Preview Workflow

Viewing: LTC 4550W castroaj : Assessment in Social Studies - Writing Intensive

Last approved: Mon, 12 Sep 2016 18:26:56 GMT

Last edit: Mon, 12 Sep 2016 16:49:28 GMT

Proposal Type

Writing Intensive

Contact Information

eas6k4
Erin
Small
eas6k4@mail.missouri.edu
573/882-1798
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
castroaj
Antonio
Castro
castroaj@missouri.edu
573/882-1993
Learning Teaching & Curriculum
Subject Area’s Department Chair/Director:
ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program

Term for Proposal

 
Fall 2016

Course Catalog Information

EDUC
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
4550W
3
 
30
Assessment in Social Studies - Writing Intensive
Will address the purposes and development of social studies assessment for all levels from classroom to national assessment. Assessment will be used to reflect upon curriculum/instruction, make revisions and set goals.
 
Lecture/Standard
A-F (allow student to choose S/U option)
 
 
 
Admittance to Phase II.

Instructor Information

castroaj
Antonio
Castro
castroaj@missouri.edu
573/882-1993
Learning Teaching & Curriculum
(numbers only)
Tenure Line Assistant Professor
211F Townsend Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course serves as the third methods course in the secondary social studies course sequence and the second course for the middle school course sequence. This course focuses on the development of curriculum products and assessment and utilizes a constructivist framework to define the role of assessment in curricular planning and every day instruction. The course combines elements of constructivist pedagogy for social studies instruction (authentic pedagogy, historical thinking, experiential learning, etc.) and curriculum development models (backwards planning, conceptually-based curriculum mapping, curriculum differentiation, and universal design for learning). Students employ skills in test design, project/simulation construction, embedded scaffolding, curriculum layering, and diagnostic assessment. Writing curriculum through unit and lesson plans, as well as activities guidelines, assessments, and other forms of student-based materials, is both a science and an art form. Like any other genre, future teachers need to master the nuances of structure, content, and style that best communicate the learning objectives of the lesson or activity. This course focuses on preparing future teachers towards becoming competent curriculum developers and, hence, capable writers of curriculum.
This next year, given the emphasis on literacy, we are adding a few pieces of literacy instruction to the course.
Face-to-face
Self paced?

30
30
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
All assignments
Comprehensive Lesson Plans (3): Students are expected to write three comprehensive lesson plans. Each lesson plan will include not only a description of the classroom activities, but also the actual handouts, materials, and assessments that correspond with the lesson. The three lessons are to be related to the same unit of study. The first lesson plan must incorporate aspects authentic pedagogy/constructivist lesson design. The second lesson plan must incorporate activity guidelines that model embedded scaffolding techniques. The last lesson plan should incorporate some kind of advanced facilitated discussion activity. Students receive feedback on first drafts and resubmitted second drafts. The average length of the drafts is between 6-8 pages for each lesson plan. The instructor will provide feedback on the majority of these assignments. Students will be expected to turn in revisions of their work.

Teacher Constructed Test (1): Students will construct a multiple choice assessment that utilizes the design principles taught in the course. The items will incorporate the use of Bloom's taxonomy in its construction, as well as corresponding supporting materials (e.g., graphs, documents, images). The average length of the draft will be about 4 pages. Class time is set aside for students to review their work with the instructor and/or TA.

Curriculum and Assessment Project (1): Students will work on a project that consists of the construction of a unit about an important topic in social studies education. The unit will comprise of three comprehensive lesson plans, guidelines for one experiential learning activity, and a summative assessment. Students will have opportunities to have this project reviewed by peers and by the instructor. The average draft will consists of about 20 pages. Class time is set aside for students to have peer review on the work. The instructor and/or TA will review drafts before final submission.

Curriculum and Assessment Reflection Paper (1): In this paper, students will reflect on what they learned about the following four topics as a result of the Constructivist Social Studies Curriculum and Assessment Project by taking a stance on the following question: How should assessment be used in the social studies classroom? They will respond to the following four areas:
-The role of assessment in curriculum design
-The use of assessment as a formative tool
- The use of assessment as a summative tool
- What is your overall philosophy for using performance-based and written assessments in secondary social studies classrooms? How has your thinking about assessment changed as a result of this semester? This paper should be about 4-8 pages in length. The writing TA will provide support on this document.

Final Exam Paper (1): In the final reflective paper, students will be asked to construct a response to a specific prompt concerning assessment and curriculum in secondary social studies classrooms. The response should refer to the readings, discussions, and activities related to the class. The response should also be centered around a particular thesis or argument and consistent of solid reasoning, examples, and references. More information about this final paper will be given near the end of this semester. Students will be expected to go through the entire writing process, including creating a draft and revising and editing this paper. The instructor and the graduate T.A. will be available to assist you throughout this assignment. The paper should be approximately 8-12 pages in length. The instructor of the course will grade this final paper.
Length of assignment:
50
instructor
50
instructor
100

Total pages for all assignments:
First drafts:
50.00
Revisions:
50.00
100.00
Students will have ample opportunities to review, revise, and resubmit their work. At the end of the semester, students will compile their work into a shared drive to be available for any member of the cohort as a resource for future lessons.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
Students will have ample opportunities to review, revise, and resubmit their work. At the end of the semester, students will compile their work into a shared drive to be available for any member of the cohort as a resource for future lessons.
Writing curriculum through unit and lesson plans, as well as activities guidelines, assessments, and other forms of student-based materials, is both a science and an art form. Like any other genre, future teachers need to master the nuances of structure, content, and style that best communicate the learning objectives of the lesson or activity. This course focuses on preparing future teachers towards becoming competent curriculum developers and, hence, capable writers of curriculum.
In curriculum development, teachers must evaluate their understanding of the content area, identifying key concepts and enduring understanding that they feel are important for students to gain about the topic. As a result, the act of curriculum writing (either in unit plans, lesson plans, or activity guides) involves interpretation. The teacher constructs a set of "essential questions" from which to build their curriculum and craft their lesson and activities. In this course, the three comprehensive lesson plans, the curriculum and assessment project, and the curriculum and assessment reflection paper ask students to respond to their interpretations of what content should be taught in a specific area of the social studies. Specifically, the reflection paper requires students to thoughtfully address their justifications for the curriculum choices they have made. In the final exam paper, students also have an opportunity to provide interpretation about a scenario or situation. In the past, the situation involved a principal demanding an end to performance-based assessments and/or constructivist teaching methods. Students were to respond to this scenario about the meaning of curriculum assessment and the role of constructivist teaching in supporting more critical and analytical thought processes in students.
As the course is primarily about student writing in curriculum, writing assignments are distributed fairly evenly throughout the semester. Lesson plans are due in September, October, and November. The test is due in early October. Curriculum Assessment Projects and Reflections are due in December. The final exam paper is due during the exam time period. Class time is set aside in the syllabus for students to engage in review of drafts by peers and the writing TA and instructor.
100
%
 
1
The writing TA will work closely with the class. This person will be selected from the existing pool of doctoral students in social studies education or related area. In the beginning, I will grade most of the assignments with the TA grading a smaller portion of them. We will meet discuss our grading habits and compare. The writing TA will oversee the grading of Curriculum and Assessment Projects and Reflection Papers, and I will great final exam papers. We will both offer feedback on drafts of student work.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
I marked this course as exemplary for its use of varied, authentic writing assignments and how it encourages students to engage in real world debates. - Jonathan
1.28.15: Changed year to 2015 - Jonathan

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
 
Key: 341