Presented at OHASSTA 2010 and Feb. 2011
- 1.
- Sandbox 101 Susan Pannell Rachel Collishaw
2.
- What is sandbox teaching?
3. Benefits; how it serves both students and teachers 4. How it
works 5. Photo Gallery 6. Application to teaching history in
Ontario
-
-
- Curriculum support material (CHC2P/D, CHW3M)
- 7. How to get set up.(Materials and sourcing)
8.
- Sandbox 101 , What is it?
- Using sandboxes in the classroom
10. An assessment piece 11.
- Engages students both P and D level, ESL
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- Especially the P level student
- Is an activity directed teaching strategy
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- appeals to the tactile learner
- 12. differentiated instruction
13. Results instudents demonstrating what they know and
understand about the topic (example:trench warfare)
-
- Intrigues other students promotes history electives within the
school
14.
- Accommodates both the Spec. Ed and ESL student
15. Serves as an assessment piece
-
- 16. Quick and easy to mark
17.
- Sandbox 101 , How it works?
- 6 sandbox; 4-5 students per
18. Activities require students, working in groups, to
demonstrate what they know and understand about various topics
-
- Trench warfare, WW1 Battles, D-Day and Archeological Digs
- Activities include both an opportunity for feedback and
assessment (Formative and
19.
- Sandbox 101 , Application for teaching history
- Directly ties to the curriculum
21. As well as CGC2P/D, CGF3M 22. Probably more 23.
- Sandbox 101 , Application for teaching history
- Student have the opportunity to model battle strategies,
conditions, and battlefield geography
-
- Have to use their knowledge to create an accurate
rendering
- 24. Are engaged and participating because it is fun!
25. Learn from immediate and direct feedback
-
-
- Teacher can ask:Why did you do this? Or that?...
- 26. Students can circulate and see other groups models learning
from one another and providing feedback
27.
- Sandbox 101 , Application for teaching history
-
- Activity and assessment can be done in one period
-
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- Group members attendance does not influence the product or
assessment
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- All students are engaged and participating
-
-
- All feel capable (of playing in the sand) and are less likely
to sit back and let others do the work for them
- 28. Students learn from each other
- 29. Unlikely students take various roles, including leadership,
within the group
-
- Students feel proud of their product not discouraged
30.
- Sandbox 101 , Application for teaching history
-
- Students learn (example - battle strategies;over-the-top ) by
creating a rendering of it and defending it to the teacher - why
they built it the way they did
- 31. Mistakes made during the modeling activity are learned from
corrected for summative assessments
32. Incorporated differentiated teaching strategies to our
toolbox (as educators) 33.
- Sandbox 101 , Application for teaching history
- Assessment and evaluation
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- Provides an excellent activity and product where students
demonstrate curriculum expectations
- 34. All 4 assessment categories can be assessed for all
students
-
-
- including the reluctant writer
- 35. the ESL student
- 36. Students with accomodations
-
- Assessment / evaluation is quick and immediate
- 37. Lends to differentiated assessment and evaluation
38.
- Students submit an itemized report and dig evaluation
39. Students make inferences and apply knowledge 40. Can be
formative or summative 41.
42. 43. 44. 45. 46.
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- IKEA under the bed plastic storage containers with lids
($20)
- 47. With lids stacking
-
- Any hardware store (home Depot)
- Toy plastic soldiers -I provide them !
-
- Wire, toothpicks, popsicle stick, paper, fabric..students
provide or improvise
- Is what brings them up from a level 1+/2- to a 3 or 4
48.
- Curriculum support material
- www.susanpannell.wikispaces.com
- www.collishaw.pbworks.com
49.
CHW3M
- Students bring in all materials
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- Divide tasks among group members
- 50. String, trowels, tape, baggies, labels,etc.