gallery of lost students take a paper plate and draw the face of a lost student you know. give your...
TRANSCRIPT
Gallery of Lost Students
•Take a paper plate and draw the face of a lost student you know.
•Give your student a fictitious name.
•Add your student to the Gallery of Lost Students.
Are children’s brains different today?
Kids are different today.
Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
Not because of their clothes or
their secret codes or their
music. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
They are different
because of some basic
physiological phenomena.
Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
Kids react while the older
generation reflects.
Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
They are random while we are sequential.
They are holistic while we are
linear. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
Their predominant
sense is motion and touch
whereas ours is hearing and
seeing. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
As learners, they experience while
we intellectualize.
Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
The concern is that schools will
not or cannot adjust to these differences in
time. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
The concern is that we are
using the excuse that kids don’t want to learn when, in fact,
they do. Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
They just must learn differently.
Hawkins, M. L. & Graham, M. D. Curriculum architecture: Creating a place of our own. National Middle School Association, 1994.
How has the world changed in the last
150 years?
“It’s hard to imagine any way in which it hasn’t changed. Children know more about what’s going on in the world today than their teachers, often because of the media environment they grow up in. They’re immersed in a media environment of all kinds of stuff that was unheard of 150 years ago, and yet if you look at school today versus 100 years ago, they are more similar than dissimilar.”
Peter Senge, Massachusetts Institute of Technology
Six Critical Elements for 21st Century Learners
1. Emphasize core subjects
2. Emphasize learning skills
3. Use 21st century tools to develop learning skills
4. Teach and learn in a 21st century context
5. Teach and learn 21st century content
6. Use 21st century assessments that measure 21st century skills
Partnership for 21st Century Skills. Learning for the 21st Century. www.21stcenturyskills.org
Three Key Learning Skills
Information and Communication Skills
Thinking and Problem-Solving Sills
Interpersonal and Self- Directional Skills
Partnership for 21st Century Skills. Learning for the 21st Century. www.21stcenturyskills.org
21st Century Content
Global Awareness
Financial, Economic, and Business Literacy
Civic Literacy
Partnership for 21st Century Skills. Learning for the 21st Century. www.21stcenturyskills.org
What implication does this have on teaching social studies in the 21st
century?
Why is it Important to Teach Social Studies?
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.
National Council of Social Studies
Strategies for Success in Social Studies
Culture is about a person’s whole way of life.
•Culture is learned behavior, not something you are born with. •You learn how to act, feel, and think, as well as how to behave. •You also learn culture through language. •Culture is powerful because it shapes you and who you are. •Cultures can be the same or they can be different.
Culture Bag Assignment
Thinking about who you are and yourculture, create a bag to bring to class toshare with your fellow classmates. You canuse a clear baggie or create your ownspecial bag. Put pictures or artifacts in thebag that represent you and your culture.
What country dressed you today?
• Find someone you don’t know and introduce yourself.
• Look at the label in one article of clothing you wore today.
• What country made this garment? • Talk to your new friend about the
country.
Objective: To help students build “folders” or concepts to have a place to “hang” the facts as they progress through the grades.
“Coathanger Concepts”
Pick a Concept from the TEKS
• Freedom
• Democracy
• Citizenship
• Agriculture
• Transportation
• Systems
• Immigration
• Inventions
Materials Needed:
Wire CoathangersConstruction Paper
MarkersScissors
GlueYarn
Old Magazines
Directions:1. Select a concept from the TEKS and
brainstorm it’s meaning.
2. Define the concept (in “kid” language).
3. Find some examples/non-examples of the concept.
4. State the historical significance of the concept
5. State the general significance or overall importance of the concept
Put the information about your concept on construction paper cut outs and attach to a coathanger to make a
mobile. Display from the ceiling in the classroom.
Concept
Definition Examples/Non-examples
HistoricalSignificance
GeneralSignificance
Freedom
Freedom means I have the right to do what I want to,
within limits.
Examples of FreedomConstitutionBill of RightsDeclaration of Independence
Patriotic SongsPatriotic Symbols
HistoricalSignificance*Right to pray,
speak, and write*Right to vote
*Right to be free to do what we want to,
within limits
GeneralSignificanceI live in a country
where I have alot of freedom thanks to the
documents my forefathers wrote.
Adapted from History Alive!
Interactive Student Notebook
Preview (Hook)*allows students to reflect upon or
experience something that connects directly to the content or thought process that will be addressed in the right side notes
*is engaging, interesting, and thought-provoking
*is open-ended*is quick (3 to 4 minutes), does not have to
be completely finished.
Processing (Sinker)*cannot be completed successfully unless
the information from the right side notes is used
*requires thinking beyond the recall level*is engaging, challenging, and interesting*can be completed after class
Notes (Line)*students create or contribute to the
content of the notes*notes are organized in ways that make
them engaging and easy to understand
*model for students how to think graphically or use outlines
*the note-taking itself involves processing information
Avoid:*having students copy notes off the
overhead, board, or out of the textbook*giving students a page to paste in as right
side notes when there is no students involvement with the page
HOOK-LINE-SINKER
• The “Hook” is an activity that taps students’ prior knowledge.
• The “Line” consists of class notes or other information given to the students by the teacher.
• The “Sinker” is any activity or performance assessment that allows students to process what they have learned.
Resources for Teaching in the 21st Century
• History Alive
• Mini-Society
• Project CRISS
• Thinking Maps
How Do You Learn?
Check the statements that apply to you.
Adapted from The 4MAT System, About Learning
They learn by feeling their experiences.
They take time to reflect and ponder their experience.
They learn primarily in dialogue, by listening and sharing ideas.
They excel in viewing ideas from many perspectives.
They have highly developed imaginations.
They thrive on lots of reflecting time, especially when pondering new ideas.
They tackle problems by reflecting alone and then brainstorming with others.
Their favorite question is “Why?”
Are you a Type One Learner?
Adapted from The 4MAT System, About Learning
They learn by thinking through experiences, judging the accuracy of what they encounter, examining details and specifics.
They take the time to reflect and ponder on what they experience.
They excel in traditional learning environments and are thorough and industrious.
They look for structure.
They thrive on stimulating lectures and readings.
They are systematic.
They tackle problems with logic and analysis.
Their favorite question is “What?”
Are you a Type Two Learner?
Adapted from The 4MAT System, About Learning
Are you a Type Three Learner?They learn by thinking through their experiences, judging the usefulness of what they encounter.
They take the time to figure out what can be done with what they learn.
They excel at down-to-earth problem solving, often tinkering to make things work.
They seek to get to the heart of things.
They work for deadlines and “keep to the plan.”
They like to be considered competent.
They tackle problems quickly, often without consulting others.
Their favorite question is “How does this work?”
Adapted from The 4MAT System, About Learning
Are you a Type Four Learner?They learn from their perceptions and the results of their experiences. They are open to all manner of sensory input.
They consider the possibilities of what they learn.
They learn primarily through self-discovery.
They excel at synthesizing.
They are flexible and flourish in challenging situations.
They thrive on chaotic situations.
They tackle problems with their intuition.
Their favorite question is “What If?”
Adapted from The 4MAT System, About Learning
Why?
What?How?
So What?What If?
Why?
What?How?
So What?What If?
Adapted from The 4MAT System, About Learning
Hook
Line
S
I
N
K
E
R
Window Paning for Retention
“A” “Z”
6
WII-FM
People tend to remember best…
• What they hear first
• What they hear last
• In chunks
• By linking
• Unusual things that stand out
• If they review content 6 times
• If they write it down
Window Paning for Retention
A child is a person who is
going to carry on what you have
started.
He is going to sit where you are
sitting, and when you are
gone, attend to those things
which you think are important.
You may adopt all the policies you please, but how they are carried out
depends on him.
He will assume control of your cities, states, and nations.
He is going to take over your
churches, schools,
universities, and corporations…
…the fate of humanity is in
his hands.
You have an awesome
responsibility to make sure that students have
access to social studies instruction every day…because
Our greatest contribution to
mankind is to make sure there is a
teacher in every classroom every
day who cares that every student
learns and grows and feels like a
real human being.