Office Hours: Wednesday 3-5; Friday 10-12; and by appointment
Text: Selected readings (in copy packet)
Course Description: ELED 4320 is aligned with the conceptual
framework of the College of Education at the
University of Houston. This course will emphasize learner-centered
approaches to knowledge, instruction, equity,
communication, and professional development. The goal is to prepare
the elementary teacher to develop an
understanding and appreciation of social studies, develop an understanding
of the need for alternative and non-
traditional approaches to teaching social studies, develop practical
applications, and integrate social studies across
disciplines. The course will address many of the professional
development competencies of the EXCET. The course
topics include:
15.0 Social Studies Foundations
15.1 Social Studies Curriculum
15.2 Social Studies Instruction
15.2 Lesson Planning and Design
15.2 Assessment of Student Learning
15.2 Effective Teaching and Strategies
15.2 Reading and Writing in Social Studies
15.3 Social Justice Issues
15.2 Technology in Social Studies
15.4 Global Connections and Interdependence
15.1 Social Studies Themes
15.0 The Social Studies Professional
15.5 Social Studies Classroom Observations and Teaching
Course Objectives:
15.0 1. To describe the foundations and
status of social studies.
15.1 2. To describe and analyze the social studies curriculum.
15.2 3. To develop principles of effective teaching and adapt to social studies instruction.
15.2 4. To develop learner-centered, creative,
active learning, and challenging social studies
strategies.
15.2 5. To develop opportunities for authentic
learning in the social studies through self-directed
inquiry, problem-solving, critical thinking, and reflection in the real
world and creative
contexts.
15.3 6. To describe and analyze methods to develop social justice catalysts.
15.4 7. To provide methods for understanding global connection and interdependence.
15.2 8. To provide methods for curriculum integration.
15.2 9. To describe and analyze methods of evaluation and assessment.
15.2 10. To develop social studies planning skills.
15.2 11. To develop competency in educational technologies
focused on promoting authentic
learning by all students.
15.5 12. To provide an opportunity for students to gain
experience in real classrooms.
15.5 13. To analyze methods of reflection in order to continually
assess and reflect upon pre-
professional practice.
15.5 14. To develop habits of reflection which will carry
on into professional practice in order
to change and grow as life-long learner.
15.0 15. To describe and understand the state-mandated professional
competencies for entry-
level elementary social studies teachers.
15.0 16. To describe and understand the state-mandated
social studies competencies for
primary grades.
15.0 17. To analyze the national-standards competencies
of Goals 2000.
15.3 18. To describe and analyze various philosophies of
education.
15.3 19. To develop a personal philosophy of education.
Course Requirements:
1. Readings - as assigned
2. Educational Technology Application
Students will be given the
opportunity to become familiar with a variety of educational technologies
and
applications. Students will design and publish a web site.
Be prepared to share with class. The project will be
evaluated according to creativity and effort, organization, professional
and unique project components.
Due week 2.
Specific requirements for
the personal philosophy of education assignment are online. These
will be
discussed in class during week 2.
Due week 3.
4. Social Studies Themes Presentation
The class will be divided
into groups depending on class size. Each group will design and present
a 25-35
minute presentation/lesson on one of the social studies themes.
Groups will randomly choose topics. Presentations
will be made during class. You will be expected to have detailed
lesson plans of your entire presentation which will
be assessed according to creativity, completeness, and detail.
The presentation should have 2 parts: Part 1 should
include the presentation of background information, strategies/activities
for the classroom, and resources on a one -
two page handout for fellow teachers with you playing the role of providing
information interactively to peers (10
minutes); Part 2 should include the actual demonstration of student-centered
model mini-lessons for application in
the classroom with you playing the role of teacher and the other students
in the class playing the students of your
chosen grade-level (20-25 minutes). The presentations and lessons
should be creative AND include active
involvement. Class members will be expected to participate
in the lessons and to critique/discuss each presentation.
The numbers of each theme indicate the week the presentation is due.
The social studies themes include:
| Culture - 4 | Time, continuity, and change - 5 |
| People, places, and environments - 6 | Individual development and identity - 7 |
| Individuals, groups, and institutions - 8 | Power, authority, and governance - 9 |
| Production, distribution, and consumption - 10 | Science, technology, and society - 11 |
| Global connections - 12 | Civic ideals and practices - 13 |
Students will develop an
example of a creative, student-centered, and higher-level social studies
activity
using popular culture such as film, television, or music. The
activity should be adapted to your style of planning. Be
prepared to share with small groups in class and/or teach with small
groups of children in a classroom setting. The
project will be evaluated according to creativity, effort, planning,
higher-level thinking aspects, and student-
centeredness. Incorporate the NCSS themes where applicable.
Due week 5.
6. Children’s Literature Review and Application
Students will individually
prepare a minimum two page typewritten (double-spaced) review of an example
of
children’s literature which can be integrated into elementary social
studies. Reviews should include a summary and
analysis/critique of the literature. Also include specific ideas
or lessons for classroom application. Prepare one
literature review and document the citation information (title, author,
publication date, ISBN, etc.). The literature chosen should have
a diversity/multicultural/social justice theme. Try to choose literature
that you have not read before. Be prepared to share with small groups
in class and/or teach with small groups of children in a classroom setting.
The project will be evaluated according to creativity, effort, planning,
higher-level thinking aspects, and student-centeredness.
Due week 7.
7. Current Events and Controversial Issues Application
Students will develop an
activity that is centered around a current event or controversial issue.
The project
will be evaluated according to creativity, effort, planning, higher-level
thinking aspects, and student-centeredness.
Due week 9.
8. Cooperative Learning Activity
The class will participate
in a cooperative learning model lesson
and individually develop a cooperative
group activity .
Students will develop
a social studies cooperative learning activity that integrates inquiry,
problem solving,
and/or simulation/role playing. Choose a level and an inquiry
topic or theme. In each example students may simulate
a city council meeting, tv talk show, mini-conference, etc. Be
sure to develop a student-centered inquiry/simulation
activity. Be prepared to share with small groups in class and/or
teach with small groups of children in a classroom
setting. This activity should be challenging and integrate cooperative
learning principles.
The project will be evaluated
based on outside class preparation and in-class participation in cooperative
learning model lesson. The individually developed project will
be evaluated according to cooperative learning
principles and application ideas. Creativity, effort, planning,
challenging nature, and student-centeredness also will
be evaluated.
Weeks 10 and 11.
**SPECIAL NOTE REGARDING ASSIGNED ACTIVITIES ABOVE**
You may use any lesson plan format you wish; however, you must be
certain to include the following:
* all applicable
TEKS
* classroom
management concerns (this will be discussed in class)
* ideas
to integrate across the curriculum
Click here to see a sample lesson plan
Assessment Procedures:
There are no exams or quizzes
in this course. On the other hand, the course is project based and
will require
a significant time commitment. A project is due on the date given
unless a change is agreed upon by the instructor.
All projects are graded holistically through the use of a rubric (explained
below). Each project description lists
components to include in the project. All assignments will be
discussed in detail prior to their due date. A project
will be evaluated by the instructor and returned; students are given
until the next class meeting to address evaluation
comments.
Point allocations:
| Educational Technology Activity | 100 |
| Philosophy of Education | 50 |
| Pop Culture Activity | 50 |
| Children’s Literature Activity | 50 |
| Current Events/Controversial Issues Activity | 50 |
| Cooperative Learning Activity & Application(50 each) | 100 |
| Theme Presentations | 100 |
Sample General Rubric (multiply by 2 for 100 point projects):
| creativity and effort | 10 |
| planning, procedures, and organization | 10 |
| challenging beyond knowledge and comprehension | 10 |
| student-centered application | 10 |
| professionalism and unique project components | 10 |
| total points | 50 |
Attendance and Participation Policy:
Class attendance and participation
are vital in a non-traditional, student-centered, constructivist classroom.
Therefore, absences (and tardiness or leaving early) are considered
a serious problem. You are to take a pro-active
stance on these issues.
If pro-active measures
are taken, one absence is acceptable. Each additional absence will
result in a 5%
decrease in your course grade. Two or more times coming late
and/or early departures will result in a 5% decrease in
your course grade. Excessive absenteeism and/or tardiness may
result in your being dropped from the course.
ADA Statement:
Please notify the instructor if you are registered with the Center
for Students with Disabilities and every effort will be
made to accommodate your needs.
IMPORTANT NOTE:
The instructor reserves the right to make changes, if necessary,
to this syllabus.