Mr.+Detmers'+&+Mr.+Aponte's+Class

=__**Micro-teaching Lessons**__= Jim- Che Guevara Lauren- Political Cartoons Holeigh - Bronze Age/Three Age System Josh - The Fed: (Historical build up and intro) Kristen- Castles

Tim-Crimean War Matt Mount - Islam Andrea - U.S. Citizenship

Kellie - Cuban Missile Crisis [|CMC Prezi] __Welcome to 007:__

====To view weekly information and our specific schedule, scroll down on this page; the interactive google calendar will be regularly updated to give you the 411 on what is happening in class. Hyperlinks on the right bar will help you navigate student wiki's, class readings, and the wiki of each of your instructors.====

**__Assignments, assigned readings, & reflections__** will be posted below. BUT, you are to post reflections and responses on your own page(s).
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__**FINALS WEEK**__ **(10am, Thursday May 3rd)**

**Final Exam Schedule:** 10am-12noon on May 3 is the university-designated class section for finals week for TE 408 (no final time for lab). __ Due Sunday 4/29 by 8pm - Big ** 12 ** __ part lesson/assignment misc:
 * 1. Cooperative Learning Lesson Plan - (CH. 8)**
 * 2. Simulation/Role-Play Lesson Plan - (CH. 9)**
 * 3. Discussion/Debate Lesson Plan - (CH. 10)**
 * 4. Student-Directed Project Lesson Plan (CH. 11)**
 * 5. Humanities-Based Lesson**
 * 6. Assessment Samples – 2 summative assessment**
 * 7. Classroom Procedures Plan – 1 Sheet/handout + 1 page rationale**
 * 8. Resume & Cover Letter**
 * 9. Focus Student Portfolio**
 * 10. Special Education Artifact**
 * 11. English Language Learner Artifact**
 * 12. Differentiated Instruction Artifact**

__Updated message:__"Due to final exam room conflicts your final exam location for TE 408 section 007 has moved to **__ C109 Wells Hall __**."

__**Week 15**__ **(4.23, 4.25, & 26)** __Unforeseen kindness!__ Now Due Sunday 4/29: New deadline for the big 8 parts lesson/assignment misc. __Final Wiki Post:__ Consider and reflect on your micro-teaching, even critiquing it. Give a “+”, “delta,” and “-” in 3 paragraphs. Due by Sunday 8pm (Stock Champion is exempt).

WIKI & PARTICIPATION grade rubric - you must email Justin what participation grade you think you have earned by Sunday 4/29 at 8pm:

__**Monday**__ INTERN PANEL - Welcome Karen, Katelyn, Vinnie, & Kellie! **__Wednesday__** Micro Teaching - Lindsay - Eleanor, Chris S. - Cuban Health Care - (Justin, "//3A Essay//" - Ice-Breaker) - Chris Kaiser @ 1:30pm to Discuss Placements - NAME & RECOGNIZE 2012 STOCK MARKET CHAMPION
 * __**Thursday**__
 * PIZZA HOUSE 6:30PM - Be there or be a rectangle** (I'm not a geometry teacher...)**.**

__**Week 14**__ **(4.16 & 4.18)** __**Monday**__ Micro Teaching Cam - Thatcher, Andrea - Gov - (Chris Sweno, Ice-Breaker) __**Wednesday**__ Micro Teaching - Brian - T.O.T., Lindita - B.T.P. - (Holeigh or Justin, Ice-Breaker) As Requested ... for your reflection, expectations, and growth: *Reading related to political & legal issues in teaching: pages 287-316 in //The New Teacher Book//

__**Week 13**__ **(4.9 & 4.11)** **__<span style="font-family: Arial,Helvetica,sans-serif;">Monday __** Guest Lesson: Gerardo Aponte, *"Global Education" - (Brian, Ice-Breaker) <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">**__Wednesday__** <span style="color: #990000; font-family: Arial,Helvetica,sans-serif;">Commie Micro Teachings, Ryan - Marx, Jimbo - Che ... (20 minutes each) - (Chris R., Ice-Breaker) <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">Likely a (belated) Discussion of Where Is the History Lab Course? <span style="display: block; font-family: verdana,geneva,sans-serif; text-align: left;">*Probable Wiki Post reflecting on Night and how you will handle "Teaching the Terrible"

<span style="display: block; font-family: arial,helvetica,sans-serif; text-align: center;">__**Week 12**__ **(4.2 & 4.4)** <span style="color: #008000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: left;">*Night (p.85-115) <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">**__For this week’s wiki post__** – due by Sunday at 8pm – reflect aloud (or “e-loud” if you will) about Monday’s teacher panel. Respond thoughtfully (e.g. in handsome & articulate paragraphs) to the following prompt about some profound “take-aways” you had from the panelists. __Respond to 4 of the 6 options__. <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">A - On an EMOTIONAL level, what especially comforted, troubled, excited, frustrated, or (other emotion) … you? <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">B - On a PROFESSIONAL level, what insights especially stood out to you? <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">C - Making OBSERVATIONS, what traits did the panelist appear to have in common and/or differ on? <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">D - MORE PLEASE: Because our time was limited, much was left unsaid. SO, what questions, requests for stories, tips, or issues still remain either unexplored or find you wishing would have been explored more? <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">E - RELATING: Who did you most identify with/relate to or aspire to be like and WHY? <span style="color: #ff0000; display: block; font-family: verdana,geneva,sans-serif; font-size: 110%; text-align: left;">F - VISION CASTING: How did this panel help you think about your future "legacy" or teacher identity?

Teacher Q & A Panel on Monday 4/2/!!!

For Wednesday: =Where Is the History Lab Course?= By Nancy Shoemaker

Ice-Breakers: (Kellie, Quinn)

<span style="display: block; font-family: arial,helvetica,sans-serif; text-align: center;">__**Week 11**__ **(3.26 & 3.28)** <span style="color: #008000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16px; text-align: left;">*Night (p.47-84) <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">MORE WORK WITH //NIGHT//... and the issues raised by "waking up our students" (via Sir Ken Robinson) media type="youtube" key="zDZFcDGpL4U" height="315" width="560" align="center"



__ Wiki Prompt: __ For this week's wiki post, __ ** respond to reading to the following prompt, using and referring to the (Ethical Relativism) text, by Friday at Noon ** __. Just answer part “A” in a few sentences citing an example of cultural and ethical relativism. Yet, for “B” & “C”, thoughtfully respond in paragraph form (write as much as you need to adequately respond):

** A. What is the difference between cultural relativism and ethical relativism? Give an example of each. **

** B. In a pluralistic society such as ours, why or why not is ethical relativism a desirable way to think about ethical issues? **

** C. Specifically thinking about “teaching the terrible” in social studies classrooms, how might ethical relativism prevent (or enable, if you can make the argument) a meaningful analysis of events such as the war crimes of the Nazi regime? **

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">*Ice-Breakers: (Matt Malburg, Phil)

<span style="display: block; font-family: arial,helvetica,sans-serif; text-align: center;">__**Week 10**__ **(3.19 & 3.21)**

*Night ( <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">vii Preface by Elie Wiesel + p.3-46) <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">Micro-Teach: (Mr. Hagler, “The FED”, Wed – Melanie “Is.-Pal” conflict) <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">*Teacher Panel Day is a go - Monday, 4/2 __WEDS:__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Night Conversation - "How do we teach the terrible?"+ Band of Brothers Clip - How does media help/hinder teaching the Holocaust?

__MON:__ White Privilege, Macintosh recap + [|Color of Fear][|Kahn Academy] & Discussion of Educational merits, implications, and so on. [|Video on 60 Minutes Here].

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<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left;">Ice-Breakers: (Josh, Brian)

<span style="display: block; font-family: arial,helvetica,sans-serif; text-align: center;">__**Week 9**__ **(3.12 & 3.14)** <span style="color: #008000; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%; text-align: left;">MBM Assessment Question (En Lieu of Wiki Post) [|Kahn Academy] was a featured piece on 60 Minutes, look into the story, and consider the implications for the future of education.

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">For those of you interested, 007 has a competitive (but free of charge) NCAA pool with ESPN's [|Tourney Challenge] <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">Our group name: "Detmers_MSU" Our password: "spartans" <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">Ice-Breakers: (Matt, Jason) <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">Micro-Teaching by Mr. Malburg and Ms.Ries <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">

<span style="display: block; font-family: arial,helvetica,sans-serif; text-align: center;">__**SPRING BREAK**__ **(3.5 & 3.7)** <span style="background-color: #00ff00; display: block; font-family: arial,helvetica,sans-serif; text-align: center;">**SPRING BREAK - Be safe, have fun, rest up!**

*FINISH Mountains Beyond Mountains ch. 25 (p.261-302) *Watch Big Ten Tournament, NCAA Selection Show, & stay tuned for the 007 ESPN Bracket/Tournament challenge.

<span style="display: block; font-family: arial,helvetica,sans-serif; text-align: center;">__**Week 8**__ **(2.27 & 2.29)** *Mountains Beyond Mountains ch. 24 (p.238-260)

__WIKI POST:__

We’ve been talking about assessing students, but what about teacher assessment? Our assignment this week is our “Ideal ‘SIRS’ form’ – pretend for a moment that you are one of your future students. You are to write an assessment, like the open-ended 'SIRS' form format you fill out about your instructors, from the perspective of one of your (observant, articulate, and mature) students being asked assessing you, his or her teacher. What would you hope for this fictional student to say about you on your SIRS form?

Thus, in three paragraphs write a sincere and open-ended fictional assessment of yourself as a teacher. This is your chance to cast vision and consider the outcomes and reception of your craft. I really look forward to reading these and hope we can dialog around this in the future!

BY 4pm Friday __Monday__ Hearty PPT on Assessment - Your assignment Details (pertaining to the syllabus): **__ For the Assessment Samples portion of the TE 408 course, you make create 2 SUMMATIVE assessments: __** They must be original (Justin will google to check)- They must be different from each other In content AND In type- Consider what follows, make a word doc and post it to the wiki- Content and Type of (summative) assessment is YOUR CHOICE * An electronic example of text help: [|Pearson Social Studies Text Book Companion]

//"See Me After Class will keep the great teachers of the future in the classroom long enough to become great. With tales and tips from veterans from across the country, teachers everywhere will find themselves laughing, maybe crying, and definitely taking notes ... [SMAC] deals head-on with the challenges not covered in training. Read it when a lesson goes horribly wrong, your whole class “forgets” a major project, or a parent curses at you in front of the kids. Pull it out at lunch on a bad day, or Sunday night as you battle those six-more-hours-till-Monday stomach cramps. This is meant to get you to school tomorrow."//
 * Assessment samples from Detmers:**
 * With a reference to info about <span class="wiki_link_ext">[|See Me After Class] [|(Advice for Teachers by Teachers)]:**


 * Matt Mount (M) & Bobby (W) micro teach, ice-breakers via Mike K. (M) & Chris R. (W).**

**__Week 7__ (2.20 & 2.22)**
 * *Mountains Beyond Mountains ch. 20-23 (p.181-237) **


 * WIKI-POST: **Due by __Sunday (2/26) at Noon__; referring back to the pedagogy of Cuong's lesson on Vietnam ... In a few thoughtful paragraphs, and perhaps also referring to TE readings:**


 * <span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">a) Highlight 2 specific teaching strategies/techniques that were used to teach content **
 * <span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">b) What do you think was effective about the teaching methods and activities? **
 * <span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 110%;">c) What adaptations could have been made if this lesson is taught to different groups of students (college students, middle school students, etc)? **

Also, check out the economic freedom index as a practical way to assess the 'freedom' of nations (but consider what that specific 'freedoms' imply): @http://www.heritage.org/index/ranking

__Monday__: Guest lesson, CUONG H. NGUYEN: Vietnam, Vietnam War, + Special Attention to Teaching Strategies

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__Wednesday__: Haslett Middle School; be there at 12:45!



[|This Article on assessments] via the Washington Post. [|CBS News on SAT cheating scandal]. [|Cheating Scandal]. Examples of Logical Fallacies (Errors in reasoning, discussed in class about argumentation)

__[|Appeal to Popularity]__ (Aka Ad Populum) __[|Hasty Generalization]__ (Insufficient Statistics, Fallacy of Insufficient Sample, Leaping to A Conclusion, Hasty Induction) __[|Ad Hominem]__ (means "against the man" or "against the person.") __[|Poisoning the Well]__ (This sort of "reasoning" involves trying to discredit what a person might later claim by presenting unfavorable information (be it true or false) about the person) __[|Straw Man]__ (when a person simply ignores a person's actual position and substitutes a distorted, exaggerated or misrepresented version of that position.) __[|Appeal to Ridicule]__ (Appeal to Mockery, The Horse Laugh)

**__Week 6__ (2.13 & 2.15)** <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">*Mountains Beyond Mountains ch. 16-19 (p.142-177) - Continue Micro-Teaching (Matt & Phil) - Ice-Breakers via Ryan & Anna

READ both (short) pieces:

<span style="color: #ff0000; display: block; font-family: arial,helvetica,sans-serif; font-size: 120%; text-align: center;">WEEKLY PROMPT: based on the readings & Due Wednesday 2/15/12 before class starts - Choose 1 of the following 2 prompts: <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- In their article, //Responding to Globalization?//, authors Kasai and Merryfield explain that, “the goal of global education is to prepare students to be effective and responsible citizens in a global society (p. 355).” <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">a) What do the authors have in mind for education to be responsive to prepare students for a globalized world? <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">b) What do you find especially helpful or troubling about the claims being made?
 * <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Choice 1 **

<span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Gloria Ladson-Billings' conception of a Culturally Relevant Pedagogy: <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">a) Briefly summarize Gloria Ladson-Billings' conception of a Culturally Relevant Pedagogy. <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">b) What do you find especially helpful or troubling about the claims being made?
 * <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Choice 2 **



**__Wee____k 5__ (2.6 & 2.8)** <span style="color: #008000; display: block; font-family: arial,helvetica,sans-serif; font-size: 16px; text-align: left;">*Mountains Beyond Mountains ch. 10-15 (p.96-141) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">*Ice-Breaker(s) via Holeigh

- Establish round 2 of micro-teaching - Due date reminders

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">- Literature Circles Roles/Activity with MBM (prepare for Wednesday) ... <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">__this activity will be__ - Discuss Worldviews (Issues of diversity, relevance, and etc.) (If not able on the week prior)
 * __collected__** __en lieu of a wiki post.__

<span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">From Quinn's Micro teaching: <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">- [|Korean War Propaganda Leaflets]
 * This is an excellent resource that allows students to read, report, and interact with purpose and focus (Style points to Matt Malburg for the recommendation). We will "do" work with Literature Circles Roles next week as we interact with Mountains Beyond Mountains.

**__Week 4__ (1.30 & 2.1)** *Mountains Beyond Mountains - Through Ch.9 (- p.95) Modeling a humanities lesson on introducing "Fair Trade" as an alternative to Free Trade with "All I Need" by Radiohead:

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__Questioning Strategies__ you can google:

K-W-L Plus—Know-Want to Know-Learned PLAN—Predict/Locate/Add-Note RAFT—Role/Audience/Format/TopicREAP—Read/Encode/Annotate/Ponder REST – Record/Edit/Synthesize/Think SQ3R—Survey/Question/Read/Recite/ReviewTPRC—Think/Predict/Read/Connect media type="youtube" key="b0Ti-gkJiXc?rel=0" height="283" width="504" align="right" __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Wednesday __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">: 1. *Stock Leader Board (Sir Ault continues to dominate) <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">2. Ice-breaker: <span class="wiki_link_ext">Radiohead & Fairtrade <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">3. Discuss Candidacy (Platforms, Issues, & Popularity) - Fodder for Surveymonkey, eh? <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">4. Micro-Teach (Chris)5. Questioning Strategies, time permitting <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">__Monday__: 1. Ice-breaker: “[|Touchscreen]” 2. Micro-Teach (Kellie) <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;"> 3. Mountains Beyond Mountains Discussion (w/ a deck of cards) <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 110%; text-align: left;">- *Might be a DIRT Quiz en lieu of post, TBA

**__Week 3__ (1.23 & 1.25)** <span style="font-family: Arial,Helvetica,sans-serif;">- For this week you should have read through p.44 of //Mountains Beyond Mountains// for Wednesday.

<span style="font-family: Arial,Helvetica,sans-serif;">- *Announcement: We have a round 2 at Haslett Middle School; be there at 12:45 on Wednesday 2/22/12 instead of class in Erickson.

<span style="font-family: Arial,Helvetica,sans-serif;">1. Cooperative Learning Lesson Plan - due January 30 (CH. 8) <span style="font-family: Arial,Helvetica,sans-serif;">2. Simulation/Role-Play Lesson Plan - due February 13 (CH. 9) <span style="font-family: Arial,Helvetica,sans-serif;">3. Discussion/Debate Lesson Plan - Due February 27 (CH. 10) <span style="font-family: Arial,Helvetica,sans-serif;">4. Student-Directed Project Lesson Plan - due March 12 (CH. 11) <span style="font-family: Arial,Helvetica,sans-serif;">5. Humanities-Based Lesson - due January 25 (Justin will offer an example in the near future) <span style="font-family: Arial,Helvetica,sans-serif; font-size: medium;">* The humanities are academic disciplines that study the human condition, using methods that are primarily analytical, critical, or speculative, as distinguished from the mainly empirical approaches of the natural sciences. The humanities include ancient and modern languages, literature, history, philosophy, religion, and visual and performing arts such as music and theatre. The humanities that are also regarded as social sciences include technology, history, anthropology, area studies, communication studies, cultural studies, law and linguistics. - Wikipedia <span style="font-family: Arial,Helvetica,sans-serif;">6. Assessment Samples - due February 22 <span style="font-family: Arial,Helvetica,sans-serif;">7. Classroom Procedures Plan - due March 21 <span style="font-family: Arial,Helvetica,sans-serif;">8. Resume & Cover Letter - due April 18
 * __Reminder of lesson due dates__** (to be posted on your wiki, chapters are from the //Instructional Strategies// text)

**__Week 2__ (1.16 & 1.18)**

Reading & Wiki Prompt due by, not after or during, class on __(W) 1/18__**:**
 * Read //Media Matters// & browse //Teaching Social Studies Through Film// (posted just below) and reply to this prompt: **
 * 1.How specifically does the text establish the significance of Media? **
 * 2. Develop an idea to share of a lesson you would like to teach that uses/presents a film (of any genre) to explain (a) a time period; (b) a cultural/social/political point; (c) a biography; or (d) an idea or concept. **

Micro-teaching**:**
 * 1.18 Dan – “African Diaspora” (run with this how you feel comfortable)**
 * 1.23 Anna – “Baseball’s Golden Age”**
 * 1.25 Mike – “Susan B. Anthony”**
 * 1.30 Kellie – “Cuban Missile Crisis”**
 * 2.1 Chris R. – “French Revolution”**
 * 2.6 Quinn – “Korean War”**
 * 2.8 Tim – “Crimean War”**


 * CLASS:**
 * 1. Be respectful, constructive**
 * 2. Participate eagerly**
 * 3. Assume about 25 minutes for the lesson, 5 minutes for teacher to explain rationale, 10 minutes for feedback/dialog**
 * 4. Know that those stepping up and teaching are going out on a limb and heartily earning their participation grade ;)**

No class, (M) 1/16/12 = MLK Day
 * Class Attendance: **Being in class for each class session (and __on time__) is an important piece of the class being successful. You should view attending your courses as a professional obligation in which absences should be** //communicated to __both__ instructors before class//**.** //This// //correspondence should be __formal__, either by phone message or email//**. You are allowed two absences for this semester. Upon the third absence, your grade will be lowered and a probationary meeting will be held with the course instructors and university supervisors to determine your progression in the program and to decide upon your eligibility for the student teaching internship. This policy applies to the seminar and the face-to-face lab components of TE 408.**

**__Week 1__ (1.9 & 1.11)**
 * - *(updated) Syllabus**




 * - Micro Teaching on Econ & Production Possibilities Curves**
 * - Establish Micro Teaching Dates/Teacher & Topics**
 * - Stock Work, Time Permitting**

TE 408 Crafting Teaching Practices in Social Studies

Spring Semester 2012 – 6 credit hoursInstructors: Justin Detmers & Gerardo Aponte (Section 007)Erickson Hall Office: 118D Erickson HallEmail: detmersj@msu.edu - Phone: 517/712-0558 *MW 1240-230 is now in 109 Erickson Hall*Th 410-600 is now in 107 Erickson Hall

__(New) BOOKS:__
 * //Mountains Beyond Mountains//, Tracy Kidder**
 * //Night//, Elie Wiesel**
 * //The Complete Guide to Special Education//, Wilmshurst & Brue (Second Edition)**

__SEMESTER 1__

**__Week 14__**
 * We're exploring some teaching-by-doing with the stock market. Playing an interactive and competitive game may help students learn concepts better than using textbooks and lectures alone. Further, you and your student might accidentally end up having fun and who knows ... you may be put in the mood to slick your hair back and watch Wall Street. In addition to our brief powerpoint, here are some items that may help you consider how you are to set up teaching the stock market.**


 * __Web-based stock market games; places to build and manage pretend portfolios:__**
 * [|Wall Street Survivor]**
 * Investopedia Stock Simulator**

media type="youtube" key="GnJCOof2HJk" height="315" width="420"


 * Here is a link to a helpful article with great information about stocks.**







** __Week 13__ ** Announcment:** Next Wednesday 12/7 will be an “Ugly Sweater Day.” Buy (second hand), borrow, or steal a sweater that is ugly – think late 80’s and 90’s – this was the era that produced the best ugly sweaters. We will have a class vote to determine who has the ugliest sweater … Bring your “A” game.**

WIKI PROMPT: **Due by Class Monday 12/5/11 (be careful not to be late; your instructor's wiki powers allow him to see when prompts are posted)**
 * 1. Locate and link to an “old” map (define that however you want) that you consider clearly distorted … but this is more complex than a simple exercise in googling images or copying anyone else from class:**
 * a. Try to locate the map’s date, authorship, nationality, language, and other background information.**
 * b. Explain the distortion that you see AND explain WHY the distortion exists according to the questions on the top of p. 23 in Segall’s piece //Maps As Stories About The World//.**


 * 2. a. Of the following maps, which one do you find most accurate and why:**
 * [|Mercator Projection Map]**
 * [|Peter’s Map]**
 * [|Gall’s Map]**
 * [|Miller Cylindrical World Map Projection]**
 * [|Molleweide Map]**


 * b. The proposed lesson were said to be for upper elementary, yet they could work well in a graduate school; they have great utility. What of the proposed lessons do you find most helpful in teaching the constructed nature of maps and WHY?**

- Here are the links from our mapping game: [|Middle East], [|Africa]
 * Geography Misc:**

- Here is the [|Miniature Earth Project], you can find lessons here too: media type="youtube" key="i4639vev1Rw" height="315" width="420"

- UMBRELLA MAN
 * You may be familiar with “The Umbrella Man;” a mysterious man associated with the Kennedy Assassination. Here is a link to [|an excellent 6ish Minute documentary] and an [|interesting article] that teaches us a profound lesson in media literacy and Historical inquiry – about how sometimes our suspicions get the best of us**


 * -** __AND__ NO CLASS ON WEDNESDAY OR THURSDAY: **Be sure to work diligently on your TE projects!**

__Week 12__


 * For 11/21/11, 007 encountered differentiated instruction, by exploring examples in Justn's teaching of Progressivism (in the context of a U.S. History Classroom).**
 * A number of learning styles were are address through kinetic, verbal/linguistic, musical, visual, discussion based, and so on as examples of lessons were demonstrated within a Unit about the aforementioned era in U.S. History.**
 * Below are some of the documents, media, and etc. that might be helpful for teaching progressivism:**


 * <span class="wiki_link_ext">1 - [|Hippocampus.org] A helpful site with excellent (and standard appropriate) content for U.S. History**
 * 2 - [[file:Chid Protection_Modern Progressive Doc.docx]]A relevant example of having students think like a progressive.**
 * 3 - [[file:Progressivism Vocab.docx]] Vocab handed out to help frame in key concepts for the rest of the unit; this would be notes that students don't have to take ... they would take notes on the powerpoint that was offered.**
 * 4 - [[file:Flobots - Handelbars.docx]] Lyrics to the song "[|Handlebars]," when unpacked correctly and carefully, this can be relevant to the teaching of this unit. Consider the comments offered about the concept of "Music Friday" and imagine how planning for consistent integration of music into curriculum may help music-loving students warm to content that might otherwise seem irrelevant or inaccessible.**
 * 5 - [[file:Smoking - A Great Social Ill_Modern Progressive Activity.docx]] A relevant example of having students think like a progressive.**
 * 6 - Consider the graphic organizer on the white board, the quadrants of agreement activity, and physical demonstration/analogy of the strength and role of government for the political spectrum analogy.**


 * Also, our wordle is [|here]... thanks Melanie!**

__Week 11__ Prompt: Due by Sunday at 8pm...
 * From the //Instructiona////l Strategies// text:**


 * 1. a. What is intrinsic and extrinsic motivation? Give an example of each motivation that you have seen used in classrooms.**
 * b. Explain what type of motivation was most pronounced in Ben Pineda’s teaching at Haslett Middle School on 11/16/11; be specific and justify your answer.**


 * 2. a. What is a multicultural education?**
 * b. How do you plan to employ a multicultural education in your future practice … even if you don’t have a “diverse” classroom?**


 * 3. We don’t teach Social Studies, we teach (diverse) people Social Studies.**
 * a. So, what is differentiated instruction and what function does it serve in the classroom?**
 * b. Also, consider figure 4.1 in the text – what component(s) of the //Learning Cycle In Differentiated Instruction// do you feel needs the most consideration in your own practice? (This answer can be short)**


 * 4. a. According to the //multiple intelligence theory//, what intelligences do you feel are most pronounced in yourself?**
 * b. What intelligences, in your opinion, are underrepresented and thus in need affirmation in Secondary Education?**

__--__
 * - 11/16 Haslett Middle School; be there at 12:45!**


 * - 11/14 Visit from Kelly Hodges for updates and information about senior year and internship.**
 * - Discussion about professionalism and teacher posture.**

__========================================================================================================================__

INVESTIGATE “THE STORY OF STUFF” (... in keeping with our work on controversy, teacher posture, & etc.)** a. Do you want to fact check? If so, actually go to the source itself (NOT a critic who might misrepresent data or arguments) and see if things check out. [|Click Here] for a complete __annotated__ script; word-for-word everything Annie Leonard said in her short AND like was said, this is annotated – that means, complete with footnotes and explanations for each statistical claim.

=
b. The [] website will have useful information as the author intends to represent herself and work; you can also find a [|copy of the Book] and other information.======

Here are some of the sample Economics docs/ lessons/resources encountered this week:

[[file:Economic Systems.ppt]]
** __Week 10__ ** Now that we have sifted through issues of personality types, political inclinations, and maturely navigating potentially messy and loaded issues, let's directly talk about controversy, shall we? Walt Werner's //Whatever Happened to Controversy?// explores why teachers avoid controversy, offering reasons/excuses why it is avoided and then providing a rich discussion about what is at stake. This 5 page read is excellent. RESPOND on your wiki (by Monday's class, 10/31) in 1 to 2 thoughtful paragraph to each numeral:

A. What obstacles and excuses exist to teaching about controversial topics? B. According to Werner, is controversy worth addressing? Why or why not? C. Interact with the text: how do you envision your future practice as a teacher relating to controversy?

We will then tackle the 5 pages in Werner's //Hot Topics// (Which offers more practical considerations) for Wednesday's class; the assessment piece for this is TBA:

__Week 9__ Figuring out who we are is certainly a process and one that needs to be done with thoughtfulness and care. Our own biases, wirings, dispositions, and experiences shape us and thus effect our teaching (among other things). By class on Wednesday 10/26/11, let's have some self-discovery that will guide us as we move forward; especially into a few readings planned for next week. SO, Take the following<span class="wiki_link_ext"> [|personality test] & [|political spectrum test] (as honestly as possible), keep your results (maybe in a word doc), and then post to your wiki page specifically responding to:

__**PERSONAL Q's:**__
a. What is your temperament type, what are the specific letters associated with it, e.g. INTP? b. In your own words, summarize the personality type in a paragraph or so. c. Give some famous examples of your personality type according to the test ... how do you relate? d. Searching the page, locate where the Keirsey site suggests ideal jobs for you; how well does education match these suggestions - if not at all, what job(s) fit best?

a. Take the test, then (if you feel comfortable) post the coordinates of your location. b. Considering the 2008 U.S. Presidential Election, who are you closest to - if this is surprising, how so? c. Click [|this link]to find the analysis of the vertical and horizontal spectrum test ... who historically and internationally do you best identify with? d. In a paragraph, how does this relatively simple (but better than most other tests) exercise illustrate the diversity of belief and reality of compromise in our political system? Further, how can our (essentially) 2-party system function in a healthy manner
 * __POLITICAL Q's:__** *(This can be kept to yourself, but be sure to answer these in electronic writing to show your instructor that you have done this.)

__Week 8__ *Next Monday, **__10/24/11__**, we'll be meeting in **__109 Erickson__** at 12:40; then moving to room **__252 Erickson__** for a 1pm a collective 407-wide (with the all Social Studies sections) meeting to discuss placements this Fall & Spring. Bring a notebook and get ready to take notes. This is an imperative meeting, show up prepared to be a sponge...

media type="youtube" key="gHzTUYAOkPM" height="315" width="420"

__Classroom Management via 1947:__ Consider this clip & the difference between management and discipline. In //Instructional Strategies//, read p. 78-88 and carefully note the text's treatment of "Self-Efficacy & Locus of Control" and these strategies: Behavorism, Canter’s Assertive Discipline Model, The Dreikurs/Albert Model, Ginott’s Model, Glasser’s Model, Jones’ Model, & Kounin’s Model.

** __Week 7__ ** The following doc's will be helpful for you to construct a unit plan on Columbus (or a closely related topic) --> YOU MUST: turn in either an electronic or hard copy of a 10 day unit plan of your own creation (Using p.58-62 in the //Instructional Strategies// text) by class on Wednesday ... Also, here is a link to the [|Teaching A People's History Project], complete with videos of (e.g.) [|primary source readings].



Reflection & Prompt: Read //Voices of A People's History// (Zinn) Chapter 1 OR If you don't have a copy of //Voices Of A People's History// - this copy of //A People's History// will suffice. The content is extremely similar akin to having a different version when buying newer version of a textbook.



- __All of Chapter 1__, by Monday (10/10). By Wednesday (10/12), write an articulate 3-5 paragraph post responding persuasively to this question: **"Should Columbus Day be celebrated?"** (Wouldn't this make an excellent unit/guiding question?)


 * -->** K'Naan & Bono on Anderson Cooper, discussing the recent Somali famine: [|Click Here].

- 007 is going to the [|Michigan Historical Museum] on Wednesday 10/12 during class hours (12:40-2:30ish)! It is ultimately up to YOU to figure out how you are going to get there; talk to peers in class, a generous roommate, the CATA Bus system, or make other arrangements. We will discuss the Museum and rides in class.

- See below for a great informational pdf on the MHM that can be used for a self-guided tour:

** __Week 6__ ** ====Reading and prompt: Read the "Defining Curriculum" portion of the Instructional Strategies book ... as far as I can tell, this part picks up in the first chapter and then finishes out chapter 1 (my cloud reader doesn't give page numbers - sorry. You're smart enough to figure it out).====

You are responsible to do the reading by MONDAY (for discussion purposes), but do the posting by WEDNESDAY . Make that distinction, okay?
For the posting: you need to do two (2) things -

e.g. Learned Curriculum: an example would be such and such... (you can use this grid on the wiki to help you be creative: http://thefacultylounge.wikispaces.com/Types+of+Curriculum)
 * 1)** Give an example of each type of curriculum discussed in the reading. You can just give a heading and a written example, don't worry about paragraphs.


 * 2)** Answer this question in paragraph form: What does figure 1.2 (Curriculum and the Stake Holder diagram) tell you about a teacher's position in the "Hierarchy of Curriculum Influence?" - what role does the teacher really play with curriculum?

**__Week 5__** REFLECTION PROMPT - Due this week on MONDAY - Post on a) what you know & want to know about the 'Modern Middle East' (e.g. Histories, worldviews, economies, geography & etc.) b) what do the terms, "Modern" & "Middle East" mean? c) Why is this subject important for citizens of the United States to study?


 * We may have a short multiple choice quiz over **two readings** . 1: From the //Instructional Strategies// book, The Unit Plan Section & 2) from //The New Teacher Boo//k: Q/A How Do I get started planning a teaching unit? (ch. 3 p.190)

__ Michigan content standards __ "Glicks" 3rd-8th Grade:<span class="wiki_link_ext"> [|SS GLCE]

"Huskies" 9th-12th Grade: [|SS HSCE]

**__Week 4__** - Teach & reflect on Lesson plan & group work. Also, consider guiding questions, 8 different instructional strategies, & [|Bloom's Taxonomy] - Also, get acquainted with the [|Center for Media Literacy].

REFLECTION PROMPT - Due this week: <span style="font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 14px;">**If your last name starts with the letters __A-M__ respond to these questions on your wiki:** //A. Planning, Managing, and Motivating// asserts that “Without planned units, daily lessons lack focus.” According this text, what should units be developed around? B. Use the answer to the question A. to explain why a teacher’s practice must be theorized – why do educators have to think long and hard about teaching units? C. What practical benefits does a thoughtfully planned unit have for teachers and students? D. How can unit planning compliment a well-developed teaching philosophy? A. After a careful read of the //Planning, Managing, and Motivating// piece, what does it mean to speak of ‘Scope and Sequence?’ //B. Planning, Managing, and Motivating// asserts (p.53): “You might teach in a district in which you are expected to teach just these topics [referencing a list in the above text], and to teach them in this order. If that is the case, your yearlong scope and sequence is predetermined. You still have opportunities to determine how to promote student learning as you select instructional strategies, but the overall content of the course must meet these expectations. Just as likely, however, you might teach in a district that allows you to add to these topics, and does not specify the sequence in which students learn them. In this latter situation you will need to determine the instructional strategies and the overall topics for the school year.” C. What are some of the advantages/disadvantages of working in a district that has a predetermined scope and sequence for teaching content? D. What are some of the advantages/disadvantages of working in a district that does NOT have a predetermined scope and sequence for teaching content?
 * If your last name starts with the letters __N-Z__ respond to these questions on your wiki:**

**__Week 3__** Lesson planning; an example of a lesson, its plan, and a critical analysis ... topped of by a chance to collaborate and present a sample lesson.

REFLECTION PROMPT - What is a lesson plan? Why do teachers need lesson plans? Are lesson plans always useful?

**__Week 2__** For Thursday, please bring a draft of your teaching philosophy. Guidelines are available in the Professional Practice Portfolio (PPP, yellow pages you got in class on Wednesday).

The University of Minnesota has a really good resource for writing your teaching philosophy. You're welcome to reference it. [|Click here].

** __Week 1__ ** Thoughtfully consider Sir Ken Robinson's analysis and claims about the paradigm of modern education: