TE803 Laura Andresen February 11, 2011

Social Studies

For today…

I’m In Unit Planning History Questioning Workshop/conferencing Peer Review

Start, Stop, Continue

Reflect on what is within the ability of me or the class to start, stop, or continue doing

I acknowledge there are things we’d love to change but we don’t have control over them

Planning

Rationale – first item on unit plan- may be only paragraph future employer reads What do they tell us?

For the purpose of …. So that…..

GLCEs Make sure they are reflecting integrated

content curriculum Procedures

Active vs. passive activities

Assessment The assessment is a direct evaluation of

the objective measure if it was met

Be sure the activities you are assessing are in your procedure somewhere

Formal vs. informal assessment – both necessary

A) When teachers give students the chance to bring all of their ideas and insights together at one time.

B) When teachers identify students’ strengths and weaknesses prior to planning a lesson.

C) When teachers use aggregate student achievement data to assess and improve the effectiveness of their curriculum and teaching.

D) When teachers use data to communicate a child’s progress with to their parents and give the parents ideas about how to help.

E) When teachers modify and adjust their teaching practices to reflect the needs and progress of his or her students.

1. Diagnostic2. Formative3. Summative4. Evaluative5. Informative

Students associate assessment with negative feelings—it’s about being told what you are bad at.

Assessment should be educative and not just a chance to show what you already know.

The results of assessments do not automatically imply what needs to be done.

Students’ “errors” are often give insight into their opinions and experiences.

Assessments should allow for more than right/wrong answers.

Assessment begs of us to stop and ask: What is going here?

Extensions/Modifications What should they look like? Why do we

have to do these? Deeper and Support

History

Experience reaching conclusions based on evidence

Deliberation over the common good Understand different perspectives

See that interpretation is an inseparable part of historical understanding

Record of history often incomplete

Strategies Analytical stance: look for historical

patterns or examine the causes and consequences of events in the past- how life has changed over time

Moral response stance: judge the history and take a stance – good or bad

Identification stance: look for connections between ourselves and people in the past

Exhibition stance: students display what they know, answer questions- at end of textbook, from the teacher, or in an exam

"Benjamin Franklin knew that sometimes the best way to get people think is to make them laugh“

http://www.youtube.com/watch?v=mQP-RirMwbY

Teaching History:

The possibilities: Focus not only on what happened but why and how

it can relate to civic decision making Focus on everyday events and lives of common

individuals in historical periods Focus history teaching goals, big ideas and for life

application (94) Including multiple perspectives (multicultural and

global perspectives) Represent historical information in the form of

narratives, not abstractions (a double –edged sword)

Foster empathy! (avoid presentism) Making history relevant to student’s lives and

identities

Studying History

History is an integral part of social studies (one of the core disciplines), yet it is often looked at as either boring or a series of facts and dates.

Doing History as Levstik and Barton suggest means connecting it to the life of the child.

Introduction to Doing History

What’s the difference between knowing and doing history?

What are your memories of history classes?

Doing History aims to offer new and engaging ways of helping children discover the past

History is…

Chronological gives students a mental timeline

Engaging Made up of questions to explore

History helps us…

Locate ourselves in time/Make meaning in connection to our own lives everyone has a place in history parallels can exist between events or

decisions made in the past can those in one’s daily life

Imagine the future Learning (or not learning) from actions of

the past Example of your history where you did or

did not learn from an event from the past?

History…

Includes significant themes goes beyond names, facts, dates these themes cover large issues,

problems, questions, conflicts, and help students make connections between events over time and space

History is…

More than just political is social and intellectual: about other

members of society and groups of people who significant contributions to our evolution and identity as Americans.

stories of under-represented peoples are told

Controversial the study of history should be one of both

vice and virtue is not “national cheerleading”

History is…

Interpretive through narrative accounts should be constructed as stories

(characters, settings, events, problems, resolutions)

accounts of the same event differ

Reading books / watching videos Prior to watching/listening/reading…

set a focus for your students to concentrate on Why do we do this? How can we do this?

Using Social Studies Textbooks

Informational tool Group with people next to you Come up with ways to use a

textbook in a lesson – one person write them on board

Now look at the list as a group and let’s determine which are

Helpful/appropriate ways vs. unhelpful/inappropriate ways

Why?

Bloom’s Taxonomy

Bloom’s Taxonomy What is it? In 1956, Benjamin Bloom headed a group of

educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work.

New Bloom’s vs. Old Bloom’s

New Bloom’s vs. Old Bloom’s

Remembering: can the student recall or remember the information? define, duplicate, list,

memorize, recall, repeat, reproduce state

Understanding: can the student explain ideas or concepts? classify, describe, discuss,

explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: can the student use the information in a new way? choose, demonstrate,

dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts? appraise, compare,

contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Evaluating: can the student justify a stand or decision? appraise, argue, defend,

judge, select, support, value, evaluate

Creating: can the student create new product or point of view? assemble, construct,

create, design, develop, formulate, write.

Questioning?

So why is it important to be aware of these levels of questioning?

What do the levels of questioning say about your expectation of student knowledge?

How can you become a better questioner?

Why is higher-order thinking difficult? Why is knowledge level questioning

easy?

For Next Time…

Finish Part II and III- don’t need to turn into me unless you want to

Read Friend & Bursuck, pp.320 – 352 Chapter 9 – we will talk more about Special Needs and adaptations

Social studies as- Economics & Geography

Mid-semester evaluation

Where are we- Start Stop Continue

Peer-Review/Conferencing

To pair with someone that is unaware of your lesson plan- count off by 8- find partner

I will call you up individually to conference with me about where you are so far in your planning process and ways I can support you with this – bring evaluation with you

If you would like a second person to review your unit plan you may

Continue to work on your units