EDUC M443
“Methods of Teaching High School Social Studies”
Syllabus
Fall, 2010
Course Focus
I’ve come to the frightening conclusion that I am
the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s
my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make
a child’s life miserable or joyous. I can be a tool
of torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations,
it is my response that decides whether
a crisis will be escalated or deescalated, and a
child humanized or dehumanized.
Dr. Haim Ginott
Teacher/Psychologist
Teacher and Child (1972/1993)
General Statement
The goal of M443 is for all participants to engage in an in-depth, evolving
conversation about the what, the how, and the why of teaching social studies in
secondary schools.
General Information
Instructor’s Information
David H. Lindquist, Ph.D.
Associate Professor
Coordinator, Undergraduate Secondary Education Program
Educational Studies Department
Neff Hall 250C
(T) (260) 481-6065
lindquid@ipfw.edu
Office Hours:
Mondays
12:00 PM - 1:15 PM
“““
4:30 PM - 7:15 PM
(EDUC M443) Syllabus: Fall, 2010
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Administrative Information
CRN 11257
Neff Hall 251
Mondays, 1:30 PM – 4:15 PM
Field-Based Experience Associated with EDUC M 443
EDUC M401-01A (CRN 11254)
Required Textbook
Drake, F. D., and Nelson, L. R. (2009). Engagement in teaching history (2nd
Ed.). Upper Saddle River, NJ: Pearson Merrill. (ISBN 0-13-158673-4)
General Policies
Student’s Expectations
Each student should expect that the instructor is: 1) a competent classroom
professional; 2) knowledgeable about the social studies subject matter involved; 3)
knowledgeable about the social studies pedagogy involved; 4) willing to delve deeply
into the core topics of the subject and relevant related topics; 5) willing to provide
assistance and direction to students as they develop course assignment and
projects; and 6) willing to provide professional input regarding such matters as
teaching styles, career options, future educational opportunities, and the like.
Instructor’s Expectations
The instructor expects that each student: 1) will conduct himself/herself in a
professional manner at all times (this involves a higher level of maturity than would
be expected of the typical college student); 2) is genuinely interested in advancing
his/her knowledge and expertise of both social studies content and pedagogy; 3)
seeks to prepare himself/herself for student teaching and entry into the teaching
profession at the highest possible level; 4) is willing to delve deeply into the core
topics of the subject and relevant related topics; and 5) views himself/herself as a
professional educator in training who is committed to excellence in all aspects of the
teaching-learning situation. With reference to # 1 (above), it is expected that each
student will conform to all university code of conduct policies while exhibiting the
practices and dispositions that are expected of professional educators.
Attendance
Regular and punctual attendance is a necessary component of success in
school and is vital when one enters the teaching profession. As such, attendance in
M443 will be monitored closely.
(EDUC M443) Syllabus: Fall, 2010
3
It is your responsibility to inform the instructor in advance of any planned
absence. The instructor will determine whether or not the absence will be marked
excused or unexcused and will also determine if any special conditions will be
attached to the granting of an excused absence.
In case of an unexpected absence, you should send an e-mail to the
instructor or leave a message on the instructor’s voice mail as soon as possible. You
should also contact the instructor as soon as possible after the class in question to
check on assignments, announcements, and the like.
Each unexcused absence will result in a 30-point deduction from your final
point total for the course. Arriving late to class will result in a 10-point deduction from
your final point total for the course. If you arrive more than 15 minutes after the start
of class, the instructor will determine an appropriate deduction that falls within the
10-40 point range. The penalty for an early departure from class will be determined
using the same approach. Three (3) or more absences (regardless of reason[s]) will
mean that credit cannot be earned in the course.
Characteristics and Timeliness of Submissions
The concept that “The medium is the message” is certainly true when it
comes to academic and professional work. Thus, all submissions should be
scholarly and professional in terms of style, tone, mechanics, content, and
presentation. Correct grammar and standard usage connote that the writer
understands that professionalism is an important ingredient of teaching. The
assignment number for each submission should be placed in the upper-right hand
corner on the first page of each submission.
Unless otherwise noted, all submissions should be typed and double-spaced
using a standard 12-point font (Times New Roman or Arial). “Fancy” fonts should be
used with great care, if at all. All submissions should be headed with your name, the
date of the submission, and the assignment number (see the document “Submission
Schedule” for this information). Margins should be 1½” on the left side and 1” on the
right side, top, and bottom of each page that you prepare. The APA style should be
used in preparing papers and reference data. See the following website regarding
the APA style: <http://owl.english.purdue.edu/owl/resource/560/01>.
All submissions are “due when due.” Any late submission must be
accompanied by an explanation. Whether or not point-value credit is given for any
late submission will be at the instructor’s discretion. Any work submitted up to two
weeks late without a valid reason as determined by the instructor will be marked with
a 0*. This means that the work has been submitted, but that it does not receive any
point value credit. Work submitted more than two weeks late without a valid reason
as determined by the instructor will be considered to have not been submitted.
All assignments must be submitted for credit to be earned in the course. As
(EDUC M443) Syllabus: Fall, 2010
4
such, the failure to submit any assignment for either point value or 0* credit will
mean that credit cannot be earned in the course. If this occurs, withdrawal from the
course will be recommended in order to avoid the recording of a failing grade for the
course.
In case of an absence (whether excused or unexcused), any work due that
day should be e-mailed to the instructor no later than the end of the class session in
question. Work not received in accordance with the provision will be considered to
have been submitted late.
Grading
A rubric for the grading of each assignment is given on each assignment
handout. Each submission will be given a specific point value (see the document
titled “Submission Schedule”). Grades will be assigned, as follows (with some
allowance for class participation [see the next paragraph]):
93 %
85 %
78 %
70 %
-
100 %
92 %
84 %
77 %
< 70 %
A
B
C
D
F
93-94
85-86
78-79
70-71
+
95-100
87-90
80-82
72-75
90-92
83-84
76-77
Class participation will not be given a specific point value but will be a
subjective factor in grading. It will thus be a “tie breaker” when a final percentage is
on the cut-line between two grades. As a result, it may be possible for a grade just
above a cut-line to be given the lower grade or for a grade just below a cut-line to be
given the higher grade after class participation is considered.
Class Notebook
Organization is a key to successful teaching and learning. To help in this
regard, you should purchase an oversized three-ring binder for use in M443. All
class materials should be placed in this notebook.
”Americans with Disabilities Act” (ADA) Compliance
Any student with a verified disability as covered by the “American with
Disabilities Act” (ADA) should consult with the instructor regarding appropriate
modifications to course procedures and assignments.
Course Dynamics
I.
Our intent will be to integrate academic (scholarly) and professional
(practitioner) aspects of professional education into all elements of the
(EDUC M443) Syllabus: Fall, 2010
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course. This approach is in keeping with the scholar/practitioner focus that
guides the development of all education programs offered at IPFW.
II.
Dialogue between educators facilitates learning on the part of teachers
and their students. Thus, engagement in a sophisticated professional
dialogue will be a central goal of the course.
Fundamental Questions to be Considered
I.
Why teach the social studies?
II.
What subjects are included in the social studies?
III.
How do teachers make decisions relative to the content to be included in
specific social studies courses and at specific grade levels?
IV.
What strategies can be used to teach the social studies effectively?
V.
How do teachers make decisions concerning the use of those strategies
with different student populations and different topics?
VI.
How can lessons be designed and implemented so that student learning
is maximized?
VII.
What trends, controversies, dilemmas, and concerns must be considered
in determining both the content to be included and the methods to be
used in a given social studies course?
As can be seen from the points discussed in “Fundamental Questions to be
Considered,” the course is designed to be more than a social studies methods
course. It is essential that Fundamental Questions I, II, and III be answered if the
discussion of methods (Question IV, the “how” question) is to be relevant. Thus, our
goal is to investigate many aspects involved in teaching the social studies in
secondary schools; the “how” of that teaching is only one such aspect. Therefore,
our course will focus on a consideration of both the theory and the practice of
teaching the social studies to secondary students as we seek to merge research and
pedagogy into a workable package that will lead to the creation and implementation
of meaningful social studies activities for students.
Course Objectives
Professional Competencies and Skills
As a result of participating in M443, each student should be able to:
1. define the social studies (INTASC 1);
(EDUC M443) Syllabus: Fall, 2010
2. describe the role, function, and place of national and state content
standards in social studies at the secondary school level (INTASC 1);
3. identify the structure of each of the major social science disciplines
(history, geography, civics and government, economics, and psychology)
(INTASC 1);
4. demonstrate an understanding of major social issues (i.e., gender, race,
cultural diversity, class, equity, citizenship) that affect the social studies
and that should be studied within the context of the social studies
(INTASC 1, 7);
5. plan, implement, and evaluate effective individual social studies lessons
(INTASC 1, 3, 4, 7);
6. plan, implement, and evaluate in-depth units on various topics in the social
studies (INTASC 1, 3, 4, 7);
7. lead student discussions that involve the use of critical thinking and
problem-solving skills while training students in the use of those skills
(INTASC 4, 6);
8. demonstrate the ability to work with the tools of the social studies (i.e.,
maps, charts, graphs, reference materials, primary source documents)
(INTASC 1, 4);
9. draw upon a variety of resources from the school and the community-atlarge in developing enhanced social studies opportunities for students
(INTASC 4, 10);
10. assess community goals and perspectives as they relate to the teaching of
the social studies (INTASC 7, 9, 10);
11. examine social issues within the framework of social studies learning
(INTASC 1, 2, 3, 7, 9, 10);
12. demonstrate the use of oral and written communication on a level that is
consistent with what is expected of an educated professional (INTASC 6);
13. use vocabulary, instructional strategies, and materials that are appropriate
for the developmental stages of the children who are being taught
(INTASC 2);
14. design interdisciplinary units that merge one (or more) content areas of
the social studies with the study of one (or more) other academic
disciplines (INTASC 1, 3, 4, 7);
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(EDUC M443) Syllabus: Fall, 2010
15. design classroom procedures and routines that are consistent with the
establishment of a positive and efficient learning atmosphere for students
(INTASC 2, 3,5);
16. determine the validity and accuracy of various sources of information
(INTASC 1);
17. enhance student literacy skills through the study of the social studies
(INTASC 2);
18. use a variety of approaches in assessing student achievement (INTASC
2, 8);
19. design learning activities in which students develop investigative skills
(i.e., data collection: locating, gathering, and organizing information:
evaluating and analyzing information: and developing hypotheses)
(INTASC 4);
20. demonstrate research skills using a variety of techniques and methods
(INTASC 1);
21. recognize the research base that forms the foundation for effective and
meaningful instruction in the social studies (INTASC 9);
22. determine the appropriateness of topics and pedagogies relative to the
developmental stages of the children who are being taught (INTASC 2, 3);
23. demonstrate a foundational content knowledge of the various social
studies disciplines (INTASC 1);
24. incorporate local, regional, national, and global perspectives into the
teaching of the social studies (INTASC 1, 10); and
25. design learning activities that lead students to a sense of increased civic
efficacy, that is, “the willingness to assume citizenship responsibilities”
(Parker and Jarilomek, 1997, p. 11) (INTASC 10).
Professional Dispositions, Attitudes, Perspectives, and Behaviors
As a result of participating in M443, each student should:
1. view the social studies as the crucial factor in defining the social context
for all learning, that is, as the integrating core of the school curriculum
(INTASC 1, 9, 10);
2. value collaboration with colleagues both inside and outside the immediate
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(EDUC M443) Syllabus: Fall, 2010
school setting as a means of enhancing mutual professional growth while
contributing to a general discourse about the educational profession
(INTASC 9, 10);
3. demonstrate an attitude that encourages students to question, to inquire,
and to explore various socials studies topics (INTASC 6, 9);
4. value the integration of content from across social studies disciplines and
between the social studies and other subject areas (INTASC 4);
5. value diversity, democratic principles, and the free exchange of ideas
(INTASC 9, 10);
6. understand the strengths and weaknesses inherent in the use of various
forms of technology in teaching the socials studies (INTASC 4);
7. value the place of the social studies in the overall school curriculum
(INTASC 5);
8. exhibit professional behaviors and courtesies at all times (INTASC 9, 10);
9. demonstrate an understanding of the need for the use of varied methods
and materials in teaching the social studies (INTASC 2, 3, 4);
10. insure that all materials prepared for distribution to students, colleagues,
administrators, parents, and the community-at-large exhibit professional
standards with regard to style, tone, and content (INTASC 10);
11. practice a perspective in which self-reflection leads to professional growth
in terms of both pedagogy and subject matter knowledge (INTASC 9);
12. accept the need for honest and open formal and informal evaluation at all
stages on one’s professional career (INTASC 9);
13. demonstrate a willingness to work with students of varying abilities while
developing a positive learning environment for all students (INTASC 2, 3);
14. demonstrate an understanding of community and cultural norms as they
affect the teaching of the social studies (INTASC 10);
15. display personal knowledge of and an interest in current events and other
social studies related matters in the community and nation and around the
world (INTASC 1);
16. appreciate that the social studies can and should be an interesting and
energizing part of the general school curriculum (INTASC 5);
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(EDUC M443) Syllabus: Fall, 2010
17. exhibit respect for and involvement in public discourse about educational,
civic, and political issues (INTASC 10);
18. feel confident about his/her ability to teach effectively as both a student
teacher and a beginning professional educator while realizing that one
never really completes the learning process (INTASC 9);
19. understand the idea of the teacher as a professional while acknowledging
that the title professional is earned, not bestowed (INTASC 9);
20. maintain high standards of professional ethics (INTASC 9);
21. understand and value diverse forms of cultural and personal expression
(INTASC 10);
22. demonstrate active community engagement and an appreciation for strong
ties between the school and its various constituencies (INTASC 10); and
23. demonstrate an engaged empathy in which each student is seen as an
individual person worthy of respect to be valued on the basis of his/her
unique background, interests, and aptitudes (INTASC 2, 3);
24. maintain enthusiasm for teaching the social studies (INTASC 9); and
25. seek to continue professional growth as a social studies educator in
particular and as a lifelong learner in general (INTASC 9).
Professional Knowledge
As a result of participating in M443, each student should become familiar with:
1. various professional organizations (INTASC 9);
2. sources of information on teaching the social studies (INTASC 1, 9);
3. sources of materials used in social studies classrooms (INTASC 1, 4);
4. Indiana Department of Education policies and procedures as they affect
the teaching of the social studies in Indiana classrooms (INTASC 9, 10);
5. sources of information about Indiana schools (INTASC 7, 9);
6. methods of evaluating the validity and appropriateness of various websites
for use with diverse groups of students (INTASC 1, 4);
7. the history of social studies education (INTASC 1, 9);
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(EDUC M443) Syllabus: Fall, 2010
10
8. trends, controversies, dilemmas, and concerns in social studies education
(INTASC 1, 9, 10).
9. opportunities for studying the teaching of the social studies in general and
for studying specific social studies content areas in particular (INTASC 1,
9); and
10. possibilities for professional development as a means of enhancing future
career options in education (INTASC 9).
Foundational Statements:
IPFW’s Education Programs
The following statements are central to all education programs offered at
IPFW. As such, they should be viewed as being critical to the planning and
implementation of courses and to the approach that faculty and students share in all
SOE activities.
Mission of IPFW’s School of Education
To prepare professionals in teaching, counseling, and leadership who
demonstrate the capacity and willingness to continuously improve schools and
related entities so that they become more effective with their clients by:
1. becoming more caring, humane, and functional citizens in a
global, multicultural, democratic society;
2. improving the human condition by creating positive learning
environments;
3. becoming change agents by demonstrating reflective professional
practice;
4. solving client problems through clear, creative analysis;
5. assessing client performance, creating and executing effective
teaching, counseling and educational leadership, by utilizing a
variety of methodologies reflecting current related research; and
6. utilizing interdisciplinary scholarship, demonstrating technological
and critical literacies, and effective communicating with all
stakeholders.
IPFW School of Education Conceptual Framework:
A Learning and Leadership Model
(EDUC M443) Syllabus: Fall, 2010
The School of Education is committed to the following conceptual framework in all
programs:
1)
Democracy and Community
Effective educators, such as teachers, counselors, and administrators,
need to be part of a dynamic educational community as a model for the
climate of community they hope to create. To do this, these educators
need an understanding of the moral, cultural, social, political, and
economic foundations of our society. Consequently, the SOE should foster
a democratic, just, inclusive learning community among its students,
faculty, and staff, and with all other stakeholders in the educational
enterprise.
2)
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They
practice critical reflection in all endeavors. Within the context of a
compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring,
challenging, critiquing, questioning, and evaluating. Consequently, the
SOE must integrate critical habits of mind in all aspects of the teaching/
learning process.
3)
Pedagogy
Effective educators need to understand multiple approaches to pedagogy
as well as the multiple roles of the teacher, such as facilitator, guide, role
model, scholar, and motivator. Educators appreciate and are receptive to
diverse perspectives, modes of understanding, and social circumstances
that they and their students bring to the educational setting. Consequently,
the SOE needs to prepare educators to understand and use pedagogy
creatively and thereby ensure active learning, conceptual understanding,
and meaningful growth.
4)
Knowledge
Effective educators need to be well-grounded in the content which they
expect to teach. Educators need to understand how knowledge is
constructed, how the processes of inquiry are applied, how domains of
knowledge are established, and how disciplines can be integrated and
most effectively communicated to their students. Educators also need
understanding of themselves, of communities in which they intend to
learn, and of students. Consequently, the SOE should immerse educators
in nurturing learning communities that deepen knowledge and encourage
ongoing intellectual, emotional, and personal growth.
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(EDUC M443) Syllabus: Fall, 2010
5)
12
Experience
Effective educators learn their craft through experiences in actual
educational settings. Through onsite campus activities and field-based
experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with
practitioners and their students. Consequently, the SOE must integrate
field and/or clinical experiences that reflect the diversity of educators,
students, and schools into all aspects of the curriculum and help
educators to assess and reflect on those experiences.
6)
Leadership
Effective educators are leaders. They have developed educational and
social visions informed by historical and cultural perspectives. They strive to
set the highest goals for themselves and inspire students to do likewise.
Educators are enriched by the convergence of knowledge, theory, and
practice as they optimistically face the educational challenges of the twentyfirst century. Consequently, the SOE must provide opportunities for
educators to develop as leaders in their profession and in their communities.
Educator is broadly defined as pre-service and
in-service teachers administrators, and counselors.
The National Council for the Social Studies (NCSS) Thematic Strands
Strand I
Strand II
Strand III
Strand IV
Strand V
Strand VI
Strand VII
Strand VIII
Strand IX
Strand X
Culture
Time, Continuity, and Change
People, Places, and Environments
Individual Development and Identity
Individuals, Groups, and Institutions
Power, Authority, and Governance
Production, Distribution, and Consumption
Science, Technology, and Society
Global Connections
Civic Ideals and Practices
The INTASC Standards
The teacher understands:
1. the central concepts of inquiry and structures of the discipline(s)
he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students;
2. how children learn and develop and can provide learning
(EDUC M443) Syllabus: Fall, 2010
opportunities that support their intellectual, social, and personal
development;
3. how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners;
4. a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and
performance skills;
5. individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active
engagement in learning, and self-motivation;
6. knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration,
and supportive interaction in the classroom;
7. planning instruction based upon knowledge of subject matter,
students, the community, and curriculum goals;
8. how to use formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical
development of the learner;
9. how to be a reflective practitioner who continually evaluates the
effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and
who actively seeks out opportunities to grow professionally; and
10. the knowledge to foster relationships with school colleagues,
parents, and agencies in the larger community to support
students’ learning and well-being.
The daily schedule for the semester
is printed on pages 15-18 of this syllabus.
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(EDUC M443) Syllabus: Fall, 2010
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Daily Schedule
R = Reading(s) for the class session
S = Submission(s) due during the class session
D = Discussion topic(s) for the class session
Week # 1:
Monday, August 23
R:
-----
S:
-----
D:
A Focus for the Course
Four Questions That Should Direct All Educational Practice
Course Introduction and Organization
Indiana Department of Education Website Overview
Curriculum Unit Project Introduction
Overview of Indiana’s Social Studies Standards
Week # 2:
Monday, August 30
R:
Drake and Nelson, Chapter 1
S:
(1) Drake and Nelson, Chapter 1, Focus Questions
D:
Drake and Nelson, Chapter 1
Rigor and Relevance Framework
Introduction to the United States Holocaust Memorial Museum Website
Curriculum Unit Project Content Discussion I
Week # 3:
Monday, September 6
No Class (Labor Day Holiday)
Week # 4:
Monday, September 13
R:
Drake and Nelson, Chapter 2
S:
(2) Drake and Nelson, Chapter 2, Focus Questions
(3) Journal Review 1
D:
Drake and Nelson, Chapter 2
Teaching with Textbooks: The Good, the Bad, and the Ugly
Curriculum Project Content Discussion II
(EDUC M443) Syllabus: Fall, 2010
Week # 5:
Monday, September 20
R:
Drake and Nelson, Chapter 3
S:
(4) Drake and Nelson, Chapter 3, Focus Questions
D:
Drake and Nelson, Chapter 3
Overview of the NCSS Thematic Strands
Curriculum Project Content Discussion III
Teaching in the Accountability Era
Week # 6:
Monday, September 27
R:
Drake and Nelson, Chapter 4
S:
(5) Drake and Nelson, Chapter 4, Focus Questions
(6) IDOE Website Study
(7) Journal Review 2
D:
Drake and Nelson, Chapter 4
Evaluating Websites for Teacher and Student Use
Results of the IDOE Website Study
Week # 7:
Monday, October 4
R:
Drake and Nelson, Chapter 5
S:
(8) Drake and Nelson, Chapter 5, Focus Questions
(9) Historical Perspective Writing Assignment
D:
Drake and Nelson, Chapter 5
The Unit Planning Process
Week # 8:
Monday, October 11
No Class (IPFW Fall Break)
Week # 9:
Monday, October 18
R:
Drake and Nelson, Chapter 7
S:
(10) Drake and Nelson, Chapter 7, Focus Questions
(11) Journal Review 3
D:
Drake and Nelson, Chapter 7
Methodology: Using Primary Sources in Teaching Social Studies
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Week # 10: Monday, October 25
R:
Drake and Nelson, Chapter 9
S:
(12) Drake and Nelson, Chapter 9, Focus Questions
(13) Teacher-Use Website Evaluation
(14) Textbook Evaluation Project
D:
Drake and Nelson, Chapter 9
Methodology: Using Oral History in Teaching Social Studies
Methodology: Using Photographic Images in Teaching Social Studies
Week # 11: Monday, November 1
R:
Drake and Nelson, Chapter 8
S:
(15) Drake and Nelson, Chapter 8, Focus Questions
(16) Journal Review 4
D:
Drake and Nelson, Chapter 8
Methodology: Using Film in Teaching Social Studies
An Introduction to Curriculum Mapping
Curriculum Unit Project Workshop
Week # 12: Monday, November 8
R:
Drake and Nelson, Chapter 6
S:
(17) Drake and Nelson, Chapter 6, Focus Questions
(18) Teacher Interview Report
(19) Student-Use Website Evaluation
D:
Drake and Nelson, Chapter 6
Traditional and Constructivist Classrooms: Comparisons and Contrasts
Curriculum Unit Project Workshop
Week # 13: Monday, November 15
R:
-----
S:
(20) Journal Review 5
D:
Methodology: Teaching Controversial Issues in Social Studies
Special Education Dynamics in the General Education Classroom
(EDUC M443) Syllabus: Fall, 2010
Week # 14: Monday, November 22
R:
-----
S:
(21) Curriculum Unit Project
D:
The Curriculum Development Process: “What I Know Now …”
Dialogue by Design and Jigsaw
Ethics and the Professional Educator
Professional Teacher Organizations
Week # 15: Monday, November 29
R:
Drake and Nelson, Chapter 10
S:
(22) Drake and Nelson, Chapter 10, Focus Questions
(23) Journal Review Summary Essay
D:
Drake and Nelson, Chapter 10
Accountable Talk
Student Teaching: “Ready or Not, Here I Come”
Week # 16: Monday, December 6
No Class (Or Makeup Class, If Necessary)
Portfolio Interview Appointments (If No Class Session)
Week # 17: Monday, December 13
Class Time: 1:00 PM – 3:00 PM
R:
-----
S:
(24) Curriculum Unit Poster
D:
Course Evaluation
Return and Discussion of the Curriculum Unit Project
Curriculum Unit Project Poster Session
Course Summary
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