T E 402 section 10 Teaching Subject Matter to Diverse Learners, Social Studies Laura Andresen January 13, 2011.

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Presentation transcript:

T E 402 section 10 Teaching Subject Matter to Diverse Learners, Social Studies Laura Andresen January 13, 2011

WELCOME

Helen Elise 2 ½Jeffrey 1

Agenda  Introductions- name game  Establishing norms for our classroom  Purposes of social studies education  Course overview/Syllabus/For next time & course materials  Activity

Introductions: “Name Game” As a group- we will explore our names: What is your Name What does your name mean? OR How was your name chosen for you? What is your family’s cultural Heritage? What/where is “home” to you? Where do you imagine yourself living and working after graduation?

Analyzing our observations  What do you notice?  What generalizations can you draw about our class?  What are questions we might have posed before we collected the data?

Establishing Classroom Norms – Think, Pair, Share 1. In pairs - 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. Offer one thing from your list to generate a list of classroom norms 3. Can anything be combined?  Post to our wiki- can revisit

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

Social studies  dynamic and living- connects everything they are doing in class to the real world.

Characteristics of Good Citizens

Three goals of social studies education that prepare students for civic action: 1. Knowledge 2. Skills 3. Democratic values

Syllabus/Readings/ANGEL  Logistical information about the course  Quick introduction to the texts  Syllabus  htm htm

For Next Time  Find one newspaper article and think about how you would teach upper elementary students about the concepts therein (to be shared in class, and not posted to ANGEL)  Read syllabus and come with questions  Brophy and Alleman, Chapters 1 & 3  NCSS (ANGEL)  SKIM: Michigan Department of Education (coursepack)

Activity

Groups  Superintendant of schools  Teachers  Consortium of Arizona officials  Educational NGO  Federal government

Overarching plans to resolve issue Who wants to go first?  1 min - round of opening statements – representative this his who we are this is are concerns- why your group is present at this meeting

Debrief

Considerations when teaching complex social and civic issues to children  Your suggestions?