• Distinguish between curriculum and instruction.
• Utilize concept mapping strategies to organize a philosophy of elementary social studies education.

• Computer with lecture slides, Inspiration, and projection device
• Tape
• Word Organization Handouts and Words (1 per every four students)
• Copies of three faculty member's philosophies of education (1 each)
• Philosophy Concept Map Grading Rubric - in Word and HTML (1 per student)
• Reflective Classroom Observations Grading Rubric - in Word and HTML (1 per student)
• Portfolio Grading Rubric - in Word and HTML (1 per student)
  
• Example concept map
• Copies of Dinah Zike project books
• Spencer and Oliver assignment and assignment expectations
• Sample paper folding projects
  

Tape word organization activity words on the board before students arrive.

Stand at the door and individually greet students. Learn students' names and take pictures of students not photographed during previous class session, and have students enter their personal information in the class roster.

Word Organization Challenge (15 minutes)

As students enter the classroom, provide groups of four with one word organization handout each. Each sheet will be separated into an outline of six blank sections with several blank lines under each section. On the board will be a seemingly random list of words relating to social studies education. In their groups, students will need to place all the words onto their word organization sheet in a logical order. The top line for each section will provide a subject heading by which the students categorized their information. The inner lines will be words from the board categorized by that subject heading.

For instance, students may write:

Students may organize the information in any way they choose, but must justify their categorization method and be prepared to explain why each term fits into each assigned category. Terms may be  used in more than one category and additional terms are acceptable for category titles only. When complete, ask each group to explain the process they underwent to organize their information and to identify their categorical headings.

Once all groups have finished, ask students:

• What is the purpose of this activity� Answers may include:
• It provides a review of material.
• It encourages higher-level thinking skills.
• It encourages group skills.
• It can serve as a means to informally assess student learning.
• Why do you think I chose this activity for the beginning of today's class� Answers may include:
• It provides a review of the lecture from the last session and assesses knowledge of material from the last class.
• It introduces an instructional strategy.
• Group work helps students feel comfortable working together and encourages them to get to know each other informally. Informal relations can lead to collegial relationships that are professionally and academically rewarding.
• How could this activity be modified to work with students at different grade levels?

Explain to students that what we have just engaged in would be considered an "instructional strategy." Curriculum, what was introduced in the last lecture (and will be studied throughout the term), is the study of what will be taught. Instruction is the study of how it will be taught. In this class, it is hoped that students will gain a strong understanding of both the curricula and instructional strategies common in elementary social studies classrooms.

Opening (5 minutes)

• Daily objectives
• Daily outline

Demonstration/Review (25 minutes)

Demonstrate the use of Inspiration for concept mapping by reviewing last session's reading material. Ask students to identify the main points addressed in the readings and then to provide detailed information about each of the main points. See example.

For sections that have not had time to review the readings, use one group's responses to the Word Organization Challenge to demonstrate the application.

Discussion/Lecture: Social Studies in Context (10 minutes)

Ask students: "What do you feel is critical for you to learn so you may achieve excellence in social studies teaching?" Differentiate between curriculum and instruction and explain that public school teachers usually have instructiona, but not curricular, control. Note that because teachers can have instructional control, they can exhibit a wide variety of teaching styles based on their individual teaching philosophies.

Lecture: Philosophy of Social Studies Education (15 minutes)

• Describe a personal philosophy of education.
• Invite three students to read three different faculty member's philosophies of education aloud to the class.
• Explain how educational philosophies may differ by the subject or grade level you are teaching.
• Using a T-table, demonstrate how students might begin organizing their thoughts. Place their general philosophies on one side of the table and the social studies content areas on the other side. Explain that their assignment requires them to merge these two columns into a concept map.
  
• Assign the Philosophy Concept Map.
• Students may download a free 30-day copy of Inspiration or access it in any of the computer labs in the education buildings. If students used the 30-day trial offer in the past, they may try using Kidspiration as an alternative.
  
• Technical support options include Computer Support Services, computer labs and lab assistants, ICE 458/658 instructor, and the online video.

Closing (5 minutes)

• Review daily objectives and outline.
• Assign readings and remind students to complete their reading synopses/syntheses.
• "Knowledge-Based Learning Environments: A Vision for the Twenty-First Century" by Lester and Fitzgerald
  
• CCSD CEF (Skim)
• Assign Reflective Classroom Observations and Portfolio. Explain that students should begin planning their observations with their practicum teachers; and, they should begin collecting all artifacts from this course for possible inclusion in their portfolios.
• Demonstrate example projects by sharing Dinah Zike materials, the Spencer and Oliver assignment, and paper folding projects.
  
• Tell students they may visit Student Computing Resources, CEB 211, CEB 309a, or the instructor (during office hours or by appointment) for technical assistance. If they need assistance with Inspiration, they may choose to review the online video.