations. For University regulations on academic dishonesty and plagiarism, refer to: http://www.vps.msu.edu/SpLife/rule32.htm or http://www.msu.edu/unit/ombud/plagiarism.html

On the other hand, there is a culture of sharing in teaching and we encourage you to be part of that culture, for example when designing lessons, and to make use of shared resources for teaching. It is imperative, however that you are extremely clear in indicating which ideas/language/materials are entirely your own, which ideas you modified based on others’ work and which materials you are borrowing wholesale. Thus, when you hand in work that includes materials for teaching, please use the following language:

If you took inspiration from another source or modified another source significantly to make it work for you, then include in your work “Adapted from:” with the full citation (book title, URL, etc.)

If you took the entire piece from another source, then include “Taken from:” with the full

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citation.

NOTE: This applies to materials used in teaching (list assignments – teaching labs, field teaching assignments, and similar work). This does NOT include reflection, analysis (list assignments – student case studies, work on content, etc.) Standard procedures for referencing and avoiding plagiarism apply here.

Problem Solving

If you have problems with the course or the instructor, you must first speak with the instructor about the situation. If the problem cannot not resolved at that level of interaction, then you may contact the faculty course or subject area leader, and after that, the team coordinator or team leader. (Names and contact information for the relevant individuals can be found in the Secondary Team Handbook located at: http://ed-web2.educ.msu.edu/team4/

Accommodations for Disabilities

Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a counselor, call 353-9642 (voice) or 355-1293 (TTY). Instructors in the course may request a VISA Form (Verified Individual Student Accommodations Form) from a student requesting services.

Counseling Center

Even normal, capable, intelligent, and reasonable persons like the members of this class sometimes face situations and problems that they find difficult to deal with by themselves. The Teacher Preparation Program instructors or coordinators might be able to help. Also, MSU has an Office of Student Affairs and Services, with a Counseling Center, for which the phone number is 355-8270. The Center is at 207 Student Services Building. Website: http://www.couns.msu.edu/

Sexual Assault and Abuse

Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University’s student record policies. However, students should be aware that University employees are required to report suspected child abuse/neglect and allegations of sexual assault to the appropriate authorities when they become aware of such matters in the course of their employment. Sexual assault survivors are encouraged to meet with the Sexual Assault Program at the MSU Counseling Center for counseling and victim advocacy services.

Writing Center

Teachers are models and coaches of writing for their students, and must communicate effectively in writing with colleagues, parents, and others. For those reasons, teacher candidates are expected to write effectively and conventionally. If you need more help in meeting those

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expectations than you can get from your instructors and other teacher candidates, try the College of Education Office of Student Writing Assistance (OSWA), 513 F Erickson Hall, phone 517-432-0425 or email campbell@msu.edu

In addition, the Writing Center at 300 Bessey Hall, 432-3610 is available. Grammar Hotline: 432-1370. Website: http://writing.msu.edu/

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