Presented at the College and University Faculty Assembly of NCSS
description
Transcript of Presented at the College and University Faculty Assembly of NCSS
![Page 1: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/1.jpg)
Pay it Forward: Pursuing historical understanding: A multi-site investigation in preservice social studies methods courses and local history.
Presented at the College and University Faculty Assembly of NCSS November 12, 2009
Cheryl Torrez University of New MexicoScott Waring University of Central FloridaGeorge B. Lipscomb Furman UniversityAmy Good University of NC at Charlotte
![Page 2: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/2.jpg)
WHY?? Enhance lesson plans Emphasize knowledge of local
history Emphasize the need to cope with
limited resources
![Page 3: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/3.jpg)
The Project
![Page 4: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/4.jpg)
Framework Historical Understanding (Levstik
and Barton; Brophy and VanSledright)
History’s Habits of Mind from the National Center for History Education (2007)
![Page 5: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/5.jpg)
Research Questions 1. In what ways do teacher candidates enact their
understanding of inquiry into curriculum design and instruction?
2. In what ways they make sense of theory and strategies learned in methods classes?
![Page 6: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/6.jpg)
Settings 3 universities (2 Southeast, 1
Southwest) Elementary and Secondary Preservice
Students
![Page 7: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/7.jpg)
Data Collection Lesson Plans
(triangulation) Artifacts Student Reflections
![Page 8: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/8.jpg)
Findings- Did the project do what it was intended to do?
YES (and no) Students became much more aware of
local history (and I think enjoyed finding the artifact)
Lesson plans were more personal, less “mechanical” than in previous years
![Page 9: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/9.jpg)
4 Habits of the Mind Used 1. Distinguish between the important and
the inconsequential. 2. Develop historical empathy as opposed to
present-mindedness. 3. Comprehend the interplay of change and
continuity. 4. Grasp the complexity of historical
causation, respect particularity, and avoid excessively abstract generalizations.
Primary source artifact(s) is seamlessly integrated into lesson and enhances understanding of the content to be conveyed.
![Page 10: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/10.jpg)
Findings (Habit 1)Distinguish between the important and the inconsequential.
Mean score
Southwestern university 2.0
Southeastern university 1 3.5
Southeastern university 2 2.7
![Page 11: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/11.jpg)
Findings (Habit 2)Develop historical empathy as opposed to present-mindedness.
Mean score
Southwestern university 1.3
Southeastern university 1 2.5
Southeastern university 2 2.9
![Page 12: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/12.jpg)
Findings (Habit 3)Comprehend the interplay of change and continuity.
Mean score
Southwestern university 2.2
Southeastern university 1 2.5
Southeastern university 2 3.0
![Page 13: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/13.jpg)
Findings (Habit 4)Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.
Mean score
Southwestern university 1.5
Southeastern university 1 2.5
Southeastern university 2 2.6
![Page 14: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/14.jpg)
Findings (Artifact)Primary source artifact(s) is seamlessly integrated into lesson and enhances understanding of the content to be conveyed.
Mean score
Southwestern university 2.3
Southeastern university 1 3.8
Southeastern university 2 2.6
![Page 15: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/15.jpg)
Imp lications Are our preservice teachers seeing the
importance engaging students in the complete processes of historical inquiry?
Unintended Outcomes (good and bad) Personal Situations too different? Lesson plans still don’t go far enough
towards historical understanding
![Page 16: Presented at the College and University Faculty Assembly of NCSS](https://reader036.fdocuments.in/reader036/viewer/2022062409/56814eff550346895dbc911d/html5/thumbnails/16.jpg)
Questions/ Comments
E-mail: [email protected] Website (for paper): http://waring.education.ucf.edu/cufa/ http://eweb.furman.edu/~glipscomb/voices/
weblog/?p=33