home Edit 4 54…
Go to Student Pages
Earl DeMott (Instructor) firstname.lastname@example.org driving from: Virginia Beach (Gen. Booth area)
PRE-Meeting First Read:
Hello, Lamp Post, Whatcha Knowin'?
WELCOME OR How the Teacher Returns to the Homeland
HOME OR How the Teacher Navigates the VehicleOverview of the website. Please feel free to peruse the website at your leisure and offer suggestions for its improvement via email. More information is located on my page, but briefly, I can be contacted at email@example.com or firstname.lastname@example.org
The primary purpose of this website is for the training of teacher candidates in the field of social studies and the website is used for presentational purposes. Therefore, any "incomplete" page is due to the fact that the physical face to face lecture format supplements the webpage. Regardless, I wish to have students continue to use the website, even well after initial contact, and I welcome suggestions. Furthermore, joining the group requires "acceptance". This denotes that members can edit. I ask only that once accepted, members only make changes to their own student page, and make suggestion for changes to me via email. This way, there will not be too many cooks to spoil the broth.
Please bear in mind that this wikispace is always a work in progress.
Lesson Plan OR How the Teacher Searches for ToolsFor help with lesson planning, please click on Lesson Plan on the side bar. Remember three important concepts.
1.This format is ONE format used. Use the preferred format of the institute you are working under. Most of the concepts of lesson planning are embedded within this format, however.
2. The lesson plan format is an extention of what many old schoolers are used to. The heart, in fact, is the same.
Think of this hybrid lesson plan as a three parter: the first part is the intro (mostly for validation that the teacher is doing his/her job) and for an administrative audience;
the second part is the how to and is the most practical and is for a substitute teacher audience (therefore, be as blatantly obvious as you can be in writing it... think of it as an instruction manual that should include every detail of HOW TO do a procedure; ironically, content does NOT live here beyond the mention of the content heading);
and third, for the admin and the substitute refers to resources and go to places.
In this light, I suggest working super hard on part two, cut and pasting part one from standards, and cross referencing part three to match part two. In other words, there is very little invention going on in parts one or three.
3. The third principle is that teachers don't teach from lesson plans, in part because they are not the audience of the lesson plan. For the most part, teachers teach from an agenda. Therefore, within the lesson plan, there should be a whole lot of "See attachment" statements - all of which will be the true content.
A sample is provided in the lesson plan section for my Career Switchers Class. I am happy to field any questions you may have.
Although incomplete and "a work in progress", students may wish to look at the Sample Lesson Plan Evaluations below for additional samples.
Please find a blank template, followed by my Career Switchers lesson plan both below.
Lesson plan template.doc
Teaching Social Studies E. DeMott June 09.doc
STUDENT PAGES OR How the Teacher Showcases TalentReserved for Students per cohort. If you wish to become a member and are not a student, please make a request via email.
See Welcome Message to Access your Student Page or access it through the sidebar.
Reserved for special circumstances; please consult instructor with any questions/concerns.
DAY ONE - WHY WE TEACH
DAY TWO - SELLING OUR PRODUCT
DAY THREE - THE SOCIAL STUDIES CLASSROOM
Course Exit Test
Generally speaking Opener - Day Three /Course Exit Test are tabs regarding methodological content in the secondary social studies classroom and is supplemented by discussions during classtime.
Sample Lesson Plans Evaluations
Did You Know
Adobe Connect Training
Please find information regarding presentations, coursework, etc, including notes, journals and lessons from July 2013 Holocaust Teacher Education Institute held in Richmond Virginia (Updated July 25, 2013)
Generally speaking, the above sections are considered Resources one may use / add to for the benefit of all social studies instructors.
Presentation workshop for ODU
Parents: A User's Guide
Parents Users Guide (1).pptx
Syllabus for Parents: A User's Guide
Level II Syllabus DeMott.doc
This Concludes the Explanation of Sidebar.....
Most Recent Update(s)
Added Frame Hook.
Hi everybodyrossettini Aug 2, 2010Hi Everyone - are we all still good out there =)
earldemott Aug 3, 2010Hi Rossettini. Welcome to the discussion.
Suggestions:jameshgibson Oct 24, 2009I strongly encourage you to stay the way you are for as long as possible. A teacher must remain young at heart and not outdated with a bad attitude about students. Your class was very different from the other veteran instuctors in the CS program. It allowed the ADULTS in the CS program the opportunities to express their opinions whether wrong or somewhat accurate in your class. Good luck and I think you are a great addition to the CS program at ODU. Keep up the good work and we all must remember that everything in education is about the best interest of the students.
earldemott Nov 2, 2009Mighty kind of you.
Opener Edit 0 5…
1. Why would you like to teach Social Studies?
2. What are the three to five key elements that distinguishes a Social Studies classroom from other subjects?
3. To what extent does the Social Studies teacher need to wear many hats?
Teaching in Today's Society
4. What are some key phrases and/or metaphors that you can use to describe the modern teacher?
5. What are some misconceptions about the modern classroom?
6. How different is the modern student to when you were a student?
7. How can a teacher effectively teach the entire student body?
8. What's the best method of assessing a student's progress?
9. What is the best classroom management technique?
Challenges in the Social Studies Classroom
10. What's the best way to teach a controversial issue?
11. To what extent is Social Studies about learning dates and events?
12. How does high stakes testing (be it the SOL or an AP exam) help or hinder the Social Studies classroom?
SETTING UP YOUR STUDENT PAGEPlease set up your student page with:
1. The answers to the 12 questions above (you may copy and paste them to your student page already set up for you)
2. Resume Rough Draft
3. Lesson Plan
4. Notes from this class
SETTING UP YOUR WIKIWelcome Cohort
WELCOME FUTURE SOCIAL STUDIES TEACHERS
As you have seen the POWER OF THE WIKI in class, I would like you to do a couple of things.
But first let me run through the Cardinal Rules of Wiki-usage:
RULE 1: Always save your items in a second spot. If you haven't saved a text to a second location yet and you accidentally deleted a passage, remember if you are in the editing screen still and you haven't saved yet, you can press "cancel". This, at least, will get you back to where you started.
RULE 2: If you are organizer, you have the power to invite members, as well as limit their access (for example, if you don't wish parents to have EDITING rights, but allow them to view material, you can just give them the address and not make them a member. This limitation protects the material from accidental and purposeful deletion.
RULE 3: KNOW THY WIKI. Play around, learn the ropes before you pass the wiki on to members. Don't forget the Manage Wiki on the side allows for you to do a great deal. Also don't forget the power of the Discussion. For example, you may have students have individual pages (see 1 and 2 below) and use the Discussion tab as a way to make comment on their notes (your "red pen" of sorts). Also the Notify me tab will allow for changes on the page to go directly to your email's inbox. If the student has this capability as well, it means you (and the student) won't even need to sign in to Wikispaces to see the discussion points. All in all, there is plenty of potential with this wicked wiki tool.
Now for the suggested assignment:
1. Create a "New Page" to use as a comment page/notetaking page. I have put up a student's page for you to look at from Summer 09 session to the most recent cohort.
The "New Page" is extremely useful if you are doing a lot of computerized assignments and you don't want students to constantly be handing their notebooks into you. When they use your wiki....they are doing a "virtual turning in" of homework.
The notes in this way can have:
a. all of the textual items you want there (students simply Copy and Paste),
b. student commentaries, reactions, and answers to your questions.
2. Let's give it a try, shall we?
-Copy a page discussed in class (let's use "Motivation": discussed in class 2)
-Open your page, press EDIT in the far right hand corner, and paste the article
-Read the article
-IN A DIFFERENT COLOUR, make commentary about the article at the end of the article. (the T icon next to the B, I, and U icons will change colour)
(Different colours make it easier for the teacher to find the bits that the student has contributed in the notes).
-Mark up the article with changing colours, using bold, italicized, or underline function to focus on particular passages, points for discussion, links to comments you'll make in writing. For a student, this "messy virtual notebook" may be the basis for discussions, essays, or just plain memorizing of facts. The way a student uses the technological tools (in this case B, I, U, and T above) is an important step to getting students to interact with the material in a method that is meaningful for them. Therefore, do not grade for neatness; rather grade for interactiveness. They are students on a journey. Did they take that first step, or are they standing still afraid to sojourn into the world of academia? The tools can help you assess this.
3. Great, you've got the hang of it...now, let's make it useful for YOU (see, student centered education at its best). I'd like you to make your own wiki on one of the following topics.
- The lesson plan you are creating for your presenation. Call the wiki the UNIT NAME (e.g. Documents of the Founding of America) and make the lesson plan one of the items on the sidebar (e.g. Declaration of Independence). Link your lesson plan to the new page. Now, add other pages, titling them other lessons in that same unit (e.g. Articles of Confederation, Constitution, Bill of Rights).
- Your Curriculum Vitae (for your certain job-gaining interview which is just around the corner)....obviously the segments of the CV will be the items on the side bar....but spice it up, and add lesson plans, links, and an in action photo of you teaching (dress up, pass your digital camera on to you career switcher colleague, and post it on your CV wiki for the hiring principal to oooo and ahhhh at)
Good luck and Enjoy
DAY ONE - WHY WE TEACH Edit 0 14…ESSENTIAL QUESTIONS(You may copy and paste the questions into your virtual notebook (i.e. your page under "Student Pages")
Please press the discussion tab above to have a discussion with classmates.
- What are the Controversial Issues you would feel most uncomfortable asking to a teenage student? Why?
- Why is it important to use Metacognition?
- To what extent is POV the essence of the social studies classroom?
- To what extent should the social studies class be the venue for a writing workshop?
- Is reading truly needed in today’s Post Literate Society?
Iceberg Model and Getting In Depth
POV and Connotation
POV AND HISTORY DINNER PARTY
POV and "Dissection" of Primary Documents
Writing with the 6+1 Traits
Reading Strategies for the Unwilling Reader
Homework1. Create a plan of action on how to handle controversial issues (or a journaling format for your future reference)
2. Read a couple of articles dealing with current issues (or with your focus area of study) and create an iceberg model to show the students when they ask for an example.
3. Find primary sources regarding your focus area of study. Create a DBQ set of questions that will focus on going beyond summarizing and going beyond the "what" question.
4. Evaluate writing from the 6 + 1 Traits site to feel more comfortable teaching how to evaluate only one trait and how to look beyond obvious mistakes.
5. Practice writing SOCACA thesis statements to provide examples for the students, because they no doubtedly will ask for help.
6. Create a reading lab for your students (this is a great emergency lesson if you need to be absent or need to buy time)
7. Add a couple of resources on the Useful Sites Link
Please use the following items to complete your homework (All Items are from Yes! Magazine):
1. So that the teacher candidate can apply the concepts of the lesson (1-7 above) to an authentic source.
2. So that the teacher candidate can gain an orientation / understanding of curricular materials from an outside source that focuses upon items discussed in class. Moreover, so that the teacher candidate can gain an in depth understanding of the strengths and weaknesses of a paricular source.
3. So that the teacher candidate can discern what items are to be applied, and what items can be abandoned for a particular lesson...or, in short, so that a teacher candidate can gain an understanding of lesson planning with a limited pool of resources.
4. So that the teacher has a practical resource to use in future endeavors.
SAMPLE 1 (To be done in class): On Supporting Veterans
SAMPLE: 2 (To be done in class): On Eating Together
AT HOME: After perusing the resources below, teacher candidates should do the seven items under homework in their notes. Please note, not all articles / readings below need to be pored over to complete the assignments. I placed these items here because they are something of a set, and I would like teacher candidates to consider a number of things when perusing them.
For example the teacher candidate should ask if "soft" topics are equally valid in a social studies classroom as "textbook" content. Moreover, how can a teacher candidate use some of these items to accomplish the desired skill set needed for a social studies classroom without sacraficing the pacing? Furthermore, how might "softer" topics actually increase interest, empathy, and/or a desire to learn the more standardized materials? Finally, how does an outside authentic source change the way a teacher approaches a classroom? a student approaches the same classroom?
Pool of Resources from YES! magazine. Full Reading/Writing Lesson Plans
Reprints and reposts: YES! Magazine encourages you to make free use of this article by taking these easy steps. Creative Commons License
DAY TWO - SELLING OUR PRODUCT Edit 6 27…
Consider the following questions below. Use the Discussion tab to start a discussion with your classmates.
- What are the dangers of always being the expert?
- How does technology allow for students to express themselves differently?
- What sources are absolute rubbish? Why?
- How does a public display change a student product?
Discuss the four questions above in the format
Think- Pair - Share - (rest of group listens, allowed two points at end of pair share, reflection for writing moment or as homework)
Alt. Assignment: Could select prompt question to do as a class for modeling...this could be done as the start or as clean up.
NotetakingWhat notetaking expectations will you have your student use?
1. Two column notes (Cornell Notes)- Thin and Thick columns. Thin = a variety of things (topic, questions, comparisons) / Thick = major info.
2. Outline Format.
4. Hybrid/Personal version of bullets
5. Just take notes - Anything will do....just have notes.
6. Cloze Notes- Fill in the blank / Teacher prepped.
7. Two Column Cloze Notes - Fill in the blank / with an area for descriptions
9. Four A's Notes (Argue, Agree, Assume, Aspire)
10. ROSE Quadrant
ADD: Notes need purpose.
a. study for test
b. learn how to take notes.
Reading III Observations
- - - - - - - - - - - - - - - - - -
Studies III Experiences
11. Interactive Notebook (Printed Version)...could be take home OR stay in classroom
12. Interactive Notebook (e.g. Google Docs)
14. Student Choice from a pool of possibilities
15. Class Website
16. Sketch notes
17. T.A.B. Notes
Use of 4As Notetaking
Individual / pair / class format = BUILDING UP FORMAT
Cultural Norms and Obstacles
-Do a 4A Notetaking by reading / discussing / writing (i.e. class level / pair level / individual level = BREAKING DOWN FORMAT) engagement with the material
Academic CultureHabits of the Mind
List 16 HoM, students individually come up with methods, LEFT SIDE = EVENS; RIGHT SIDE = ODDS
Walk and talk sharing (getting 3 other methods and signatures ; SIGNATURES = ACCOUNTABILITY OF STUDENT SIGNING)
Explanation of opposite's point.
Teaching as a Facilitator vs. as a Disseminator
Aiming at a new AudienceShowcasing and Videoconferencing
Article Retrieval (Student Homework)Combining Two CulturesCode Switching
Declaration of Human rights showcase
Teacher as Enemy
Questions to Consider:Exit Tickets:
What SOCACA Thesis would encompass the lessons of today's class?
What is the significance of Laziness and Invisibility?
What items dealt directly with empowerment and authority?
DAY TWO TRANSCRIPT: 23/Feb/2014
How does a public display change a student product?mroma006 Oct 20, 2011Public display of a student product potentially embarrasses students whose product is what they would deem lackluster. Contrary to that, displaying the product of those students who feel their product is superior gives them something about which to boast. It can obviously have both negative and positive effects. The public display of student work can hinder students from wanting to do better, or it can encourage students to achieve more. It really depends on the student and his/her interpretation of his/her own work, as well as the teacher's & audience's interpretation thereof.
Technology and Expressionearldemott Oct 20, 2011Technology can allow for
a. more choice in delivery of education
b. more connection with realities of communication style
a. might lessen the depth of education
What sources are absolute rubbish? Why?jcook054 Oct 20, 2011There are numerous types of sources incorporated in to contemporary teaching methodology. Have any of these sources become obsolete and teachers just need to completely stop using them? Please back your response.
Dangers of Being an Expertearldemott Oct 20, 2011Being an Expert means:
1. Divide between teacher and student.
a. you could be expected to be "on" all the time
b. you may feel as if you know it all already, thus shutting off learning
jcook054 Oct 20, 2011ditto
mroma006 Oct 20, 2011ditto, ditto.