Open Educational Resources - Teaching and Learning

A collection of Open Educational Resources created by professors at Pittsburg State University.

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Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum

Brandon M. Butler, Stephen R. Burgin, Mark Diacopoulos, and William McConnell

Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two- week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates’ ability to develop curricula reflective of this evolving perspective
Using multiple methods to explore antiracist practices in a cross institutional online community

Mark Diacopoulos, Amanda Burbage, Kristen H. Gregory, and Mary F. Rice

In this chapter, four white, cis-gender, teacher-educators engaged in a multiple method, cross-institution online collaboration during the dual pandemic of Covid-19 and structural racism. Using a book club reading schedule, arts based responses, problem posing, and memory work, the authors examined their experiences and reactions to the pandemic and concurrent incidences of structural racism. Drawing inspiration from Robinson and Robinson’s (2022) Imagine If, followed by Kendi’s (2019, 2023) How to be Antiracist, the authors describe how their online collaboration influenced their understanding of their past, helped them to unpack considerations of present problems in their practice, and helped them consider how they might better act in the future. Throughout the process the authors were mindful of their privilege as white teacher educators and how this impacted their approach to issues of equity, social justice, and racism. Multiple method cross-institution online collaboration is a useful space to examine critical issues of practice.
Dueling Abilities, Behaviors, and Characteristics of Gifted Learners

David Wolff

Using the Star Wars’ characters, R2-D2 and C-3PO as analogies, educators can better conceptualize the diverse ability, behaviors, and characteristics of gifted learners. Gifted learners do not fit a single profile and this essay aims to help challenge stereotypes teachers may have of gifted learners and highlight the diverse cognitive, social, and emotional needs gifted learners may have.
Exploring Etymology Assignment Description

David Wolff

The English language is a borrowed language, a blend of words from many languages from around the world. We see this in the various ways sounds are represented by letters and letter combinations. In transparent or shallow orthographies, there is high predictability and consistent letter-sound correspondence whereas in opaque or deep orthographies, there are many ways to spell the same sound as well as there are many sounds for the same spellings (Burkins & Yates, 2021; Moats, 2020). This assignment description is a guided inquiry for preservice teachers to explore the concept of etymology by watching and reflecting on six TED Ed Talks.
Fish in a Tree Book Study Assignment Description

David Wolff

Individuals lead storied lives, and everyone has a story to tell. Our stories can be shared orally and documented in print. Often, learners are exposed to stories through novels and other trade books. Teacher educators may benefit from using the stories in novels and trade books as case studies in preservice teacher preparation course. This assignment description outlines how to use the novel, Fish in a Tree by Lynda Mullaly Hunt, as a case study to contextualize and understand the lived story of an individual living and learning with dyslexia. Through the novel, preservice teachers experience the dilemmas faced and celebrations experienced as faced by the protagonist, Ally. Case studies are an effective teaching strategy for students in teacher education. Willems and Gonzalez-DeHass (2017) assert that case studies are a “vehicle to prepare preservice teacher for future classroom decision making” (p. ix). Further, Gorski and Pothini (2018) stated “case method’s effectiveness in deepening critical thinking abilities, problem-solving skills, and other competencies in professionals from a variety of fields” and allow us to “muddle through the gray areas [practical solutions to complex problems] by considering all that makes them gray” (p. 6).
Higher Order Thinking ‘On the Go’

David Wolff

Educators of gifted learners often teach in non-traditional spaces and need to be adaptable. This essay shared five cognitive models that support higher order thinking which can be implemented anywhere and with few materials.
Home of the Brave Book Study Assignment Description

David Wolff

Individuals lead storied lives, and everyone has a story to tell. Our stories can be shared orally and documented in print. Often, learners are exposed to stories through novels and other trade books. Teacher educators may benefit from using the stories in novels and trade books as case studies in preservice teacher preparation course. This assignment description outlines how to use the novel, Home of the Brave by Katherine Applegate, as a case study to contextualize and understand the lived story of an individual learning a second language and living in a new country. Through the novel, preservice teachers experience the dilemmas faced and celebrations experienced as faced by the protagonist, Kek. Case studies are an effective teaching strategy for students in teacher education. Willems and Gonzalez-DeHass (2017) assert that case studies are a “vehicle to prepare preservice teacher for future classroom decision making” (p. ix). Further, Gorski and Pothini (2018) stated “case method’s effectiveness in deepening critical thinking abilities, problem-solving skills, and other competencies in professionals from a variety of fields” and allow us to “muddle through the gray areas [practical solutions to complex problems] by considering all that makes them gray” (p. 6).
Intentional Planning to Differentiate

David Wolff

The proficiency model expects all students to meet the same standards, regardless of their readiness nor ability. The essay discusses how Gentry’s (2014) 2 P’s, 2 C’s, and 2 F’s of Differentiation framework may help teachers plan lessons to meet the array of learning needs in their classroom.
Language Learning Simulation using Duolingo Assignment Description

David Wolff

It is likely that preservice teachers will work with students learning English as their second (third, fourth, etc.) language. For preservice teachers to better understand the language learning process, Duolingo was used to simulate the learning experience. The assignment description outlines how preservice teachers can reflection pre-simulation and post-simulation about what they learned about language learning.
Supporting New Colleagues in Gifted Education: Finding Your Starting Point

David Wolff

Newly hired teachers and administrators often lack experience with gifted learners. The goal of this essay is to share four books to act as primers to introduce new teachers and administrators to gifted education and understanding gifted learners.
Talent Scouts

David Wolff

Teachers act as talent scout in their classroom when identifying and honoring students’ strengths and possibilities. Gagne’s (2020) Differentiating Model of Giftedness and Talent 2.0 (DMGT) helps teacher recognize opportunities in their instructional day to nurture talent development within each child. The classroom environment is crucial for each child’s development, with Environmental Educational (EE) and Environmental Intrapersonal (EI) catalysts playing key roles. Outside the classroom, talent scouts collaborate with other professionals ensuring a communication network is established to foster discussions about talent development.
The Apprenticeship of Observation in Gifted Education

David Wolff

The ‘Apprenticeship of Observation’ is described as one’s perception of ‘good teaching’ as informed by our own experiences as a student observing teaching for thirteen years in a K-12 school system. Perception of gifted education is susceptible of the ‘apprenticeship of observation’ and often influencing teachers’ actions and beliefs about the needs of gifted learners.
Unlocking Understanding about Giftedness

David Wolff

The goal of undergraduate teacher preparation programs is to prepare future teachers to work with all learners. Gifted and talented learners are likely found in every classroom regardless of where they reside, however, according to Rinn et al. (2022), Kansas, Missouri, Oklahoma, Colorado, and Nebraska do not require undergraduate teacher candidates to take university coursework on gifted education. The goal of this presentation is to provide a general overview of gifted education specific to Kansas. This presentation aims to address myths and misconceptions about gifted education and gifted learners, characteristics of gifted learners, a basic overview of a general identification process, and strategies to unlock preservice teachers’ understanding about gifted learners and gifted education.
Virtual Learning Walks Assignment Description

David Wolff

Learning Walks are structured walkthroughs with the purpose of professional development and growth. Learning Walks include multiple people so that immediate reflections may occur through collaboration. In higher education, model classrooms are not readily available for preservice teachers to practice and apply coursework knowledge. Virtual Learning Walks are a creative approach to resolve this challenge. This assignment asks preservice teachers to watch a recorded lesson with the mindset that they are visiting a colleague’s classroom to observe them for professional growth. Students take notes during the observation then analyze the observation for their own growth.
Living Library Assignment Description

David Wolff, Hannah Andrews, Kim Ballew, Alexis Durman, Macayla Mcclure, Lexi Nowlin, Rachel Pace, Brecca Peter, and Lauren Shinn

The goal of this assignment is for preservice teachers to articulate their WHY. Having a strong ‘why’ can help you figure out ‘how’. In the case of resilience, if one knows why they are doing what they are doing, why they want or desire something, or why they are on this planet at this given time, they are likely to feel more confident about their purpose as well as have a core belief to rely on to overcome adversity and move towards their goals. We all have a story. Our stories are valuable and worthy to be heard. This assignment engages students to apply their understanding of the elements of the Writing Rope (Sedita, 2019a; Sedita, 2019b) and the Writing Process, as part of the Science of Reading, to write a short autobiography about one aspect about why they choose to become a teacher and to share their story with others in a public forum commonly referred to as a Living Library.
Moving Through: Supporting Preservice Teachers’ Transition through College to the Profession using Homerooms

David Wolff, Mark Diacopoulos, Alexis Durman, Alexis Monks, Madison Adamson, and Kim Ballew

Preservice Teachers at Pitt State undergo a significant transition from student to professional. Faculty in the College of Education created a weekly Homeroom to support this shift, covering topics like goal setting, power dynamics, generational differences, self-care, identity charts, and time management. Preservice Teachers’ experiences will be shared.
Diminishing the Researcher Imposter Syndrome among Teacher Education Faculty

David Wolff, Donna Zerr, and Carissa Gober

We will share our journey of moving beyond our one-hit wonder of the dissertation and the imposter syndrome of being academic researchers. We developed a professional learning community to collaborate, support, lament, and celebrate scholarship. Attendees will learn our intentional processes and resources to progress in your writing journey.
Facing Publishing Paralysis in Teacher Education: Book Critique of Writing Your Journal Article in Twelve Weeks (2nd ed.)

Donna Zerr, Carissa Gober, and David Wolff

Book Critique of Writing Your Journal Article in Twelve Weeks (2nd ed.) by Wendy Laura Belcher.
Creating a Gifted-Friendly Classroom

David Wolff

The goal of undergraduate teacher preparation programs is to equip future teachers to work with all learners. Gifted and talented learners are likely found in every classroom regardless of where they reside. According to Rinn et al. (2022), Kansas, Missouri, Oklahoma, Colorado, and Nebraska do not require undergraduate teacher candidates to take university coursework on gifted education. The goal of this presentation is to provide a general overview of gifted education specific to Kansas. This presentation aims to address myths and misconceptions about gifted education and gifted learners, characteristics of gifted learners, a basic overview of a general identification process, and strategies to create a gifted-friendly classroom.
Exploring Professional Dispositions with Preservice Teachers Assignment Description

David Wolff

The dispositions needed to be an educator is vast. Some dispositions come naturally to teacher candidates and others are nurtured by teacher education programs. According to the National Council for Accreditation of Teacher Education (2008), professional dispositions expected of teacher candidates include “the ideal of fairness and the belief that all students can learn (p. 22). This assignment provides teacher candidates an opportunity to explore, analyze, and discuss various professional dispositions needed by educators using six examples of children’s literature, all of which by the author, Patricia Polacco.
Journey “Box” Assignment Description

David Wolff

The Journey “Box” allows preservice teachers to explore and share their own historical narrative as they different aspects of their own family’s journey to America. The Journey “Box” first asks preservice teachers to explore themes by reading children’s literature and then positions preservice teachers as interviewers as they seek out different facets of their family’s historical narrative from members of their family. Preservice teachers then use their experience with a Journey “Box” to design an inquiry that could be used in their field experience. The Journey “Box” integrates social studies standards and best practices with ELA standards.
Student with Twice-Exceptionalities IEP Meeting Assignment Description

David Wolff

General education teachers should remember that all students are general education students, first. We need to be prepared to work with students of all abilities in our classrooms. As general education teachers, we have an active role on a child’s IEP team and an active role during the IEP meeting. This assignment asked preservice teachers to develop a script of what they would say at an IEP meeting of one character from four different novels that would be considered a child with twice-exceptionalities.
The Journey Box: Promoting Language Development while Exploring One’s Identity

David Wolff

A Journey Box allows students to explore and share their family’s historical narrative using primary sources like interviews and artifacts. Students explore different facets of their own family’s history and journey to America while engaging in a larger shared experience among classmates to understand different perspectives. The Journey Box develops oral and written language skills while supporting individual’s exploration of their culture and identity.
Magnetic Hallway Huddles: Attract and Retain High-quality professionals

David Wolff, Carissa Gober, and Donna Zerr

This presentation was conducted for a national conference about mentoring. The authors discussed Tinto’s Model of Institutional Departure and Schlossberg’s Model for Analyzing Human Adaptation to Transition as theoretical frameworks to explain the transition and retention of university professors. The focus on the study was the three authors who transitioned to the same university during the 2022-2023 academic year. Authors discussed their experiences of the transition and found themes related to the mentoring process that that acclimated them to the institution and influenced their retention.