Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I. COURSE INFORMATION:
EDUC 634 Social Studies Methods
Prerequisites:
None
Credit: 3
semester hours
Period: 25
II. INSTRUCTOR INFORMATION:
Name: Dr. Madge Kibler
Office Location: L114
Phone Numbers: W 706 778 3000 x1202 H 706 754 8640
E-mail: mkibler@piedmont.edu
Fax Number: 706 776 0135
Office Hours: Mon
III. TIME AND PLACE
CAMPUS: Demorest SEMESTER: Fall DATE: 06
Time: Thurs
Place: L130
IV. TEXT AND SUPPLEMENTARY
Johnson, A.P.
(2006) Making connections in elementary and middle school social studies.
(This textbook is required
and will be needed in class meetings.)
Supplemental
readings will be required as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class will be required.
V.
The
theme of the
Specific ideals under-gird
our conceptual framework. We advocate
the democratic ideals of: equal rights and opportunities; individual freedom
and responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following
processes as a means of striving for our democratic ideals: engaging in
participatory decision-making; collaborating in teaching and learning;
collecting information from all constituencies; examining options and projecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming communities
of learners; and constantly
revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a
sense of personal integrity and of strong habits of mind (e.g., reflectiveness,
persistence, clarity,
accuracy, and responsiveness to feedback).
Graduate MA and MAT Program Goals:
The
goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs
at
¨ provide the candidate with the ability to communicate and teach
effectively using an interdisciplinary knowledge base and understanding of
multidimensional classrooms;
¨ use and facilitate critical
thinking skills;
¨ enhance candidates’ content
knowledge, integrating it with instructional technology;
¨ enable candidates to
interpret and assess educational research, and conduct their own
classroom-based research; and to
¨ provide experiences that
enable candidates to assume roles as scholarly practitioners and develop their
skills and abilities as professional teachers.
MAT Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MAT program seeks to:
¨
build the candidate’s knowledge base and understanding of P-5 students’
characteristics, knowledge, skills, experience, interest, approaches to
learning, special needs, and cultural heritage;
¨
prepare candidates who have knowledge and understanding about
multicultural and global issues and perspectives as well as to plan and
implement instruction based on these perspectives;
¨
build the candidate’s knowledge and understanding of content, pedagogy,
record keeping and a wide variety of diagnostic and assessment techniques and
strategies;
¨
develop the candidate’s understanding and use of educational technology
including the use of computer and other technologies in instruction,
assessment, and productivity;
¨
build candidate’s ability to create classroom environments that
include: respect, rapport, a culture for learning, effective management of
classroom procedures, appropriate management of student behavior, and efficient
organization of physical space;
¨
inform candidates of resources available for teachers and students to
support and enhance student learning;
¨
develop the candidate’s repertoire of strategies for effective
teaching;
¨
enable candidates to plan and implement instruction based on acquired
knowledge of subject matter, students, and the community;
¨
provide candidates with concrete field experiences across grades P-5
that help them link theory and practice through observation and participation;
¨
develop the candidate’s understanding and use of effective interactions
with parents or guardians for supporting students learning and well-being;
¨
develop the candidate’s ability to use research, research methods, and
knowledge about issues and trends to conduct research on an educational topic
of interest;
¨
help candidates grow and develop professionally toward becoming
proactive, scholarly, reflective practitioners, and lifelong learners who
improve the lives of children.
MA Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MA program seeks to:
¨
enable candidates to critique their planning and teaching strategies so
they can more effectively plan instruction based on extended knowledge of
subject matter, students, and the community;
¨
broaden the candidates’ knowledge of developmentally appropriate
content and resources needed for teaching and interacting with their students;
¨
expand the candidate’s repertoire of strategies for effective teaching
and communication with parents;
¨
enhance and expand the candidate’s knowledge and understanding about
multicultural and global issues and perspectives as well as ways to plan and
implement instruction based on these perspectives;
¨
expand the candidate’s understanding and use of educational technology
including the use of computer and other technologies in instruction,
assessment, and productivity;
¨
diversify field experiences for candidates to strengthen their
understanding of the link between theory and practice;
¨
develop the candidate’s ability to use research, research methods, and
knowledge about issues and trends to improve practice in schools and
classrooms;
¨
develop the candidate’s ability to assume roles as leaders and mentors
in the profession;
¨
establish procedures that candidates can use to continually keep
up-to-date on changes in the field;
¨
help candidates become more independent in their professional
development as scholarly, reflective, practitioners and lifelong learners who
improve the lives of children;
¨
encourage candidates’ involvement in professional activities and
endeavors; encourage candidates to present at local, state, and national
conferences.
VI. COURSE DESCRIPTION AND PURPOSE:
This class is an introduction
to basic social studies instruction for students in grades PK-5. The major
concentration will be content selection, lesson and unit planning, teaching
methods, materials, and evaluation strategies. You will also increase your
knowledge of American history, particularly regarding women and minorities who
may have been underrepresented in history courses.
VII.
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1. Learning Environment: The proactive teacher uses an understanding of
individual and
group
motivation to create a caring, democratic learning environment that
encourages positive social
interaction, active engagement in learning, self regulation, and collaboration.
The proactive teacher fosters the ideals of a democratic classroom by treating
students fairly and justly, providing intellectual challenge, and supporting
students as they pursue knowledge and understanding. CO 2, 3, 4, 8, 9
2. Subject Matter. The scholarly teacher understands and can model the
central concepts, tools of inquiry, national standards, and structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students. CO 2, 7,9,11
3. Student Learning: The
reflective teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students' intellectual, social, and personal growth. The teacher documents student achievements
and contributes to systems of accountability designed to improve
schooling. CO 2, 3, 9
4. Diversity.
By understanding that all learners are the products of their innate
abilities, preferred learning styles, and cultural experiences, the democratic
teacher modifies instruction and assessments to meet diverse needs of all
students. CO 2, 3, 8, 9
5. Instructional
Strategies: The proactive teacher understands and uses a variety
of instructional strategies to encourage
the development of all students' creative talents, critical thinking, problem
solving, and performance skills. CO 2, 3, 5, 9
6.
Assessment Strategies: The scholarly, reflective, proactive teacher designs a
variety of assessments, including alternative
assessment strategies, which (a) assess the acquisition of knowledge, skills
and dispositions expected in the subject, (b) offset the negative effects of
high-stakes testing, and (c) encourage the continual intellectual, social, and
personal growth of all students to become
knowledgeable, inquisitive learners. CO 2
7. Communication and Technology: The proactive teacher uses knowledge of
effective verbal, nonverbal, and media communication techniques and
technologies to foster active inquiry, collaboration,
and supportive interaction in the classroom. CO 2, 3, 5, 9
8. Planning Instruction: The scholarly,
reflective, proactive teacher plans and manages instruction based upon
knowledge of content, pedagogy, students, the community, and curriculum goals.
CO 2, 3, 5, 7, 8, 9
9. Reflection and
Professional Development: The scholarly
teacher is a reflective practitioner
who continually evaluates the effects of her/his choices and actions upon
others, institutes research aimed at improving instruction, attends to the
development of policies affecting education at the state and national levels, and
proactively seeks opportunities for
the continual development of a personal pedagogy. CO 9, 10, 12
10. Collaboration
and Relationships: The scholarly,
reflective, proactive teacher
communicates and collaborates
with other educators, parents/families, agencies, and the community through
democratic processes to support
student learning and well being. CO 3
Early Childhood Graduate Candidate Learning
Outcomes:
11) Constructivist Practices: The scholarly,
reflective, proactive teacher models and provides opportunities for
constructivist practices. CO: 2, 3, 5,
6, 7,
12) Informed Teachers: The scholarly,
reflective, proactive teacher is an informed professional. CO: 8, 9, 10, 11, 12
13) Scholarly Work: The reflective,
proactive teacher actively engages in scholarly work. CO: 1, 2, 5, 6, 7, 8, 9, 10
¨ For Advanced Certification Programs
21) Professional Discourse: The teacher participates
actively in the professional discourses related to the field of
certification--at the school and in regional and national venues. CO: 2, 10
Dispositions for All
Candidates:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the
following dispositions as defined by the
Scholarly: Inquiring; creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection,
done frequently and honestly; considers many possibilities for problem
solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management;
anticipates problems and difficulties in instruction; addresses pertinent
issues of school and community to support student learning; encourages
students’ critical thinking, problem solving, and creativity; plans for
important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications,
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do so.
VIII. COURSE
OUTCOMES (CO)
The
main purpose of this course is to introduce you to effective ways of teaching
social studies. Upon successful completion of this course, through the use of
discussions, readings, reports, individual work, cooperative learning,
lectures, and video presentations, the candidate will:
1.
analyze the basic features of social studies instruction (definitions, goals
and objectives, curriculum, etc. ) CCLO 2
2.
explore effective techniques for planning, guiding, and managing small- and
large-group work as well as meeting individual needs and differences, including
special needs students, incorporating the GA GPS objectives (PK-5) and the
National Strands of National Council for the Social Studies (NCSS). CCLOs 1,2,
3, 4, 5, 6, 7, 8 & 11
3.
analyze social studies teaching models, strategies and techniques for
(a)
developing concepts and generalizations: (b) developing children's thinking
processes and creative abilities; and (c) developing attitudes and values.
CCLOs 1, 3, 4, 5, 7, 8 & 10
4.
reconsider and make changes in the instructional environment so that
activities, student movement and materials distribution are effective and
efficient. CCLOs 1
5.
analyze instructional strategies which foster development of critical and
creative thinking skills in young children. CCLOs 5, 7, 8
6.
use questioning techniques as an effective classroom strategy, especially with
the inquiry model. CCLO 5
7.
explore strategies for effective use of current events in middle grades
education. CCLOs 2,8
8.
analyze the conceptions of multicultural education and develop a practical
approach to teaching with a multicultural perspective. CCLOs 1, 4, 8
9.
incorporate current theory and research to practice. CCLOs 1, 2, 3,4, 5,7,
8,& 9
10.
explore recommendations and National Strands of the National Council for the
Social Studies. CCLOs 9
11.
develop competence in selected knowledge components of the PK-5 social studies
curriculum. CCLO 2
12.
explain your personal set of beliefs regarding PK-5 social studies curriculum.
CCLO 9,11, 12 & 13
IX. COURSE POLICIES & PROCEDURES:
1. Class Attendance/Participation:
Class
Participation/Attendance:
Students
are expected to come to class having read and being prepared to discuss the
assigned material. Non-participation and lack of preparedness will be reflected
in your grade.
Attendance
is required. Only those absences due to emergencies will be excused, and I need
to be notified before you miss class. The
2.
Reading and Written Work
Although
all dialects and languages are acceptable in informal situations, the use of
standard edited English is expected in all written or oral presentations in
this class. All written work will need to be typed using size 12 print and one
of the following fonts: Bookman, Times New Roman, or
Please
keep in mind that you are responsible for the reading assignments even if we do
not go over them in class.
All
assignments should be turned in on time. Late assignments will be accepted in
case of emergencies and will be penalized one letter grade. 1 will not
accept the article reactions if they are late.
Completion of all assignments is required for a passing grade in this
course. No classroom observations will be accepted without a signed
permission slip.
3. Academic Integrity:
By accepting admission to
Some suggestions for helping you abide by the policy include:
Ø All work submitted must be
your original work created in and for this course.
Ø Cite and reference work
properly using the current APA guidelines.
o
Cite all quotes or paraphrased material. It is better to over cite than not give
credit to the author of a work or source that you are using in your paper or
project.
§
Any time you use the exact words of researcher, author, or source, you
must place the words in quotation marks when your quote is less than 40
words. If more than 40 words, place the
quote in an indented block omitting quotation marks. (See the APA Manual for specific
guidelines).
§
You must also give credit to an author or source when you paraphrase.
§
When referring to information from your course text, be sure you
cite and reference the source and/or authors.
§
Technology resources are often not cited correctly. Follow the protocol in the current APA manual
for citing and referencing all electronic sources.
Ø
Double dipping is not permitted.
For example:
o
You may not use an assignment created in one course to meet the
requirements in another.
o
Visiting a classroom for one field experience may not be used to meet a
field experience requirement for another course.
Special
Considerations:
The professor and several of your classmates are allergic to perfume and aftershave. Refrain from wearing either to class. Cell phones should be turned off.
If
for some reason, I am not present for a class, assume we will continue with the
same during the next class meeting.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the
If the candidate’s illness is extended, causing more
than two class absences, the candidate may need to request in writing a medical
withdrawal. If the Registrar approves
the request, a candidate may receive a “W” for the course.
INCLEMENT WEATHER – In general, classes are dismissed or
cancelled (day and/or night classes) when conditions in and around Demorest
become such that the main streets and college parking lots become too dangerous
on which to drive. Candidates who live
outside the Demorest area for which road conditions are too difficult to
proceed should stay at home. Candidates
who miss class should consult their instructors for assignments and make-up
work. Dismissed or cancelled classes
must be made up during semester breaks, the first available Saturday, or an
agreed upon make-up by class members and the professor. When classes are dismissed, the following
radio/TV stations will be informed of the action taken: Station WCON (99.3 FM)
– Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) –
Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
PARTICIPATION - Active participation means:
Ø prepare for classes by
reading the text and/or other assigned readings;
Ø attend all classes for
duration of allotted class time;
Ø take active part and
contribute significantly during class discussions and activities;
Ø be attentive and respectful
of peers and the professor during the discussions, dialogue, and presentations;
Ø submit all assignments on
time.
X. STUDENT
EXPECTATIONS AND COURSE OUTLINE:
1. Instructional
Methods
This class will operate as a democratic
classroom. Candidates will engage in
shared decision- making and in taking responsibility for making the classroom
the best it can be. Interactive
discussions and problem solving will be emphasized where all ideas and
contributions are explored and respected.
Various approaches will be utilized by the candidates and professor
including: lecture, demonstrations,
observations, class discussions, small group discussions, cooperative group
work, field observations, use of educational technology, student presentations,
readings, writings, listening, questioning, and formative and summative
evaluations.
2. Assignments:
Other assignments or activities may be required as
deemed necessary to assure the mastery of the course objectives as stated.
3.
Description of Assignments
Article
Reactions ( 10 pts ) Course outcomes: 2, 3, 5, 7, 10
Each student is required to write a
reaction to the assigned articles on reserve in the library. The first
paragraph should summarize the main idea of the article. In the second
paragraph you should write your personal reaction. Reactions must be turned in
at the beginning of the class session for which the reading is assigned. I
will not accept the journal reactions if they are late. Each person will
locate, read, and summarize one more article written since 2000 on the teaching
of one of the six disciplines to early childhood students. The journals to be
used for this assignment are Social Education, Social Studies and the
Young Learner, or Middle Level Learning. In your article summary,
include the GA GPS and the NCSS themes that are addressed in it. Make a copy of
the article for each class member and me and turn in with your summary.
Lesson
Plan and Peer Teaching (10 pts) Course outcomes: 1, 2, 3, 5, 6, 10, 11
Each student will write a lesson plan
for using children's literature for teaching social studies to middle grades
students. You will base the lesson on one GPS objective and the National
Council for the Social Studies Strands. You will teach your plan to a group of
your peers. You will turn in a plan written by the Piedmont lesson plan format.
The ten points will be divided as follows: Objective=2, Procedures=2,
Materials=2, Evaluation=2. The other points will be my judgment of how well
your plan is written. Could I teach it as a sub is the question I will use to
determine this.
Oral
Report (15 pts ) Course outcomes: 2, 3, 5, 6, 9, 12
You will complete this assignment in
pairs.You will draw for the subject of your oral report the first day of class.
You will present on your assigned day. Professional dress is required for
the presentation. To receive all 15 points, you must have a visual to go
with the oral presentation, and you must show the class how to adapt the
information to use it with PK-5 students. If possible, have a big picture of
your subject for your classmates to look at while you do your presentation. The
quality of your work will also be considered. You will give an outline of your
subject's life and a written explanation of your adaptation to your classmates
and to me. No report should last more than 20 minutes. We will create the
rubric for grading in class.
Project
(25 pts)
You decide what you want to do. You may work in
pairs. Several students have chosen to do one of the projects suggested for
undergraduates with scholarly research on how to teach social studies using the
project. Others have done a unit or a
research paper. See me if you need
guidance.
Field
experiences, interviews, textbook evaluation and software evaluation (10 pts)
Course outcomes: 1-12
Participation
and attendance (10 pts ) Course outcomes 1-13
In order to participate, you must be
physically and mentally present. I will ask you to give me your self-reflection
on how what you have learned in this class will help you be a scholarly,
reflective, proactive educator at the
last class meeting. It must be typed or word-processed.
One
test and a final exam ( 20 pts) Course outcomes: 1-13
Tests
will contain true-false, multiple choice, short answer, and essay questions
4. Field
Experiences:
First
experience:
(Number 6)
Student
interview
Interview
two students of the appropriate level . Ask the following questions. Write
an essay to report their answers and a reflection of what you learned and how
your teaching will be influenced
I.
What grade are you in this school year?
2.
Can you tell me what social studies is?
3.
What is the main topic in your social studies class?
4.
What are two things you learned in the class?
5.
What do you think of the social studies textbook?
6.
Describe a typical day in social studies class?
7.
What was the most fun thing you did in social studies?
8.
What was the least fun?
9.
What do you want your social studies teacher to do in class this year?
Second
field experience
(Number
10)
Interview
two teachers of the appropriate level. Ask the following questions. Write an
essay to report their answers and a reflection of what you learned and how your
teaching will be influenced.
Teacher
questions:
I.
How often do you teach social studies?
2. What is your
most important objective for teaching social studies?
3.
What three strategies do you most often use?
4.
Describe a project done by the students in your classroom.
5.
Which of the six disciplines do you enjoy teaching? Why?
6.
Which do you least enjoy teaching and why?
7.
What are your feelings about the social studies textbook?
8.
What other materials do you use?
9.
If you could teach social studies any way you wanted to, what would you do?
10.
What else can you tell me about teaching social studies?
Third
field experience (Number 7, or 1, or 2, or 4)
You
are to observe in two elementary
schools. One must have a diverse population. Observe two teachers whom
you have not observed before. Answer the questions as an essay. Reflect in
depth on what you learned and what it means to a preservice teacher.
1.
Describe the setting and the lesson you observe. (topic, grade level, class
size, ethnic composition, gender ratio, etc.)
2.
Which disciplines are stressed in the observed lesson?
3. What concepts
were taught?
4.
What GPS objectives were addressed in the lesson? National strands?
5.
What direct and indirect teaching strategies did the teacher use?
6.
What evidence of the children's lives did you see? (family trees, newspaper
articles, etc.)
7.
What materials or resources did the teacher use to teach the lesson?
8.
What kinds of research did the students do?
9.
Did the students achieve the objectives? Explain.
10.
How was children's literature used in the lesson?
11.
Critique the lesson. This means tell what you liked and what you did not like.
Also, how does what you observed fit with the class discussions and textbook?
12.What
did you learn that will help you to become a scholarly, reflective, proactive
teacher? Your reflection on this should
be in-depth.
Fourth
field experience
(Number
11)
Evaluating
Social Studies Software
I.
List the name and author of the product you are evaluating.
2.
State the name and address of the publisher.
3.
Describe in detail the activities called for in the program.
4.
For what age student is this software appropriate?
5.
What are the strengths or advantages of this product?
6.
Which Georgia GPS could you teach with this software? (Not the
number,
write the objective)
7.
Explain which strand of NCSS standards is addressed by this software.
8.
Would you use this product? Why or why not?
Type the answers to the
questions. You do not have to write an essay.
XI. RESOURCES:
1.
Bibliography
Allen, M. G.& Stevens, R.L. (1998). Middle
grades social studies: teaching and learning for
active and responsible citizenship,
2nd Ed.
Boston: Allyn and Bacon.
Banks, J.A. (2003). Teaching strategies for
ethnic studies, 7th Ed. Boston, Allyn and Bacon.
Bower, B., Lobdell, J. & Swenson, L. (1999). History
Alive! Engaging all learners in the
diverse classroom 2nd Ed. Teachers' Curriculum
Institute.
Lindquist, T. (1997). Ways that work Putting
social studies standards into practice.
NH: Heinemann.
Pate, S.S. (1996). Social studies Applications
for a new century.
Publishers.
Parker, W.C.& Jarolimek, J.