got history? effective practices

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Got History? Effective Practices. A Workshop for teachers in grades 2-8. Purpose. Engage in effective history teaching strategies using Civil Rights as a model unit A ffirm B elieve C reate D iscover E xplore F un. Session Outcomes. Explore Discuss Analyze - PowerPoint PPT Presentation

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  • Got History? Effective Practices

    A Workshop for teachers in grades 2-8

    Kevin Simpson, 2007

  • PurposeEngage in effective history teaching strategies using Civil Rights as a model unit

    Affirm Believe Create Discover Explore Fun

    Kevin Simpson, 2007

  • Session OutcomesExploreDiscussAnalyze

    effective history practices

    Kevin Simpson, 2007

  • Warm Up Activity

    On a note card, record your most memorable event in history?

    Share at your tables and introduce yourself.

    Kevin Simpson, 2007

  • Relevant Researchhttp://www.nche.net/docs/BAHC.pdfUsed with permission

    Kevin Simpson, 2007

  • The Bradley Commission on History in Schools, 1987-88 The first national group created to focus on concerns in the teaching of history in classrooms. Two main goals: explore K-12 history teaching and make recommendations to all stakeholders.

    (Retrieved November 13, 2006 from http://www.nche.net/docs/BAHC.pdf)

    Kevin Simpson, 2007

  • Research and experts in the field say history education shoulddemonstrate the interdependence of history and the social sciences, by teaching the concepts of the latter in dramatic historical context. offer many chances for active learning, inquiry and the development of critical, historical habits of the mind. be taught by a wide diversity of pedagogical methods, of the teacher's own choice and design.

    (Retrieved September 5, 2005 from http://www.nche.net/docs/about.html)

    Kevin Simpson, 2007

  • Historytelling: Who am I?

    Kevin Simpson, 2007

  • Thurgood Marshall

    Kevin Simpson, 2007

  • Why Storytelling?

    Gaining Verbal SkillsImaginationPassing on Wisdom

    (Retrieved September 18, 2005 from http://www.storyarts.org/classroom/index.html)

    Kevin Simpson, 2007

  • Socratic SeminarIn a Socratic Seminar, participants seek deeper understanding of complex ideas in the text through rigorously thoughtful dialogue, rather than by memorizing bits of information. (as cited by Murphy, Jeanne. Professional Development: Socratic Seminars. Retrieved September 4, 2005 from http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skill)

    Getting startedA seminar of our own

    Kevin Simpson, 2007

  • (Retrieved September 24, 2006 from http://www.howardcc.edu/diversity/images/bvboe.jpg)

    Kevin Simpson, 2007

  • Benefits of Socratic SeminarEnhances students knowledge and research baseCreates a community of inquiryDevelops strategies for critical thinkingQuality time to engage in in-depth discussions

    (Retrieved September 18, 2005 from http://www.greece.k12.ny.us/instruction/ela/SocraticSeminars/ faqsabout.htm)

    Kevin Simpson, 2007

  • Civil Rights Fact Congress passes the Voting Rights Act of 1965, making it easier for Southern blacks to register to vote. Literacy tests, poll taxes, and other such requirements that were used to restrict black voting are made illegal.

    August 10, 1965

    Kevin Simpson, 2007

  • Photo Reenactment

    Reenact a historic photo from the Civil Rights Era

    The chance to learn from primary sources catches students interest, they experience the excitement of participating in detective work, and they discover that they already have the skills and knowledge to learn from these items.

    (Retrieved October 1, 2006 http://www.indiana.edu/~mathers/edu/top2_text.pdf)

    Kevin Simpson, 2007

  • Visual aids have been found to improve learning by up to 400%Burmark, Lynell. Visual Literacy: Learn to See, See to Learn. Alexandria, VA: Association for Supervision and Curriculum Development, 2002. With out With

    Kevin Simpson, 2007

    Chart1

    with visual aids100

    without visual aids400

    percent increase

    The Power of Using Visual Aids

    Sheet1

    with visual aids100

    without visual aids400

    Sheet1

    percent increase

    The Power of Using Visual Aids

    Sheet2

    Sheet3

  • (Retrieved September 24, 2006 from http://www.howardcc.edu/diversity/images/bvboe.jpg)

    Kevin Simpson, 2007

  • Teacher Share Give one, Take three

    Record the idea you brought to this session on how you make history come alive for your students.

    Share your idea and record three ideas from colleagues.

    Kevin Simpson, 2007

  • Civil Rights FactSupreme Court prohibits segregation of recreation facilities like playgrounds. 1955

    Kevin Simpson, 2007

  • What makes history hard for students?

    VocabularyMaking Connections and Word Sorts

    Kevin Simpson, 2007

  • The single most important factor in reading comprehension is vocabulary meaning.Davis, F.B. 1968. (as cited in Turner, Thomas N. 1999. Essentials of elementary social studies. Needham Heights, MA: Allyn & Bacon, 81.

    Vocabulary is also very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean.(Retrieved September 20, 2005 from www.nifl.gov/partnershipforreading/explore/vocabulary.htm)

    Kevin Simpson, 2007

  • Civil RightsMaking Connections

    integration segregation

    protest

    busing schools

    Supreme Court

    Kevin Simpson, 2007

  • Word Sorts

    Kevin Simpson, 2007

  • Personal Data Woodlawn ESGrade 4 Virginia History Assessment Data2002-2003 Academic Year

    55 students tested3 (or 5.5 %) students passed advanced21 (or 38.2%) students passed proficient31 (or 56.4%) students failed

    2003-2004 Academic Year

    55 students tested31 (or 56.4 %) students passed advanced20 (or 36.4%) students passed proficient4 (or 7.3%) students failed

    What happened?

    Kevin Simpson, 2007

  • Personal Data Woodlawn ESGrade 4 Virginia History Assessment DataDuring year two teachers met each month for sustained, ongoing professional development inhistory with curriculum expert.

    In addition to analyzing the previous years data andmodel lessons the following practices were explored: StorytellingUsing images

    Teaching vocabulary

    Kevin Simpson, 2007

  • Civil Rights FactU.S. Congress passes Civil Rights Act of 1964, prohibiting discrimination in public places, schools, lodging, federal programs and employment.

    Kevin Simpson, 2007

  • Mind MapMind maps were developed . as a way of helping students make notes that used only key words and images. Mind maps .are much quicker to make, and because of their visual quality much easier to remember and review.(Retrieved September 4, 2005 from http:petersussell.com/mindmaps/mindmap.html)

    Student examples

    Kevin Simpson, 2007

  • Table TalkAt your table discuss the information presented. Use the starters below.

    Ill try....I think....I wonder....In my classroom....My colleagues.

    Kevin Simpson, 2007

  • History is the memory of things said and done. (as cited by Szasz, Ferenc. Quotes About History. Retrieved April 4, 2005 from http://hnn.us/articles/1328.html)

    QuestionsCommentsReflections

    Kevin Simpson, 2007

  • Kevin SimpsonFairfax County Public Schoolsnupem7@hotmail.com703.992.4789

    Kevin Simpson, 2007

    Play music

    Note cardsAt copyright holders request, please mention that copies of this report are available free of charge in PDF format from the NCHE web site.Thurgood Marshall storytellingBring robeShare one fascinating fact learned about Marshall with a colleague and a person from your history curriculum you could try this withTalk about assessmentVolunteer readsTalk about assessmentIdeas for Socratic seminars you want to try/sample seminar topics you have facilitated with studentsVolunteer readsVolunteer readsUse the color sheet of paper volunteers to reenactWay to engage preview content predict - questionVolunteer readsShare ideas out loud. Highlight vocabulary.Share idea of preassessing students using vocabulary from history unitsOverhead Allow teachers to work with a partner to create additional connections Adapt: words with no topic/topic with no words/add visualsCreate one of your ownGive sets of teachers a baggie and allow them to sort the wordsShare your information with another set of teachers (compare/contrast)-get up and moveIf time, create one of your ownPicture sorts alsoVolunteer reads

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