1. T eaching I nternational R elations P rogram
Fall 2017
School of International Relations

2. Meet your CALIS Staff Advisors!
Ciara Rachel Markus 2

3. Active Learning through Analytical Tools & Case Teaching
What is TIRP?
Team-teaching at a local high school... teaching four class sessions, once a week for four weeks
Active Learning through
Analytical Tools & Case Teaching 3

4. TIRP Requirements Attendance/Engagement at all four sessions
Whether or not you are seeking credit
all requirements must be met by all TIRP participants
TIRP Requirements
Attendance/Engagement at all four sessions
Team Activity Plan (TAP)
Team Advisement Meeting with CALIS Staff
Four Teacher Feedback Forms
Four Session Reports
Add: must be able to push back one week
Credit is given at the discretion of the professor.
Check with your professor for eligibility.
One TIRP class counts towards one IR course.
See page 1 4

5. Take advantage of an opportunity to learn best by teaching!
Professor Lamy, TIRP Founder
Take advantage of an opportunity to learn best by teaching!
Bulk of sign-ups happen in the first morning (first 20 mins.)
School of International Relations OUTREACH 5

6. 6

7. Which world does slavery belong in?
Political World
Economic World
Social World
Cultural World
WITHOUT looking at the factor sheet, which world does slavery belong in?
Whichever world they say, ask why would it be part of that world?
Trick question – all Four Worlds.
NOW – (next slide)  Look at the factor sheet and which factors in each world make slavery part of that world? 7 7

8. Which factors make slavery a part of all Four Worlds? factors
Factors are simultaneous yet distinct.
Political World
Economic World
rights
labor
legal system
cost of production
A “Four Worlds” analysis of human factors enables students to easily illustrate detail & complexity.
slavery
Social World
Cultural World
hierarchy
segregation
NOW – look at the factor sheet and which factors in each world make slavery part of that world?
Another example: Catholic Church (social as an institution) but the Catholicism is cultural as a religion, beliefs, values. The Church had political power that kings fought against.
Factors and issues (like slavery) are concepts, not just vocabulary words.
beliefs
identity
class
custom
equity
status
shared values
privilege 8

9. Four Worlds of… Water Water Political World Economic World
Social World
Cultural World
Students need “the factor sheet” found on the CALIS Activities Database.
Have them simulate four worlds activity 9

10. Ask about borrowing a set of role cards for “World Leaders”
Jigsaw Trifecta
Time saver
Student focus
Accountability
In the debrief of the 4W of Water… Explain how the “jigsaw” strategy is easily used with Four Worlds – a trifecta of benefits:
Time saver – everybody doesn’t have to do all worlds; only need class time for students to work on one world
Student focus – from the student point-of-view, they only have to focus on one world at a time
Accountability – with adequate time to focus, you can engage students around the room who had the same world – asking them to add any other ideas or examples they had
After they have time to focus on one world -- the second step of the jigsaw is to put students in groups of 4 with one rep for each world.
Use toolbox site on web following this
Ask about borrowing a set of role cards for “World Leaders” 10

11. Strategies! Team Activity Plan! Think-Pair-Share Group Work Circulate!
Think individually to generate your own ideas
Pair with a partner to discuss and explain
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
Jigsaw, Roles, Divide & Conquer
Circulate!
Team members need to walk around the class to check how groups are doing, interact and get to know students’ names 11

12. More Strategies! Team Activity Plan!
Use cold-calling to foster participation (especially after group work)
Ask students to create nametags and use them!
Relate topics to students’ lives – Make connections!
Don’t oversimplify – Identify what students already know and build from there 12

13. Analytical Tools
An analytical tool is meant to be applied to a case, role play or simulation  It cannot be alone!
Four Worlds = actors & factors
Worldviews = Compare multiple perspectives
 Use the DEPPP process to follow the logic
Levels of Analysis – more factors & variables
1) role of individuals & personalities, 2) state behavior & domestic needs, 3) international or systemic conditions of anarchy, balance of power, etc..
Continuum = Ideal Types in Perspective  critical point of reference
Concept Map = Relationships & Big Ideas  a visual outline 13

14. Timelines are a basic analytical tool
timelines = build historical context & relate events 14

15. TIRP Sign-Ups! Sign-ups begin Thursday, Sept 7 @ 9:00 am
They end Thursday, Sept 5:00 pm or when classes are full.
Each volunteer can only sign up for him/herself.
Bring your schedule! Allow ample time for travel, parking and arrival to your classroom.
In the event of a teacher or school schedule change, TIRP teams should have the flexibility to push back their sessions for a week or possibly two weeks.
Once you sign up, your commitment begins.
Bulk of sign-ups happen in the first morning (first 20 mins.)
See page 2 15

16. Your confirmation email will include all of this sign-up information… and
more!
Allow ample time for transportation, parking, and signing in at the main entrance
Confirmation will be sent after you sign up with all details
Before your team meeting, use the search tag to develop lesson ideas for your team meeting
Team contact will contact the teacher, but is not assigned total responsibility for all forms and lines of communication
If two non-drivers have signed up, the last person to sign up must be a driver 16

17. So …
You’ve signed up, Contacted your teammates, and Set up a meeting to discuss your plan …
To get ready for your planning meeting with your team, go to the CALIS website to find activities and ideas… 17

18. CALIS website: dornsife.usc.edu/calis
Get ready for your planning meeting with your team…
Go to the CALIS website to find activities you like best.
Go to the CALIS web site and find the TIRP information page…
CALIS website: dornsife.usc.edu/calis 18

19. 19

20. Your confirmation email will have a link for the “search tag” for your TIRP topic20

21. Your search tag is included in your confirmation email
The first result of your search will be an overview 21

22. See your handout example of a tag overview
Your Team Activity Plan (TAP) must be a mix of analytical tools & case activities and may include role plays and a simulation
See your handout example of a tag overview 22

23. Team Activity Plan TAP! TAP! TAP!
Bring lesson ideas to meet with your teammates to discuss and complete a Team Activity Plan (TAP)
Make it interactive - NOT lectures (use strategies)
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
See page 5 23

24. Team Activity Plan - TAP
Database Item is your activity:
-Cases
-Simulations -Role Plays
Indicate analytical tools used here
Learning Objectives are stated as questions
Be careful of spelling when writing key concepts on the board 24

25. For each item on your Team Activity Plan - TAP
The team must print
one copy of the handout &
one copy of the guide
Use the guide to create your “teaching copy” that is marked up with your notes:
who will do which parts, timing,
notes on main idea, key concepts, etc.
Use the handout as a master for your “copy request” 25

26. Team Advisement Meeting
Student Handout
Team Advisement Meeting
Bring one copy of each student handout listed on your TAP form.
Are there any pages of the handout that you do not plan to use?
For your “copy request” each week, attach the handouts as a “master” for CALIS to make your classroom copies. 26

27. Teaching Copy Print out the guide of the activity
Then, mark it with your own teaching notes:
who will do which parts, timing,
notes on main idea, key concepts, etc. 27

28. Team Activity Plan!
Any non-CALIS materials (videos/articles/activities from other sources) must be approved by staff in advance of your Advisement Meeting and then be ready as part of your advisement
Video “hooks”  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 28

29. Team Advisement Meeting
Now that your team has met and completed a Team Activity Plan (TAP) with all 4 sessions…
Visit the CALIS bulletin board to schedule a
Team Advisement Meeting
Meet with CALIS staff no later than a week before your team’s first session
Come PREPARED, with each member ready to explain the TAP in detail 29

30. Team Advisement Meeting
Required materials for your advisement meeting:
Digital copies will not be accepted
TAP form – printed Team Activity Plan
Teaching Copies – printed guides that are marked up with your notes
Ask for examples: what would you imagine writing on a teaching copy? How would you mark it up?
Student Handouts – printed handouts (only one copy each) 30

31. Add appropriate teaching copies meaning no skewed or faded teaching requests
Remember when you printed the handouts for your Team Advisement Meeting?
How convenient!
See page 3, item D 31

32. Class Sessions at the High School
Arrive at least 5 minutes before the class period begins
Keep in mind – high schools have dress codes
Each time you arrive in the classroom…
Provide the teacher with a copy of your materials for that session
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 32

33. Teacher Feedback Forms
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!
See page 6 33

34. Feedback scores do not affect credit score!!!
Tom Trojan
Brian Bruin
Notre Dame
Feedback scores do not affect credit score!!!
The 3 – everyone present equally
FYI
Forms are available
on the
Activities Database 34

35. Other Teacher Feedback…
Hi -- I wanted to let all of you know that I will be retiring this year. Thanks for the many USC students you sent my way. I believe many of them had a positive impact on the students. Professor Lamy must be thanked also for realizing the importance of the link between high school and college… All the best to you and the program. Try to keep it fresh and not just another burdensome requirement. The past years I noticed some students were just going through the motions and really did not want much contact with the teenagers. Then, of course, there were dedicated students with big hearts. Your program has made a difference in my classroom over many years. Thanks again. Jackie O’Dell
Good and bad of 35

36. Last day to register to the Fall 2017 Webboard is Sept 21 at 5:00 p.m.
Change date to January date 36

37. Your username is your first and last name
(just regular capitalization)
Example: Tommy Trojan
The 4 replies are your 4 reports 37

38. Report Guidelines
Start your report by stating the learning objective for the session as a focus question
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
Ex: Student A remarked that…
The report is due THREE CALENDAR DAYS after the session – you lose points for lateness
In the handbook, there is a list of suggested questions to answer for your report
Put example student a student b student c 38

39. What makes a great report?
“When asked why the court ruling in the Dutch case is significant, student A 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.”
“Student B 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?’” 39

40. Things NOT to Include in Your Report
Do not include commentary or observations
You will be asked to delete & re-write when you mention:
Traffic
The check-in process
Student behavior
School/classroom appearance
NOT in the report: “I did have a student whose sole contribution was along the lines of “Z z z” snoring from the start till the bell rang at the end.”
But let us know about these types of issues or any issues…
by coming by the office, ing or calling. 40

41. See page 7 in your training “packet”
Performance
Evaluation
See page 7 in your training “packet”
Yes, timing matters!
Lines of Communication
Responding to s
Being on time with TIRP requirements
Notifying the office of issues that arise
Need to attend AND BE ON TIME to all your sessions or you cannot receive credit
Emphasize lines of communication to mean make sure you answer your s
See page 7 41

42. Pass Lists are relayed to professors before finals start.
Professors may ask to see your evaluation
They may elect to review your session reports
The majority of TIRPers earn a top score of 4.
 Be on-time with forms and reports.
 Another reason why your username is your proper name 
Reports focus on teaching & learning IR concepts.  In addition to describing students’ responses and growth in understanding, what do you learn from preparing and teaching complex ideas and issues? How does TIRP support your academic experience at USC?
This slide is new for Fall 2017 – TH had the idea to add it in May 2017. 42

43. 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” 43

44. TIRP
Quiz Time! 44

45. Q1: What 3 items must your team bring to your Team Advisement Meeting?
Team Activity Plan (TAP)
Teaching Copies – printed and marked with notes
Student Handouts 45

46. Q2: What should your webboard username be?
Your username consists of your first and last name, properly capitalized with a space in-between.
WRONG usernames:
kmcdowell
soccergurllll4lyfe
knightrider
Tommy Trojan
Ciara Taylor
Rachel Weinberger
We will delete you…
and you’ll have to re-register 46

47. Q3: How many webboard reports out of 4 must you complete to earn full credit? Partial Credit?
4 reports are required of every TIRP participant for feedback and monitoring of the program’s role in USC outreach serving local schools.
Whether or not you are seeking credit
all requirements must be met by all TIRP participants 47

48. Q4: Should you assign one team member to be in charge of each session?
Team members must share equal responsibility for each session. Coordinate to make sure you share duties and evenly divide class time. 48

49. 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. 49

50. We’re honored & grateful to have your involvement!
Teaching International Relations Program
We’re honored & grateful to have your involvement!
To be eligible to sign-up…
Turn in your application form before you leave
The art of teaching is the art of assisting discovery.
Mark Van Doren
Thank you for coming!
USC CALIS │ School of International Relations (IR) 50

51. We’ll see you in the CALIS office on Thursday!
THH 252 51

52. Teaching International Relations Program
Center for Active Learning in International Studies
School of International Relations
UNIVERSITY OF SOUTHERN CALIFORNIA
Classroom materials are available free online at
dornsife.usc.edu/calis
For more information, contact:
Teresa Hudock 52