On your notecard

Please write . . .– First and last name– Grade level you would like to teach (i.e. 2nd)– Minors or areas of specialization you are pursuing – Activities/Hobbies you enjoy– Favorite book– One goal you have for this course

TE 401: Teaching Subject Matter to Diverse Learners, Social Studies

Erik Byker

August 28, 2008

Agenda

Introductions Establishing norms for our classroom Course overview/Syllabus/For next time Purposes of social studies education Field Trip

Introductions: “Significant People and Places in our Personal Histories”

First think of a person in your personal history who has had a significant impact on your life, be willing to share with the rest of the class.

Place a dot on one of the maps of a place that has influenced you and share why.

Analyzing the data we collected

What do you notice?

What generalizations can you draw about students in our class?

What can we learn about each other from this data?

Establishing Classroom Norms – Think, Pair, Share

1. Generate a list of needs you have to work productively in the group – BE SPECIFIC (e.g., “act respectfully” is vague and doesn’t give us much guidance as HOW to act)

2. Everyone gets to offer one thing from your list to generate a list of classroom norms

3. Can anything be combined? Is anything hard to follow?

http://www.nsrfharmony.org/protocol/doc/forming_ground_rules.pdf

Classroom Norms for TE 401, Sec. 7

Communicate freely, support each other Active listening, engaged, eye contact Be prepared for assignments Pull your own weight Be open to others ideas Collaboration Be on time Silence cell phone Productive group work Keep confidentiality Punctuality

Norms for Erik

Be available Be approachable Don’t assume prior knowledge Give timely feedback Remember this is not our only class Give specific expectations for projects Be organized

Syllabus/Readings/ANGEL

E Komo Mai Logistical information about the course Quick introduction to the texts Syllabus https://angel.msu.edu/frameIndex.htm

E Komo Mai

Traditional Hawaiian greeting, “The door is open the house is yours.”

Your classroom – your learning environment Co-constructors of knowledge Being transformed: moving from student to

teacher Being explicit: modeling best practices and

effective learning strategies

Contact Information

Professor/Instructor: Erik Byker Office: 118 Erickson Hall e-mail*: bykereri@msu.edu Phone: 517-755-0100 (call to let

me know about being absent)

Office Hours: By appointment Meeting Time: Thursdays, 9:10 a.m. to

12 p.m. please be on time

Meeting Room: 111 Erickson Hall

Assignments

Write a response to “seeing student thinking” activity with students in your field placement [individual project]

Critically evaluate websites using a web-based tool “critical webreader” to explore a public policy issue [individual project]

Design a lesson based upon the materials and resources at the Michigan Historical Center [group project]

Create and teach a lesson (to other TE 401 students) following an assigned instructional strategy (micro-teaching) [group project]

Create and enact a lesson for your field placement and write a reflection component [individual project]

Grading

Grades are assigned using the university grading scale of 4.0 to 2.0. Six course requirements are graded and weighted as follows:

25% Participation and attendance 10% Critical web reader 10% Seeing student thinking project 10% Museum lesson project 25% Field-based lesson 20% Micro-teaching lesson

Grading Rubric

95-100 - 4.0 This represents outstanding and exemplary work. The student uses and integrates readings, classroom discussions, and field experiences (where appropriate) to inform his/her writing. The student meets all the requirements of the assignment, is deeply thoughtful, and provides many details and examples to support writing. The writing contains no errors in grammar, punctuation, and spelling.

90-94 - 3.5 This represents high quality work. The student uses many readings, classroom discussions, and field experiences (where appropriate) to inform the writing. Meets all the requirements of the assignment, is thoughtful and provides some details and examples to support writing. The writing contains very few errors in grammar, punctuation, and spelling.

85-89 - 3.0 This represents good quality work, performing at expected level for senior year. The student uses some readings, classroom discussions, and field experiences to inform writing. Meets all requirements of assignment, shows attempt to engage with the purposes of the assignment, provides details and examples to support writing. The writing contains few errors in grammar, spelling, and punctuation.

80-84 - 2.5 This represents work below expected level of quality for the TE program. The student does not include appropriate references to relevant readings, class discussions, and field experiences to inform writing. The student does not meet all requirements of assignment. The student’s writing represents a limited attempt to engage with the purposes of the assignment, few details and examples to support writing. The writing includes many errors in grammar, spelling, and punctuation.

75-79 - 2.0 This represents work significantly below expected level of quality. The student’s writing includes many errors in grammar, spelling and punctuation. The work shows little evidence of having read course readings, of uses of classroom discussions or of field experiences. The writing meets few of the assignment’s requirements. The student demonstrated a shallow attempt to engage with the purposes of the assignment, no details or examples to support the writing.

Participation: Focus on the Field

Part of your participation grade Split into three groups Every three weeks, one group will post a 200 word statement to

a particular focus question or observation The individuals in another group will pick one statement to respond,

responses should be around 100 words The following are the areas of focus:

First Days of Schools Building a Classroom Community Observations of Social Studies Curriculum and Teacher Pedagogy

Discussion board located on Angel

Focus on the Field Groups:

Group 1: Natalie, Jake, Katheryn, Christina,

Rachel, Kaitlen, Karen, Sarah V., Amanda

Group 2: Brittany C., Brad, Lyndsay, Nicole, Sarah H., Abigail, Kelsi, Jessica

Group 3: Suzanne, Sarah T., Kelly, Meryl, Evan, Megan, Terra,

Brittany D.

Focus on the Field Blog Schedule

First Days of School: Due by September 25 – Group 1 posts, Group 2 responds

Student/Classroom Focus: Due by Oct. 30– Group 2 posts, Group 3 responds

Observation of Social Studies Curriculum and Cooperating Teacher’s Pedagogy:

Due by December 4- Group 3 posts, Group 1 responds

For Next Time

Brophy and Alleman, Chapters 1, 3 NCSS (ANGEL) Syllabus (and bring questions) SKIM: Michigan Department of Education

(coursepack) Watch coverage of the Democratic National

Convention

Citizenship as a purpose of social studies education

Individually – DRAW your idea of a model citizen and what he/she might look like, do, believe, stand for, etc. (and remember we are not focusing on your artistic abilities – stick figures are welcome here!)

On the back of the paper WRITE what you think model citizens know, do, and believe

Be prepared to share some ideas with the class

Citizenship as a purpose of social studies education

In groups of four, think about what are characteristics of good citizens…think of someone you know who is a good citizen. What do they know, do, believe?

A Walk to the John Hannah Statue

If educators are agreed on anything it is that the fundamental purpose of education is to prepare young people to be good citizens.

John A. Hannah