mte531 syllabus

SyllabusMTE/531

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SyllabusCollege of Education

MTE/531 Version 2Curriculum Constructs and Assessment: History

and Social ScienceCopyright © 2010, 2006 by University of Phoenix. All rights reserved.

Course Description

This course defines and provides a context for teaching and assessing K–8 students in the area of history and social science based on scope, sequence, and national and state standards. Instructional approaches for the content area within the framework of an integrated curriculum are explored, including the use of critical thinking skills and study skills. Students develop alternative assessments and traditional testing tools based on clear criteria, which are designed to yield accurate information on student progress.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

State Standards

Definition of Program Standards

The program standards guide the development of the education programs and assist candidates in becoming highly qualified educators. These standards were developed by College of Education program councils and integrate national, state, and specialty area (e.g., early childhood education, special education, content area) standards. These standards form the basis for the rubrics that are used to assess benchmark artifacts in TaskStream and to provide the College with information on how well candidates are meeting the program standards.

The program standards are organized into four domains. In turn, each domain is organized into subdomains and competencies for each sub-domain. The four domains and their sub-domains are listed below. The entire set of program standards can be found in the Program Handbook.

Domain One: Planning and Preparation Domain Two: Learning Environment 1A: Knowledge of Content and Pedagogy 2A: Managing Classroom Procedures1B: Instructional Planning and Resources 2B: Managing Student Behavior1C: Instructional Design 2C: Creating a Positive Learning Climate1D: Assessment

Domain Three: Instruction Domain Four: The Professional Educator 3A: Communication 4A: Parent and Community Involvement 3B: Student Engagement 4B: Professionalism3C: Diversity 4C: Reflection

Alignment of Course to Program Standards

https://ecampus.phoenix.edu/secure/aapd/policies/

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MTE 531: Curriculum Constructs and Assessment: History and Social Science

The program standards that are aligned to this course are listed below. These standards are addressed through the course topics and objectives, in-class discussion, field experience, and course assignments. (Note that a specific course may not address all domains/sub-domains or all competencies within a subdomain.)

Domain One: Planning and Preparation: Knowledge of Content and Pedagogy

The proficient teacher: • Demonstrates solid knowledge of content, the structure of the discipline, and content-related pedagogy. • Exhibits skills and knowledge that reflect current research and best practices in the field. • Can relate his/her disciplinary knowledge to other subject areas. • Understands how students’ development, prior knowledge, skills, and interests can affect their learning. • Uses differing viewpoints, theories, and methods of inquiry in his/her teaching of subject matter concepts. • Demonstrates a sound understanding of technology operations and concepts.

Domain One: Planning and Preparation: Instructional Planning and Resources

The proficient teacher: • Establishes high expectations for all students. • Uses clear goals that are aligned to student outcomes. • Plans instruction in order to meet the needs of diverse learners. • Creates interdisciplinary learning experiences from several subject areas. • Effectively uses and evaluates a wide variety of resources to enhance student learning and to extend content. • Applies current research on teaching and learning with technology when planning learning environments and experiences. • Plans and designs effective learning environments and experiences supported by technology.

Domain One: Planning and Preparation: Instructional Design

The proficient teacher: • Designs instructional activities that are appropriate for all students. • Creates instructional activities that reflect different learning styles, skills, and knowledge levels of students. • Develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. • Develops instructional activities that are aligned with established goals and state standards. • Implements curriculum plans that include methods and strategies for applying technology to maximize student learning.

Domain One: Planning and Preparation: Assessment

The proficient teacher: • Uses a variety of formal and informal assessment strategies that are aligned to instructional goals. • Establishes clear criteria that have been communicated to all students.

Domain Two: Learning Environment: Managing Classroom Procedures

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The proficient teacher: • Effectively organizes and manages tasks for individuals and groups.

Domain Two: Learning Environment: Managing Student Behavior

The proficient teacher: • Maintains the dignity of the learning community.

Domain Two: Learning Environment: Creating a Positive Learning Climate

The proficient teacher: • Establishes a learning community that is safe, accessible, warm, and caring. • Creates a climate that supports diversity and is appropriate for a variety of development and cultural norms. • Maintains interactions that are polite and respectful.

Domain Three: Instruction: Communication

The proficient teacher: • Models good verbal and written skills. • Effectively communicates expectations for learning. • Uses a vocabulary and communication style that reflects sensitivity to gender and cultural issues. • Communicates in ways that are appropriate for diverse student populations.

Domain Three: Instruction: Student Engagement

The proficient teacher: • Designs instructional activities that accurately represent course content. • Creates lessons and activities that are cognitively appropriate for all students. • Uses effective resource materials, including technology, to engage students. • Designs structured well-paced lessons that are aligned with clear goals and objectives.

Domain Three: Instruction: Diversity

The proficient teacher: • Modifies lessons, instruction, assessments, and teaching style to accommodate the needs of diverse learners. • Brings multiple perspectives to the discussion of subject matter, including attention to students’ personal, family, and community experiences and cultural norms. • Uses technology to support learner-centered strategies that address the diverse needs of students.

Domain Four: The Professional Educator: Parent and Community Involvement

The proficient teacher: • Identifies and uses community resources to foster student learning.

Domain Four: The Professional Educator: Professionalism

The proficient teacher: • Is able to assess his/her professional growth. • Uses technology to enhance productivity and professional practice.

Domain Four: The Professional Educator: Reflection

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The proficient teacher: • Uses observations, student information, technology, and professional literature to reflect on the effectiveness of instructional and assessment techniques.

Course Materials

Maxim, G. W. (2009). Dynamic social studies for constructivist classrooms: Inspiring tomorrow's social scientists (9th ed.). Boston, MA: Allyn and Bacon.

All electronic materials are available on the student website.

Week One: Defining the Social Studies Discipline

Details Due Points

Objectives 1.1 Examine the characteristics of effective social studies instruction.

1.2 Compare the social studies discipline areas of history, geography, civics and government, economics, and psychology.

1.3 Examine the themes and skills of the national and state social studies standards.

1.4 Analyze the nature of citizenship education and its potential impact on students.

Reading Read Ch. 1 of Dynamic Social Studies for Constructivist Classrooms.


Reading Read the University of Phoenix Material: Planning a Teaching Unit.

Reading Read this week’s Electronic Reserve Readings.

Participation Participate in class discussion. 2

Discussion Questions

Respond to weekly discussion questions. Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Responses to each Discussion Question should be at least 200-300 words.

DQ1: Week1 WED

DQ2: Week1 FRI

2

Nongraded Activities and PreparationTeaching Experience Reflection Paper (Preparation)

Make arrangements to observe and teach a history or social science classroom to prepare for the Teaching Experience Reflection Paper in Week Four.

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Nongraded Activities and PreparationObservation Paper (Preparation)

Begin working on Observation Paper: History and Social Science Lesson due in Week Three.

Learning Team InstructionsWeekly Team Review

Review the objectives from Week One and discuss any questions or insights that may have arisen.

1. Read the following items, available at https://mycampus.phoenix.edu:

a. “Learning Team Handbook”

b. “Guide to Charter”

c. “Learning Team Charter”

d. ”Learning Team Evaluation”

2. Check Main forum for Learning Team Assignments

3. Create/Submit the Learning Team Charter in your LT forum under the subject heading “LT Charter Team ___”

IndividualCitizenship Paper

Teaching history and social science can be controversial due to topics such as politics, religion, values, citizenship, and personal perspectives. Considering how you would address these topics is an important part of your preparation to become a teacher.

Research articles addressing potential controversies that can arise when teaching history and social science. Pick one article to review and share.

Write a 350- to 700-word paper that does the following:

Summarizes the article Describes the differences between value-based and standards-based instruction in history and social science education Explains how you would address issues that arise during controversial topics in the classroom

Include one article reference.Format your paper consistent with APA guidelines.

Week1 SUN

10

Week Two: The History and Social Science K–8 Curriculum(Conceptual Framework Theme(s) addressed: Advocating for Learning, Valuing Diversity)

Differentiating Instruction for Diverse Learners(Conceptual Framework Theme(s) addressed: Advocating for Learning, Valuing Diversity)

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Details Due Points

Objectives 1.5 Examine developmental expectations in the instruction of social studies content for elementary and middle grade students.

1.6 Analyze students’ perspectives on history and social science and the implications for instruction.

1.7 Recommend curriculum that expands children’s knowledge of the world community.

1.8 Describe strategies for curriculum mapping.1.9 Describe ways to integrate history and social science

instruction with other content areas.1.10 Examine how personal experiences shape

teaching/learning perceptions in the history and social science classroom.

1.11 Examine current trends and issues regarding differentiating social studies instruction and assessment.

1.12 Analyze instructional strategies used to modify learning activities for diverse learners.








DQ3: Week2 WED

DQ4: Week2 FRI

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Review the objectives from Week Two and discuss any questions or insights that may have arisen.

LTA1 Unit Proposal: Submit a post in to the thread in the Main forum titled LTA1 “Integrated Unit Proposal” that includes the following:

a. Grade level you are targeting for your Unit

b. Standards for each of the Core Content and Elective Content areas you are going to include in your unit

c. Theme for your Unit

Week2 WED

2

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IndividualMethods of Instruction

Resource: University of Phoenix Material: Appendix AReview the two assignment options provided in Appendix A.Select and complete one of the options.

Week2 THUR

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IndividualAnnotated Bibliography and Analysis Paper

Building schema and perceptions about history can be experienced through the integration of quality literature in a history unit. Historic fiction novels, picture books, nonfiction literature, and primary source materials may be used with multiple age groups to enhance comprehension and provide opportunities for inquiry-based learning depending on how they are presented.

Research and review fiction and nonfiction titles that show a historic event from a variety of perspectives.

Create an annotated bibliography of five literature titles you would use in your unit based on the theme you have chosen.

Write a 350- to 700-word paper analyzing the significance of examining a historic event from multiple perspectives and the possible outcomes it may have on all types of learners. Include ideas on how literature can be integrated into social studies lessons to accomplish this objective.

Choose one book of fiction or nonfiction that you reviewed.

Create a lesson plan based on using your chosen book to teach a historical event.

Submit your bibliography, lesson plan, and paper.

Week2 SUN

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Week Three: Lesson Planning(Conceptual Framework Theme(s) addressed: Advocating for Learning, Integrating Technology)

Details Due Points

Objectives 1.13 Create lessons that incorporate strategies for active learning.

1.14 Create lessons that require students to utilize critical thinking and study skills.

1.15 Explain the importance of including primary sources in history and social science lessons.

1.16 Evaluate applicable Internet resources for use in history and social science instruction.

1.17 Create varied assessments that align to the lesson objectives and include performance-oriented tasks.



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DQ5: Week3 WED

DQ6: Week3 FRI

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Review the objectives from Week Three and discuss any questions or insights that may have arisen.

LTA2 Rubric Development: As your Learning Team completes work on the Social Studies Unit you should be determining how to assess your unit objectives, including at least one performance assessment.

Submit a post to the thread in the Main forum titled LTA2 that includes a Rubric to assess how students show mastery on a performance assessment

Week3 WED

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IndividualObservation Paper: History and Social Science Lesson

Observe a classroom teacher delivering a history and social science lesson.Prepare a 1,050- to 1,400-word paper based on your observation that includes the following:

An outline of the lesson’s objectives Reflections on whether the students met, did not meet, or exceeded the lesson objectives Reflections on how you determined whether the objectives were met Reflections on how you would change any part of the lesson, including the assessments Evidence of use of national and state history and social science standards Evidence of the integration of history and social science content with other content areas Grade level of the classroom you observed and the school name

Format your paper consistent with APA guidelines.

Note: Remember to document your observation on your Field Experience Record.

Week3 THUR

10

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Week Four: Integrating History and Social Science and Other Content(Conceptual Framework Theme(s) addressed: Advocating for Learning, Leading through Innovative Practice, Valuing Diversity)

Details Due Points

Objectives 1.18 Design an integrated instructional unit.1.19 Evaluate integrated and/or interdisciplinary lessons.1.20 Describe how the integration of social studies with other

content areas promotes student learning.



Reading Review Ch. 10 of Dynamic Social Studies for Constructivist Classrooms.





DQ7: Week4 WED

DQ8: Week4 FRI

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Review the objectives from Week Four and discuss any questions or insights that may have arisen.

IndividualTeaching Experience Reflection Paper

Create one lesson and teach it to students in a grade-appropriate classroom. The lesson must meet the following criteria:

Thirty-five minutes in length Aligns to state and national standards Includes objectives, essential questions, activities, and assessment Incorporates the use of technology Integrates other content as appropriate

Write a 700- to 1,050-word reflective paper on the experience, including revisions you would make to the lesson based on the experience.

Submit a copy of the lesson plan with your paper.

Week4 THUR

10

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Learning TeamSocial Studies Unit

Resource: University of Phoenix Material: Planning a Teaching Unit

Create a 1-week social studies unit for an elementary classroom integrating two other core content areas: math, science, or language arts.

Include the following:

Two lessons that incorporate strategies for active learning Two lessons that require students to use critical thinking and study skills Two Internet resources for use in history and social science instruction Varied assessments that align to the lesson objectives and include performance-oriented tasks

Identify how your unit’s lessons can be integrated into elective content areas—drama, music, physical education, art, technology, health, and so on.

Write your Social Studies Unit to integrate elective content areas. Present the unit to the class using Microsoft® PowerPoint® slides, handouts, or other presentation tools.

Week4 SAT

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Week One Discussion Questions

DQ1:Which themes and skills reflected in the national and state standards do you consider to be the most vital to teach? Explain why. In which discipline areas does this occur?

DQ2:How would you design social studies lessons to integrate the discipline areas of history, geography, civics and government, and psychology? Describe some activities that integrate two or more discipline areas.

Week Two Discussion Questions

DQ3:What child development issues do you need to consider when teaching social studies, such as the concept of chronology when teaching history? How would you address these issues when teaching? Provide examples.

DQ4:How will you use your local community as a resource for teaching social studies? How will you generalize and connect what the students learned about their local community to the world community?

Week Three Discussion Questions

DQ5:Based on this week’s readings and on your examination of the standards, what do you think are components of an effective history and social science classroom?

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DQ6:How can you encourage students to actively engage in using technology as a tool rather than passively receiving information from the technology?

Week Four Discussion Questions

DQ7:What are some ways to effectively incorporate the arts in a history and social science unit?

DQ8:Now that you have completed a history unit, what would you add or change to help student learning be more active and inquiry based? How could you alter the unit based on the specific needs of your class, whether they were very gifted or academically challenged?

Copyright

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Edited in accordance with University of Phoenix® editorial standards and practices.

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