Constructivism As A Paradigm For Teaching And Learning diversity and variation. History immigration. energy and matter From theNational Standards for social studies Teachers 1997 http://www.thirteen.org/edonline/concept2class/constructivism/exploration.html
Extractions: In this section of the constructivism workshop (Exploration), you will have many opportunities to both analyze what you're already doing well, and to explore some new techniques that you can add to your repertoire. Each of the questions below is posed to open an area for discovery. We provide some tools and activities to help you build upon the knowledge you created in Sections 1 and 2. How do I apply constructivism in my classroom?
Extractions: UC Davis Main Page Course Catalogue Academic Calendar Financial Aid ... Student Associations Faculty Stefano Varese, Chair Steven J. Crum Ines Hernandez-Avila Martha J. Macri ... Staff Judy LaDeaux Tina Tansey Native American Language Center Indigenous Research Center of the Americas C.N. Gorman Museum Links and Connections Honoring David Risling Jr. Welcome to the Department of Native American Studies, a unique exploration in Native American intellectual sovereignty. Each one of our faculty is deeply committed to the advancement of indigenous knowledge, the social, political and economic self-determination of the indigenous people of the Americas, and the full exercise of indigenous sovereignty. In the NAS Program we conceive and practice the humanities and social sciences as an enterprise of creativity in diversity and the constant search for social justice and cultural democracy. Scholarly rigor and theoretical clarity must be accompanied by an attentive gaze to the needs of the Native American communities to whom we are accountable.Recently, the University and the Department received a gift from the Rumsey Indian Rancheria to create an Endowed Chair in California Indian Studies. The Endowed Chair will help the Department to strengthen its contacts through community/internship programs with California Indian communities and reservations. Undergraduate Program The Native American Studies major and minor programs provide a multi-disciplinary introduction to the indigenous cultures of North, Central, and South America. They challenge students to consider issues of cultural diversity, sovereignty, and indigenous knowledge systems in preparation for living in a world of constantly increasing social and cultural complexity. Native American Studies is excellent preparation for careers in teaching, writing, scholarship, law, human services, health, tribal administration, social work, and inter-ethnic relations. Schools and agencies in these areas are looking for students with broad interdisciplinary preparation, who possess knowledge and sensitivity relating to ethnic issues and cultural diversity. Graduate Program
Institute Of Development Studies Teaching And Training The MA in Participation, Development and social Change is designed for experienced (MayJuly, full time) 10-week intensive study in residence at IDS, http://www.ids.ac.uk/ids/teach/mapart.html
Extractions: 15 Months (full time, including part time field-based learning) Concepts and methods of 'participation' are increasingly used throughout the world for engaging citizens, communities, stakeholders and beneficiaries in decision-making. Participatory approaches are now widely used in processes of policy-making, development planning, governance and community empowerment in a wide variety of contexts. At the same time, there are growing concerns about the quality of practice, and the 'mainstreaming' of participation in ways that are poorly grounded in theory, politics or past practice. Few opportunities exist at the postgraduate level for critical reflection, in-depth, experiential learning and innovation in diverse approaches for engaging people in decision-making and active citizenship. The MA in Participation, Development and Social Change is designed for experienced practitioners who have a need to reflect upon and deepen their knowledge, innovation and practice. Taking participation as a fundamental philosophy underpinning policy and practice, students will be provided with structured opportunities for study, dialogue, application and critical reflection. The programme combines two 10-week periods of intensive coursework and group learning in residence at IDS with a 9-month period of practical learning and action research with organisations engaged in participatory approaches. Students are expected to arrange their own field placements in advance.
LTiA Issue 9 - Focusing On Students - Diversity And Achievement Learning and Teaching in Action is designed to bring you up to date with feature of the Applied social studies/social and Community studies Programme of http://www.ltu.mmu.ac.uk/ltia/issue9/kirk.shtml
Extractions: Mike Cole Faculty Learning and Teaching Reports Learning and Teaching News from the Library .pdf file Senior Learning and Teaching Fellow, Department of Applied Community Studies Diversity and The first phase of the above project was supported by the University and by the Social Policy and Social Work Learning and Teaching Support Network (SWAPltsn) and a full report is available on the SWAPltsn website. ( http://www.swap.ac.uk/ A notable feature of the project has been excellent student participation in the design of the research methodology and the creation of an ethical framework for the research. Commitment by students to the project is further evidenced by the contribution made by participants to the presentation of findings to an audience of academic colleagues (January 2004). This high level of commitment has also extended to Phase Two of the Project- a longitudinal study of a sample of the same cohort as they progress through the second and third year of undergraduate study.
NCATE, University Of Florida Statement of Commitment to diversity. The Secondary social studies Program Teaching and Classroom Management; SSE 6133 Secondary social studies Methods http://www.coe.ufl.edu/College/Accreditation/NCATE/ufPrograms/Diversity/prgdivPT
Extractions: Diversity and inclusive practices are addressed within almost every course in this program. Within certain courses, however, issues related to diversity and inclusive practice are particularly stressed and directly assessed through Accomplished Practice 5: EDF 3135 The Adolescent EEX 3070 Teachers and Learners in Inclusive Schools EDF 3609 Social Foundations of Education TSL 5143 Secondary ESOL Teaching Strategies ESE 6345 Effective Teaching and Classroom Management SSE 6133 Secondary Social Studies Methods and Assessment SSE 5945C Secondary Social Studies Practicum and Assessment
Education Review-a Journal Of Book Reviews Liam Gearons edited methods book, Learning to teach Citizenship in the SecondarySchools is Her research interests include social studies education, http://edrev.asu.edu/reviews/rev382.htm
Extractions: James Madison University Learning to Teach Citizenship in the Secondary Schools is intended to provide pre-service and in-service teachers preparing to implement a citizenship curriculum education about citizenship , the factual understanding of history, government and political process; education through citizenship , experiential learning generally defined as a service learning component; and education for citizenship Chapter 4, Citizenship and Pastoral Care, highlights a traditional part of the British education curriculum that is familiar in many countries but generally unspoken in the United States until recently under the guise of character education. The British system is concerned with the development of the whole child including the moral responsibility of the teacher in loco parentis education through citizenship and education for citizenship strands discussed earlier.
ANTHROPOLOGICAL RESOURCES For Teaching Social Studies, Geography for Teaching social studies, Geography, History, and Science. INTRODUCTION Biological Anthropology The study of human biological diversity. http://www.aaanet.org/committees/commissions/aec/resources.htm
Extractions: Geography, History, and Science INTRODUCTION Anthropology, the study of both ancient and modern peoples, helps us to understand the full range of human diversity. Each of anthropology's four major fields (socio-cultural anthropology, biological anthropology, linguistics, and archaeology) shares the same goals - to understand what we are and how we came to be. Anthropology is an interdisciplinary science that correlates closely with content standards for various subjects such as history (i.e, study of past peoples, American Indians), geography (i.e., environment and society, places and regions), social studies (i.e., culture, continuity, and change), and science (i.e., science as inquiry, evolution of human life). Incorporating some of these anthropological teaching materials and activities listed below can enhance the teaching of social studies and science courses - and the enjoyment of student learning, as well as the enjoyment of teaching.
Extractions: Now on DVD The Social Studies in Action teaching practices library, professional development guide, and companion Web site bring to life the National Council for the Social Studies standards. Blending content and methodology, the video library documents 24 teachers and their students in K-12 classrooms across the country actively exploring the social studies. Lively, provocative, and educationally sound, these lessons are designed to inspire thoughtful conversations and reflections on teaching practices in the social studies.
Socialstudies.org | Career Center Knowledge of National and California social studies standards and have middleor secondarylevel social studies teaching experience or be willing to http://www.socialstudies.org/careers/
Extractions: Already a e-mail subscriber? Sign in to change your mail preferences Please note: this login does not provide access to NCSS Member features such as the article archive. NCSS Members use a separate login screen: click here. Website Help Info about this website Site Map Printer-Friendly version E-mail this page to a colleague About Career Center Current Career listings as of 9/20/05; 8:30:31 PM Social Studies UNIVERSITY OF VICTORIA Faculty of Education Responsibilities will include Teaching courses in social studies and other related areas; Participating in committees and in community service; Developing and maintaining a program of research; Supervising graduate students.
Tools For Teaching - Chapter Reevaluate your pedagogical methods for teaching in a diverse setting. Institute for the Study of social Change. The diversity Project Final Report. http://teaching.berkeley.edu/bgd/diversity.html
Extractions: [From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. Linking to this book chapter from other websites is permissible. However, the contents of this chapter may not be copied, printed, or distributed in hard copy form without permission.] Since the 1960s and the rise of the civil rights movement, American colleges and universities have been engaged in an ongoing debate about how best to enroll, educate, and graduate students from groups historically underrepresented in higher education: women, African Americans, Chicanos and Latinos, Native Americans, American-born students of Asian ancestry, and immigrants. As enrollment statistics show, changes in both the demographics of the applicant pool and college admissions policies are bringing about a measure of greater diversity in entering classes (Levine and Associates, 1990). There are no universal solutions or specific rules for responding to ethnic, gender, and cultural diversity in the classroom, and research on best practices is limited (Solomon, 1991). Indeed, the topic is complicated, confusing, and dynamic, and for some faculty it is fraught with uneasiness, difficulty, and discomfort. Perhaps the overriding principle is to be thoughtful and sensitive and do what you think is best. The material in this section is intended to help you increase your awareness of matters that some faculty and students have indicated are particularly sensitive for women and students of color. Some of these problems affect all students, but they may be exacerbated by ethnic and gender differences between faculty members and their students.
Teaching Every Student: Case Stories CAST Teaching Every Student. Main Menu. TES / UDL Toolkits / Case Stories / Reading Case Stories Case Stories Reading Challenges in social studies http://www.cast.org/teachingeverystudent/casestories/cs1/
Extractions: Case Story: MyTES Login, register or find out more about MyTES Mrs. Jones, a fourth grade teacher, is concerned that her students' diverse reading abilities prevent them from understanding social studies material and achieving the standards set for fourth grade. She is frustrated that she only has 45 minutes per day for Social Studies instruction. She has 29 students 14 girls and 15 boys. Her students represent a heterogeneous mix of backgrounds and abilities. She has six students who have identified disabilities and an Individualized Education Plan (IEP). Of these six students, four have a specific learning disability, and two have speech and language disabilities. Four other students are English language learners. In addition, there is a great diversity of reading ability across the classroom population, particularly in the areas of decoding, comprehension, and language. Although Mrs. Jones can provide instruction for groups and individuals to accommodate individual needs during the 1 ½ hour language arts time, the 45-minute time allocation for social studies does not allow time to differentiate instruction. Mrs. Jones' dilemma is how to help all students achieve the social studies lesson goals given the short time period and the widely diverse skills levels of students.
Extractions: About this Degree Program The Secondary Master's Plus (MA+) Program leads to both a master of arts degree in education and secondary teacher licensure in one of the following: secondary English, secondary mathematics, secondary science, or secondary social studies. It is designed for the highly qualified candidate with a strong commitment to teaching and the education of students of all backgrounds. The program is both demanding and rewarding for participants and requires a commitment to at least three academic semesters of course work and student teaching and a fourth semester to complete the MA requirements. The MA+ faculty is composed of qualified instructors and researchers who relate research on curriculum, evaluation, teaching, and child/adolescent development to the craft of teaching. The faculty is committed to educating candidates to become knowledgeable professionals and skilled practitioners who recognize their responsibilities to students and to their profession and attend to the diverse needs of contemporary public school students. The MA+ secondary program requires four semesters, the first two of which entail course work taken as a cohort plus school placements. For the first fall and spring semester of this program, each candidate will spend approximately 120 hours in diverse school settings. This first year time commitment is full-time. The third semester is spent student teaching full time. At the end of the third semester, each candidate will be qualified to receive a Colorado teaching license. The final semester of course work, in combination with completing a masters-portfolio or taking a comprehensive examination, culminates the MA portion of the program.
Extractions: print version Teacher Resources These resources may assist educators in engaging students as active learners by providing information on multicultural education. Active Learning and the Limited English Proficient Student http://www.ncela.gwu.edu/pubs/directions/02.htm This article synthesizes the findings in a report prepared by the U.S. Department of Education Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA), formerly the Office of Bilingual Education and Minority Languages Affairs (OBEMLA), which reviewed the implications of active learning instructional models for limited English proficient students. Curriculum Standards for Social Studies http://www.ncss.org/standards/ The study of culture and cultural diversity is one of ten thematic strands of curriculum standards in Social Studies. This is part of the official document adopted by the Board of Directors of the National Council for the Social Studies (NCSS). The Diversity Kit: An Introductory Resource for Social Change in Education http://www.alliance.brown.edu/tdl/diversitykit.shtml
Extractions: http://www.alliance.brown.edu/tdl/ Teacher Resources These resources may assist educators in engaging students as active learners by providing information on multicultural education. Active Learning and the Limited English Proficient Student http://www.ncela.gwu.edu/pubs/directions/02.htm This article synthesizes the findings in a report prepared by the U.S. Department of Education Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA), formerly the Office of Bilingual Education and Minority Languages Affairs (OBEMLA), which reviewed the implications of active learning instructional models for limited English proficient students. Curriculum Standards for Social Studies http://www.ncss.org/standards/ The study of culture and cultural diversity is one of ten thematic strands of curriculum standards in Social Studies. This is part of the official document adopted by the Board of Directors of the National Council for the Social Studies (NCSS). The Diversity Kit: An Introductory Resource for Social Change in Education http://www.alliance.brown.edu/tdl/diversitykit.shtml
The Society For The Psychological Study Of Social Issues Readings on Teaching About diversity and Intergroup Relations for thePsychological Study of social Issues / spssi@spssi.org / last updated March 05, 2001. http://www.spssi.org/teach_cc_lists3.html
Extractions: Contributed by Susan Goldstein, University of Redlands Readings on Teaching About Diversity and Intergroup Relations Teaching Sociology, 25, Bohan, J. S. (1997). Teaching on the edge: The psychology of sexual orientation. Teaching of Psychology, 24, Teaching Sociology, 19, Boyle, C. E. (1995). Seeing gender in everyday life: A field trip to the mall. Teaching Sociology, 23, Teaching a psychology of people: Resources for gender and sociocultural awareness. Washington, D. C. : American Psychological Association. Teaching Sociology, 19, Craig, K. M. (1999). Teaching students about hate and changing awareness. Teaching of Psychology, 26, Crawford, M. (1994). Rethinking the romance: Teaching the content and function of gender stereotypes in the Psychology of Women course. Teaching of Psychology, 21, Davis, N. J. (1992). Teaching about inequality: Student resistance, paralysis, and rage. Teaching Sociology, 20, Eichstedt, J. L. (1996). Heterosexism and the gay/lesbian/bisexual experience. Teaching Strategies and exercises. Teaching Sociology, 24
Intro/Foundations Of Education Resources Links Teachers and Teaching The Profession of Teaching social and CurriculumStandards for social studies Foundation for Teaching Economics http://www.mhhe.com/socscience/education/intro/resources.html
Firstamendmentcenter.org: Religious Liberty In Public Schools - Topic Since the purpose of the social studies is to provide students with a knowledgeof the Why study about religion is important Teaching about religion is http://www.firstamendmentcenter.org/rel_liberty/publicschools/topic.aspx?topic=t
Teaching Diversity The Society for the Psychological Study of social Issues (see Teaching Us them The challenge of diversity. Michigan Psychologists for social http://www.habermas.org/divrespsy.htm
Extractions: Society for the Teaching of Psychology (APA Division 2) OFFICE OF TEACHING RESOURCES IN PSYCHOLOGY (OTRP) Department of Psychology, Georgia Southern University, P. O. Box 8041, Statesboro, GA 30460-8041 INCORPORATING GENOCIDE, ETHNOPOLITICAL CONFLICT, AND HUMAN RIGHTS ISSUES INTO THE PSYCHOLOGY CURRICULUM: INSTRUCTIONAL RESOURCES (1999 OTRP Instructional Research Award) Linda M. Woolf, Webster University (2000) HTML VERSION FOR PART OF THE FILE AT Teaching Diversity I know that some of you have machines that are not equipped with WORD, and which cannot read PDF files. This html version will let you peruse the file. Come into my office to access the rest of the material. jeanne This 32-page document* consists of resource materials for developing whole courses and lectures on genocide, ethnopolitical conflict, and human rights issues. For incorporating specific topics into existing courses, lecture suggestions and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Web sites, Internet discussion lists, and professional organizations are included. * See the companion document, Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues into the Psychology Curriculum: Informational Resources.
Extractions: Social Studies INTRODUCTION The Vision The vision of the social studies standards is one that fosters, for all students, the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. In achieving this vision, students must: Acquire a basic understanding and appreciation of American traditions and values based on knowledge of history and of the development and functioning of the American constitutional system of government; Develop critical thinking skills which enable them to function as lifelong learners and to examine and evaluate issues of importance to all Americans; Acquire basic literacy in the core disciplines of social studies and have the basic understandings needed to apply this knowledge to their lives as citizens; Understand world history as the context for United States history and as a record of the great civilizations and cultures of the past and present; and
Linking September 11 And Its Aftermath To Curricula Content Standards met by Teaching about September 11 and its Aftermath with We have reviewed the Curriculum Standards on the social studies (NCSS) and http://www.ssrc.org/sept11/essays/teaching_resource/tr_curriculum_standards.htm
Extractions: View/print text only Engaging high school students in the analysis of the events that began on September 11th will contribute to the broader effort to educate citizens so that they will be committed to active engagement in the democratic process. It also provides them with the tools to examine critically the controversial issues of our day. Using the challenging essays in the SSRC collection to teach about these issues can fulfill the performance standards and competencies that have been set for history and social studies (especially at the Advanced Placement level). Some of the skills this teaching resource aims to develop are: reading comprehension extrapolation (articulated in oral or written form) of main points from written sources critical analysis (articulated in written or oral form) of primary and secondary sources for internal consistency and logic (and where appropriate accuracy) comparisons (for similarities and differences) of alternative perspectives, and changes over time
