HIED 4323 resources
Use the links on this page to access a number of the resources and assignments that you will need for this course.
Taskstream
Much of the work you will do in this course will be uploaded to taskstream. Use the link HERE to access the taskstream login page. Use your taskstream login credentials to access the site. You will likely need to renew your subscription. I will be giving you a key code in class to use to renew your subscription. If you have problems renewing your account, contact taskstream directly at 1-800-311-5656. All other taskstream assistance requests need to go through the College of Education taskstream helpdesk at coehelp.ecu.edu.
Once you are in task stream, to upload Early Experiences assignments for this course you will access the HIED "SAIL" portfolio (DRF). To make this portfolio available to you, you will need to enroll in the portfolio the first time you get into task stream. The enroll code for the HIED SAIL portfolio is sahied1314.
Once you are in task stream, to upload Early Experiences assignments for this course you will access the HIED "SAIL" portfolio (DRF). To make this portfolio available to you, you will need to enroll in the portfolio the first time you get into task stream. The enroll code for the HIED SAIL portfolio is sahied1314.
Learning Theories "Boot Camp"
The following excerpt is taken directly from PsychCentral - retrieved from http://psychcentral.com/lib/strategies-for-improving-memory/2/
- Strengthen Memory Skills – there are internal and external strategies for improving your memory:Internal strategies are exercises that you can do mentally:
- Make up rhymes (30 days hath September).
- Compose mental pictures, visualize images.
- Improve your listening skills, pay attention.
- Read materials out loud, repeat several times – repetition is helpful.
- Use memories to trigger other memories – reminisce with someone, look at photo albums.
- Relax – relaxation will clear your mind of clutter.
- Keep your mind active, exercise your brain by reading, playing chess, doing crossword puzzles, etc.
- Organize your life. Put keys, glasses in the same designated place, and get rid of clutter.
- Reduce noise and background distractions as much as possible.
- Keep a datebook or calendar.
- Use helpful devices such as cooking timers, alarm clocks, etc.
- Keep lists! Writing things down is the best way to reinforce memory.
- Keep your lists by the door, in your car.
- Be physically active. Exercise increases blood flow to the brain which enhances the mind and also helps to reduce
stress and anxiety. - Take care of your health and eat nutritious meals.
Classroom management - Taking a proactive approach
What does co-teaching look like? How do I use a whole class prompt?
ISLES-S 1 and 2 Modules
To access the ISLES-S 1 and 2 modules, click on the links below, scroll to the bottom of the page, and click on the relevant ISLES-S module link. You will find both iBook (interactive) and pdf (non-interactive) versions are available. There are corresponding quizzes in the HIED ISLES-S portfolio in task stream for both ISLES-S 1 and ISLES-S 2. ISLES-S 3 is completed as a separate assignment in senior I methods.
Video consent forms - should be completed and collected before any videoing in internship
Lesson planning additional resources |
Teaching sensitive and controversial subjects in the classroom
Video compression resource
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Direct Instruction (for the 21st century)
Below are links to strategies that you might use to "punctuate" your lectures/direct instruction by facilitating discussion or thought in between lecture segments
Many believe that lecture should happen outside of class and that instruction in class should be spent on developing skill sets like reading and writing and developing thinking skills through dialogue, etc. This is called flipping the classroom and below you will find a couple of helpful resources.
Below are two links to "Spinning" resources created by social studies faculty at South Central High School (particularly their World History PLC) on spinning the classroom. The first link is an introduction to spinning and the other is a "spun" lesson on Mesopotamia created by Jennie Bryan.
Thinking Like a Historian - Sam Wineburg
Scroll down on the page linked above to view the video describing the Wisconsin Thinking Like a Historian framework and to access copies of the posters outlining the approach.
Facilitating discussion
The key to good discussion is (a) having a particular direction you want the discussion to go and (b) knowing how to ask good questions. This first link below presents some question stems that you might use to generate discussion questions at a variety of levels. There are additional questioning resources linked in a section specifically about questioning below.
But the question is how do we get students to think deeply about the content? How do we build understanding and not just knowledge? Check out the Understanding Map below taken from Project Zero at Harvard: (source taken from http://www.pz.harvard.edu/sites/default/files/Understanding%20map%20circle.pdf)
Here are a couple of thinks with ideas about how you might promote and design effective discussions in your classrooms.
Below are some specific discussion strategies/techniques.
Content area reading
Source analysis documents and resources
Using historical narrative and historical fiction in your classroom
Using historiography in your classroom
Using media (including film) in your classroom
When using media in the classroom, it is helpful to use Kolb's learning cycle as a framework. This cycle carries students from having an experience to experimenting with similar ideas and experiences. This is a wonderful way to get at the "Through their eyes" theme of the Wiscosin 'Thinking Like a Historian" framework. We will talk about how this might look with film and other media in our class session.
Source analysis techniques and DBQs (Document based questions)
The Paideia Model, Socratic Seminars, and the Harkness method
Questioning strategies and techniques
Problem Based Learning (PBL) and Simulations - modeling democracy
The image to the left was taken from the Schoenblog (aschoenbart.com) and illustrates the pathway of thinking that a student should use to answer a question. There are some important implications for this in Problem Based Learning and any inquiry model because one of the key questions after "What do I need to know in order to be able to do this?" is "Where/how can I find this?" We have a tendency to want to answer the questions for our students, but if we keep this independent thinking model in mind, we can empower them to answer their own questions.