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ELED Children and Social Studies

ELED Children and Social Studies. Class 3 September 13, 2012 Building a Learning Community. Agenda. Discussion - placements/Focus for the Field Lesson Plan Workshop Building A Learning Community Learning Community Activity For Next Time.

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ELED Children and Social Studies

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  1. ELED Children and Social Studies Class 3 September 13, 2012 Building a Learning Community

  2. Agenda • Discussion - placements/Focus for the Field • Lesson Plan Workshop • Building A Learning Community • Learning Community Activity • For Next Time

  3. Discussion of your first experiences in your placement

  4. Focus for the Field • 20 minute discussions • In groups of three • You will be the moderators of the discussion (be creative) • You will post your discussion questions on Blackboard (roughly) a week in advance. • Sign-up at the break

  5. The Lesson Plan Assignment • Requirements for Draft One: • Start the conversation with your Cooperating Teacher (CT) • Try to have a general idea of what you will be teaching by next Friday at Midnight • Ideally, you will have much more than than that.

  6. Getting started with planning a powerful lesson in ELED434 • Familiarize yourself with the goals for SS in your placement classroom • Familiarize yourself with your students!!! • Review the Virginia SOLs for your grade level • Begin the process of connecting these dots • Let’s walk through the assignment.

  7. TWO RULES FOR LESSON PLANS • NO FLUFF!!! • NO Lessons about Thanksgiving!

  8. What is a classroom “learning community”? (Whole class discussion) • An environment structured by clear and accepted expectations • An open and supportive environment (student to student and teacher to student interactions) environment • A space where everyone is encouraged to speak his or her mind without fear of ridicule or silencing • Diversity and Respect are respected: A context where multiple narratives or produced and accepted

  9. Classroom Community as an avenue for teaching Social Studies • Review the SOLs for the grade level you are teaching… • Which SOLs could be addressed by creating a classroom learning community like the ones described today? • What would you need to do to make these part of the explicit curriculum in your classroom?

  10. How are effective Learning Communities “Powerful?” • Meaningful? • Integrative? • Value-based? • Active? • Challenging?

  11. Reasons (beyond the day to day) to build a community • Burn-out prevention • Building Trust • Support in a time of deep social need (“sanctuary”) • Because no matter how much control you have as the teacher, you can’t control the curriculum your students bring with them!

  12. Four Steps to Creating A Classroom Community • 1) Set cognitive, socio-emotional, and moral development goals – organized by a key metaphor • 2) Focus on the physical/social environment • 3) Establishing rules, norms, roels, and procedures • 4) return to your original metaphor regularly

  13. Building Classroom Community in ELED 434: Getting to Know Each Other • In order to talk about how to build community in our elementary classrooms, it is important for you to feel as if you are part of a community in this classroom • This activity is designed to initiate community building by sharing personal experiences (you can share as much or as little information as you feel comfortable) • Sit with your base group

  14. Within each group, each student responds to the statement or question If you feel uncomfortable with a question – choose different one Take turns answering the questions Other students are invited to ask questions and comment Look for similarities and differences in the responses- take some notes Whole class debriefing Building Classroom Community in TE401: Getting to Know Each Other • Describe an experience in which you felt like an outsider, a minority, or an outcast. • What has been the biggest obstacle in your life? • Describe an experience in which you were directly insulted or criticized but could not/had trouble defending yourself. • What type of community do you come from in terms of race, class, and/or religion? • Which stereotypes have negatively affected you in life? • Describe an event or experience that changed or challenged your prior beliefs/assumptions.

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

  16. For Next Time • Count off by 2s • If you are a “one” read the Michie Reading on Blackboard • If you are a “two” read the Corwin reading on Blackboard • TALK with your CT about your lesson – email me with any major concerns • Our first FFF discussion will be next week

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