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Education 664 - Learning and Teaching:
Social Studies and General Methods
Multiple Subjects, Single Subject/MidSch. Authorization, Fall 2018
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Never doubt that a small group of concerned teachers can change the world, Indeed, it is the only thing that ever has. |
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With liberties, from Margaret Mead.
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| Dr. Mark D. Bailey |
Office: 136 Berglund
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| Email address: baileym@pacificu.edu |
Home phone: |
| Class Meetings: Wed, 1:00 — 3:45 |
Berglund 019 |
| Office Hours: Friday. 10-12, drop in, or by apt. |
Office phone: 352- x1442 |
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College of Education Mission:
The mission of the Pacific University College of Education is to be a community of thoughtful and responsive leaders who
- inspire professionals to value and serve individuals within their unique personal, family, and community context;
- construct and disseminate new understandings through teaching and scholarship;
- advance critical evaluation of theory and practice;
- advocate for justice through outreach and service in reciprocal partnership with underserved communities; and
- cultivate learning in and through our inclusive and diverse communities.
A primary focus of this particular course is to nurture the further development of our community of adult learners as we come to understand how to create and support learning communities in classrooms of young children. We will deconstruct traditional models of curriculum delivery and explore issues of equity and social justice in the context of instructional methods that can support the diversity of students we serve.
Required Texts:
-Zinn, H. (2007) A Young People's History of the United States (Enhanced Omnibus Edition) (ISBN-13: 978-1583228692) Amazon Link
-Brophy, J, & Alleman, Janet (2013) Powerful Social Studies For Elementary Students (3rd Ed.). Wadsworth: Belmont, CA. Amazon Link
-Kohn, A. (1996) Beyond Discipline, From Compliance to Community. ASCD, Alexandria, VA. Amazon Link
Click here to link to our Course Google Doc
Educational Philosophy:
I cannot simply teach you what you need to know about early childhood, elementary, and middle school curricula, social studies content and instructional methods. In order for you to effectively learn this material you must be willing to be an active participant in the learning process; constructing an understanding of this material that is personally relevant and meaningful. Therefore I see my role more as that of a facilitator and a co-learner than as a lecturer. What I will do is provide you with a variety of resources that can assist you in learning and your job will be to work with your peers, utilize these resources, ask questions, and help me to know what you do and do not understand. I have set aside time for office hours so that I can help. You may also drop in unannounced any time I am in the office. Furthermore, I have included my email address in order to encourage your questions and comments, and my home phone number in case you encounter pressing questions or problems. The bottom line is that the amount you learn in this course will be directly proportional to your level of involvement, both temporal and cognitive.
Course Description:
This course is designed to guide aspiring multiple subjects teachers in developing skills to design and organize lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Course content will include an examination of curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management (guidance) systems. Throughout this course, social studies concepts will serve as the content and provide a context around which treatments of general teaching methods will be organized.
The integrating essence of the course will be a focus on issues of educational equity and social justice. Another important element will be observations and experiences with children and teachers in the Early Learning Community and in your placements. As such the course will be structured to utilize a student-centered, collaborative, guided discovery approach. Each week we will address questions central to the study of educational methods and together we will seek out resources, learn the material and share what we have found with each other. Because of the nature of this course I have already compiled many resources that will assist the process, however these are simply to be viewed as a starting point. One of our critical goals will be to help us better understand how to design, write, and implement a unit of study. The focus will not be on reading someone else's work and discussing it in class, but instead will be on helping you to think about, plan, write, critique, rewrite, and finalize your own unit as an integrating element of your Teacher Inquiry Project.
Tentative Course Goals and Objectives
| COURSE GOALS |
InTASC Standards |
1. Demonstrate a functional understanding of the fundamental elements of curriculum for multiple subjects teachers in early childhood through middle school.
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3. Learning Environments
4. Content Knowledge
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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2. Formulate educational goals and objectives that are appropriate and require working at higher cognitive levels.
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1. Learner Development
2. Learning Differences
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
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3. Experience a variety of instructional strategies, including cooperative learning, center-based learning, and identify appropriate applications for multiple subjects classroom.
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2. Learning Differences
3. Learning Environments
8. Instructional Strategies
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4. Explore a number of student-centered learning strategies including the project approach and emergent curriculum approach.
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2. Learning Differences
3. Learning Environments
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
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5. Prepare lessons and units that use a variety of instructional strategies and skills, incorporate learning theory, Bloom's Taxonomy, universal design for learning, styles of learning and intelligences, and are appropriate to developmental levels, goals and objectives.
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2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
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6. Design lessons with activities and learning centers that allow children to move at their own pace in acquiring important skills in all developmental areas: physical, social, emotional, and cognitive.
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1. Learner Development
2. Learning Differences
3. Learning Environments
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
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7. Recognize and use effective instructional practices.
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1. Learner Development
3. Learning Environments
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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8. Understand a variety of foundational single subject curricular models and appropriately incorporate aspects of these models into curriculum design.
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2. Learning Differences
3. Learning Environments
4. Content Knowledge
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
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9. Explore classroom organizational systems including discipline, management, and guidance structures.
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2. Learning Differences
3. Learning Environments
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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10. Review a variety of methods for assessing student learning and performance.
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2. Learning Differences
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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11. Explore a variety of emergent ideas in education and analyze their effectiveness in the early childhood, elementary, and middle school settings.
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1. Learner Development
5. Application of Content
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
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12. Consider child developmental theory and the principles of educational psychology when making curricular decisions
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1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
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13. Identify appropriate social education and social studies goals and use as a guide to select content that teaches social understanding and civic efficacy.
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4. Content Knowledge
5. Application of Content
7. Planning for Instruction
8. Instructional Strategies
10. Leadership & Collaboration
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14. Understand and apply content in each of the areas of social studies education including geography, history, political science, sociology, economics, anthropology, and psychology.
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4. Content Knowledge
5. Application of Content
7. Planning for Instruction
8. Instructional Strategies
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15. Recognize fundamental social studies concepts and benchmarks, and demonstrate the ability to integrate them into lessons and thematic units.
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4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
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Course Requirements
This course will utilize only a few formal requirements. It is expected that you will attend class, help to design and complete suggested readings and outside readings and contribute to class and small group discussions and projects. Suggestions will be made regarding observations in your early childhood placements. There will be multiple concrete assignments: a rewrite of your philosophy of education, lesson plans, a podcast, and an emergency curriculum box, and an outline of a possible unit of study for your TIP.
Attendance. You are expected to attend each class. Because some materials that will be presented and discussed in your small group and in class are not contained in the listed resources, and because of your role in your small group, it is important that you attend every class. Please contact me prior to class if you will be absent for any reason.
Reading Assignments. This is a student-centered course, which means that each class will revolve around the interests and ideas that you bring to the class, and the work you do outside of class. Therefore it is important that you come prepared to contribute to discussions. You are expected to read whatever material you feel is necessary to come to class prepared to contribute to the small group and class discussions. Sometimes this will be assigned work, sometimes the topics will necessitate independent readings. I have compiled readings that are on reserve in the library and will list suggested chapters in the textbooks and provide URLs that will be helpful for your work. Reading carefully and thinking about the material before class will give you time to formulate questions and ideas that you may have about the readings and allow you to more fully participate during that class period.
Observations and Journal - Throughout the semester I will encourage you to make specific observations or gather specific data in your placements. This information may be discussed during class so please come prepared. The length of your observations and notes may vary depending on the nature of the observations or the level of your participation. I encourage you to continue the journal that you were asked to begin during the summer and to keep your observations and reflections in this journal.
Writing Assignments. All writing assignments will be assessed on three criteria:
1. Clarity of expression. It is expected that papers and projects will be well written following the guidelines for appropriate grammar and style. Papers should be double spaced and printed using a #12 font.
2. Level of critical analysis and depth of thought. It is expected that your papers, projects and presentations will go beyond simply describing and applying information, and will include analytical thinking and the synthesis of ideas. This will be especially important when you are developing lesson plans and your work sample.
3. Specific assignment criteria. Each assignment has specific criteria and papers will be evaluated on how well those criteria are met.
All writing should be considered a work in progress. After I have assessed and returned any of your work, you have the option of making whatever changes that you would like and resubmitting your paper for a new assessment. When you resubmit a paper please be sure to submit your original version along with the new version.
A. Philosophy of Education. [Optional] I strongly encourage you to rewrite your philosophy of education (please include your previous drafts!). I expect that everyone who rewrites their philosophy will have at least one or two peers read and evaluate it this semester prior to submitting it to me. In this manner, not only will you receive feedback from a couple of peers, presumably you will have the opportunity to read and review the philosophies of a couple of your peers. I believe this structure will benefit everyone. You are encouraged to submit your philosophy by Sept. 26th however I will accept revisions at any time.
B. Lesson Plan. The object of this project is to allow you to select some component of the ece/elem/ms social studies curriculum that interests you, investigate it more fully, and design a lesson plan around this component. You are free to select any social studies component and design any curricular application that interests you and that is relevant. You may pick any level: age 3 through grade 8 as long as the lesson is designed for a multiple subjects classroom. I expect your work to be founded on theory and research, and references to scholarly work are required. This first lesson plan will be a bit different in that rationales are expected to be included for each individual element of your plan. Here is a rubric for the lesson plan. Lesson Plans are Due Oct.17th
C. Collaborative Video Podcast - Each of you will work in teams of two* to research, design and produce a video podcast describing the life and work of an individual who devoted their life to the struggle for equity and social justice. These podcasts will be posted on the web and will become part of a growing collection of resources. Please be professional in your work on them as they can be a project that you can refer to in a job interview and list on your resume. Podcasts should be about 10-15 minutes long. A rubric for their assessment is included at the end of the project description. This must be ready for submission on a DVD no later than Dec. 12th.
D. Individual Project - The object of this project is to allow you to select an aspect of Social Studies that interests you and investigate it at depth, and then submit: 1. A representation of your deepened understanding of this content in the form of a paper or other approved format, and 2. An outline of a unit that would facilitiate the learning of this content for the grade level of your choice. In this outline include topics, lesson ideas, appropriate pedagogical approaches and rationales for the choices you make. One recommendation I have for this project would be conducting an historical interview with a person who has a unique story to tell about their life. We will be collecting these interviews and potentially posting them on a special corner of the Pacific University Website. You are welcome and encourage to come up with a project idea of your own. This project is due no later than Nov. 28th.
Assessment:
Your grade in the course will be based on a final assessment on your work throughout the fall term, and an evaluation of the worksample as an authentic assessment of your synthesis of the course materials. You will be expected to submit a reflective self-assessment of your work throughout the course that is due on December 15th. Throughout this course I encourage you to embrace the power of being a mastery-based learner focused on learning goals rather than performance goals. Work hard to challenge yourself and let go of any ego involvement in grades. What is important is your level of learning and understanding in this course: the more the better. In this framework, grades are not the criteria by which you should evaluate your value as a student (in terms of self concept or self esteem), but simply a metric by which to mark your process in meeting the goals of becoming a professional educator. Disequilibria are the catalyst for new learning, embrace them and challenge yourself to do and learn great things. “Beware the A, it says that you have made it, that you are done...”
There will be two different assessment options from which you are welcome to choose this semester. Option 1 is a more holistic approach and involves ongoing narrative self-assessment, Option 2 is a more concrete approach and involves finite point totals for specific assignments. You are required to email me your assessment option selection for this course no later than Oct. 4th. If no preference is submitted it is presumed that you have selected option 1. If you would like to explore some of the reasons for using an alternative method of grading, please see Alfie Kohn's treatise on grading.
Throughout the course, assessments will be based on rubrics that we will develop and some that are already published online. A basic guideline for evaluation is as follows.
A score of 5 will be given when the work is thorough, insightful, and demonstrates a comprehensive understanding.
A score of 3 will be given when the work is adequate, accurate, and demonstrates a basic understanding.
A score of 1 will be given when the work is inadequate, demonstrates misunderstanding, and is lacking in effort.
Option 1.
Throughout the course, assessment will be based on a rubric developed for that specific assignment. Each submitted assignment will be accompanied with a brief self-assessment based on that rubric. A basic guideline for assessments can be found above.
On October 25th you will submit a midsemester personal evaluation indicating how you are progressing in meeting the course goals and objectives, and noting progress on course assignments. On December 15th, you will submit a final evaluation of your progress in meeting class goals and objectives. This one page document will include reflections on the student and professor feedback you have received on your assignments as well as a indepth reflection on the objectives. This evaluation will include a final grade for yourself based on this self evaluation. Where in most cases this will be the final grade you will receive for this course, I reserve the right to submit an alternative final grade if I believe there is a lack of veridical connection between the work completed and your self-evaluation.
Option 2.
Throughout the course all assessments will be based on rubrics developed for that specific assignment. Scores will be totaled at the end of the semester to determine semester grade.
On October 25th you will submit a midsemester personal evaluation indicating how you are progressing in meeting the course goals and objectives, and noting progress on course assignments. On Dec. 15th, you will submit a final evaluation of your progress in meeting class goals and objectives. This one page document will include reflections on the student and professor feedback you have received on your assignments as well as a indepth reflection on the objectives.
Required Assignments:
1. Lesson Plan (30 points)
2. Podcast (30 points)
3. Independent project (40 points)
Final grades will be based on the following scale:
| Letter Grade |
Points |
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Letter Grade |
Points |
| A |
94-100 |
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C+ |
77-80 |
| A- |
91-93 |
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C |
75-77 |
| B+ |
87-90 |
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C- |
70-75 |
| B |
84-87 |
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D |
60-69 |
| B- |
80-83 |
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F |
0-59 |
Course Topics. Topics are linked to the relevant section of the course resources page.
Readings can be found in the books required for this course, linked to the web, or on reserve in the library.
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Date
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Problem Topic
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Suggested Resources
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| Sept. 5 |
Introduction – Designing the Semester
What is Curriculum,
Teaching for Equity and Justice
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ROC.1, x - xi
Pelo, ix - xiii
Kohl - Teaching for Social Justice
NAEYC
Drummond |
| 12 |
What is Social Studies:
Curriculum Theory
Universal Design For Learning,
Neoliberalism
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Brophy & All, Ch. 1
Patrick: Neoliberalism
Hursh: Neoliberalism
NCUDL
FYI - Oregon Standards |
| 19 |
Planning: From Units to Lesson Plans: CCSS and Instruction
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Brophy & All, Ch. 3 & 4
Jacobsen
Wiggins
Marzano et. al, 1-10
Tomlinson
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| 26 |
Assessments, and Oregon and National Standards
Philosophy rewrite Encouraged
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Brophy & All, Ch. 9
Common Core 101
The Trouble with the Common Core
Smarter Balanced
Educator Feedback
Puckett ch. 6
Weblinks (Explore)
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| Oct. 3 |
Perspectives on History
Podcasting project presented
Grading Choice submitted
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Brophy & All, ch. 5
Kohl
Zinn
Cultural Bias 45-56
What the Tour Guide Didn't Tell Me
What not to teach
Once Upon a Genocide
Elem School Issues
Plagues and Pilgrims
Unlearning the Myths that Bind |
| 10 |
No Class - Week spent Observing in Placement:
Kalmbach Phillips - Learning to Speak the Sacred and...
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Kohn Book - Beyond Discipline
Kalmbach Phillips - 261-278
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| 17 |
Beyond Management to Building a Learning Community
Lesson Plan Due
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Kohn Book - Beyond Discipline
Brophy & All, Ch. 2
Tribes Intro and Website
Restorative Justice
PBS and ABI
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| 24 |
Exploring Instructional Methods
Guest Tribes Presenter
Mid course Evaluation Due
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Brophy & All, Ch. 10
Parker, ch. 9. 311-341
Wiggins 2 & 3
Instructional Models |
| Oct 31 |
Geography and Economics -
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Brophy & All, 6 & 7
Myths, Maps, and Misrepresentation
Kaiser & Wood, 1-43
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| 7 |
Culture, Curriculum and Classroom
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Brophy & All, Ch. 8 & 14
How Well are we Nurturing
Making Justice our Project
Teaching about Social Justice
Unsung Heroes |
| 14 |
Deconstructing History
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A young Peoples History of the United States. Teaching a People's History (explore) |
| 21 |
THANKSGIVING HOLIDAY |
Why I'm not Thankful |
| 28 |
History of Multiple Subjects Curriculum & Models
Reggio, Montess, Wald, High Scope, Place Based
Individual Project Due
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Perspectives on History and Theory
Home Grown Citizens
Critical Pedagogy of Place |
| Dec 5 |
Curriculum Integration
Teaching and Trauma: (Curriculum in Crisis)
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Brophy & All. Ch. 11 & 12
Weblinks
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| 12 |
Podcast Presentations
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Come with your podcast
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Special Needs:
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.
University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog.
Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog.
Incompletes
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter III terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog.
Grade Changes
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog.
Safe Environment Policy
Pacific University's Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog.
Academic Integrity
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog.
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Adults who still derive childlike pleasure from hanging gifts of a ready-made education on the Christmas tree of a child waiting outside the door to life, do not realize how unreceptive they are making the children to everything that constitutes the true surprise of life.
Karl Kraus (1909)
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Now, if the principle of toleration were once admitted into classical education-if it were admitted that the great object is to read and enjoy a language, and the stress of the teaching were placed on the few things absolutely essential to this result, if the tortoise were allowed time to creep, and the bird permitted to fly, and the fish to swim, towards the enchanted and divine sources of Helicon-all might in their own way arrive there, and rejoice in its flowers, its beauty, and its coolness.
Harriet Beecher Stowe (1865). |
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