Helmsing's+Course+Calendar

1. The Philosophy of Seating Charts 2. Introductions to Groups & the Class //Assignments for 9/7:// 1. Reviewing Handbook, Previewing the PPP, Making Wikis, & First Reflection Responses 2. What Goes On in a Methods Class? Generating Course Themes & Reviewing the Social Studies "Disciplines" 3. Visit from Kelly Hodges, Secondary Teacher Education Program Coordinator //**Break between classes**// 1. The Pros and Cons of Self-Disclosure 2. Crafting a First Day Introduction 3. Delivering the Introductions //Assignments for 9/12:// 1. Review last week,the wiki, announcements, NCSS materials (10 min) 2. Continue "Teacher Introductions" from last week (40 min) //Assignments for 9/14:// 1. (12:40-1:10) Finish "Teacher Introductions" (Bernie, Peter, Joe, Katlynn C, Cory, Matthew, Scott, Jason, & Alexis) 2. (1:10-1:30) Defining the Social Studies Disciplines (using our FIRST reading from two weeks ago!) 3 (1:30-2:30) Presentation on schools & schooling from **Claire Yates** (yatescla@msu.edu) BREAK 4. (4:10-4:40) Team analysis of first PPP artifact 5. (4:40-6:00) Primary Source Instructional Activity with **Gerardo Aponte** //Assignments for 9/19:// 1. (12:40-1:00) Share Thoughts/Impressions on "How I Survived My First Year" from //The New Teacher Book// 2. (1:00-1:30) What Do Teachers Need to Know to Survive Their First Year? Generating Themes for Our Course 3. (1:30-2:30) Thinking About Unit Planning: September 11 & Social Studies //Assignments for 9/21:// //[congratulations to Lizzie Appel, our new representative to the SAG and Peter Croce, our alternate rep]// 1. (12:40-1:15) Group & Class Discussions on the day's reading 2. (1:15-2:15) Microteaching 1: "Department Team Meetings" Share & discuss your units as a department would 3. (2:15-3:00) Debriefing on Microteaching 1 BREAK 4. (4:10-4:40) Group & Class Analysis of This Week's Artifacts 5. (4:40-5:40) Microteaching 2: "Introducing Units to Students" Share & discuss your units as you would to your own class 6. (5:40-6:00) Debriefing on Microteaching 2 and initial challenges of unit planning Assignments for 9/26: 1. Edwin & Phyllis - What Does This Conversation Mean to Us? 2. My Teaching Beliefs 3. Framing the Middle East Assignments for 9/28: //__CONCEPTUAL UNIT PLAN DESIGN TEAMS__// - 3 to 5 Big Ideas - 3 to 5 Essential Questions - 3 to 5 Concepts & Skills (action verbs!) - 3 to 5 Standards that align from the HSCEs for your course 1. (12:40--1:05) Sharing portfolio artifact #3 2. (1:05-1:20) Reviewing today's assigned reading 2. (1:20-2:30) Close Encounters with Content Standards - Thinking about Mr. Zimmerman's teaching (The Middle East) //AFTERNOON BREAK// 3. (4:10-4:59) Creating learning objectives using Grade Level Content Expectations (7th grade Eastern Hemisphere) - 3 to 5 Big Ideas - 3 to 5 Essential Questions - 3 to 5 Concepts & Skills (action verbs!) - 3 to 5 Standards that align from the CLCEs // Assignment for 10/3: // Progress report on Reflections 1-4 || 1. Showcase social studies elective course proposals on individual wiki pages (this week's "Reflection" task) [this took the entire two hours after we evaluated the course proposals in groups, voted on the best course proposal per group, and had the teacher share the course proposal with the class. Good class discussion; would have been nice to have heard opinions form more students!] //Assignments for 10/5// 1. Go over **Professional Growth Plan** (__draft due Oct. 10 __) 2. Share portfolio artifact you created this week 3. Fundamentals of unit planning with the Understanding By Design planning approach 4. Meet in groups to work on conceptual unit planning //Assignments for 10/10// Lesson Planning 1. Colleague Correspondant comments 2. [|Sample Columbus Day Lesson Plan.doc] (a) Article 1 (b) Article 2 (c) Video (d) Zinn resource site //Assignments for 10/12:// 1. Share portfolio artifacts for this week 2. [|government course outline SHS.pdf] 3. Looking at curriculum guides from Portland Middle School - see below 4. Thoughts on Columbus Lesson plan 5. Working with Lesson Planning: Focusing on Hooks & Anticipatory Sets (a) [|7th grade_PMS_Curriculum Outline-Social Studies.doc] (b) [|8th grade_PMS_Curriculum Outline-History.doc] (c) [|PMS_Learning Targets-Social Studies.doc] (d) [|CivilWarPerspectives.doc] //AFTERNOON BREAK// 1. Microteaching #2 (4:15-5:45) 2. Debrief (5:45-6:00) Group 1 - [**Andrew T, Regan K, Mike P, Steffon J, Lizzie A, Katelyn F**] Group 2 - [**Jason S, Kam B, Scott M, Esme H, Kimberly B**] Group 3 - [**Andy J, Joel T, Matt S, Tom T, Rikki R, Rachel B**] Group 4 - [**Carter M, Zack V, Peter C, Jimmy B, Katlynn C, Becki F**] Group 5 - [**Matt D, Thomas R, Chris F, Steven W, Alexis L, Chrissy G**] Group 6 - [**Matt L, Cory H, Joe F, Bernie C, Sara W, Steph C**] //Assignments for October 17:// Lesson Planning 1. Announcements from inside or outside of class time. Remember to submit portfolios any time this week before Wednesday at 5:00 pm at Karen Grey's desk in the 355 bay on the third floor. Continuing "hooks" from students unable to teach last week. 2. Review lesson plans for Portland Middle School (this week's Reflection posts on individual wiki pages) 3. Some notes on lesson planning. Revisit Larson & Keiper (pp. 56-72) and their notions of what components should go into a lesson plan 4. Brainstorm possible "hooks" for reading sections in social studies textbooks in groups 5. Work with conceptual unit plan groups from earlier this month to design some lesson plans that could be used in your unit. 6. Begin planning for Wednesday's Microteaching #3 -- refining "hooks" for a 10th grade world history/geography lesson on comparing feudal systems in medieval France and Japan // Assignments for 10/19: // Lesson Planning 1. [|407 PPT for 10-19-11.pptx] - Mark's thoughts on the first half of TE 407 -- where do we go from here? 2. Revising our social studies team's **ENDURING UNDERSTANDINGS** ([|secondary social studies' enduring understandings.docx]) - How can we learn from them? What do they mean to us now? Add comments on the **ENDURING UNDERSTANDING** pages on The Front Office main page 3. Conceptual unit planning teams - digging deeper into curriculum development //AFTERNOON BREAK// 1. Pass back remaining PGPs and sample lesson plans 2. MICROTEACHING #3 (a second attempt at "hooks" and beginning a lesson) // Assignments for 10/24: // Submit portfolios with six artifacts completed || 1. Cross-Section Colloiquium for Secondary Social Studies Team in Room 252 (1:00-2:30) ||< **Wednesday, October 26** 1. Visit Ben Pineda's 8th grade US History course at Haslett Middle School from 12:40-2:30. 2. Debrief at MSU on visit (4:30-5:00) 3. [|Field Placement Project #1.pdf]/Letter to Mentor (5:00-5:45) 4. Preview this semester and next semester (5:45-6:00) // Assignments for 10/31 :// Halloween lesson plan ideas page || 1. Learning about lecturing (share your outlines) 2. Previewing Microteaching #4 3. Checking in with Field Placement Project teams ||< **Wednesday, November 2:** Direct Instruction (Lecturing) Interesting op-ed/agree or disagree? implications for social studies teaching and education in general? 1. Microteaching #4 1. Debriefing on Microteaching #4/What Did We Learn? 2. Finishing scope & sequence for conceptual unit plan teams 3. Curriculum topic: The Financial Collapse
 * TE 407 CALENDAR AT-A-GLANCE**
 * < **WEEK** ||< **DATES** ||< **MONDAY** ||< **WEDNESDAY** ||
 * < 1 ||< 8/28 & 8/31 ||= NO CLASS ||< **Wednesday, August 31**
 * //Complete first RRT post (we will post these on our new wiki pages during class on 9/7; please have the response typed and ready to copy/paste in class on Wednesday)//
 * //Read pp. 1-8 from "Introduction" and pp. 145-156 "Uncovering the Lessons of Classroom Furniture" in// //__The New Teacher Book__//
 * //Read pp. 1-8 from "Chapter 1 - The Social Studies" in __Instructional Strategies__ book// ||
 * < 2 ||< 9/5 & 9/7 ||= NO CLASS ||< **Wednesday, September 7**
 * //Complete second RRT post//
 * //Complete first PPT artifact//
 * //Read pp. 9-34 in __The New Teacher Book__//
 * //Construct your personal wiki page// ||
 * < 3 ||< 9/12 & 9/14 ||< **Monday, September 12**
 * //Bring first completed portfolio artifact to place in your PPP binder to share first part of Wed's session// ||< **Wednesday, September 14**
 * //Complete third RRT post about 9/11 -- e-mail your colleague consultant to find out how he/she teaches about 9/11 (if at all)//
 * //Draft a lesson plan (for only one 45-minute period in 11th grade US History) that draws upon 9/11 in some way -- share this on your individual member wiki page (we'll call these your "Teacher Home Pages" from now on...)//
 * //Read pages 9-33 in// __The New Teache//r// Book__ (parts had been assigned before - we will start with this on Monday) ||
 * < 4 ||< 9/19 & 9/21 ||< **Monday, September 19**
 * Read pages 8-14 & 47-67 in //Instructional Strategies for Social Studies// book
 * Think about the unit you were assigned in class today to plan. Sketch out a five-day unit plan like that found on page 58 of the //Instructional Strategies// book and share this on your personal wiki page. On Wednesday we will do some microteaching with these plans. You will have 5-10 minutes to share your plan with your group as members of a social studies department. Later in class, you will have 5-10 minutes to preview the unit to your group as if they were students in your social studies class.
 * 1) Ancient Egyptian Civilization for a 7th grade Eastern Hemisphere class
 * 2) The War of 1812 for an 8th grade US history class
 * 3) The Amazon Rain Forest for a 9th grade World Geography class
 * 4) The Enlightenment for a 10th grade World History class
 * 5) The US prison system for a high school sociology class
 * 6) Alcohol use for a middle school Current Issues class ||< **Wednesday, September 21**
 * Read pages 163-168 in //The New Teacher Book// ("Curriculum is Everything That Happens"). **Where do you agree or disagree with Tenorio's suggestions?**
 * Read pages 15-24 in the //Instructional Strategies// book. Pay special attention to the "Tyler Rationale" on pages 19 and 20. Browse through Michigan's social studies standards (High School Content Expectations, nicknamed "Huskies", posted under our Reading page) and the National Council for the Social Studies' standards.
 * Read the imaginary conversation between Edwin and Phyllis that is listed under our Readings page. It was just published in the 50th anniversary edition of //Studies in Philosophy and Education// and was written by Dr. Lynn Fendler, a professor in our department. What are your thoughts as you read this piece? Does it excite you? Anger you? Frustrate you? Agree with you? Share those thoughts in Reflection #4. ||
 * < 5 ||< 9/26 & 9/28 ||< **Monday, September 26**
 * Scholarly/Academic
 * Learning Centered
 * Social Reconstruction
 * Social Efficiency
 * How do we teach about "The Middle East"? How does it exist as a "unit"? What do we mean when we say we are "teaching about the Middle East?"
 * Read pages 25-34 in //Instructional Strategies for Middle and Secondary Social Studies//
 * Read Onsko article under Readings tab about designing a unit and review the "Huskies" and "Glicks"
 * Respond to the questions on the page about Mr. Zimmerman's lesson on the Middle East
 * Prepare third artifact to share in class on Wednesday (suggestion: tackle the artifact on analyzing standards)
 * "Democracy" for an 11th grade US History course **[Jimmy B, Tom T, Zack V, Jason S, Rikki R, Katelyn F]**
 * "Revolution" for a 10th grade World History/Geography course **[Katlyn C, Joel T, Thomas R, Andrew T, Becki F]**
 * "The Environment" for an 11th grade US History/Geography course **[Bernie W, Joe F, Cory H, Rachel B, Sara W, Steven]**
 * "Freedom" for a 12th grade Government course **[Matthew D, Carter M, Stephanie C, Regan K, Matt S, Esme H]**
 * "Consumption" for an 11th grade Economics course **[Lizzie A, Chrissy G, Kam B, Andy J, Mike P, Steffon J]**
 * "Migration" for a 10th grade World History/Geography course **[Kimberly B, Alexis L, Matt L, Chris F, Peter C, Scott M] xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx** ||< **Wednesday, September 28**
 * September/Historical & Geographical Thinking **[Stephanie C, Alexis L, Bernie W, Jimmy B, Kam B, Joel T]**
 * October & November/Africa **[Regan K, Matt L, Cory H, Tom T, Lizzie A, Katlynn C]**
 * December & January/Asia **[Matt S, Chris F, Joe F, Zack V, Chrissy G, Rikki R]**
 * February/Oceania & Antarctica **[Esme H, Peter C, Steffon J, Steven W, Thomas R, Becki F]**
 * March & April/Europe & Russia **[Kimberly B, Rachel B, Jason S, Andy J, Carter M]**
 * May/Global Issues **[Matthew D, Scott M, Sara W, Mike P, Katelyn F, Andrew T]**
 * 1) Read pages 67-88 in //Instructional Strategies// book. Write a "study guide" or "guided notetaking" handout that covers this section of chapter 3 -- post this "study guide" on your wiki page
 * 2) Design your own elective course (one semester) that you would like to teach in a middle/high school in the future. Include the following components on your wiki page: its course title, course description (2 paragraphs); list of 3-4 units (one paragraph each); possible texts (1-2 paragraphs describing readings/films/media); ways you will assess your students in this course (1-2 paragraphs describing projects/quizzes/tests/assignments/trips/etc)
 * 3) Begin putting ideas on your Conceptual Unit Plan group page (see agenda from Wednesday 9/28 class)
 * < 6 ||< 10/3 & 10/5 ||< **Monday, October 3**
 * Bring completed PPP artifact to share on Wednesday ||< **Wednesday, October 5**
 * Bring printed copy of **Professional Growth Plan** to class on 10/10
 * __Reflection for the week__: Talk with your colleague correspondent about how she or he creates unit plans. Write a summary of what the correspondent shares with you, what you think about the response, and how you make sense of unit planning after the excursions we've had in unit planning over the past few weeks. ||
 * < 7 ||< 10/10 & 10/12 ||< **Monday, October 10**
 * Finish drafting lesson plan for teaching about Columbus in a unit on the Age of Exploration
 * Work on this week's artifact for your PPP ||< **Wednesday, October 12**
 * Create a lesson plan (you choose the length/duration) for a topic that comes from one of the units in the 7th *or* 8th grade scope and sequence charts at Portland Middle School (see documents a,b, and c above in this day's agenda). Notice that each unit typically lasts about 9-10 weeks in 8th grade, but differs for 7th grade (8th grade has one-word descriptors, whereas 7th grade uses more phrase-based topics that make up the units). Think about how long you want the lesson to go for the topic you choose within that unit. For example, how long would you do lessons on "slavery" for the 9/10 week unit on the Civil War? Plaste this lesson plan on your individual wiki page as the reflection for the week of October 17-21. ||
 * < 8 ||< 10/17 & 10/19 || **Monday, October 17**
 * Design 10-minute "hook" for world history/geography class next week.
 * Sixth artifact for PPP; hand in PPP this week ||< **Wednesday, October 19**
 * No reflection post for next week
 * No artifact for next week
 * Add comments to SurveyMonkey questions
 * Add possible ways the Enduring Understandings can be realized in our social studies classes (see above)
 * Add ideas to your conceptual unit plan page for possible scope & sequence and timeline for your unit
 * < 9 ||< 10/24 & 10/26 ||< **Monday, October 24**
 * //AFTERNOON BREAK//*
 * READ CHAPTER 5 in //Instructional Strategies// book (pp. 113-132)
 * For next week's Reflection post, plan a 25 minute lecture on the history of Halloween for a 10th grade U.S. history course. You choose which content and information to include in a 25 minute overview of the origins and practices of Halloween as a holiday. Turn your lecture into a detailed outline that you and your students can follow along to as you lecture. Copy/paste this outline on your wiki page. Feel free to include any cool handouts or PowerPoints you might make to accompany your lecture.
 * < 10 ||< 10/31 & 11/2 ||< **Monday, October 31:** Direct Instruction (Lecturing)
 * //AFTERNOON BREAK*//

//Assignments for Monday 11/7:// 1. Learning about questioning
 * Read all of chapter 6 on "Questioning" in the //Instructional Strategies// book (pages 133-150)
 * We will discuss how to do next week's reflection in class on Monday, November 7 ||
 * < 11 ||< 11/7 & 11/9 ||< **Monday, November 7:** Direct Instruction (Questioning)

2. Checking in with Field Placement Project teams

//Assignments for Wednesday, November 9://
 * None ||< **Wednesday, November 9:** Direct Instruction (Questioning)

1. Continuing Monday's exploration of questioning strategies
 * Mr. Brooks' lesson on ideologies
 * Bloom's Taxonomy

2. Planning & Previewing Microteaching #5
 * [|Analyzing_Political_Cartoons.pdf]


 * //AFTERNOON BREAK*//

3. Working on lesson plans for conceptual unit plan teams (plan tasks and divide work for the rest of the semester)

4. Curriculum topic: Teaching About Maps

//Assignments for Monday, November 14://
 * First, read chapter 7 on **Concept Attainment** in //Instructional Strategies// book
 * Then, for next week's reflection post, read each of these three articles. Write an explanation on your individual wiki page about how you would explain and help students attain a **concept**from geography in a lesson you might teach. Be sure to reference the ideas of concept attainment from Larson & Keiper in their book. Use these articles as examples of how to think differently about commonly understood concepts in geography:
 * [|Segall_Maps.pdf]
 * [|Schmidt_Boundaries.pdf]
 * [|Wasserman_7 Billion.pdf] ||
 * < 12 ||< 11/14 & 11/16 ||< **Monday, November 14:** Concept Attainment

1. Check in and plan with Field Placement Project groups. Share out research question(s) per group.

2. Doing Microteaching #5 (on questioning from last week) ||< **Wednesday, November 16:** Concept Attainment

Elephants Gone Wild!

1. Learning about concept formation

2. Practice with these concepts:
 * Sectionalism
 * Mercantilism
 * Federalism
 * Puritanism
 * Nationalism
 * Anarchism


 * //AFTERNOON BREAK*//

1. No microteaching - will be doing in-class activities on concept attainment

2. Conceptual Unit planning time

3. Curriculum topic: Teaching about natural disasters

//Assignment for 11/21://
 * None ||
 * < 13 ||< 11/21 & 11/23 ||< **Monday, November 21:** Bellringers & Closure

1.Field Placement Project time

2. Learning about bellringer

3. Conceptual unit planing group time ||< = = =**No classes today for Thanksgiving Break**= ||
 * < 14 ||< 11/26 & 11/30 ||< **Monday, November 26:** Reading Strategies

1. Checking in with Field Placement Project teams

2. Overview of how reading has changed in social studies and of [|reading strategies in social studies.pptx]

3. Conceptual unit plan (last class time to work) ||< ===**No classes today for NCSS.**===

***Spend time on Field Placement Project & Conceptual Unit Plan work**
**No assignments for 12/5** ||
 * < 15 ||< 12/5 & 12/7 ||< **Monday, December 5:** Reading Strategies

Need the template outlines for this semester's unit/lesson plan project? Click here: [|Template for Lesson & Unit Planning Project.pdf]

1. Continue surveying reading strategies from last Monday (see last week's PowerPoint file)

2. Graphic organizers for teaching: [|List of Graphic Organizers.pdf]

4. Planning unit plan presentations ||< **Wednesday, December 7:** Reading Strategies

1. Graphic novels and literature in social studies teaching

2. Jigsaw activity

3. Review of semester/looking towards next semester/SIRS evaluations


 * //AFTERNOON BREAK//*

1. Unit plan presentations [**food/snacks/drinks?**]

Submit portfolios with all twelve artifacts completed

Review your individual wiki page. Ensure you have included all of the content on this checklist (30% of final grade) [|RRT Checklist for Fall 2011 Semester End.docx] ||