1. TE 401 Teaching Social Studies to Diverse Learners Class 4 September 18, 2008 Knowing the Children We Teach

2. Agenda Reflections on last week Hook: Building Classroom Community Diversity Culturally Relevant Teaching For next time Metacognitive moment: L – Q – P chart Citizenship Surveys CWR Activity

3. Reflections from last week: Critical Web Reader Global citizenship and/or US citizenship?

4. Multicultural Education Consensus Panel (Banks, 2005) Our theme for the first part of the morning is situated in Principle 1 and Principle 8 from the Banks article. Read aloud those Principles

5. Learning Communities- Chapter Two Brophy & Alleman Theme for the morning is also situated in Ch.2 of Brophy and Alleman What characteristics describe an effective learning community? What does one look like? Four Steps for creating a learning community: 1. Designating classroom goals that span cognitive, social, emotional, moral development 2. Creating a warm & inviting physical environment 3. Establishing rules, norms, procedures 4. Together, with the class, create a vision of what this will look like in practice

6. The Hook: Building Classroom Community in TE401 by Understanding Diversity- Getting to Know Each Other In order to talk about how to build community in our elementary classrooms, it is important for students in TE401 to feel as if they are part of a community This activity is designed to initiate community building by having students share personal experiences (you can share as much or as little information as you feel comfortable) Students count off by fives to create five groups

7. Building Classroom Community in TE401: Getting to Know Each Other Draw a number from the cup and responds to the corresponding statement or question: 1. Describe an experience in which you felt like an outsider, a minority, or an outcast. 2. What has been the biggest obstacle in your life? 3. Describe an experience in which you were directly insulted or criticized but could not/had trouble defending yourself. 4. What type of community do you come from in terms of race, class, and/or religion? 5. Which stereotypes have negatively affected you in life? 6. Describe an event or experience that changed or challenged your prior beliefs/assumptions. After answering the question, put the slip of paper back in the cup and pass the cup to someone else in the group.

8. Building Classroom Community in TE401: Getting to Know Each Other Sharing - look for similarities and differences in the responses What did you learn from one another? Any questions for me? Activity connects to the self-smart learner and the people-smart learner

9. Modeling for Classroom Students Let’s “reframe” this activity – thinking like a teacher… Would you use this activity with elementary students? Why or why not? How would you change it?

10. Diversity The name of this course: teaching social studies to diverse learners – what does this mean? Diversity is variability—differences—within populations, especially with reference to ethnicity, race, culture, language, religion, gender, sexual orientation, social class, cognitive skills, learning styles Homogeneity does not mean diversity

11. Questions or concerns you have about diversity in the classroom

12. Diversity Related to Social Studies The disciplines in the social studies address issues of diversity. So diversity is taught through content and with purpose for example: Geography—one of the five themes is “place”: the cultural characteristics of places around the world Economics—understanding the economic relationships between developed and developing countries History—investigating the impact of slavery, immigration, and the women’s rights movement Civics—studying amendments to the Constitution that affect different groups of people.

13. Diversity and Culturally Relevant Teaching Please take out Ladson-Billings article Culturally relevant teaching is a method of teaching builds on and values the cultural experiences and knowledge of all participants regardless of whether they are from the dominant culture. Culturally relevant teaching provides a way for students to maintain their cultural identity while succeeding academically.

14. Ladson-Billings article Discussion Profiles of each teacher 1. How do the various teachers discussed incorporate culturally relevant teaching into their teaching? 2. In what ways does Alex, the student teacher, not embody culturally relevant teaching into his teaching? 3. How do you see yourself using culturally relevant teaching in your own practice?

15. Culturally relevant teaching Ladson-Billings (1994) What can Alex learn? (pp. 123-125) 1. Student will be what you expect them to be. 2. When students are using prior experiences to connect to learning content. 3. Students are in the classroom to learn. 4. Build on information that students already know and build on past experience, make it meaningful. 5. Get to know your students on a deeper level... build classroom community

16. For Next Time (Teaching History for Citizenship) CWR Assignment – Please email to bykereri@msu.edu as a one whole document attachment. bykereri@msu.edu Due Saturday, September 20 by 5:00PM Brophy and Alleman, Chapter 5 Levstik and Barton, Chapter 1(coursepack) Hakim (coursepack- optional) Looking ahead: draft of pre-planning for field-based lesson – due October 9, instead of October 2, we will cover this more in class – once you get field placement

17. Break

18. How about this for a thought? is the

19. Metacognitive Moment: L-Q-P chart LearnedQuestionPut into Practice

20. Citizenship Survey

21. CWR: What does a Persuasive Essay Entail? 1. Take a stand – be sure you clearly state your stance on the issue – use language like “I support…or I oppose…because….. 2. Core Democratic Value – be sure you understand the definition of the CDV and have applied it to your argument in a logical way – a list of definitions in the “additional readings” folder: http://www.michigan.gov/hal/0,1607,7- 160-17451_18670_27147---,00.htmlhttp://www.michigan.gov/hal/0,1607,7- 160-17451_18670_27147---,00.html 3. Social Studies Knowledge – draw upon knowledge of history, geography, civics 4. Data from the websites **use APA citation style **Double space **Can be 250 – 350 words

22. CWR: Practice Questions? Finish CWR if you have not already done so Go to Explorer or Mozilla Foxfire and type in the URL address: http://cwrtool.educ.indiana.edu/cwrTool/ http://cwrtool.educ.indiana.edu/cwrTool/ Sign in with your id (which is firstname.lastname – all lower case) and type the password “webreader” Work on persuasive essay and reflection essay

23. Building Classroom Community in TE401: Getting to Know Each Other Draw a number from the cup and responds to the corresponding statement or question: 1. Describe an experience in which you felt like an outsider, a minority, or an outcast. 2. What has been the biggest obstacle in your life? 3. Describe an experience in which you were directly insulted or criticized but could not/had trouble defending yourself. 4. What type of community do you come from in terms of race, class, and/or religion? 5. Which stereotypes have negatively affected you in life? 6. Describe an event or experience that changed or challenged your prior beliefs/assumptions. After answering the question, put the slip of paper back in the cup and pass the cup to someone else in the group.

24. Using “clickers” Instructional tool used for a variety of purposes Collects data/information/responses from students that can be quickly and easily analyzed and displayed Everyone will be assigned a number

25. Let’s gather some data to determine in what ways TE 401 Section 10 is diverse Gender Race/ethnicity Disciplinary major Assigned grade level Political orientation Seeking a teaching position inside/outside Michigan Other ways? Interests?

26. Is TE 401 “diverse?”