Social Studies Lesson Plans for Assessment Informs In - DOC

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					                    SEDS 447 – TEACHING SOCIAL STUDIES IN THE
                        MIDDLE AND SECONDARY SCHOOLS
                                Course Syllabus – Fall 2007

Instructor:    Dr. Carol Gardner                         Place:        Boiling Springs HS
Class times: Wednesday, 2:00 – 4:30 p.m.                 Office hours: As            posted/by
Office:        Room 137, Media                           Email:
Phone:         503-5529, 415-3794

Required Text/Materials:

        1. SC Social Studies Curriculum Standards (January 2005 Document)
        2. Expectations of Excellence: Curriculum Standards for Social Studies, NCSS 1994
        3. Required readings as assigned

Course Description:

Methods, materials, resources, issues, and trends related to teaching specific subject content in
middle and secondary schools, including instructional planning and delivery of instruction.
Supervised practicum experiences are designed to promote reflective teaching in middle and
secondary school settings. Prerequisites: SEDS 440, SEDS 442 and admission to the
professional program. Corequisite: SEDS 450. Three semester hours awarded.

USC Upstate Conceptual Framework

The USC Upstate School of Education aims to be recognized nationally for its outstanding
teacher preparation programs whose graduates are excellent, learner-centered practitioners and

        a.   Core Dispositions: The faculty and candidates of the USC Upstate School of
                 Value reflective teaching practice
                 Value learner-centered pedagogy
                 Value performance-based assessment
                 Are committed to and affirm diversity
                 Are committed to professional responsibility

        b.   Undergraduate Program Organizing Theme: Teachers prepared at USC Upstate
             possess a broad knowledge of the liberal arts and applicable content areas, the latest
             developments in curriculum and instruction, and the foundations of education. They
             understand and respect cultural diversity and place the welfare and educational needs
             of their students first. As reflective practitioners they are committed to a service
             ideal which is built upon professional standards and ethics.
        c.   Philosophy: The faculty members and administrators of the SOE have developed a
             set of consistent principles and values that serves as the foundation of the school’s
             approach to curriculum, pedagogy and program development.
                   A general exposure to and an appreciation of the traditional liberal arts and
                    sciences of both western and non-western traditions
                   A specific exposure to the most up-to-date pedagogical theories and practices
                   A set of ethical principles, values, and dispositions
                   A commitment to the principle of equality of educational opportunity for all
                    students regardless of group or individual differences
                   A commitment to knowledge of both theory and practice and an
                    understanding of how one informs and strengthens the other

        d.   Theoretical Underpinnings: The theoretical underpinnings of the SOE are consistent
             with the tenants of progressivism and constructivism. Practices and behaviors
             consistent with these approaches include:
                 Application of problem-solving and scientific inquiry
                 Use of cooperative learning experiences and self-discipline
                 Emphasis on how to think, not what to think, with the teacher serving as a
                 Appreciation of the interdisciplinary nature of learning
                 Preparation of all students for full participation in a democracy

        e. Education Economic Development Act (EEDA) Compliance Statement: On May 27,
        2005, Governor Mark Sanford signed the Education and Economic Development Act
        (EEDA), new legislation designed to give South Carolina students the educational tools
        they need to build prosperous, successful futures. The EEDA Standards for Teacher
        Education Programs in SC require that teacher candidates be proficient in the following:
        (1) the career guidance process, (2) career clusters and Individual Graduation Plans, (3)
        SC career guidance standards and competencies, (4) character education, (5) contextual
        teaching, (6) cooperative learning, and (7) diverse learning styles. Depending on your
        program, some of these standards may be addressed in this course. You can obtain
        additional information about the EEDA at the SOE website.

Course Rationale and Objectives with ADEPT Performance Standards Alignment

This course is designed to prepare middle and secondary education majors for teaching the social
studies. Preparation is to be accomplished through analysis of the teaching process as it is
practiced in the content area. Analysis will be conducted through lecture/discussion, peer
teaching, projects, and demonstrations of skills and concepts. Subjects to be considered include
the various natures of learners, teaching strategies, classroom management, performance
assessment, technology, and standards-based education.

In this course you will have the opportunity to:

   Develop and evaluate methods of teaching the following in a middle/secondary social studies
        1. Writing
        2. Facts and generalizations
        3. Chronology
        4. Multi-cultural education
       5. Current events
       6. Thinking skills
       7. Maps
       8. Reading in the content area
       9. Social issues and human rights
       10. Controversial issues
(ADEPT APS 5 Instructional Strategies to Facilitate Learning, ADEPT APS 6 Providing
Content for Students, ADEPT APS 8 Maintaining a Classroom Environment that Promotes
Learning, ADEPT APS 9 Managing the Classroom)

  Develop content-related techniques in the following areas:
       1. Unit planning
       2. Daily lesson plans
       3. Classroom management
       4. Group work and cooperative learning
       5. Practical use of visuals and media
       6. Research in the classroom
(ADEPT APS 1 Long-range/Unit Planning, ADEPT APS 2 Short-range Lesson Planning,
ADEPT APS 3 Short-range Planning of Assessment, ADEPT APS 8 Maintaining a
Classroom Environment that Promotes Learning, ADEPT APS 9 Managing the Classroom)

  Develop understanding of real-life teaching experiences through guest speakers and
   pragmatic demonstrations
(ADEPT APS 6 Providing Content for Students, ADEPT APS 10 Personal and Professional

  Obtain real-life experiences in middle/secondary schools through classroom observations,
   activities, and actual teaching
(ADEPT APS 1 Long-range/Unit Planning, ADEPT APS 2 Short-range Lesson Planning,
ADEPT APS 3 Short-range Planning of Assessment, ADEPT APS 4 Establishing High
Expectations for Learners, ADEPT APS 5 Instructional Strategies to Facilitate Learning,
ADEPT APS 6 Providing Content for Students, ADEPT APS 7 Monitoring and Enhancing
Learning, ADEPT APS 8 Maintaining a Classroom Environment that Promotes Learning,
ADEPT APS 9 Managing the Classroom)

  Become aware of the total school environment through service opportunities with non-
   teaching personnel
(ADEPT APS 10 Personal and Professional Development)

Field Experiences

Clinical III, SEDS 450, is the corequisite class for this course and will provide the field
experiences for artifact development and practice in planning and delivering instruction. During
this semester you will be expected to participate in a 40-hour field experience and teach at least
two lessons in a selected middle or secondary school classroom. This can be two different
lessons or the same lesson taught twice to different classes. Before each lesson is taught, the
lesson plan must be reviewed by the professor and cooperating teacher. At the next class meeting
after each teaching experience, the lesson plan, ADEPT evaluation form completed by the
cooperating teacher, and your reflective teaching analysis must be submitted for a grade.
Students will be expected to keep a descriptive log of the dates/time/observations and teaching
experiences on a form provided by the instructor. At the end of the field experience, the log must
be turned in with the hours totaled and a summary reflection not to exceed two double-spaced
typed pages. In the summary reflection, discuss critical incidents that helped you grow

Course Policies

In order to achieve the goals for this course, you must be responsible for your own learning.
Because much of the learning that will take place during class cannot be effectively transmitted
through notes, you are expected to attend all class meetings and participate actively. Two
unexcused absences will result in a failing participation grade. Subsequent absences may result
in withdrawal from the class. Prior notice of all absences is required. Medical emergencies will
be handled on an individual basis.

Assessments and Evaluation

Course grades will be determined according to the following percentage weights:

        Instructional Decision Making                             20%
        Analysis of Student Learning                              20%
        Design for Instruction (unit plan)                        30%
        Reflective Journal                                        SEDS 450
        Time Log                                                  SEDS 450
        Summative Evaluation Form                                 SEDS 450
        Practicum Experience Report and Reflection                SEDS 450
        In-Class Lesson Presentation                              20%
        Participation                                             10%

Grading Scale:
A distribution of course grades from A to F is possible with the As being reserved for outstanding
performance. For each assignment a four-point rubric will be used (Exemplary 4, Good 3,
Adequate 2, Unsatisfactory 1). A weighted average of these scores will determine your grade.
The following rubric describes the levels of performance typical of each grade in the course:

A               Exemplary performance (3.4 and above). The student demonstrates a high
degree of understanding and depth of insight and contributes substantially to positive class
discussion. The student not only demonstrates knowledge of the course content but also is able to
make extensions or apply that knowledge to current educational experiences. Reflections/case
studies/analyses are exemplary, reflective, well supported, in-depth, and well written.

B, B+            Good performance (2.8 – 3.3). The student demonstrates solid understanding
and insight in regard to course content and contributes to positive class discussion.
Reflections/case studies/analyses are of good quality and well written.

C, C+             Adequate performance (2 – 2.7). The student demonstrates adequate
understanding of course content but has difficulty extending or applying the knowledge to new
situations. Reflections/case studies/analyses are adequate and reflect average communication
skills. In addition, the student may not contribute regularly to positive class discussion or has
turned in late assignments..
D, D+            Unsatisfactory performance (1.4 – 1.9). The student demonstrates inadequate
understanding and limited knowledge of the course content. Some assignments are incomplete or
of poor quality. In addition, the student does not contribute to class discussion.

F               Unacceptable performance. The student demonstrates no engagement with the
course content. Assignments are not completed, are late or of poor quality, and reflect
unacceptable communication skills.

ADA Compliance

Accommodations for handicapping conditions will be honored. Students who have a physical or
learning disability which might affect their performance should contact the USC-Upstate ADA
Coordinator who will verify the disability and notify the instructor of any accommodations

Last date to withdraw without academic penalty: March 31, 2008
Final Exam: Last class session


Field Experience – SEDS 450 Clinical III

You will be assigned a cooperating teacher in some area of middle or secondary school social

It is YOUR responsibility to contact this teacher to set up a meeting at their convenience. Please
do this ASAP. At that meeting, the two of you will arrange the remainder of your schedule.

Your experience must include:
        Observing your cooperating teacher’s teaching styles (no more than two class
        Providing classroom assistance to the cooperating teacher – tutoring, grading papers,
        Teaching four full-class periods that are evaluated by the cooperating teacher and/or
           by the course instructor. Lesson plans should be turned in prior to teaching them.
           Plans, ADEPT evaluations, and reflective teaching analyses should be turned in the
           next time the class meets.
        Completing an observation log for each class visit on the form provided and initialed
           by the cooperating teacher. Hours should be totaled.
        Turning in the log and summary reflection at the end.

                                     SEDS 450 – Clinical III
                           Instructional Decision Making Assignment

       The purpose of this assignment is to use on-going analysis of student learning to make
        instructional decisions and to provide two examples of instructional decision-making
        based on students’ learning or responses.
     A three page report will be completed for this assignment and must include:
          o Think of a time during your unit when a student’s learning or response
              caused you to modify your original design for instruction. Cite specific
              evidence to support your answers to the following:
                   Describe the student’s learning or response that caused you to rethink
                      your plans. The student’s learning or response may come from a planned
                      formative assessment or another source (not the pre-assessment)
                   Describe what you did next and explain why you thought this would
                      improve student progress toward the learning goal.
          o Now, think of one more time during your unit when another student’s
              learning or response caused you to modify a different portion of your
              original design for instruction. Cite specific evidence to support your
              answers to the following:
                   Describe the student’s learning or response that caused you to rethink
                      your plans. The student’s learning or response may come from a planned
                      formative assessment or another source (not the pre-assessment)
                   Describe what you did next and explain why you thought this would
                      improve student progress toward the learning goal.

    Reports will be graded using the following:
                        Instructional Decision Making Assignment
 Rating →                1                      3                        5
Indicator ↓       Indicator Not       Indicator Partially         Indicator Met        Score
                        Met                   Met
                Many                 Instructional          Most instructional
   Sound        instructional        decisions are mostly   decisions are
Professional    decisions are        appropriate, but some pedagogically sound
  Practice      inappropriate and decisions are not         (i.e. they are likely to
                not                  pedagogically sound. lead to student
                pedagogically                               learning)
                Teacher treats       Some modifications     Appropriate
                class as “one        of the instructional   modifications of the
Modification    plan fits all” with plan are made to        instructional plan are
 Based on       no modifications address individual         made to address
Analysis of                          student needs, but     individual student
  Student                            these are not based    needs. These
 Learning                            on the analysis of     modifications are
                                     student learning, best informed by the
                                     practice, or           analysis of student
                                     contextual factors.    learning/performance,
                                                            best practice, or
                                                            contextual factors.
                                                            Include explanation of
                                                            why the modifications
                                                            would improve student
Congruence      Modifications in Modifications in           Modifications in
  Between        instruction lack     instruction are         instruction are
Modifications    congruence with      somewhat congruent      congruent with learning
and Learning     learning goals.      with learning goals.    goals.

                                 SEDS 450 – Clinical III
                         Analysis of Student Learning Assignment

      The purpose of this assignment is for the candidate to use assessment data to profile
      student learning and communicate information about student progress and achievement.
      Analyze your assessment data, including pre/post assessments and formative assessments
      to determine students’ progress related to the unit learning goals. Use visual
      representation and narrative to communicate the performance of the whole class,
      subgroups, and two individual students. Conclusion drawn from this analysis will be
      provided in the next assignment.

     A four page report will be completed for this assignment and must include:
          o Whole class. To analyze the progress of your whole class, create a table that
              shows pre and post assessment data on every student on every learning goal.
              Then, create a graphic summary that shows the extent to which your students
              made progress (from pre to post) toward the learning criterion that you identified
              for each learning goals. Summarize what the graph tells you about your students’
              learning in this unit.
          o Subgroups. Select a group characteristic (e.g. gender, performance level, socio-
              economic status, language proficiency) to analyze in terms of one learning goal.
              Provide a rationale for your selection of this characteristic to form subgroups
              (girls vs. boys; high vs. middle vs. low performers). Create a graphic
              representation that compares pre and post assessment results for the subgroups on
              this learning goal. Summarize what these data show about student learning.
          o Individuals. Select two students that demonstrated different levels of
              performance. Explain why it is important to understand the learning of these
              particular students. Use pre, formative, and post assessment data with examples
              of the students’ work to draw conclusions about the extent to which these
              students attained the two learning goals. Graphic representations are not
              necessary for this subsection.
          o Student work examples

     Reports will be graded using the following:

                         Analysis of Student Learning Assignment

  Rating →               1                      3                        5
 Indicator ↓      Indicator Not        Indicator Partially         Indicator Met         Score
                        Met                    Met
                 Presentation is      Presentation is         Presentation is easy to
Clarity and      not clear and        understandable and      understand and
Accuracy of      accurate; it does    contains few errors.    contains no errors of
Presentation     not accurately                               representation.
                   reflect the data.
                   Analysis of         Analysis of student      Analysis is fully
Alignment with     student learning    learning is partially    aligned with learning
Learning Goals     is not aligned      aligned with learning    goals and provides a
                   with learning       goals and/or fails to    comprehensive profile
                   goals.              provide                  of student learning for
                                       comprehensive            the whole class,
                                       profile of student       subgroups, and two
                                       learning relative to     individuals.
                                       the goals for the
                                       whole class,
                                       subgroups, and two
                   Interpretation is   Interpretation is        Interpretation is
Interpretation     inaccurate, and     technically accurate,    meaningful and
   of Data         conclusions are     but conclusions are      appropriate conclusions
                   missing or          missing or not fully     are drawn from the
                   unsupported by      supported by data.       data.
                   Analysis of         Analysis of student      Analysis of student
                   student learning    learning includes        learning includes
 Evidence of       fails to include    incomplete evidence      evidence of the impact
 Impact on         evidence of         of the impact on         on student learning in
  Student          impact on           student learning in      terms of number of
  Learning         student learning    terms of numbers of      students who achieved
                   in terms of         students who             and made progress
                   numbers of          achieved and made        toward each learning
                   students who        progress toward          goal.
                   achieved and        learning goals.
                   made progress
                   toward learning

                    SEDS 445, 446, 447, 448 – Special Methods Courses
                            Design for Instruction Assignment

      The purpose of this assignment is to design instruction for specific learning goals, student
       characteristics and needs, and learning contexts. You will describe how your unit
       instruction relates to unit goals, students’ characteristics and needs and specify learning

      A four page report will be completed for this assignment and must include:
           o Results of pre-assessment. After administering the pre-assessment, analyze
               student performance relative to the learning goals. Depict the results of the pre-
               assessment in a format that allows you to find patterns of student performance
               relative to each goal. You may use a table, graph, or chart. Describe the pattern
               you find that will guide your instruction or modification of the learning goals.
           o   Unit overview. Provide an overview of your unit. Use a visual organizer such as
               a block plan or outline to make your unit plan clear. Include the topic or activity
               you are planning for each day/period. Also indicate the goal or goals (coded
               from your Learning Goals section) that you are addressing in each activity.
               Make sure that every goal is addressed by at least one activity and that every
               activity relates to at least one goal.
           o   Activities. Describe at least three unit activities that reflect a variety of
               instructional strategies/techniques and explain why you are planning those
               specific activities. In your explanation for each activity include:
                     how the content relates to your instructional goal(s)
                     how the activity stems from your pre-assessment information and
                        contextual factors
                     what materials/technology you will need to implement the activity, and
                     how you plan to assess student learning during and/or following the
           o   Technology. Describe how you will use technology in your planning and/or
               instruction. If you do not plan to use any form of technology, provide clear
               rationale for its omission.

      Reports will be graded using the following:

                              Design for Instruction Assignment

  Rating →                 1                      3                       5
 Indicator ↓        Indicator Not       Indicator Partially         Indicator Met          Score
                          Met                   Met
                  Few lessons are      Most lessons are         All lessons are
Alignment with    explicitly linked    explicitly linked to     explicitly linked to
Learning Goals    to learning goals.   learning goals. Most     learning goals. All
                  Few learning         learning activities,     learning activities,
                  activities,          assignments and          assignments and
                  assignments and      resources are aligned    resources are aligned
                  resources are        with learning goals.     with learning goals.
                  aligned with         Most learning goals      All learning goals are
                  learning goals.      are covered in the       covered in the design.
                  Not all learning     design.
                  goals are covered
                  in the design.
                  Teacher’s use of     Teacher’s use of         Teacher’s use of
   Accurate       content appears      content appears to be    content appears to be
Representation    to contain           mostly accurate.         accurate. Focus of the
  of Content      numerous             Shows some               content is congruent
                  inaccuracies.        awareness of the big     with the big ideas or
                  Content seems to     ideas or structure of    structure of the
                  be viewed more       the discipline.          discipline.
                  as isolated skills
                  and facts rather
                  than as part of a
                  larger conceptual
                   The lessons         The lessons within         All lessons within the
Lesson and Unit    within the unit     the unit have some         unit are logically
   Structure       are not logically   logical organization       organized and appear to
                   organized (e.g.     and appear to be           be useful in moving
                   sequenced).         somewhat useful in         students toward
                                       moving students            achieving the learning
                                       toward achieving the       goals.
                                       learning goals.
Use of a Variety   Little variety of   Some variety in            Significant variety
 of Instruction,   instruction,        instruction, activities,   across instruction,
   Activities,     activities,         assignments or             activities, assignments,
  Assignments      assignments and     resources but limited      and/or resources. This
and Resources      resources.          contribution to            variety makes a clear
                   Heavy reliance      learning.                  contribution to
                   on textbook or                                 learning.
                   single source
     Use of        Instruction has     Some instruction has       Most instruction has
   Contextual      not been            been designed with         been designed with
  Information      designed with       reference to               reference to contextual
   and Data to     reference to        contextual factors         factors and pre-
     Select        contextual          and pre-assessment         assessment data. Most
  Appropriate      factors and pre-    data. Some activities      activities and
  and Relevant     assessment data.    and assignments            assignments appear
    Activities,    Activities and      appear productive          productive and
  Assignments      assignments do      and appropriate for        appropriate for each
 and Resources     not appear          each student.              student
                   productive and
                   appropriate for
                   each student.
                   Technology is       Teacher uses               Teacher integrates
                   inappropriately     technology but it          appropriate technology
  Technology       used OR teacher     does not make a            that makes a significant
                   does not use        significant                contribution to teaching
                   technology, and     contribution to            and learning OR
                   no rationale is     teaching and learning      teacher provides a
                   provided            OR teacher provides        strong rationale for not
                                       limited rationale for      using technology.
                                       not using technology.

                        Practicum Experience Report and Reflection

Reflect on your performance in the clinical and link your performance to student learning
results. Evaluate your performance and identify future actions for improved practice and
professional growth.

Some questions to consider in your two-page report:
1. Interpretation of Student Learning
Does the teacher use evidence to support conclusions drawn in the Analysis of
Assessment data?
Does the teacher explore multiple hypotheses for why some students did not meet
learning goals?
2. Insights on Effective Instruction and Assessment
Does the teacher identify successful and unsuccessful activities and assessments and
provide plausible reasons (based on theory or research) for their success or lack thereof?
3. Alignment Among Goals, Instruction, and Assessment
Does the teacher logically connect learning goals, instruction and assessment results in
the discussion of student learning and effective instruction?
4. Implications for Future Teaching
Does the teacher provide ideas for redesigning learning goals, assessment, and instruction
and explain why these modifications would improve student learning?
5. Implications for Professional Development
Does the teacher present professional learning goals that clearly emerge from the insights
and experiences described in this section? Does the teacher describe specific steps for
meeting these goals?

In-class presentation – Brain-compatible Lesson Plan

Each student will present a 45-minute class lesson from the standards. The information to be
provided will consist of three parts:
        1. A specific skill selected from the standards or ones covered in class.
        2. A specific lesson developed from the Social Studies content standards
        3. Written correlation to the NCSS themes
1. Skill: Interpret and synthesize information obtained from a variety of sources – graphs,
    charts, tables, diagrams, texts, photographs, documents and interviews.
2. SC Standard 8.2.2: Compare the perspectives and roles of different South Carolinians
    during the American Revolution, including political leaders, lowcountry men, backcountry
    men, soldiers, partisans, women, African Americans, Native Americans (H,G,P,E)
3. NCSS Theme I – Culture and Cultural Diversity and Theme IV – Individual Development and

The student’s responsibility is two-part. Spend about 5 minutes discussing and explaining the
skill element/standard/theme. Teach a standards-based lesson. The lessons should include each
of the following:
          Providing a lesson plan for each class member and the instructor
          Presentation of the information in any manner comfortable to the presenter and
             beneficial to the class members
          Distribution and use of pertinent handouts
          Use of any transparencies, media or other visuals

The class will evaluate the presentations based upon a common assessment instrument. These
evaluations will not affect the grade for the presentation, but will hopefully provide some tips on
clarity and usefulness of the presentation.

                            BRAIN-COMPATIBLE LESSON PLAN
Standards Addressed:   Specify the standards you will be

Essential Question(s): What should students know and be able to
do as a result of this lesson?

Assessment: (Traditional/Authentic): How will you know students
have learned the content?

Ways to Gain/Maintain Attention (primacy): How will you gain and
maintain students’ attention? Consider need, novelty, meaning, or

Content Chunks: How will you divide and teach the content to
engage students’ brains?
Lesson Segment 1:

Lesson Segment 2:

Lesson Segment 3:

Ways to Assure Closure (recency): How will you help students
recap the lesson? Consider need, novelty, meaning, or emotion

Brain-Compatible Strategies: Which will you use to deliver

_____Brainstorming/Discussion               _____Drawing/Artwork
_____Field Trips                            _____Games
_____Graphic Organizers/Semantic Maps/Word Webs
_____Metaphor/ Analogy/Simile               _____Mnemonic Devices
_____Project/Problem-based Instruction
_____Reciprocal Teaching/Cooperative Learning
_____StoryteIling                        _____TechnoIogy
_____VisuaIizationiGuided Imagery        _____Visuals
_____Work Study/Apprenticeships          _____Writing/Journals

Adapted from Marcia Tate 2005
                      Field Experience Log

Cooperating Teacher

DATE     TIME                  ACTIVITY      Tchr.


Description: Social Studies Lesson Plans for Assessment Informs In document sample