Session 02 Framing concept for your development TPACK

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Session 02 - Framing concept for your development: TPACK - Plan of attack for

Session 02 - Framing concept for your development: TPACK - Plan of attack for content areas - Getting started on history ed Dr. Hammond Middle & Sec Social Studies Spring, 2020

Framework(s) for the ‘teaching’ end of things Image source: http: //tpack. org

Framework(s) for the ‘teaching’ end of things Image source: http: //tpack. org

Let me show you what I’m talking about • Last week • [Jigsaw] •

Let me show you what I’m talking about • Last week • [Jigsaw] • [List-Group-Label] • This week: • KWL • Great Wall(s) of China (overview & close inspection of geospatial data) • Guided note-taking

Tell me what just happened… Image source: http: //tpack. org

Tell me what just happened… Image source: http: //tpack. org

Provenance • Lee Shulman, 1986 & 1987 PCK • Bad teachers know (we hope)

Provenance • Lee Shulman, 1986 & 1987 PCK • Bad teachers know (we hope) CK, PK; they work with them in isolation • Good teachers integrate these spheres seamlessly • Example? • Melissa Pierson, 2001: Intersection of effective teaching and technology use • Mishra & Koehler, 2006: TPCK (later TPACK) • Technology is nonneutral; has its own implied grammar (affordances & constraints – see Norman, 1988 for a non-teaching example)

Many names, same idea • PCK, TPACK, (t)PCK Integrated approach to teaching: “I teach

Many names, same idea • PCK, TPACK, (t)PCK Integrated approach to teaching: “I teach differently depending upon the interacting variables of…” • • • The students I have in front of me The content I’m trying to teach The technology I have at my disposal The methods I’ve chosen to use (etc. )

A ‘wickedly complex’ problem • Ill-defined, no firm ‘bottom line’ – what does a

A ‘wickedly complex’ problem • Ill-defined, no firm ‘bottom line’ – what does a ‘successful’ application of TPACK look like? • Variables can overlap and interact (technology+content, technology+method) • Unstable elements to the problem (e. g. , slow internet access, student mood in the afternoon vs. morning)

A ‘wickedly complex’ problem . . a lifetime of learning

A ‘wickedly complex’ problem . . a lifetime of learning

A ‘wickedly complex’ problem . . a lifetime of learning

A ‘wickedly complex’ problem . . a lifetime of learning

(and trust me, you’re already further along than some…) Columbus, OH, 2011 An elementary

(and trust me, you’re already further along than some…) Columbus, OH, 2011 An elementary school Social Studies lesson in Ohio turned controversial last week when a black student was chosen to play a slave in a mock slave auction. Nikko Burton, 10, is one of two black students in the class; the other was assigned to play a master, the AP reports. Burton tells WBNS-10 that he wasn’t upset at first, but got mad when the students playing masters started bidding on the students playing slaves. ‘The masters got to touch people and do all sorts of stuff’ to see if they were worth buying, he says.

Norfolk, VA, 2011 A fourth grade Norfolk teacher showed bad judgment in auctioning off

Norfolk, VA, 2011 A fourth grade Norfolk teacher showed bad judgment in auctioning off black students to teach students a lesson on the Civil War, school officials said. A letter to parents with children at Sewells Point Elementary School was sent home last week, following the April 1 incident. Officials say teacher Jessica Boyle separated black and mixed-race students from their white peers and then put them up for sale. The letter from Principal Mary B. Wrushen says, in part, "Although her actions were well intended to meet the instructional objectives, the activity presented was inappropriate for the students. "

Gwinnett County, GA, 2012 Christopher Braxton told ABC News affiliate WSB-TV in Atlanta that

Gwinnett County, GA, 2012 Christopher Braxton told ABC News affiliate WSB-TV in Atlanta that he couldn't believe the assignment his 8 -year-old son brought home from Beaver Ridge Elementary school in Norcross. "It kind of blew me away, " Braxton said. "Do you see what I see? Do you really see what I see? He's not answering this question. ” The question read, "Each tree had 56 oranges. If eight slaves pick them equally, then how much would each slave pick? ” Another math problem read, "If Frederick got two beatings per day, how many beatings did he get in one week? "

So in this course, we will • Talk about social studies content • Model,

So in this course, we will • Talk about social studies content • Model, dissect, and practice social studies instructional methods & assessment • Experiment with technology • Talk about teachers and students and content and standards/curricula • End up THINKING and SPEAKING differently about social studies than when we started • Stock & organize your toolbox

Building your ‘toolbox’

Building your ‘toolbox’

Starting point

Starting point

= Lecture? Worksheets? Read-the-textbook-and-answer-questions?

= Lecture? Worksheets? Read-the-textbook-and-answer-questions?

Lecture Worksheet Textbook reading KWL “List, group, label” Google Earth overlays?

Lecture Worksheet Textbook reading KWL “List, group, label” Google Earth overlays?

Lecture Worksheet Textbook reading KWL “List, group, label” Google Earth overlays? (Something picked up

Lecture Worksheet Textbook reading KWL “List, group, label” Google Earth overlays? (Something picked up from a classmate)

CHECKBACK & BREAK

CHECKBACK & BREAK

Last week’s discussion • Social studies is…? • This week: Getting started on one

Last week’s discussion • Social studies is…? • This week: Getting started on one of the disciplines

Organizing frame for next couple of months For each of the ‘Big Four’… In

Organizing frame for next couple of months For each of the ‘Big Four’… In history ed… • What’s the content? How is it parsed by grade level? • What are relevant standards? • What are the resources? • Student schema? My schema? • What methods are good? • What’s the research lit look like? • How’s my TPCK in this domain? • (etc) • • MS = Am Hist, some world hist; HS = world, US, electives PDE, C 3, NCHS • Archives. gov, loc. gov/ammem, Nat’l Hist Ed Clearinghouse, etc. • Timelines, primary source study, simulations, research projects • Problem areas: personalization, presentism, ineluctable causation, optimistic assumption, etc.

So what is history education? …should we do a list-group-label? …should we do a

So what is history education? …should we do a list-group-label? …should we do a KWL?

History ed = Materials? • Mainline publishers’ materials Textbook used in BASD, 8 th

History ed = Materials? • Mainline publishers’ materials Textbook used in BASD, 8 th grade • “Other” stuff • • Timelines Thematic maps Library of Congress materials (etc. – see course bookmarks)

History ed = Organizations • NCSS: National Council for the Social Studies • PCSS:

History ed = Organizations • NCSS: National Council for the Social Studies • PCSS: Pennsylvania Council for the Social Studies • NCHS: National Center for History in the Schools • AHA: American Historical Association • OAH: Organization of American Historians • H-Net: Humanities & Social Sciences online

History ed = STANDARDS! • State level • Pennsylvania State Academic Standards • “Pennsylvania

History ed = STANDARDS! • State level • Pennsylvania State Academic Standards • “Pennsylvania Core” standards for reading & writing in History / Social Studies • (Don’t forget about ELPS…can include others) • National / “voluntary” • National Council for the Social Studies (NCSS) C 3 Framework • National Center for History in the Schools (NCHS)

History ed = Journals Often sponsored by organizations • NCSS = Social Education, Middle

History ed = Journals Often sponsored by organizations • NCSS = Social Education, Middle Level Learning • OAH = Magazine of History • CUFA = Theory & Research in Social Education • SITE = Contemporary Issues in Technology and Teacher Education, social studies section …but not always • Social Studies Research & Practice • The Social Studies • Journal of Social Studies Research • International Journal of Social Education • The History Teacher

Challenges of history classrooms Pressures of… Striving towards • • • Student voice Curricular

Challenges of history classrooms Pressures of… Striving towards • • • Student voice Curricular coverage Classroom control Assessment Conformity to norms of school admin, local community, students’ expectations • [Teacher internalization of the content!] • Students’ vs. teachers’ speaking time • Student agency • Student-initiated vs. teacherinitiated questions • Room for debate • Independently forming opinions? • Divergence / disagreement with teacher, textbook, curriculum • Use of evidence in creating arguments?

So what are good methods for history ed? Chapin, Ch. 6 Elsewhere • Traditional

So what are good methods for history ed? Chapin, Ch. 6 Elsewhere • Traditional = Publisher-produced materials (textbook, worksheets, multimedia materials, etc. ) • Thematic approaches: History as mystery, using organizing questions, focus on persistent issues • Primary source analysis (incl. photos, artwork, music, etc. ) • Watch documentaries • Conduct simulations • Integrate YA lit (e. g. , Johnny Tremain, Anne Frank) • Oral history project / local history project • Biography or term paper • Timelines • List-group-label • KWL • Currently on H-Net: “Flipping” classroom • Percoco: Bumper stickers, History heads, guest speaker • Family tree • Make a digital documentary, newspaper, brochure, diorama, virtual museum • Critique & revise a Wikipedia entry • Virtual or vicarious fieldtrip • Conduct a debate

And what are resources I can use? “Authoritative” “Authentic” • Textbook* • “Looking Into

And what are resources I can use? “Authoritative” “Authentic” • Textbook* • “Looking Into the Past” Flickr group • National • Prelinger Archives • LIFE Magazine • Library of Archive Congress • Historical Scene Investigations • (etc. ) “Usefully fraught” • Wikipedia • “Better two bad books than one good one” • Trade books • “All About Explorers” * "Thousands of Southern blacks fought in the Confederate ranks, including two black battalions under the command of Stonewall Jackson. ” Masoff, J. (2010). Our Virginia: Past and Present. Weston, CT: Five Ponds Press.

Let’s test-drive a resource “Geography of Slavery” from the Virginia Center for Digital History

Let’s test-drive a resource “Geography of Slavery” from the Virginia Center for Digital History

(Re-)Viewing George Washington • Colonial surveyor • Instigator of the French & Indian War

(Re-)Viewing George Washington • Colonial surveyor • Instigator of the French & Indian War (? ) • Leader of the Continental Army • Father of the Nation • First president • …owner of • Peres, Jack, Neptune, & Cupid • Hercules • Oney Judge • William Lee • One of the largest landand slave-owners in nation • Violated PA abolition law during presidency

(Re-)Viewing Thomas Jefferson • Author of Declaration of Independence • Author of Statutes of

(Re-)Viewing Thomas Jefferson • Author of Declaration of Independence • Author of Statutes of Religious Freedom • Ambassador to France • Founder of the Democratic Party • 3 rd President • Founder of the University of Virginia • …owner of • Sandy • Sally Hemings & her descendants • Massive debtor • Sold library to Congress, thus founding the Library of Congress…as a cashgenerating move • Will freed 5 slaves…estate ended up selling 130 to pay his debts.

(Re-)Viewing James Monroe • 5 th president • Friend and collaborator of Jefferson &

(Re-)Viewing James Monroe • 5 th president • Friend and collaborator of Jefferson & Madison • …governor of Virginia in charge of suppressing Gabriel’s rebellion • (slave population = ~ 40% at the time)

What’s really going to drive your history instruction: Dispositions I think ___; therefore… •

What’s really going to drive your history instruction: Dispositions I think ___; therefore… • History is what happened; students need to know the facts • History is a story I will… • Cover the ‘important’ points via lecture / film / textbook • Entertain students, providing elaborating detail as we cover the curriculum • History is inquiry • Demand that students construct their own answers • History belongs to all of us • Demand that students come up with their own questions

Traditionalist Disciplinarian Progressive / Community –oriented / “For the common good” / Civics-focused (?

Traditionalist Disciplinarian Progressive / Community –oriented / “For the common good” / Civics-focused (? )

Traditionalist Disciplinarian Social studies should introduce children to the fields of study contained within

Traditionalist Disciplinarian Social studies should introduce children to the fields of study contained within it: history, economics, political science, geography, etc. Our mission is to introduce students to the disciplines practiced by adults. Social studies should be what it was when I was a kid (e. g. , centered on patriotism). It’s mission is to help uphold (assumed) tradition. Whose traditions? ? And trying to produce miniature historians (etc. ) is a disservice both to kids and to history. Kids need to study their world, to ask questions. What we study may be less important than how we study. Progressive / Community –oriented / “For the common good” / Civics-focused (? )

History is what happened in the past that was important. Students should know who,

History is what happened in the past that was important. Students should know who, Traditionalist what, when, where, and why. This info comes from authorities: Textbooks, wellinformed teachers, reputable museums, etc. Yes, but history should be an everyday skill – something we exercise constantly and not just when looking at historical documents or artifacts. Also, history should help us clarify who we are, both as individuals and as a society. Disciplinarian Progressive / Community –oriented / “For the common good” / Civics-focused (? ) History is a process of inquiring about the past. It’s a skill, not just a body of information. In the end, history is an act of imagination – informed, rigorous, but inescapably interpretive. Students should focus on evidence (documents, artifacts, etc. ), analysis, and accounts, including their own evolving accounts about the past.

Putting my cards on the table • I aspire toward “community-oriented”, but it’s a

Putting my cards on the table • I aspire toward “community-oriented”, but it’s a constant struggle. • History education, like history itself, is a never -ending re-evaluation / re-balancing act. You arrive a point of certainty…and then it, inevitably, slides away. • History education needs a purpose beyond history itself – what is the civic mission of teaching history? ?

And a moment of clarity I had far too late for it to do

And a moment of clarity I had far too late for it to do my students any good… This statement sounds good, yes? “The reasons are many, but none are more important to a democratic society than this: knowledge of history is the precondition of political intelligence. ” - NCHS, “Significance of History for the Educated Citizen”

In fact, that sounds like TJ! History, by apprising them of the past, will

In fact, that sounds like TJ! History, by apprising them of the past, will enable them to judge of the future; it will avail them of the experience of other times and other nations; it will qualify them as judges of the actions and designs of men; it will enable them to know ambition under every disguise it may assume; and knowing it, to defeat its views …from Notes on the State of Virginia

…but it’s a dangerous way to teach history • Who in the classroom will

…but it’s a dangerous way to teach history • Who in the classroom will always have the most ‘political intelligence’? • Can we (as in, we non-experts) really predict the future from the past? • Can a sage-on-the-stage teacher run a democratic classroom? • Can students become democratic, critical thinkers in an un-democratic classroom?

For next session (Wed, 5 Feb) • Reading • Textbook: Chapin, Ch. 6 (‘Teaching

For next session (Wed, 5 Feb) • Reading • Textbook: Chapin, Ch. 6 (‘Teaching history’) • Optional: Teacher dispositions: Thornton, 2001 • Definitely read: Keeler & Langhorst, 2008 (to help plan for original instructional material product #2) • Read far enough to grasp HTCE assignment: Barton & Levstik, 1996 • Read & mark up: History standards (C 3 & PDE of your choice) • Assignments • WTL – Identify at least TWO resources for teaching history. Briefly describe each and explain how you might wish to use them in your teaching. • Complete HTCE prep work