This course will introduce candidates to the disciplinary thinking skills embedded in high quality social studies content. Candidates will apply these concepts to develop a teacher work sample that demonstrates the ability to plan engaging and effective instructional units, assess learning, analyze results and reflect on successes and failures. Candidates will study the implementation of literacy strategies and technology to enhance the engagement of all students.
Based on learning theory and other information presented in this course, candidates develop assessments, standards-based instructional plans, and a standards-based lesson plan. Candidates will pre-assess students, implement a lesson plan with secondary students, post-assess students, and analyze the results. Supported by research, all of this information will become the candidate’s course project, Supporting Social Studies Thinking and Learning.
There will be 50 hours of field-based activities that must be done at a field-based secondary school. This will provide candidates opportunities to complete assignments that require application of information and knowledge in authentic setting. A description of the activities and reflections on the results will be chronicled in the Reflective Journal that is used in all courses that require field work.
Course Learning Objectives
- Analyze content area lessons for the quality of thinking skills required by the lesson, justify best practices based on current pedagogical research and demonstrate their own disciplinary knowledge.
- Formulate lessons that include a range of literacy strategies including reading and writing for meaning, and vocabulary strategies. Apply knowledge of the common core to developing goals for learning in social studies.
- Analyze and apply appropriate assessment strategies in their classroom, discuss the role of different types of assessment, and implement a Pre-Assessment with students. Analyze the differences between grading and assessment.
- Analyze the importance and the drawbacks of direct teaching models, Develop graphic organizers to support direct teaching and evaluate technology tools that enhance direct teaching.
- Apply knowledge of authentic classroom experiences to the development of the work sample.
- Synthesize the connection between pedagogies in the Social Studies and teaching as a civic duty.
- Formulate personal guidelines for the use of film, online media, and news feeds in the classroom.
- Evaluate enrichment opportunities for students and analyze the effectiveness of these programs.
(EDU575 or EDU595 must be complete before enrolling in this course)