University of Alberta Department of Elementary Education
EDEL 335 Section A08 Introduction to Teaching Social Studies
Fall Term Instructor: Brenda Dyck September 10- December 3, 2010 Office#: 251 Section A08 9:30 AM – 12:20 PM Email: [email protected] Room: ED 420 and 3-110 North Phone: 492-5102 (Press 2) Office Hours: by appointment
* All students must complete the IPT (Introductory Professional Term) before enrolling in this course * The Faculty of Education is committed to providing an environment of equality and respect for all people within the university community, and to educating faculty, staff and students in developing teaching and learning contexts that are welcoming to all.
Introduction The Alberta Program of Studies (2005) states that “Social Studies provides opportunities for students to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens.” Teaching students to be critically minded will require a new brand of teacher, an educator adept at establishing a learning environment that honors diversity, global and local citizenship and promotes critical thinking. Those who teach social studies must understand the importance of crafting a program “based on the belief that democracy necessitates a citizenry capable of identifying problems, collecting, evaluating and analyzing information and making reasoned, defensible and intellectually well-grounded decisions, and a social action model that requires the involvement of students in meaningful, active participation on a local, provincial, national and international scale in order to hone the skills and attitudes essential to participatory democracy” (Susan Gibson and Roberta McKay for Alberta Education, 2004). Intertwined within EDEL 335 will be an exposure to practices that will assist teachers in leading their students developing an “understanding of who they are, what they want to become, and the society in which they want to live” (Alberta Learning, 2003, p.1).
Course Description EDEL 335 will introduce you to the theory and practice of teaching social studies in grades one through six. Presented as an overview and introduction to curriculum and instruction in social studies, classes will be conducted in an exploratory, workshop fashion with students examining their beliefs about teaching and learning and how these beliefs impact their “resultant decisions concerning planning, instructional strategy, assessment of student learning…” (Thorton as cited in Gibson, 2005). Class participation is required. Please be advised of page 65, section 23.3, University of Alberta 2005/2006 Calendar: “Since presence at lectures, participation in classroom discussions and projects, and the completion of assignments are important components of most courses; students will serve their interests best by regular attendance. Those who choose not to attend must assume whatever risks are involved. It is your right and responsibility to contribute to class discussion and group projects and activities. Student response, questions and activities are an important component of teacher planning and in-service teacher education.
Course Objectives Readings, class activities, and assignments will enable student teachers to: articulate a conception of social studies, including an understanding of the purpose and goals of social studies education critically and thoughtfully engage with the Alberta Social Studies Program of Studies plan teaching experiences which reflect educationally sound goals, grounded in the social studies curriculum develop and apply authentic assessment strategies in ways that enhance learning be familiar with approaches for helping students engage critically and thoughtfully with social studies content be familiar with a variety of instructional strategies which can be used to attain social studies learning outcomes be familiar with instructional resources commonly used with the social studies program and assess their appropriateness for program goals and student needs and interests be able to find, create and build an inventory of alternate sources appropriate for a social studies program be familiar with strategies for the infusion of technology throughout teaching and learning experiences begin to think about how you might teach for and about diversity build a community of inquiry within the social studies classroom understand how emerging technologies can be used as a mindtool within the context of teaching and learning in social studies
Course Outcomes Of the required Knowledge, Skills and Attributes required for interim certification in the province of Alberta (1997), EDEL 335 covers the following: The purposes of the Programs of Study specific to Social Studies and Information and Communication Technology. Students will know how to use these documents to inform and direct their planning, instruction and assessment; The purposes of short-, medium-, and long-range planning. Students will know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They will also understand the need to vary their plans to accommodate individual and groups of students; There are many approaches to teaching and learning. Students will know a broad range of instructional strategies appropriate to their areas of specialization and the subject discipline they teach, and which strategies are appropriate to help different students achieve different outcomes; That student learning is enhanced through the use of home and community resources. Students will know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning. Source: Alberta Education. (1999). An integrated framework to enhance the quality of teaching in Alberta. Professional Standards
“ A student enrolled in Professional Programs are bound by, and shall comply with, the Professional Code of Ethics governing that profession and the practice of its discipline.” University of Alberta 2005/2006 Calendar, Code of Student Behavior [Section 30.3.3(1).
Attendance
Since presence at lectures, participation in classroom discussions and projects, and the completion of assignments are important components of most courses, students will serve their interests best by regular attendance. Those who choose not to attend must assume whatever risks are involved. In connection to this students should refer to §23.5.6. Students who are repeatedly absent may receive an email notifying them of the risks associated with absenteeism. The Associate Chair will be copied on these emails.
Academic Honesty * No student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study [GFC Section 30.3.2].
Information on plagiarism and related issues is available on-line at http://www.uofaweb.ualberta.ca/gfcpolicymanual/content.cfm?ID_page=37633
For some useful websites on plagiarizing see:
How Not to Plagiarize: http://www.utoronto.ca/writing/plagsep.html On Plagiarism: http://www.2learn.ca/mapset/safetynet/plagiarism/plagiarism.html University of Alberta Libraries Guide to Plagiarism and Cyber-Plagiarism: http://www.library.ualberta.ca/guides/plagiarism/index.cfm
For information on how to properly cite sources:
http://www.library.ualberta.ca/guides/plagiarism/handouts/index.cfm http://owl.english.purdue.edu/owl/resource/560/01/ http://www.chicagomanualofstyle.org/tools_citationguide.html
Re: Course Outline The course outline acts as an agreement between the student and the instructor of this class regarding the details of the course. These details, as listed in Section 61.6 of the GFC Policy Manual, may be changed only with the written unanimous consent of the class members. Discussion Protocol Respect for all members of this class is paramount. Discussion, both in small groups and full class, is a critical element for this course. It is expected that questions and answers during discussion will be treated with the scholarly dignity expected of teacher candidates. Office Hours The instructor will be available before and after class. Students are encouraged to make appointments. Communication via e-mail is encouraged.
Course Materials
Gibson, S.E. (2009). Teaching Social Studies in Elementary Schools: A Social Constructivist Approach. Toronto: Nelson Education Ltd. (Referred to as “text” in reading section of the class schedule)
PRINTING NOTE: The first 12 pages (Program Rationale and Foundations) for the Alberta Social Studies Programs of Study are identical in all documents at all grade levels K to 12.
Alberta Education. (2005). Social Studies Program of Studies, K – 3. Edmonton: Alberta Education. (Available on-line at: http://education.alberta.ca/media/456082/sockto3.pdf )
Alberta Education (2006). Social Studies Program of Studies, Grade 4. Edmonton: Alberta Education. (Available on-line at: http://education.alberta.ca/media/456107/ss4.pdf )
Alberta Education (2007). Social Studies Program of Studies, Grade 5. Edmonton: Alberta Education. (Available on-line at: http://education.alberta.ca/media/773693/ss5.pdf )
Alberta Education (2007). Social Studies Program of Studies, Grade 6. Edmonton: Alberta Education. (Available on-line at: http://education.alberta.ca/media/774369/soc6and9.pdf ) Note that Grade 9 outcomes are also included at this URL but are not required reading for EDEL335. .
* EDEL 335: Student Web Portal http://www.rebooting.ca/edel335portal/
LearnAlberta http://www.learnalberta.ca User id: LPS22 password: 7501
Useful Resources Del.icio.us: A social bookmarking account http://del.icio.us/
Your login: ______Password ______
Course Requirements All assignments submitted for evaluation should have been completed for this course and not recycled from any other source or course. Assignments: All assignments are hard copy (handed in at the beginning of class) unless otherwise indicated.
Course Requirements Assignment Due Date Weight as % of Course Grade Unit Plan Overview Rationale Statement October 8, 2010 (first draft) (10%) October 15, 2010 (final draft) Assessment Plan- November 12, 2010 (final draft) group project (10%) 40% Unit Plan Overview- December 3, 2010 partial group assignment (20%) Resource Critique November 5, 2010 20% Group assignment Learning Log Thinking Back (4%) September 17, 2010 3 Lesson Plan Boot October 01, 2010 10% Camp Responses (6%) October 22, 2010 (2% each) November 19, 2010
Final Exam Date to be announced 30%
Policy on Late Assignments: Paper copies of all major assignments should be submitted by 5:00 pm (beginning of class) on the due date. Late assignments will only be accepted upon approval of the instructor. The instructor may consider an extension if notified prior to the due date and appropriate documentation (e.g., medical note) is provided. Late submissions may be subject to a penalty of -5 % per day late.
Final Grade: Note that the absolute measures system is used to determine the final grade for this course. Please refer to the following Department of Elementary Education Grading Policy for Undergraduate Courses for more information. DEPARTMENT OF ELEMENTARY EDUCATION GRADING POLICY FOR UNDERGRADUATE COURSES
In accordance with university regulations, instructors in courses offered by the Department of Elementary Education may use the absolute measures system, the distribution system, or a combination of the two for calculating final course letter grades. In the Absolute Grading System, students attain their letter grade on the basis of the absolute raw score total they have earned through completion of the course. Under the absolute measures system, the chart below will be used to convert raw scores to letter grades (e.g., 65% converts to a letter grade of C). Under the distribution or relative scoring system, the final grade is determined by the distribution of scores achieved by all of the students in the class. It could be that under this arrangement a score of 65% may be a letter grade other than C depending upon the score distribution of other students in the class. Under the combination system, the instructor uses a combination of absolute achievement and relative performance in class to determine course letter grades. Instructors are required to announce at the beginning of the course the manner in which the official University grading system is to be implemented in the course. Please note that in all instances, 50% is required for a minimal passing letter grade of D.
A+ exceptional performance with respect to course learning objectives; exhibits original, creative thinking and demonstrates a capacity to analyze critically and synthesize information; normally would only be achieved by a very small percentage of a class if at all
A excellent performance combined with strong evidence of critical thinking and would normally be achieved by relatively few students
A– excellent performance with respect to course learning objectives and normally would be achieved by relatively few students but more than the number assigned a letter grade of A
B+ very good achievement of course learning objectives
B good to very good achievement of course learning objectives
B– good achievement of course learning objectives
C+ satisfactory to good achievement of course learning objectives
C satisfactory achievement
C– acceptable achievement but somewhat less than the normal expectation of course learning objectives
D+ poor achievement with respect to course learning objectives
D minimal pass
F unsatisfactory performance and considered a failing grade Regardless of whether an absolute or distribution system is used, the class median and mean for university courses are normally as follows:
3rd Year 4th Year Mean 3.00 3.11 Median B B+
Evaluation Procedure for the Absolute Grading System If the Absolute Grading System is being used and the entire course is based on a total of 100 raw score points, the following criteria will be used to determine a student’s letter grade at the conclusion of the course: Raw Score Letter Grade Grade Point Value Description 96-100 A+ 4.0 92-95 A 4.0 excellent 87-91 A- 3.7 83-86 B+ 3.3 78-82 B 3.0 good 73-77 B- 2.7 69-72 C+ 2.3 64-68 C 2.0 satisfactory 60-63 C- 1.7 55-59 D+ 1.3 poor 50-54 D 1.0 minimal pass Less than 50 F 0.0 failure
The course outline acts as an agreement between the student and the instructor regarding the details of the course. Circumstances might develop, during a term, where a change to the course outline, as set out in §23.4(2)a, made sense to all concerned. Such changes shall only occur with fair warning or general class consent
Policy about course outlines can be found in Section 23.4(2) of the University Calendar.
The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. (GFC 29 SEP 2003)
The Faculty of Education is committed to providing an environment of equality and respect for all people within the University community, and to educating faculty, staff, and students in developing teaching and learning contexts that are welcoming to all.
The Faculty recommends that students and staff use inclusive language to create a classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, race, sexual orientation, and ethnic backgrounds.
Students who require accommodations in this course due to a disability affecting mobility, vision, hearing, learning, or mental and physical health are advised to discuss their needs with Specialized Support and Disability Services, 2-800 Students’ Union Building, 492-3381 (phone) or 492-7269 (TTY).
Students can access their course grades via the web using Bear Tracks (go to ‘For Students’, then ‘Registration’, then ‘Your Class Timetable’). Students will need to use their GPU accounts and know their GPU login ID and password in order to access this service. Deferred Exams: A deferred final examination is a privilege extended to students meeting the criteria listed in Section 23.5.6(1) of the University of Alberta Calendar. The common dates for writing deferred final examinations for EDEL courses are as follows: Fall Term 2010: 0900, February 4, 2011
Standards for Written Work Written work is expected to meet professional standards of spelling, grammar, punctuation and neatness expected of a teacher. Marks will be deducted for poor attention to written work. All assignments should be produced using the computer programs and applications.
Tentative Schedule
Week One September Fri 10 What is Social Studies? (Teaching Social Studies in Elementary School, Pre-reading: Text: Teaching Social Studies in Elementary School pp. 5-21 pp. Pre-reading: - Text: pp. 22- 39 Revisiting Constructivism
Fri 17 What is Powerful Social Studies? Pre-reading: Teaching Social Studies in Elementary School, pp. xiv-xix Pre-reading: Teaching Social Studies in Elementary School, pp. pp.40-48 Pre-reading: “A Vision of Powerful Teaching and Learning in the Social Studies” http://www.socialstudies.org/positions/powerful/ Introduction to Planning in Social Studies (Part One) * Thinking Back assignment is due at the beginning of class
Fri 24 Choosing Resources to Teach Social Studies Pre-reading: Teaching Social Studies in Elementary School, pp. 57-76 Pre-reading: Research and Literature Summaries from the Online Guide http://tinyurl.com/yq4gom
October Fri 01 Visions of Citizenship Education Introduction to Planning in Social Studies (Part One) Pre-reading: Teaching Social Studies in Elementary School, pp. 49- 54 and 57- 77 Pre-reading: Alberta Education. (2005). Social Studies Program of Studies, K to Gr. 3, pp. 1-12 Pre-reading: Research and Literature Summaries from the Online Guide http://tinyurl.com/yq4gom * #1 Boot Camp task due at the beginning of class
Fri 08 Introduction to Planning in Social Studies (Part Three) Pre-reading: Teaching Social Studies in Elementary School, pp. 81-111 Program of Studies, K to Gr. 3 (2005), Program of Studies, Gr. 4 (2006), and Alberta Education. (September 2003). Social Studies Grade 5,6,8,9 Program of Studies, Validation Draft.(for access to these documents, see Page 3 and 4 of EDEL 335 course outline) Collaborative Feedback ThinkTank session re: Rationale Statement * Rough Draft of Rational Statement assignment due in class * In order for you to take advantage of this formative assessment opportunity it is important that you have a rough draft of this assignment ready for today’s class
Fri 15 Assessment in Social Studies Pre Pre-reading: Teaching Social Studies in Elementary School, pp. 259-279 Pre-reading: http://new.learnalberta.ca/content/ssass/html/assessmentinalberta.html Pre-reading: Teaching Social Studies in Elementary School, pp. 197-216 * Final Copy of Rationale statement assignment due at the beginning of class
Fri 22 Historical Thinking and Critical Thinking in Social Studies Pre-reading: Review: Teaching Social Studies in Elementary School, pp. 91, 102-105 - The Nature of Historical Thinking http://tinyurl.com/yrnjl2 - Benchmarks of Historical Thinking http://tinyurl.com/yo788d Pre-reading: Bringing Critical Thinking to the Main Stage http://tinyurl.com/kkvfp #2 Boot Camp task due at the beginning of class
Fri 29 Inquiry in Social Studies and Controversial Topics/Current Event in Social Studies Pre-reading: Teaching Social Studies in Elementary School, pp. 218-226 * This is an e-learning class- no face to face class today. Pre-reading: Teaching Social Studies in Elementary School, pp. 113- 133 Pre-reading: Teaching Social Studies in Elementary School, pp. 197-216 November Fri 5 Geographical Thinking Pre-reading: Teaching Social Studies in Elementary School, pp. 106-109 The Importance of Geography http://tinyurl.com/2gu463 * Resource Critique assignment due at the beginning of class
Fri 12 Incorporating Perspective into Social Studies Pre-reading: Teaching Social Studies in Elementary School, pp. 113- 133 Pre-reading: View: http://tinyurl.com/8esk8z and http://tinyurl.com/92c6y2 and http://tinyurl.com/8qomvh
* Group Assessment Indicators assignment due Email to Brenda at: [email protected] Please provide assignment title and your group member’s names in the subject line as follows: Assessment Indicators: Susan, Brad, Mike Fri 19 Unit Overview consultation class #3 Boot Camp task due at the beginning of class
Fri 26 Literacy in S.S.: Helping Children Read Informational Text and Final Exam Review (Part 1) Pre-reading: Using Non-fiction in the Primary Grades http://tinyurl.com/2s5jkq Review: Teaching Social Studies in Elementary School, pp. 157-172
December Fri 03 Supporting Children’s Inquiries: Using Fiction in S.S. Final Exam Review (Part 2) * Unit Overview assignment due today at the beginning of class.
The course outline acts as an agreement between the student and the instructor of this class regarding the details of the course. These details, as listed in Section 61.6 of the GFC Policy Manual, may be changed only with the written unanimous consent of the class members. ______
EDEL 335 Calendar At A Glance September 10- December 3
Sept 10 Sept 17 Sept 24 Oct 01 Oct 8 What is Powerful Choosing Visions of Planning in Social Class Begins! Social Studies? Resources to Citizenship Studies Introduction to Teach Social Education (Part Three) What is Social Planning in Social Studies- Introduction to Integration of Studies? Studies (Part One) Planning in Technology into Revisiting *Thinking Back Social Studies Social Studies Constructivism assignment is (Part Two) * Rough draft of due at the * #1 Boot Camp Rationale beginning of task due at the Statement due class beginning of at the beginning class of class
Oct 15 Oct 22 Oct 29 Nov 5 Nov 12 Assessment in Historical Thinking * E-Learning Geographical Incorporating Social Studies and Critical class (not a face- Thinking Perspective into (Part One) Thinking in Social to-face class) * Resource Social Studies * Final Copy of Studies Inquiry and Overview * Group Rationale Controversial assignment due Assessment statement * #2 Boot Camp Topics/Current at the beginning Indicators assignment due task due in class Affairs in Social of class assignment due Studies email to Brenda
Nov 19 Nov 26 Dec 03 * Unit Overview Literacy in Supporting consultation S.S./Helping Children’s class Children Read Inquiries: Using * #3 Boot Camp Informational Fiction in S.S. task due at Text and and Final Exam beginning of Final Exam Review Review (Part 2) class (Part 1) * Unit Overview assignment due at the beginning of class
Assignments
Note: At the beginning of this course you will form a group of 3 members. Your group will draw a grade and unit focus that will serve as the context for most of the assignments below.
1) Learning Log (10%) (3 parts) (individual assignment) EDEL 335 students will be familiar with Blooms Taxonony, a categorized list of ordered thinking skills and objectives. In short, Bloom’s Taxonomy identifies a continuum of categories (nouns) from lower thinking skills (LOTS) to higher order thinking skills (HOTS). In 2001, Anderson and Krathwohl revised Blooms’s Taxonomy and published Blooms Revised Taxonomy- a rearrangement of the sequence categories. In the revised model, Anderson and Krathwohl made use of verbs as opposed to nouns and identified creativity to be a higher thinking skill than evaluating. Blooms Revised Taxonomy
This revised model suggests: - Before we can understand a concept we have to remember it - Before we can apply the concept we must understand it - Before we analyze it we must be able to apply it - Before we can evaluate its impact we must have analyzed it - Before we can create we must have remembered, understood, applied, analyzed, and evaluated. (Churches, A., 2001 Bloom’s digital taxonomy. Retrieved on May 21, 2008 from http://tinyurl.com/3avet8 )
In order for pre-service teachers to implement a social studies program that accurately reflects the contents of Alberta’s new Program of Studies and skillful lesson planning, it essential that they are Drawing by A. Churches able to synthesize key components focused on during EDEL 335. The following assignment will give you the opportunity to identify your prior understandings and hone new understandings by drawing on your ability to remember, understand, apply, analyze, evaluate and create.
This assignment is composed of three parts. Part One (4%) Thinking Back Due September 17 (due at the beginning of class) The purpose of this assignment is to identify the prior understanding/knowledge that you will bring to EDEL 335. Using a Fishbone Diagram (use the electronic assignment template that is posted in the sidebar of the class wiki); capture your entry-level understanding in the 8 categories listed in the fishbone diagram and include 3-4 sentences in the two grey-in boxes. This assignment will be assessed on your ability to provide candid reflection, clear communication and depth of thought. Your fishbone diagram will help provide instructional direction for this course.
Part Two (6%) Lesson Planning Boot Camp (due in class) During EDEL 335, a portion of class time will be devoted to focusing on specific lesson planning skills (ex: lesson plan hooks, assessment indicators, assignment sheets). Accompanying each segment will be a short hands-on application task for you to complete for homework after that class. It will be due at the beginning of next class and will be assigned a grade of 0-2%. These skills will assist you as you develop the Unit overview assignment. * Attendance at the Boot Camp class is a pre-requisite for completing the Boot Camp assignment. Task Completed (0-1%) Depth of Thought (1%) 1 (due October 01) 2% 2 (due October 22) 3 (due November 19) Total
2) Rationale Statement (10%) due October 15
* Rough Draft due October 8, Final Draft due October 15 in class
Individual assignment
For this assignment you will compose a rationale statement for your upcoming unit. Although parts of this assignment will be similar in parts to your group member’s rationale statement (see b, c, d, e, f below), the citizenship orientation, enduring understandings, technology integration ideas and connection to the front matter of the POS, will be unique to your Rationale Statement assignment:
Draft Rationale Statement: In this 2-3 page document (single-spaced), students are required to: a) Describe your citizenship orientation(s) to teaching social studies (how will your orientation drive your instruction and how will it affect the unit you are planning?) b) Select a grade for the unit plan that you will work on throughout the term c) Describe the central or “big” ideas for that grade d) Begin to cluster learning outcomes from the Program of Studies, to form a cohesive unit of study. Include a visual of your outcome cluster. (see attached example) (Take a close look at how well the clustered outcomes fit together- is there representation from both the Values and Attitudes and the Knowledge and Understanding outcomes?) e) Identify the “enduring understandings” for their unit (these are based on the big ideas and the selected learning outcomes and your personal goals for the students). Refer to the scope and sequence chart in the front matter of the POS. f) Identify ONE “essential question” which will guide inquiry during the unit g) Identify how they hope to integrate technology into the unit. (note the ICT integration symbol in the POS) h) Explain how their proposed unit is aligned with the principles and goals of the Front Matter of the Social Studies Program of Studies
Assessment of this assignment: Formative and Summative. This part of the assignment will model the use of the formative assessment and summative assessment. No mark will be assigned when the Rational assignment is brought to class on October 8th. At this time your peers and instructor will take a look at your rationale (and outcome cluster) and provide feedback and suggestions for improvement. Students will resubmit the reworked Rationale assignment the next class on October 15th). Student will hand in the original document (with peer feedback) to demonstrate growth in learning and the changes you have made to original document, based on comments received from peers and/or instructor and your final draft that includes all the changes you have made. The final draft rationale document will be assessed at this time.
See evaluation guide below
3) Assessment Indicators assignment - due November 12 10% Group assignment- hand in via Email
This is a follow-up to assignment one and part of Boot Camp two. After receiving feedback from Boot Camp Two, you and your group members will use your individual Boot Camp work and work together to suggest assessment indicators and assessment tasks that will provide evidence of student learning throughout your upcoming unit. Boot Camp Two will provide formative assessment to help you accomplish this task. Following principles of backwards design (Wiggins & McTighe, 2005), assessment is foregrounded and considered before learning activities/experiences are planned. Assessment indicators and tasks must be connected to learning outcomes clustered in assignment one. They must be specific. (“I will assess with a rubric” or, “I will check to see if their homework is done” are unsatisfactory responses!) and will indicate what the student will do to demonstrate their understanding (ex: The student will explain, the student will describe etc) You do not need to create rubrics for this assignment BUT you do need to indicate the kind of criteria you are going to use to assess student work. An organizational template will be provided for this assignment. Please email your group’s final draft to Brenda at [email protected] Please provide assignment title and your group member’s names in the subject line as follows: Assessment Indicators: Susan, Brad, Mike 4) Resource Overview Group assignment due November 5 (in class) 20%
TASK In this group assignment, group members will work together to develop an annotated list of resources that have been reviewed and selected for use in the planning and teaching of the unit identified in your Rationale Statement. Each group member will review five resources. Your group’s project will provide a list of resources will include:
a variety of resource types (i.e., visual documents, books (nonfiction and fiction), websites, teaching guides, multimedia materials, fieldtrip, LearnAlberta resources, periodical or newspaper articles and community resources). Please note: o the Program of Studies, dictionaries, maps of Canada and the world are expected to be present in all classrooms/schools and are not to be listed as resources for this assignment o items from the same series (e.g., a series of books, or textbooks and accompanying Teacher Manuals) are considered to be one resource for the purposes of this assignment o teaching materials (such as artifacts, photographs, news stories) may be included in the list, but only one entry from each category will be considered to count as one of the fifteen resources for the purposes of this assignment
Mandatory inclusions (each counts as one of 15) Both of the Alberta Education basic authorized resources http://guides.library.ualberta.ca/content.php?pid=47376&sid=349391 o basic authorized resources published by Thomson Nelson (Our World series) o basic authorized resources published by Pearson Education (Many Voices) a minimum of 15 resource annotations o annotations should be no more than 250 words. each annotation consists of your own description/summary of each resource, not copied from other reviews. comments summarizing your critique/evaluation of the resource according to criteria you have decided to use when selecting social studies resources o include both strengths and weaknesses (provide suggestions for addressing weaknesses) specific suggestions for use within the context of the unit (ex: “Students will use this to do research” or “Students will read this during free reading” are not effective suggested uses). your appraisal of curriculum congruency and the value of the resource to the unit
FORMAT Items in the Annotated List of Resources will be cited using APA style. (For more information about APA citations, see the university library’s website at http://www.library.ualberta.ca/guides/apa/ or make use of the materials in the reference section at the library.) Resources should be listed in alphabetical order by author’s last name. Note: you may categorize resources by type, and alphabetize within each category. For community resources (e.g., field trip, guest speakers) please indicate a contact person and contact information.
EVALUATION (see below) The resources critique assignment complements the unit plan overview (as described in your Rationale Statement). It will be assessed separately, and assigned a mark based on the attached evaluation guide.
Each group member will critique five of the resources in this assignment. Any books used must be resources you have actually held and explored for this assignment. Just reading about the resource on Amazon.com is not adequate.
Resource Overview Assessment Group Members: Grade Addressed: ______Curriculum Outcomes Addressed:
Below Meets Exceeds Comments CRITERIA Expectations Expectations Expectations (0-2) (2.5-4) (4.5-5) STANDARDS Some or all of the Information is All required components are All of the assignment’s required provided and goes included in the final product and assignment’s components, as listed beyond what was the criteria, as listed in the course required in the assignment required. outline, are met. (12 annotations components, as description, are representing all of the resource listed in the missing. categories, discussion of assignment strengths/weaknesses, relevance description, are to POS and specific ideas of how included. you plan to use the resource in your upcoming, unit overview). X2
Specific learning outcomes are Learning outcomes are Learning outcomes Innovative use of identified. The resources are not identified. Some are not clearly resources for suitable for the identified learning or all of the resources identified. teaching/ learning of outcomes from the AB Education do not appear to be Resources appear identified outcomes. Program of Studies (for Social suitable for suitable for Studies). teaching/learning the teaching/ learning identified outcomes. the identified outcomes.
Resources are suitable - in terms Resources appear to All resources are All of “meets of reading level; content is be too easy or difficult suitable for grade expectations” plus: appropriate for students. for grade level level indicated. resources are indicated. Content is Criteria used to analyzed critically inappropriate for determine suitability for important elem. school students. are discussed. omissions.
Clear and reasonable Descriptions of the Descriptions, All of “meets explanations and critiques are resource(s) are explanations and expectations” plus: given for each resource (adhered unclear; information critique for each Suggestions and to the 250 word limit). about the resource(s) resource are clear explanations are is vague, explanations and easy to follow. thorough, innovative for using the Can easily and demonstrate resource(s) are understand how and critical analysis of incomplete. why each resource the selected could be used. resources.
Suggested teaching approaches Teaching suggestions Teaching All of “meets are clearly described and are unclear and hard to suggestions appear expectations” plus: worthwhile (i.e., promote critical follow. Do not appear well thought-out and Teaching to be appropriate for are easy to suggestions are thinking, etc.) X2 grade level suggested. understand. Some unique, original, Consist of ‘busy- original ideas are innovative and go work”, or do not evident (in other beyond what is appear to promote words, at least some suggested in critical thinking. Do suggestions are not resource(s). not go beyond what is taken directly from suggested in the the resource). resource itself. Designed to promote critical thinking.
Presentation of document is clear, Presentation of Presentation of Presentation of selling grammar is accurate. document is document is document is Resources are categorized and disorganized. adequately exceptionally alphabetized. Resources were not organized and organized and categorized and coherent. Resources coherent. All alphabetized. were categorized resources were Reoccurring and/or alphabetized. categorized and inaccuracies in alphabetized. spelling and grammar.
Total Mark/Overall Comments /40
5) Unit Overview Assignment Partial group assignment due December 3, 2010 20%
This assignment gives you the opportunity to work as a team to draw together much of what you have learned in this course about powerful teaching and learning in Social Studies. The completion of a unit overview for one topic in the Alberta Social Studies curriculum, grades one through six, is an authentic demonstration that you have met the course objectives. It requires that you become extremely knowledgeable about the Program of Studies and skilled in its use. It allows you to explore and critically assess existing resources for the teaching of one unit in Social Studies. It allows you to incorporate many of the strategies you have learned in the course into the teaching of part of a specific elementary Social Studies unit. It allows you to discover an approach to lesson planning that most suits your teaching style and your philosophy of teaching. It gives you an excellent opportunity to practice skills that are applicable to planning in any subject area.
Unit Plan Overview (group assignment) 3 fully developed lesson plans (one for each student- individual assignment) For this final assignment your group of 3 will work together to prepare an overview of a social studies unit (Grade 1-6). This unit will consist of 8 consecutive lessons that promote critical thoughtfulness of the unit topic you are addressing. Each lesson must synthesize the major ideas of the unit and connect each lesson in a logical sequence to the previous lesson, all the while covering a realistic amount of material in an age appropriate manner. The unit needs to demonstrate the use of a clear beginning, middle and end. In addition to mapping out the overall unit, you and your partners will individually develop one lesson plan that take place between lessons 2-7 (of an eight lesson unit). In other words, do not choose lesson 1 (introductory lesson) or 8 (the final lesson). Each team member will be responsible for creating one of these lesson plans. The individual lesson plans need to connect well with each other and demonstrate a flow of purpose (remember, they are not individual stand-alone lesson plans). The developed lesson plans should address how learning will be assessed, details regarding how individual differences will be addressed, and how a variety of resources and the infusion of technology (as a mindtool) will be integrated, and need to include all print resources needed to execute these lessons (articles, charts, handouts, rubrics). The lesson plan should be detailed enough so that another teacher could implement this lesson plan in their class. The unit overview should include: (#1-3 will be created as a team, #4 will be done as an individual assignment) 1. Unit at a Glance Page (template attached below). 2. Using the Cluster Grouping template (attached below), create a cluster grouping map for your unit. 3. Unit Plan “Map”: A clear, concise description of the 8 lesson plans that will make up a part or the whole of the unit. Descriptions should include the following: specific objectives for each lesson, a short description of the teaching approaches/activities that will be employed to help students reach the objectives, resources, and assessment strategies and criteria. Identify scaffolding tools, assessment approach, integration of resources and the use of technology (as a mindtool). Sufficient detail should be included so that the reader has a clear idea of what will take place. 4. Three fully developed lesson plans (each team member will create one of these lessons). “Fully developed” means that, in addition to thoroughly fleshing out each component of the actual lesson, you will include the resources required to teach them as well as specific plans and criteria for assessment. The assessment tool needs to be created an included.
EVALUATION Note: Concerning the lessons you will develop in detail: Lesson plans that are copied from publications and/or websites without substantial revision or adaptation WILL NOT be accepted. Be sure to cite the source of the ideas you use if you are revising or adapting an idea or lesson from someone else’s work. If you are unsure of the extent to which you may make use of existing materials, please check with the instructor. * Please note that this unit project needs to be submitted at the beginning of class on December 2, 2010. * See evaluation guide below.
/25 EDEL 335 Lesson Plan Rubric
Group Members ______Title: ______8 lesson- Map Unit Plan Below Expectations (0-2.) Meets Expectations (2.5-4) Exceeds Expectations (4.5-5) Comments Objectives Lesson objectives are vague and Lesson objectives relate clearly to All of “meets expectations” and: would be difficult to assess. the lesson topic, grade, provincial Focused on activities rather than outcomes, enduring understandings, Objectives are all measurable and student learning. Relationship to and skills and processes. Are include higher order (ex: Bloom’s Learner Outcomes is questionable. student-centered and focused on taxonomy) expectations. Outcomes learning outcomes, not activities. are clearly stated and highly Some higher order thinking worthwhile. expectations are present. Objectives are measurable. Activities It is questionable whether Would achieve unit objectives and All of “meets expectations” and: activities would help students unit goals. Clearly described. attain unit objectives or goals. Varied and stimulating. Used a Activities are extremely well Little to no variation in student variety of teaching strategies such developed, engaging and creative. activities or teaching approaches. as: constructivism, historical Teaching strategies employed Student activities require little or thinking, geographical thinking, demonstrate understanding of the no higher level thinking or cooperative learning etc. Lesson effectiveness in teaching various processing of information. plans include various student aspects of social studies. (i.e., promote higher levels of activities intended to engage students Bloom’s Taxonomy). in a thoughtful and critical manner. Resources Little attempt to use a variety of Included in each lesson. Students All of “meets expectations” and: resources throughout unit. encounter a variety of resources, apart from their text. Appropriate Innovative use of resources in to activities, lesson objectives and evidence. unit goals. Development of Unit Unit opener (first lesson) fails to Opening lesson is motivating and All of “meets expectations” and: establish purpose of unit or establishes unit purposes. Unit is extremely well developed, motivate students. Sequence of Sequence of activities is logical with careful thought given to lessons and activities is poorly (prerequisite understandings and beginning, middle and end. thought-out. Overly teacher- skills are taught at the appropriate Concepts and skills lessons are directed. Concepts and skills are times). Appropriate balance of integrated into the flow of the unit vague or missing. Little to no student/teacher direction. Selected and are highly relevant. Highly attention to diverse concepts and skills are appropriate to sensitive to diverse learners/ learning learners/learning styles. Does not the unit and are taught throughout styles. Highly constructivist in reflect constructivist teaching unit. Appropriate attention paid to nature, and reflects principles in “A principles. diverse learners/learning styles. Is a Vision for Powerful Teaching and “constructivist” unit. Learning in SS”. Consistency of Unit Unit plan does not reflect unit Unit plan reflects and is consistent Unit plan is clearly developed in rationale statement. with your unit rationale. conjunction with unit rationale section; consistent attention given to all components.
/35 Individual Lesson ______
Student:______
* Note: This is an individual mark. This lesson cannot be the first or last lesson of the unit.
Individual Below Expectations (0-2) Meets Expectations (2.5-4) Exceeds Expectations (4.5-5) Comments Lesson (1) Objectives Lesson objectives are vague and Lesson objectives relate clearly to All of “meets expectations” and: would be difficult to assess. the lesson topic, grade, learner Lesson objectives are all Relationship to Learner Outcomes outcomes. Objectives are measurable and demonstrate higher is questionable. Skills and measurable. Skills and processes order expectations. Outcomes are Processes missing. included. clearly stated and highly worthwhile. Choice of Lesson This lesson lacked connectedness This lesson was connected to the This lesson was exceptionally to the overview unit objectives and overview objectives and well-connected to the overview interfered with the overall flow of contributed to the overall flow of objectives and contributed to the the series of the 8-10 lessons. the series of the 8-10 lessons. overall flow of the series of the 8- 10 lessons. Activity It is questionable whether the This lesson would achieve and All of “meets expectations” and: lesson would contribute to contribute to the unit objectives effectiveness of the unit objectives and goals. Lesson was clear Activity is extremely well and goals. (another teacher could use this developed, engaging, creative and lesson plan to teach this lesson). will promote in-depth Varied activities and evidence of understanding of the central topic. inquiry practices. Use a variety of Teaching strategies employed teaching strategies such as: demonstrate understanding of X2 constructivism, historical thinking, different teaching strategies and a geographical thinking etc). Lesson thorough understanding of inquiry plan engages students in a and constructivist practices. All thoughtful and critical manner and activities in this lesson are well- makes use of a variety of resources scaffolded and provide a thorough (children’s literature, web sites, description of differentiation primary and secondary sources, strategies. Innovative use of magazines etc) and use of resources is evident throughout. technology as a thinking tool. Differentiation strategies evident.
Assessment Assessment strategies are missing Makes use of varied assessment All of “meets expectations” and: or too vague to judge what strategies and employed the use of A variety of assessment techniques students have learned. Not clearly clear benchmarks and an are designed and employed to related to lesson objectives. Not assignment sheet(s) (where support student learning and designed to support student applicable). motivate students. Thoughtful learning. No variation of consideration given to assessing assessment techniques. diverse students.
Ability to This lesson incorporates very few Lesson incorporates a number of All of “meets expectations” and: synthesize course components from the EDEL 335 key components from the EDEL content course content (readings, class 335 course content (readings, class Demonstrates depth of thought and x2 discussions and activities) and fails discussions and activities). Makes provides strong evidence of to make meaningful connections to meaningful connections to the font student’s ability to synthesize and the front matter of the POS and/or matter of the POS and the tenets of extend EDEL 335 course content tenets of Powerful Social Studies. Powerful Social Studies.
FOOTPRINTS OF EDEL 335
Adapted from: “Cluster Map”, Purposeful Planning, InPraxis Group Inc. , 2005
Sample Cluster Groupings for Grade 1: Communities Change
1.2.2 1.2.1 Analyze how their Appreciate how stories families/community in and events of the past the present are connect with their influenced by events or families and people in the past community to the present.
Communities Change InIn whatwhat waysways hashas mymy family/communityfamily/community changed over time? What are the languages/traditions/custlanguages/traditions/ customsoms in inmy my family/community? What traditions did we 1.S.1 – examine ideas from used to celebrate but varied sources don’t anymore? How was my family/community 1.S.2 – recognize that some different in the past? activities/events occur on a How are community seasonal basis members similar? What did/do we have in Differentiate between common? What sets us “recently” and “long ago” In what ways have apart from one another? individuals/groups helped my community 1.S.3 – use a simple map to grow and develop? locate places in How have changes over How have changes over school/community timetime affectedaffected mymy family/communityfamily/community inin thethe present? Unit At A Glance: How has European immigration played a role in the formation of Canada’s national identity?
Opening-Activity 1 Connecting History and Story Students will be introduced to the concept of immigration. They will be read the opening chapters of the story Adeline’s Dream. The reader will be dressed as Adeline and after the reading the students will Objectives interact with Adeline to draw a connection between stories and history. See attached activity outline for details. 5.2.1: Appreciate the Activities complexity of identity in the Canadian content: Activity 2: Community Walk .1 Recognize how an and Adeline’s Dream understanding of Canadian Activity 3: Little history and the stories of its Focus/Purpose Correspondents people contributes to their sense Activity 4: Culture Clash of identity Activity 5: Under Pressure .5 Acknowledge the (to conform) contributions made by diverse This unit explores the role that European immigrants played in forming Canada’s, in particular Western Canada’s, Activity 6: “Back in My Day…” cultural groups to the evolution Activity 7: Internment Camps identity. It focuses on the role that stories play in revealing of Canada Activity 8: Internment 5.2.9: Examine, critically, how European history and the contributions that were made by numerous Camps and Today immigrants shaped ways of life in western people group to the formation of Canada. During this unit Activity 9: Becoming an Canada by exploring and reflecting upon students will need to connect historical and geographic Immigrant the following questions and issues: thinking to develop an understanding of immigration and the See attached activity outline for .1 What do stories of immigrants hardships, pressures and successes that came with it. After details. from Ukraine, Poland, Russia this unit student should have a deeper understanding and and Germany tell us about their appreciation for the complexity of Canada’s national identity history and presence in western and of the stories and contributions that played a role in its Canada? formation and our way of life today. .2 How were European immigrants affected by pressures to conform in western Canada? 5.S.2 Develop skills of historical thinking: 5.S.8 Demonstrate skills of oral, written and visual literacy: Estimated Time 5.S.1 Develop skills of critical thinking Approx. 3-4 and historical thinking: Closing- Activity 10: A Tour Through History weeks In groups students will create a booth that reflects their understanding of one European group which has immigrated to Canada. Students will demonstrate their historical understanding by visually presenting what their group has contributed to Canadian identity using research and stories. See attached activity outline for details.