Session 03 Building your toolbox Original instructional materials

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Session 03 - Building your toolbox: Original instructional materials, part #1 - Instructional planning,

Session 03 - Building your toolbox: Original instructional materials, part #1 - Instructional planning, macro view: standards activities - More geography ed Dr. Hammond Elementary Social Studies Fall, 2020

But first: Brief discussion of two built-in, govt-mandated social studies teaching opportunities • September

But first: Brief discussion of two built-in, govt-mandated social studies teaching opportunities • September 11 th as ‘Patriot’s Day’ • September 17 = ‘Constitution Day’

Sharing OIM products: Demonstrating with map of European settlements in the Lehigh Valley Person

Sharing OIM products: Demonstrating with map of European settlements in the Lehigh Valley Person presenting says • Grade level • Style of curriculum • Discipline of the content area(s) • Type of instructional method • Type of technology used • Stance (traditional vs. disciplinary vs. studentcentered) People listening ask: • What inspired this? • How did you make this? • What else might you do with this, given more time or support?

OIM de-brief • What stances did you see? • Did you see any new

OIM de-brief • What stances did you see? • Did you see any new methods that you want to borrow / learn more about? • (Note: I encourage sharing! See forum in Course. Site) • How did we do with the goals of this assignment? • Getting you started on instructional planning in social studies, starting within (or close to) your comfort zone • Giving us a shot at peer learning, as you see & discuss classmates’ work

For your next original instructional materials assignment… • First item + description of intended

For your next original instructional materials assignment… • First item + description of intended use • First try at social studies content and materials • Pair and share • Second item + reflection on your entire process … • Stretch yourself to try a new technique or new technology • Think about something new: ELL students? CLD students? Feel free to use EITHER or BOTH in your subsequent assignments

Sample OIM #2: Community needs, community resources activity • Created with Julie Oltman, one

Sample OIM #2: Community needs, community resources activity • Created with Julie Oltman, one of our doctoral grads • Have run it with 2 nd graders, 10 th graders…and I would be doing it with you in Iacocca Hall! 1. In-class discussion of community needs 2. Around-the-school exploration to find resources to meet these needs 3. Google Earth overlay to see where resources are in community 4. Homework assignment: Find examples of these resources at home

So what’s need in your toolbox of instructional methods? What methods do you know

So what’s need in your toolbox of instructional methods? What methods do you know and feel comfortable using? How about your colleagues, Prairie Dawn and Ernie – what might you borrow from them? ?

Pivoting from OIM activity to standards, etc.

Pivoting from OIM activity to standards, etc.

Standards Curriculum Unit plans Lesson plans

Standards Curriculum Unit plans Lesson plans

PDE, C 3, NCGE (Five Themes or ‘Geo. For Life’) Standards Expanding environments? Curriculum

PDE, C 3, NCGE (Five Themes or ‘Geo. For Life’) Standards Expanding environments? Curriculum Discipline? Thematic / Integrated? Unit on mapping Unit plans Lesson plans Sketchmap lesson “Weaving the Globe” “Puzzle Map” “Mapping an orange” “What’s in a place name”

Standards Curriculum Unit plans Lesson plans Moreso for social studies than other content areas?

Standards Curriculum Unit plans Lesson plans Moreso for social studies than other content areas?

Example of teacher mediation in action: Local 4 th grade social studies curricular sequence

Example of teacher mediation in action: Local 4 th grade social studies curricular sequence What methods to use? • Outline Unit 1 Unit 3 maps & memorization? • Google Earth overlays? • Map skills • Pennsylvania • Weaving the Globe? Unit • Globe skills • Geography of PA • Sketchmaps? • Continents and oceans • Sanford • History of PA • Latitude and longitude • Government of PA Unit 2 Unit 4 • 5 Regions of the United States • Novel Study: Tales of the Towpath

Example of teacher mediation in action: Local 4 th grade social studies curricular sequence

Example of teacher mediation in action: Local 4 th grade social studies curricular sequence Unit 1 Unit 3 • • Map skills Globe skills Continents and oceans Latitude and longitude Pennsylvania Unit Geography of PA History of PA Government of PA Unit 2 Unit 4 • 5 Regions of the United States • Novel Study: Tales of the Towpath Turning this into vital / engaging / POWERFUL social studies instruction will depend on the teacher’s stance, skills, facility with materials, etc.

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards • Taking a look at social studies curricula

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards What to use? methods PDE: Old, new • Outline maps & memorization? NCSS et al. : C 3 • Google Earth overlays? • Weaving the Globe? • Sketchmaps? Other content • Sanford maps? • Taking a look at social studies curricula area orgs: e. g. , NCGE • “Five Themes” • “Geography for Life”

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards • Taking a look at social studies curricula C 3’s geography standards NCGE’s Geography for Life PDE: Four big ideas, plus mention of ‘Five Themes’?

“What’s this ‘Five Themes’ stuff? ”

“What’s this ‘Five Themes’ stuff? ”

Putting geography standards sideby-side-by-side Five Themes PDE C 3 • Location • Place •

Putting geography standards sideby-side-by-side Five Themes PDE C 3 • Location • Place • Humanenvironment interaction • Movement • Regions • “Basic literacy” • Geographic representations • Humanenvironment interaction • Spatial patterns and movements • Global interconnections • • Tools Locations • Physical characteristics • Humanenvironment interaction

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards C 3’s geography Standards are standards generally DISCIPLINARY NCGE’s Geography • Taking a look at social studies curricula for Life PDE: Four big ideas, plus mention of ‘Five Themes’?

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards • Taking a look at social Take a quick look at studies curricula some BASD curriculum documents. Which approach do they connect to?

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards • Taking a look at social studies curricula Other curriculum approaches • Expanding environments • Cultural universals (Brophy & Alleman) • Towards the Common Good (Wade) • Integrated • (etc. )

Example of a common social studies curricular framework: Expanding environments • • K =

Example of a common social studies curricular framework: Expanding environments • • K = self 1 = families 2 = neighborhoods 3 = communities 4 = states & regions 5 = United States 6 = World / Hemisphere studies • (smallest geographic / social units) • (intermediate geographic / social units) • (largest geographic / social units)

Other curricular frameworks • Disciplinary (ex: BASD -- it switches among disciplines) • Cultural

Other curricular frameworks • Disciplinary (ex: BASD -- it switches among disciplines) • Cultural Universals (Brophy & Alleman, 2002) • Thematic (ex: water) • Towards the Common Good (Wade, 2002) • Integrated (multiple disciplines within one unit or lesson) • Spiral • (etc. ) • (…and consider: Is it possible to teach any social studies topic in isolation? ? ? Not really)

Taking our next steps in geography ed • Taking a look at relevant standards

Taking our next steps in geography ed • Taking a look at relevant standards Standards are generally • Taking a look at social studies curricula DISCIPLINARY Other curriculum approaches • Expanding …but environments • Cultural universals curriculum (Brophy & Alleman) • Towards the Common requires Good (Wade) • Integrated INTEGRATION • (etc. )

Given that… • We have to work with existing (disciplinary) standards and (integrated) curricula

Given that… • We have to work with existing (disciplinary) standards and (integrated) curricula • …We therefore have to create FUSIONS of these two worlds as we build our instructional plans • Original instructional materials assignments • Curriculum map assignment • Microteaching • Final instructional unit

Standards Curriculum Unit plans Lesson plans Moreso for social studies than other content areas!!

Standards Curriculum Unit plans Lesson plans Moreso for social studies than other content areas!!

Where the rubber hits the road • Taking a look at relevant standards •

Where the rubber hits the road • Taking a look at relevant standards • Taking a look at social studies curricula • Building your foundational knowledge in geography ed 1. Natural vs. built environment 2. Physical geography vs. everything humans do (political geo, economic geo, demography, etc. ) 3. Human-environment interaction 4. Tools of geography…and the analysis that goes along with them

What geography ed resources did you find? What topics do they tie into? My

What geography ed resources did you find? What topics do they tie into? My framing PDE’s framing 1. Natural vs. built environment 2. Physical geography vs. everything humans do (political geo, economic geo, demography, etc. ) 3. Human-environment interaction 4. Tools of geography…and the analysis that goes along with them Basic geographic literacy • Geographic tools • Location of places and regions Physical characteristics of places and regions • Physical characteristics • Physical processes Human characteristics of places and regions • Human characteristics Interactions between people and the environment • Impact of physical systems on people • Impact of people on physical systems

(A fun observation about schema-building, particularly with phys. geography) • How is a lake

(A fun observation about schema-building, particularly with phys. geography) • How is a lake like an island? • How is a peninsula like an inlet? • How is an isthmus like a strait? • How are a desert and steppe similar? Different? • What is the relationship between pond and lake? Sea and ocean? Hill and mountain? • What is the relationship between a mountain and a mountain range? An island an archipelago? (And could you design instruction on these topics that is traditional? Disciplinary? Community-centered? )

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 (? )

Due next week (or later): HTCE prep • Re-cap assignment Reminder: For each image,

Due next week (or later): HTCE prep • Re-cap assignment Reminder: For each image, Create a citation • Do you know where to find the Barton & Levstik article? • Do you know where to find pictures? Write a paragraph (or more) it. In these paragraphs, identify the source of the image, describe the context of the image (i. e. , who/what/when/where, who the creator is) and discuss why this image is relevant to social studies instruction. You might also wish to explore which features in the image the student might pay attention to, and how this may influence their judgments about historical time.

For next session (Mon, 14 Sep) Reading • Review Geography standards: PDE, C 3;

For next session (Mon, 14 Sep) Reading • Review Geography standards: PDE, C 3; see other nat’l orgs as you see fit • Read Barton & Levstik, 1996 (at least to the point where you understand context of HTCE assignment) • Skim Brophy & Alleman, 2002 & Wade, 2002 – these are worth knowing about & possibly drawing inspiration from…. Assignments • Complete HTCE prep work • WTL • Work on original instructional materials assignment, product #2 • Please consider sharing your OIM #1 by uploading to the class forum in Course. Site • Invitation: If you’d like to try out the ‘Community Needs, Community Resources’ activity, I have prepped a version you can do at home….