ED 270: Principles of Teaching History / Social Science - Summer - 2024

Course Instructor: Katie Holz

Agenda

Agenda

Meet your Instructor: Katie Holz

Looking forward to learning more about each of you!

Prework Part 1

Agenda

Guiding Questions for HSS Methods this Year

• WHY are you teaching history / social science?�
• What are you going to teach?

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• How are you going to teach it?

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• Why are you going to teach it?

W H Y

Progression for HSS Methods this Year

Key Frameworks for HSS Methods this Year

You - the Teacher - as a “Transformative Intellectual” (Giroux, 1985)

Pedagogical Content Knowledge

(HSS-specific teaching methods)

Anti-racist and Culturally Sustaining Pedagogies

Universal Design for Learning

(Supporting all students’ learning)

Understanding by Design

(Assessment and curriculum design)

ED270: Summer Methods Course

3 Big Ideas:

1. Teach history to maintain → teach history to empower�
2. Standards for sure, and we need more�
3. We have to plan better in order to make change

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Big Idea: 1) Teach history to maintain → Teach history to empower

• Teaching history is and has always been lauded as an opportunity to help students be upstanding citizens, become contributing members of society, and uphold our democracy.
• History has also been told from the white, western perspective, and this has been done on purpose.
• History teachers are increasingly being called upon to make curriculum more culturally relevant, rigorous, and skill based.
• There is tremendous opportunity for the history teacher to incorporate transformative pedagogical approaches (UDL, CST, whole child learning, etc.) into curricula and instructional plans. This is our work.

Big Idea: 2) Standards for sure, and we need more

• Standards should be used in conjunction with other guiding principles of history instruction to best plan and design lessons.
• CA HSS Standards and Framework from the 1990’s
• No current state wide, mandated standardized test
• No common core specific revamp of standards, yet
• New history teachers should be tasked with being able to critically examine and reflect on the current history standards and who their students are when determining what to teach
• Change is coming: Ethnic studies in all CA secondary schools. We need to be learning and preparing to support this work / supporting this work will mean going beyond the CA Standards

Big Idea: 3) We have to plan better in order to make lasting change

• History has been taught in the same way for a long time, and tends to mostly involve lecture / teacher led work. Moreover, the most common forms of assessment in history classrooms are fact based multiple choice and short answer exams, which tend to focus on content knowledge and privilege specific learners
• History teachers should work towards lessons and activities assessments that are rigorous, relevant, inclusive, and meaningful for student learning and teacher next steps.
• Shifting teaching practices takes intentional planning and requires that you are technically sound

Course Outcomes

• Residents can articulate and defend what they want students to know, understand and be able to do in their history classroom (based on knowledge of students, relevant standards, existing curricula, and theories like culturally sustaining pedagogy, universal design for learning and historical thinking).
• Residents understand the affordances and constraints of the current standards and are able to consider additional ideas, content and concepts to enrich what is taught in the HSS classroom.

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Course Outcomes

• Residents have an initial understanding of how to bring their vision for teaching history to life both in terms of classroom level moves they can use on Day 1 (ex: eliciting student thinking) AND in terms of using backwards design and well-designed formative and summative assessment.
• Residents can explain the connections between a unit plan, unit assessment, lesson plan, lesson assessment, lesson objectives and lesson activities. They can explain how and why to use complex texts in their classroom. They can explain how these elements of planning work together to help students learn content and skills and help them bring their ‘why’ for teaching HSS to life.

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Course Outcomes

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• Residents can articulate their why for teaching this discipline and are inspired to develop curricula and classroom cultures that will bring their vision for teaching HSS to fruition.

Key Course Activities

• Socratic seminars
• Jigsaw activities
• Small group work
• Full class discussions
• Individual work

Agenda

Major Assessments

Pre-work Assignment

• Get to know you survey
• REQUIRED reading preparation and notes
• RECOMMENDED reading preparation and notes

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DUE July 14th by 10pm

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Pre-work Assignment

• This is helpful work:
• This is going to help you SO MUCH during the summer course
• This is going to help me understand your comprehension of the readings and ability to synthesize ideas �
• It’s a lot of reading - opportunity to practice academic reading and note taking �
• Be sure to answer the guiding questions

Major Assessments

Standards and Key Considerations in the History / Social Science Classroom

• Socratic Seminar 1
• Socratic Seminar 2
• Reflection

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DUE July 17th by 10pm

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Letter to Students and Principal - Principles of My History/Social Science Classroom

• Letter to students explaining your vision for the course
• Email to principal justifying your planning abilities

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DUE July 28th by 10pm

Major Assessments

Mastery based Grading:

• 4 point rubric that details mastery
• Average score on assignments translates to letter grade at the end of the course
• Power of revisions and resubmissions

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Supports Available:

• Some work time during class
• Feedback through google comments
• Peer review encouraged
• 1:1 Check Ins

Agenda

Summer 1 Course Logistics

• Summer term�
• 6 full days (8:30 am - 5 pm)�
• Synchronous, always on zoom �
• 1st of 3 continuous methods courses

Attendance

• Must be in class, on time, all day, every day
• Even if you’re going to be 2 min late – communicate with me!
• 631-258-6496�
• Engaged and present = on zoom, on camera & participating, using canvas and accessing course materials �

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Attendance Policy

• You may NOT miss any class due to the nature of this program.

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• Any Resident who misses more than 1 day will be subject to repeat the course, regardless of the reason for absence.

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• Whenever a Resident is absent, they must set up a meeting with their instructor during office hours to make up/discuss the content of the day.

Agenda

Focus on Proactive Communication

• Communicate with me! Help me help you with brainstorming and drafting assignments, navigating stress in the program or at your placement, and more. �
• Communicate with your mentor: You’ll be tryin to implement work from methods in your mentor’s classroom. Tell them about what you’re reading and learning in the methods course series. �
• Communicate with each other: You are working together to learn with and from each other, but that will take some conscious work. Form study groups to share reading notes, exchange drafts on written assignments, etc.

Communication

• I will send weekly announcements on Mondays through Canvas: READ THESE WEEKLY COMMUNICATIONS!!! They will:
• Help you prioritize what to work on each week
• Offer announcements, tips, and best practices

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Please read my weekly announcements!

Get organized and plan ahead

• Mark your calendar with assignment due dates. Block time in the weeks prior to those due dates to do the work for this course.�
• “Backwards plan” your work for each assignment. Each assignment will involve some level of classroom/placement work, which means you’ll never be able to start and finish an assignment in one weekend (and especially not the weekend it is due…).
• When you see an assignment, open it, read it, and determine the steps you need to take to complete it. Then, work with your partner to coordinate when you will get those steps done.
• Assignments build on one another – don’t let yourself get behind! �
• You’re going to have a lot to do - multiple courses, placement and seminar responsibilities, testing - that’s the nature of this program!
• AND it is never going to work to only be working on one class/one workstream for a while and then jumping to another one: make a schedule for yourself that lets you make progress on all the work streams at once

Read the readings (for real)

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• Our course text explains how to do each phase of the action research project and offers examples for each part of the process�
• Read the texts so that your assignments make more sense and can reflect real learning in the module! �

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Make real changes from feedback

• Expect to receive a lot of feedback on your work – receiving feedback and making changes is key to learning. �
• When you receive constructive feedback, make real changes to the assignments and engage in the work of this process.
• Hop on the phone to chat through ideas
• Written communication through google comments

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Syllabus Review

https://tinyurl.com/ED270Summer2024

Connect any time, for real.

kholz@aldergse.edu

631-258-6496

https://calendly.com/katieholz/30-min-zoom

https://calendly.com/katieholz/30-min-phone �