Spring 2016 Olga T eaching I nternational R elations P rogram Katie Alicia

Program Requirements 1.Attendance 2.Team Activity Plan 3.Team Advisement Meeting with CALIS Staff 4.Four Teacher Feedback Forms 5.Four Session Reports Credit is given at the discretion of the professor. Check with your professor for eligibility. One TIRP session counts towards one IR course.

5 Political WorldEconomic World Social World Cultural World Which world does slavery belong in? slavery

6 Political WorldEconomic World Social World labor classcustom rights slavery Which factors make slavery a part of all Four Worlds? factors Cultural World

7 Political WorldEconomic World Social World labor classcustom rights hierarchy segregation equity status privilege cost of production legal system beliefs identity slavery shared values Which factors make slavery a part of all Four Worlds? factors Cultural World

8 Political WorldEconomic World Social World labor classcustom rights hierarchy segregation equity status privilege cost of production legal system beliefs identity slavery shared values Which factors make slavery a part of all Four Worlds? factors Factors are simultaneous yet distinct. A “Four Worlds” analysis of human factors enables students to easily illustrate detail & complexity. Cultural World

9 Political WorldEconomic World Social World Cultural World water Four Worlds of… Water

Teaching Tips Think-pair-share –Think individually, pair with a partner, share your partner’s ideas with the class –Great way to start discussions! –Pro tip: set a timer so partners can quickly distill their ideas to a few main points and communicate efficiently Group work –Read aloud – make a long article more interactive by asking students to alternate reading sentences/paragraphs, play different roles or parts, etc. –Team members should walk around the class to check how groups are doing

Getting Students Engaged Cold calling to foster participation – ask students to create nametags and use them! Relate topics to students’ lives – make connections! Don’t oversimplify but keep at high school level – try to identify what students already know and tailor lesson accordingly

Sign-ups begin Thursday, January 9:00 am They end Thursday, February 5:00 pm or when classes are full. Each volunteer must sign up for themselves. Bring your schedule! Allow ample time for travel, parking and arrival to your classroom. Once you sign up, your commitment begins. The sign-up form is a contract. –Team contact –Driver –Two or three people per team TIRP Sign-Ups!

If two non-drivers have signed up, the last person to sign up must be a driver Allow ample time for transportation

Confirmation and First Steps Confirmation will be sent  Team Contact is responsible for contacting the team and calling the teacher Before your team meeting, visit: Look at the search tag overviews to get an understanding of the topic and lessons – your search tag will be included in the confirmation

So you’ve signed up, contacted your teammates, and set up a meeting to discuss your plan. What’s next?

Team Activity Plan! Meet with your teammates to fill out a Team Activity Plan (TAP) Make it interactive - NOT lectures Remember: –Not every database item is an “activity” –Not every activity is meant for an entire session A good TAP has a mix of analytical tools, cases, and role-plays or simulations

Team Activity Plan! Non CALIS materials (videos/articles from other sources) must be approved by the office us the link in advance of your Advisement Meeting with –A description of how it will be used –Specific questions Changes to the TAP are possible, but must be made in consultation with the CALIS Staff

Tag Overview

Analytical Tools

Your search tag is included in your confirmation

Team Activity Plan Indicate Analytical Tools used here Learning Objectives are stated as questions

Team Advisement Meeting Meet with CALIS staff no later than a week before your team’s first session Be sure your team has planned out activities for all four sessions Come prepared, with each member ready to participate

Team Advisement Meeting Required materials for your advisement meeting:  Team Activity Plan (TAP)  Teaching Copies – printed and marked with notes  Student Handouts Digital copies won’t work See Requirements: C, page 2

Team Advisement Meeting Make notes and highlights –What vocab are you going to go over? –What sections are you going to emphasize? – Are you planning to leave anything out? –How long will each part of the activity take? IF YOU DO NOT HAVE YOUR TEACHING AND STUDENT COPIES FOR ALL 4 SESSIONS, YOU MUST RESCHEDULE.

Student Handout Sample

Teaching Copy Sample Print out the guide version of the activity Then, mark it with your own teaching notes

Class Sessions at the High School For copies/materials – submit a Copy Request form at least two business days before you need them Arrive at least 5 minutes before the class period begins Keep in mind – high schools have dress codes

Class Sessions at the High School Don’t forget to bring/collect a Teacher Feedback form for each session and turn it in to the CALIS office within two business days of your session When you arrive in the classroom, provide the teacher with a student handout for each session activity

Remember when you printed these out for your Team Advisement Meeting? How convenient!

You are responsible for providing a copy to your teacher at the start of each session! You also must ensure the form is filled out, collect it, and turn it in to the CALIS office! Teacher Feedback Forms

Report Guidelines In the handbook, there is a list of suggested questions to answer for your report The report must be at least 500 words (not including a title, name, heading, etc.) Each report is reviewed by CALIS staff and is evaluated based on content –Include at least 3 specific examples of students’ participation The report is due THREE CALENDAR DAYS after the session – you lose points for lateness

Report Guidelines Start your report by stating the learning objective for the session as a focus question: –“Our objective for the third session was to answer the questions, ‘What is the role of the media in impacting how the science of climate change is interpreted? How does climate change challenge the 4 world status quo? What are the Oslo Principles?’” To protect privacy, do not refer to students by name in reports –When including specific student quotes, cite Student A, Student B, and Student C A B C

What makes a great report? “When asked why the court ruling in the Dutch case is significant, a student correctly pointed out the term that we introduced earlier in the class: legal precedent; the student understood that this case set legal precedent for future cases regarding climate change.” “One student was trying to add to the social world and said ‘public opinion about the government’. We pushed him to go deeper, ‘how is that related to the social world though? Wouldn't that be political? What does low opinion of the government lead to?’, the response: ‘well maybe social unrest, or rioting?’”

Things NOT to Include in Your Report Do not include commentary or observations Please exclude details about –Traffic –The check-in process –Student behavior –School/classroom appearance

Things NOT to Include in Your Report “We had some technological difficulties at the beginning, but… we were able to save our PowerPoint on the flash drive and show the materials easily.” “Our team made it to Banning High School again on time and without any complications. The check-in process was simple and very easy again, which was good compared the first TIRP session.” “I did have a student's who sole contribution was along the lines of “Z z z” snoring from the start till the bell rang to the end of the day.”

TIRP Webboard The link to the webboard can be found on our CALIS website: Under the USC Students tab, click on TIRP TIRP Webboard – Spring 2016 Last day to register for the Webboard is February 18, 2016 at 5:00 p.m.

TIRP Webboard Prior to registering, read the directions on the webboard. –Note: Your username is your first and last name (capitalize just the first letters of both) with spaces in between. (ex. Tommy Trojan) Keep in mind that the Webboard is public! Your teachers and professors can see it!

Performance Evaluation

Your program commitment is for ALL FOUR teaching sessions. You need to be on time – this affects your score Attendance

What Makes a Great TIRPer? “Great energy and enthusiasm” “The lesson flowed very well and brought together the ideas and encouraged critical thinking and participation from the class” “Great job interacting with each of the groups. Excellent questioning and challenges of the student’s perspectives” “Good extension of the concepts to the global community and to the school environment”

TIRP Quiz Time!

Q1: What items must your team bring to your Team Advisement Meeting? (3)

 Team Activity Plan (TAP)  Teaching Copies – printed and marked with notes  Student Handouts

Q2: What should your webboard username be?

Your username consists of your first and last name, properly capitalized with a space in-between. Tommy Trojan Alicia Liu Katie McDowell Olga Mateos WRONG usernames: kmcdowell soccergurllll4lyfe We will delete you

Q3: How many webboard reports out of 4 must you complete to earn full credit? Partial Credit?

You have to complete 4 webboard reports to earn either partial or full credit. You will earn NO credit if you miss one or more webboard reports.

Q4: Should you assign one team member to be in charge of each session?

NO! Team members must share equal responsibility for each session. Coordinate - make sure you split duties and evenly divide class time.

Q5: When are webboard reports and teacher feedback forms due?

Reports must be posted to the TIRP webboard within 3 calendar days of your session. Teacher Feedback forms are due within 2 business days of your session to our office in THH 252.

We’ll see you in the CALIS office on Thurs, January 28! THH 252