ED-302 Social Studies Methods

GENERAL INFORMATION:

Course title : ED 302 Social Studies Methods

Campuses : National, Chuuk,

Kosrae, Yap

Initiators: Mike Ioanis

and Alton Higashi

Date: February 16, 2018

Course description: This course provides the student with methods for teaching social studies to elementary-age students. The course requires the student to task analyze FSM National and State social studies curriculum standards and benchmarks, apply a variety of teaching approaches appropriate to the social studies themes/strands, develop lesson plans with supplemental materials, deliver the lesson plans, assess student learning progress, and self-reflect on lesson delivery. The student integrates two or more subject areas, includes strategies for differentiated learning, and links the concepts to the elementary students' environment. The student teaches at least five lessons to peers. Student professionalism is measured.

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hrs

 

Sem. Credits

Lecture

3

X

16

=

48/16

=

3

Laboratory

X

=

=

Lecture/Lab

X

=

=

Workshop

X

=

=

Total Semester Credits

3

PURPOSE OF COURSE:

[X ] Degree requirement

[ ] Degree elective

[X] Certificate

[ ] Other

PREREQUISITES: Acceptance into the Education upper division program.

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

None

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES:

[X]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[X]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cul-tural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Task analyze FSM National and State curriculum standards and benchmarks, develop lesson plans that align with the benchmarks, include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment;

2. Deliver lessons using a variety of teaching approaches, including development of materials and application of technology, to meet the differentiated needs of FSM elementary school students including students with special needs;

3. Assess and evaluate student learning at both the formative and summative levels;

4. Organize and manage an elementary classroom environment for learning; and

5. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

1. Task analyze FSM and State elementary social studies curriculum standards and benchmarks;

2. Apply teaching methods and strategies to social studies strands and themes;

3. Develop social studies lesson plans with supplementary materials;

4. Deliver social studies lessons to peers;

5. Assess student learning of social studies benchmarks; and

6. Self-reflect on social studies lesson delivery.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Task analyze FSM and State elementary social studies curriculum standards and benchmarks.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

1.1 Compare and contrast the FSM and State elementary social studies curriculum, benchmarks, and their strands/themes, and explain how they link social studies concepts to the elementary students' environment.

1.2 Define terminology, as applied to the FSM National and State elementary social studies curriculum, to include but not be limited to the following:

• standards, benchmarks, strands, and themes;

• spiraling curriculum, by grade level; and

• scope and sequence of benchmarks.

1.3 Design a multi-flow map that shows the pro-cess of task analysis of the FSM or State elementary social studies curriculum from each standard, one strand/theme, its benchmarks, and learning objectives to a tentative lesson plan:

• integrating the social studies benchmark with an appropriate benchmark from a different subject area; and

• linking thematic concept attainment and cultural literacy, by grade level.

1.4 Identify key verbs and nouns in a benchmark that define the levels of Bloom's taxonomy to be set into learning objectives and that specify the content knowledge to be learned by pupils in the social studies classroom.

1,2

1,2

2,4

2,4,7

1

1

1

1

Objective test on comparison and contrast of the two social studies curriculum and benchmarks.

Objective tests on terminology

Graphic organizer (multi-flow thinking map) of the process of task analysis

(to be scored by rubric)

Objective test on how key words in a benchmark set up parameters of teaching and learning in the classroom

CSLO (General) 2: Apply teaching methods and strategies to social studies strands and themes.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Classify, by grade-level and content-relevant appropriateness, social studies teaching meth-ods and strategies as benchmark indicators, to include but not be limited to the following:

• reading maps, charts, tables, graphs, and dia-grams;

• timeline and chronology;

• thinking maps (including cause-and-effect);

• reflective inquiry (including neural branching and other differentiated instruction techni-ques; and

• vocabulary development and cultural literacy.

2.2 Classify, by grade-level and content-relevant appropriateness, social studies skills as performance indicators of at least five strands and themes of culture, geography, history, economics, and civics.

2.3 Design a curriculum map that matches social studies strands and themes to potential teaching methods, strategies, and skills, as written in classification charts in specific SLOs 2.1 and 2.2.

2,3,7

2,3,7

2,4,5,6

1

1

1

Classification charts on appropriate social studies teaching methods and stra-tegies as benchmark indicators, by grade level and by content relevance

(to be scored by rubric)

Classification charts on appropriate social studies skills as performance indicators, by grade level and by content relevance

(to be scored by rubric)

Curriculum map

(to be scored by rubric)

CSLO (General) 3: Develop social studies lesson plans with supplementary materials.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Identify and select an appropriate daily lesson plan format for developing, by grade level, one lesson plan for each of five strands in the State elementary social studies curriculum standards and benchmarks.

3.2 Incorporate into the social studies curriculum map, as described in specific SLO 2.3, appropriate grade-level and content-relevant learning activities from at least one other subject area.

3.3 Develop grade-level and content-relevant supplementary instructional materials to facilitate student learning of social studies strands and themes and to match differentiated learning activities from at least one other subject area.

3.4 Construct a set of five daily lesson plans that facilitate student learning of social studies strands and themes, with appropriate teaching methods, strategies, and skills already identified in the approved curriculum map.

3.5 Include in the daily lesson plans supplementary instructional materials that facilitate student learning of strands/themes and learning activities from at least one other subject area, to include but not be limited to the following: handouts, visual aids, and hands-on learning activities.

6,7

6,7

2,4,5,7

2,4,5,7*

2,4,5,7

1

1

1,4,5

1,4,5

1,4,5

Written checklist

(to be scored by rubric)

Curriculum map

(to be scored by rubric)

Written supplementary in-structional materials that differentiate learning

(to be scored by rubric)

Written lesson plans that differentiate learning

(to be scored by rubric)

Written lesson plans that differentiate learning

(to be scored by rubric)

CSLO (General) 4: Deliver social studies lessons to peers.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Demonstrate for peer review five lesson plans, as described in CSLO 3 above and based on the approved curriculum map.

4.2 Rate or evaluate lesson plans developed by peers.

1,2,7

1,2

2, 4

2,4

Peer evaluation checklist

(to be scored by rubric by both instructor and peers)

Peer evaluation checklist

(to be scored by rubric by both instructor and peers)

CSLO (General) 5: Assess student learning of social studies benchmarks.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Design and develop a set of formative and summative assessment instruments, by grade level, that measure student learning of benchmarks and their strands/themes and provide for accessible feedback to students.

5.2 Explain to peers, after delivery of lesson plan how these assessment instruments measure student learning and provide for accessible feedback to students.

2,4,7

1,4,7

3,5

3,5

Written set of assessment instruments

(to be scored by rubric)

Peer evaluation checklist

(to be scored by rubric by both instructor and peers)

CSLO (General) 6: Self-reflect on social studies lesson delivery.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1 Write a self-reflection report on the delivery of each lesson, to include a summary of the strand and themes, teaching methods and strategies, targeted social studies skills and best practices, reasons for use of supplemen-tary instructional materials, as well as how the lesson used practical activities of differentia-ted instruction.

6.2 Include in each self-reflection report a SWOC chart that describes one's own delivery of lesson (strengths, weaknesses, opportunities, and challenges).

2,4,7

2,3,4,7

5

5

Self-reflection reports

(to be scored by rubric)

Self-reflection reports

(to be scored by rubric)

5) COURSE CONTENTS:

1. Review and analysis of FSM and State social studies curriculum standards and benchmarks

2. Social studies strands, themes, spiraling curriculum, and multiple perspectives

3. Social studies knowledge, teaching methods, target skills and best practices, and attitudes and values

4. Curriculum mapping

5. Lesson planning

6. Development of supplementary instructional materials

7. Delivery of lesson plans

8. Peer review of lesson plans

9. Development of format and summative assessment instruments

10. Feedback

11. Self-reporting and use of SWOC (Strengths-Weaknesses-Opportunities-Challenges) chart

6) METHOD(S) OF INSTRUCTION:

[X] Lecture [X] Audio visual [X] Cooperative learning activities

[ ] Laboratory [X] In-class exercises [X] Demonstrations

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

Walter C. Parker and Terence Beck (2016).Social Studies in Elementary Education: What's New in Curriculum & Instruction, 15th edition (San Francisco, CA: Pearson). ISBN-13: 978-0134043159.

8) REFERENCE MATERIALS:

FSM National and State social studies curriculum standards and benchmarks.

9) INSTRUCTIONAL COSTS: None.

10) SUMMATIVE EVALUATION:

Summative evaluation is accomplished by having the student write a reflection paper for each lesson delivered and submit a portfolio of all lesson plans, scored rubrics, and assessment samples. Both the reflection paper and the portfolio are scored with rubrics. A professionalism rubric will be used twice during the semester to evaluate the student's professionalism.

11) CREDIT BY EXAMINATION: None.

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