Good Morning, Chilly Sunshines! TE 803: Social Studies for All Students

1. Good Morning, Chilly Sunshines!TE 803: Social Studies for All Students Session 4 Interventions, History Instructor: Amanda Baumann

2. Kickoff!/ Your Policy Moment • Ally, Colleen, and Matt tabled to a later date • Garfield • Seattle • MAP • Whom does this article assume you, the reader, are? • In your opinion, what is this article trying to do? • Do you find any unexamined assumptions in this article? • Who is given voice and not given voice in this article?

3. Here’s a Neat Pic

4. Agenda • Special Needs: Identifying Adaptations • Special education terminology • Introduction of Lesson Study • Social Studies Focus: History Education • But first… any questions, problems, conundrums about unit planning drafts?

5. Friend & Bursuck “INCLUDE”(yowza! it’s not rocket science!) Identify classroom demands. Note students’ strengths and needs.Check potential areas of student success.Look for potential problem areas.Use information to brainstorm accommodations. Decide which accommodations to implement. Evaluate students’ progress.

6. Adaptations • As a teacher who knows her/his students, what do you do for That One Kid during Those Difficult Moments? • Accommodations document: is it there? (probably) • Deep thought: individual accommodations in a differentiated classroom… individuals in a system, like a mood or tone, of inclusion

7. Special Needs: Define and Identify • High-Incidence • Learning • Emotional • Speech and Language • Attention deficit • Gifted and Talented • “Other” – At-risk students, ELL, “oppositional defiant disorder” • Low-Incidence – Cognitively Impaired, Blindness • Chart and Outline

8. Age Groups December 2005 Office of Special Education & Early Intervention Services December 1, 2005/MICIS

9. Identification Rates By Exceptionality 2005 December 1, 2005/MICIS

10. Break • See you at 10:40

11. The Tomlinson • Ch 5: some different classrooms doing differentiation in some complex and dazzling ways • Ch6: Tomlinson’s take on how to get from here to dazzling • Ch7: how to get into talking about differentiated work, transparently, with your students and their families

12. Fact Sheets/ Deeper Investigations • You sort of already have fact sheets, really: my hope for you is that you will supplement these “try this” techniques with a bigger picture, an underlying fabric of reasons why these “try this” things might work. • Brain science • “experience of”–first person accounts, narratives, multimedia, (well researched) novels • Alec A’s Great Day • How will we want to divide up the exceptionalities? (decision process next week: please come ready, and ready with an “alternative” exceptionality)

13. Lesson Study (happening after lead teaching) • Questions?

14. We are all historians, as Carl Becker once said We are all forced to use our knowledge of the past in every act of daily life. We do something because we have always done it; we refrain from doing something because we have found that unpleasant consequences develop from that particular action. Faced with a new situation, we try to find in it elements which are familiar from past experience. If we could not learn from the past we would find the present unendurable. We would be perpetual strangers in the city of (hu)mankind, unable to move easily or with confidence, forever wandering from the main streets into the blind alleys. (Those) who cannot remember their own personal history are feeble-minded or afflicted; (those) who cannot learn from their own experiences are failures. • Committee on American History in Schools and Colleges, American History in Schools and Colleges: The Report of the Committee on American History in Schools and Colleges of the American Historical Association, The Mississippi Valley Historical Association, The National Council for the Social Studies (New York: The Macmillan Company, 1944).

15. “Primary Source Analysis”– nearly the least appealing name possible for what this is • Go to today’s email and (without looking yet) choose the numbers of two different Michigan historical photos your group will work with. • Divide your table in half: half look at one photo, half at the other. • What is the most important thing in the photo? • Tell two things about the photo you found notable or surprising. Why? • Find two things in the photo that you would not see if it were taken today. • When do you think this photo was taken? Why?

16. Historical Inquiry • Doing of history, Levstik (1996) suggests, involves a "shift from an emphasis on a 'story well told' (or, the story as told in the textbook), to an emphasis on 'sources well scrutinized'....[Where students] pose questions, collect and analyze sources, struggle with issues of significance, and ultimately build their own historical interpretations" (p. 394)

17. Three Shameless Plugs Speaking of “stories well told”… what do we look for in children’s literature for teaching history?

18. For Next Time… Come prepared to work on/peer review drafts of parts IV and V: please check in with your planning group before you leave about expectations (done drafts? workshop?) Kickoff Discussion: Jillian, Kelsey, Erica, Tina Ready to vote on, team up for special education fact sheet assignments Ready with one exceptionality currently not on our list Tomlinson, Chapters 8 and 9 Review Brophy and Alleman on civics/gov’t.