Professional Documents
Culture Documents
Jennifer Fraker
By appointment
(859) 257-1893
Jennifer.Fraker@uky.edu
Mondays, 9:00-11:30am
Room 131 Dickey Hall
Throughthiscourseyouwillexploreyournotionsofwhatpubliceducationshouldlooklikeandthe
impactofpersonalexperiencesonyourroleasateacher.Thisisanopportunitytochallengeyouto
beginthinkingabouttheimpactoftheory,content,pedagogy,andpersonalexperienceonyour
behaviorsandattitudesasateacher.Thiscoursewillfocusmorespecificallyonthemosteffective
approachestoassessment.Emphasiswillbeplacedonexploringtherelationshipbetweeneducational
theoryandthedevelopmentofpracticalassessmentstrategiesforeverydayuseinthesecondary
classroom, as well as yourroleintheschoolcommunityandmodelsofteachingthatbestfacilitate
learningamongdiversestudentpopulations.Students will know:
the different skills that teachers need to draw on to teach in a 21st century context, including the
skills that are utilized when fulfilling the many roles of a teacher (e.g., content expert,
community partner, literacy coach, instructional technologist).
the types, purposes, and challenges of assessment, as it relates to both social studies students
and teachers.
the essential skills and technical understanding for developing authentic and meaningful digital
documentaries.
that a students school experience is shaped by various influences, including their background,
personal learning traits, past educational experiences, classroom context, and more.
the importance of professional reflection as a tool/practice for lifelong learning as an educator.
that developing a balanced approach to assessment is both valuable and challenging and
directly relates to quality questioning, on the part of teachers and students.
that inquiry is the core of ambitious social studies teaching and learning, including but not
limited to, asking important questions, using disciplinary concepts and tools, gathering and
evaluating evidence, and communicating conclusions in a variety of modalities.
fulfill the EPSB field observation requirements including field experience with high school,
middle school, and elementary students; engagement with a variety of learners (e.g., cultural
diversity, socioeconomic diversity, English language learners, students with disabilities);
observation of a Youth Service Center, school board meeting, professional learning community
meeting, and site-based decision making council meeting; and direct interaction with students,
families, and other school professionals.
draw upon key concepts from academic works to facilitate the critical analysis of varying types
and purposes of assessment.
engage in self-directed inquiry around the challenges and opportunities of assessment in social
studies education.
Equitable access to high quality social studies instruction in Kentuckys secondary schools is directly
and indirectly affected by UKs Secondary Social Studies Education programs beliefs in and support
for social diversity in schools. Moreover, the Commonwealth is directly affected by the ability of its
youth to acquire high levels of skill in social studies that can then be used by them as citizens to
enhance their communities and participate in the states ongoing progress and prosperity in local,
regional, national, and global contexts. Therefore, it is essential for our teacher candidates to
understand issues related to social diversity and make a commitment to value diversity as they engage
in teaching, research, reflection, learning, and leadership. By valuing diversity, our program is
committed to enabling and empowering all people in educational contexts.
In various courses prior to student teaching, our candidates have multiple opportunities to observe
teaching and learning in diverse secondary school settings, to co-teach lessons with mentor teachers in
the field, and to practice pedagogical techniques with their peers. For each of these experiences,
candidates develop lesson plans, implement instruction, assess learning, reflect, and refine their own
teaching and learning. During the student teaching experience, candidates gradually take on primary
responsibility for social studies instruction in a live classroom with secondary-level students, operating
under the supervision of a highly qualified mentor teacher and a university field supervisor.
Commitment to Leadership
The Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies regarding the production of teacher leaders. As such, we use standard 9 of the NCSS
pedagogical standards to guide our candidates development as educational leaders:
Standard 9: PROFESSIONAL LEADERSHIP
Social studies teachers should possess the knowledge, capabilities, and dispositions to foster
cross-subject matter collaboration and other positive relationships with school colleagues, and
positive associations with parents and others in the larger community to support student
learning and well-being.
Commitment to Addressing the Achievement Gap
The Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies Education regarding cultural and linguistic diversity in social studies education. The program
seeks to underscore that cultural and linguistic diversity should be treated as integral components of
social studies education, and that the failure to accommodate such diversity in curriculum and
instruction lies at the heart of disparities in academic achievement between white and minority racial
groupsa phenomenon popularly referred to as the achievement gap. NCSS offers the following
belief statement that underscores our programs commitment to diversity in education:
Students should be helped to construct a pluralist perspective based on diversity. This
perspective involves respect for differences of opinion and preference; of race, religion, and
gender; of class and ethnicity; and of culture in general. This construction should be based on
the realization that differences exist among individuals and the conviction that this diversity can
be positive and socially enriching.
Commitment to Technology
The initial certification program in Social Studies Education is committed to teaching candidates so
that they use technology as a personal and professional tool. Our program is guided by NCATE
standards and EPSB New Teacher Standards as they relate to technology. Candidates are required to
use technology for a majority of their classes. Candidates use technology for class assignments, lesson
plan design and preparation, class presentations, record keeping, and data analysis. Candidates are
required to successfully complete course work that focuses on using technology. Our candidates are
required to communicate via electronic mail, use listservs, access the Internet and online databases, and
use digital texts and modes for research projects and presentations. Our candidates use Microsoft
Word, Excel, Access, PowerPoint, and Movie Maker. They are given multiple opportunities during
student teaching to videotape their teaching for use in self-analysis toward professional development.
Our program offers candidates access to smart classrooms and technology labs in order to further
facilitate their use of technology.
In addition to its alignment with NCATE standards, EPSB themes, and Unit Technology Standards, the
Social Studies Education Program aligns itself with the positions of the National Council of Social
Studies regarding the use of technology and media in social studies education. NCSS statements
underscore our programs commitment to technology as follows:
This statement is a version of the NCSS Position Statement 'A Vision of Powerful Teaching and
Learning in the Social Studies: Building Social Understanding and Civic Efficacy,' which was
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prepared by the Task Force on Standards for Teaching and Learning in the Social Studies, and
approved by the NCSS Board of Directors in 1992.
Integrated social studies teaching and learning include effective use of technology that can add
important dimensions to students learning. Teachers can provide students with information through
films, videotapes, videodiscs, and other electronic media, and they can teach students to use
computers to compose, edit, and illustrate social studies research reports. Computer-based learning,
especially games and simulations, can allow students to apply important ideas in authentic
problem-tackling or decision-making contexts. If students have access to computerized data bases,
they can search these resources for relevant research information. If they can communicate with
peers in other states or nations, they can engage in personalized cultural exchanges or compare
parallel data collected in geographically or culturally diverse locations.
(National Council of Social Studies, Retrieved August 27, 2006 from
http://www.socialstudies.org/positions/powerful/)
Continuous Assessment: Open Portfolio
The Social Studies Education Program enables our candidates to meet required standards for new
teacher practice, leadership, research, and reflective practice by integrating knowledge of content and
profession, learning theory and application of teaching/learning. The program provides candidates
with a core of courses in subject matter content, educational foundations, and pedagogical theory and
methods in addition to field experiences that enable them to meet program goals and standards through
performance. As candidates complete the requirements for each course and participate in continuous
assessment activities that include interviews, surveys, and portfolio development, they meet program
goals and achieve/enhance their learning competencies. The online portfolio assessment system we
use supports students as they use digital technologies to reflect their learning via the posting and
explication of artifacts created and/or collected during their participation in the program. The
portfolios developed by social studies education candidates include a resume, philosophy statements
about candidates approaches to teaching social studies, samples from candidates teacher education
coursework, sample lesson and unit plans from course- and field-work, assessment artifacts, evidence
of participation in professional development, evidence of candidates use of media and technology in
classroom teaching, evidence of candidates use of classroom management techniques, and other
artifacts that demonstrate their progress toward meeting program expectations and new teacher
standards. Data for initial continuous assessment is collected via the use of candidates program
applications and interview processes with the Program Faculty at the start of the admissions process.
As candidates progress through the program, they develop a retention portfolio using an online system
developed for use by the UK College of Education. Finally, candidates use their retention portfolios
and build on them to create an exit portfolio including lessons and units from courses they have taught
during their student teaching experience. This exit portfolio demonstrates a candidates attainment of
each of the nine New Teacher Standards for the state of Kentucky. In addition to these artifacts,
candidates may include portfolio items that demonstrate their attainment of goals articulated for new
teachers in guidelines and standards from the National Council of Social Studies.
"Kentucky Department of Education." Proposed Social Studies for the Next Generation. Web. 28 Aug.
2015. <http://education.ky.gov/curriculum/conpro/socstud/Pages/Proposed-Social-Studies-forthe-Next-Generation.aspx>.
Leahy, Siobhan, Christine Lyon, Marnie Thompson, and Dylan Wiliam. "Classroom Assessment:
Minute by Minute, Day by Day." Educational Leadership: 19-24. Print.
Soppelsa, Betty, and Jennifer Manise. "The Top 10 Characteristics of Globally Competent Teachers."
Education Week. 19 Aug. 2015. Web. 28 Aug. 2015.
Swan, K., Karb, J. & Hofer, M. (in press, 2015). Students as Modern Muckrakers: Creating Films for
Social Change. Social Education.
Wiliam, Dylan. "Benefits of Formative Assessment." National Council of Teachers of Mathematics.
Tues. 27 Aug. 2015. <http://www.nctm.org/Research-and-Advocacy/research-brief-andclips/Benefits-of-Formative-Assessment/>.
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Course Assignments
10%
30%
30%
30%
Total *
100%
5. After registering, the site will automatically generate a login and password for you. Write this
down. It is important so that you can see the reports. You can change your password later under
Administrative Tools on your profile when you log-in.
You will upload assignments for this class to a Mid-Point portfolio on OTIS. You will receive
formative feedback on your assignments via OTIS as well. We will go over step-by-step posting
instructions in class.
Attendance Policy
You are expected to attend all classes. Unexcused absences will result in losing 5% for each
unexcused absence on your final grade.
If you are unable to attend class for any reason, please notify Jennifer Fraker (jennifer.fraker@uky.edu)
as soon as possible.
Excused absences include: (a) serious illness, (b) illness or death of family member, (c) Universityrelated trips, (d) major religious holidays, and (e) other circumstances found to fit reasonable cause
for nonattendance by the professor. You may be asked to verify your absences.
If you anticipate an absence for a major religious holiday, you are responsible for notifying the
instructor in writing of anticipated absences due to their observance of such holidays. Information
regarding dates of major religious holidays may be obtained through the religious liaison, Mr. Jake
Karnes (859-257-2754).
You are expected to withdraw from the class if more than 20% of the classes scheduled for the
semester are missed (excused or unexcused) per university policy.
journey represents frontier territory that needs to be explored and eventually mapped by each teacher
both in and entering the profession.
Teaching as cartography:
In order to complete this task, I ask that you do something a little creative and perhaps appropriately
out of your comfort zone. I would like you to become a cartographer and create a map representing
your current understanding of teaching. Think about the paths that have brought you to this point in
your educational and professional development and the important stops along the way (e.g. your
undergraduate and schooling experiences, experiences in school as both student and teacherif
applicable). Also consider the territories you think youll explore over the course of this program. As a
cartographer mapping out the course of your teaching life, how could you represent the journey youve
already taken and the one youre about to take?
As a starting place, I thought I might give you a little inspiration. It is rumored that Medieval
cartographers, when outlining new territories, either used the phrase, Here be dragons or sketched
dragons, sea monsters or other wild animals where they had not been or had not fully understood. As I
crafted this assignment, I felt it might be useful to use dragons as a metaphor for the ideas or practices
with which we might be uncomfortable or know little about. What territories represent the places
youve been? The places you may find dragons youve yet to encounter? Feel free to create the map in
a form that makes the most sense to you. We have some examples to demonstrate the assignment.
Further Research:
If you would like to do some research on maps, please check out the following article by Stephen
Livingston entitled, Modern Medieval Map Myths: The Flat World, Ancient Sea-Kings, and
Dragons. He details the types of maps outlined above and also dispels several myths about
historical mapsthis could initiate an interesting discussion on the issue of dragons. It can be found
online: http://www.strangehorizons.com/2002/20020610/medieval_maps.shtml
You can also find additional inspiration at the following Universities searchable databases of historical
maps:
teachers, assist them with day-day tasks, help their students when possible/appropriate, and teach
content or help with classroom instruction when appropriate and desirable.
NOTE: MIC Students who engage in non-field work during field placements will be subject to
academic probation according to the College of Educations standards for Functional Skills and
Dispositions in professional teaching.
During the first several weeks of your field work, document your experiences and interactions with
students as they relate to funds of knowledge data and connections to your content area. The audience
for your report includes your peers and the teachers hosting you in your formal clinical field
placements. Your report may take one of the following forms:
1. A 5-10 minute multimedia presentation using a program such as Movie Maker, iMovie, or a
similar application that allows you to compose images and other texts and tell a coherent story
about who your students are, what they know and value, and how you would use that data to
enhance classroom environments, classroom instruction, and subject area learning.
2. Write a 3-5-page analytical summary describing your students funds of knowledge and how
that data can be used to enhance classroom environments, classroom instruction, and subject
area learning. While this report should be primarily essay-based, it may include images, links,
or other multimedia elements if/when appropriate.
Your report, whether digital or written, should clearly communicate what you learned about students
funds of knowledge and how it can be used to enhance teaching and learning. You may be creative as
long as you are also clear and explicit about your use of research and data.
You may use multiple media to create your report (e.g., text, music, images, color, narration, and other
elements) if they will enhance the data you are communicating to your audience. These are not
required; use the media that you feel are most helpful. Create a text that others can use to teach in
ways that are responsive to students identities.
Digital Documentary Inquiry in the Social Studies Classroom
Documentary filmmaking is one powerful way to engage students in authentic intellectual work in the
social studies. In the process of creating documentaries, students work collaboratively to research their
topics using a variety of sources and develop a nuanced, multi-modal narrative of the topic that they
communicate through the creation of digital video that can be shared online. Moreover, these skills are
developed in the context of the kinds of disciplinary thinking essential to the social studies classroom
(Swan & Hofer, 2013).
This semester in EDU 632 you will study what inquiry looks like in social studies through the Inquiry
Design Model. Using your understanding of course readings, class discussions, field observations, and
other resources you may have drawn from, create a digital documentary to highlight the components of
or the instructional strategies used in an Inquiry Design Model created by an assigned cooperating
teacher. As part of this process, you will identify and unpack the Practices of the Inquiry Cycle in an
effort to provide more clarity around what inquiry in a social studies classroom looks like.
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Mon. 9/21
Mon. 9/28
Mon. 10/5
Focus
Introductions and Overview of Course
Prepare for Fall Placements
NO CLASS LABOR DAY
Theories in Teaching and Learning
Evaluation of Different Theories
Discussion of the Characteristics of
Highly Effective Teaching and Learning
in Social Studies
Introduction of the Funds of Knowledge Project
Guest Presenter Ryan New
Funds of Knowledge
Standards as a Starting Place
Proposed KAS for SS
Guest Presenter Jacqueline Coleman
Standards Based Curriculum
Deep Dive into Standards Based Units,
Lessons and Learning Targets
Guest Presenter Kelly Clark
So, You Think You Understand
Curriculum Design?
Assignments/Readings Due
Cartographic Reflection Summer
Assignment
Frequently Used Education
Acronyms and
Mon. 11/2
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