Social Studies & Civics TE402- week 11 March 31, 2011

Microteaching Liz, Kim, and Janae

10 min BREAK 

Agenda Microteaching Feedback forms For next time Instructional Strategies Civics Discussion Becca- MSU intern 9:10-10:20 Microteaching 10:20-10:30 Feedback forms Break until 10:45 10:45-11 For next time Instructional Strategies 11-11:30 Civics Discussion 11:40? – 12pm Becca- MSU intern

For Next Time – April 7th Read- Brophy and Alleman, Chapter 6 Joint Committee on Geographic Education (coursepack) Muir and Frazee (coursepack) Coordinate with Microteaching Group Jessica, Kara, and Autumn: Literature Focus on The Field: Sharnae, Janae, and Mike Group3 – April 7th: Literature-based Instruction - Geography Jessica Watson Kara Erickson Autumn Sellers

Overview April 7th - geography April 14th - controversial issues April 21st - stealing north- history/civics Turn in Lesson Plan April 28th - classroom management Final exam period- tba Turn in Microteaching week after present

Powerful/memorable activity Explanation of what you learned K 1st 2nd 3rd 4th 5th 6th 7th 8th Journal from memory On other side write down why important for you to know this- how inform your teaching What is your ideal classroom see p. 191

Curricula - see p.193 Curriculum development should be driven by major long-term goals and not content coverage lists. Content should be organized into networks structured around important ideas, and these ideas should be taught for understanding and for application to life outside of school. Content provides cognitive base for activities. Activities are not self-justifying ends in themselves but instead are means for helping students to accomplish major curricular goals. The knowledge and skills components of curriculum should be integrated in ways that are consistent with the previous assumptions. Different types of activities serve different functions, and these functions evolve as unites develop. Key to effectiveness of an activity is its cogitative engagement potential– the degree to which it gets students actively thinking about and applying content, preferably with conscious awareness of their goals and control of their strategies. Success of an activity is producing thoughtful student engagement with important ideas depends not only on the activity itself but also on the teacher structuring and teacher-student discourse that occur before, during and after the time period in which students respond to the activity's demands (3 ideas).

talk about the instructional strategy(s) the teacher uses Watch video together- I will set up on 3 computers talk about the instructional strategy(s) the teacher uses identify what instructional strategy was employed break it down- what did they do in class? How was the strategy realized? See p. 200-202 critique- what would you keep same or do differently? explanation to large group

topics: Automobile industry in Michigan (why it’s here) Slavery (in US history as well as context in the world) History of US constitution Supply and demand (concept) Geography of United States of America (general) In 5 groups of 5 brainstorm all the ways to teach the topic using the instructional strategies laid out in textbook- brophy and alleman chapter 9 and 10.

What is the topic for your field based lesson? Write down ways (maybe 5) to teach the topic using the instructional strategies from your text?

Teaching civics and government Examples of what you remember learning in elementary school and what you’ve seen in your field placements?

http://www.icivics.org/ p. 162 brainstorm how you would design a lesson in which students learned about how they, as future citizens, could make change in their community (not just participating in a community service project, but learning about what services the government is supposed to provide and what services individuals are supposed to take care of themselves).

How a Bill Becomes a Law http://www.youtube.com/watch?v=mEJL2Uuv-oQ watch and analyze the famous Schoolhouse Rock Video about how a bill becomes a law;

How Laws are Made - how a bill becomes a law (from http://clerkkids

Inquiry around presidential elections http://fisher.lib.virginia.edu/collections/stats/elections/maps/ website has data related to voting patterns in the 19th and 20th centuries Question: since the mid 20th century, which state tends to predict the national election (there's an old slogan, "as goes Maine, so goes the nation" although i actually think Ohio is a more frequent predictor)? electoral vs. popular vote

Guest Speaker- Becca Perry - MSU Intern