personal reflective journal -...

Personal Reflective Journal by Michelle Dutcher

EDUC 5613: Methods in Elementary Social Studies Dr. Sharon Murray

Methods

This section looks at the possible plans, structures, and methods that can be used to organize students.

Page 2

Strategies

This part of the journal features a variety of classroom strategies, which refers to what the students are being asked to do.

Page 6

Reflections

The final portion of the journal hosts a number of reflections to a variety of NCSS articles.

Page 23

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Basic Function:

A structure in which ideas and opinions can be

expressed. This method facilitates equal participation.

For example, brainstorming and cooperative projects.

The latter of which allows teammates time to get

acquainted.

Ways to be used in Social Studies:

This method could be used to uncover students’

knowledge about a particular event. This is

accomplished by passing around a sheet of paper and

having students jot down the information they know.

Can be used to review material. Uncommon

Commonailities is a great example of this method.

Method: Round Table

(1) Put students in groups (usually around 4).

(2) Each student in turn writes something or adds ideas to a paper and pencil passed around the group. The sharing circles around the group

one after the other. There usually is very little talking during this activity. Take about 15-20 seconds per student.

Steps

References:

Keys to Teaching Success at

http://keystoteachingsuccess.blogspot.ca/2009/02/roundtable-and-roundrobin-both.html

Round Table/Round Robin

http://www.scribd.com/doc/7220236/Teaching-Strategies

3

Basic Function:

A continuum line can be used to create groups of

various sizes. Continuum lines are beneficial as they

are engaging. Students are out of their seat, moving

around the classroom and communicating with their

peers.


Continuum lines could be used in many ways to form

groups in the Social Studies classroom. For example,

students can line up according to the distance from

their home to the school, as we did during the

Bachelor of Education orientation. This topic could

lead into a discussion about travel directions and then

a lesson about local landmarks.

Method: Continuum Line

1) The teacher instructs students to arrange

themselves according to specific criteria. For

example, “line up youngest to oldest” or “line up

alphabetically.

2) Students arrange themselves according to the

given criteria.

3) Smaller groups can then be created within the

continuum line. For example, the teacher can

instruct students to fold the line in half and pair

up with the peer across from them.

Steps References:

Human Continuum

http://www.ascd.org/publications/books/104014/chapters/Human-Continuum.aspx

4

Basic Function:

Numbered Heads is a quick and convenient

method that can be used to create groups in the

classroom. It requires no materials and takes little

time to execute. Because of the random

assignment of numbers, students are often

separated from the usual groups they choose to

work with and are instead working with new

individuals.


This method allows the teacher to create groups in

a quick manner at complete random.

Method: Numbered Heads

1) Students are numbered off by the teacher

(i.e. from 1-8).

2) Students then gather with other students

who were given the same number.

Therefore, all the ones would be in one

group, all the twos in another group, etc.

Steps

References:

Myread – Classroom Organization

http://www.myread.org/organisation.htm#numberedheads

5

Basic Function:

Numbered/Colored Cards can be used quickly

conveniently by a teacher to create groups in the

classroom. It requires little materials and takes

little time to execute. Because of the random

assignment cards, students are often separated

from the usual groups they choose to work with

and are instead working with new individuals.


This method allows the teacher to create groups in

a quick manner at complete random.

Method: Numbered or Colored Cards

1) Students are given card featuring a

number, color, etc.

2) Then students find other students with

same card and create a group. For

example, all those with red cards are in one

group, all those with blue cards are in

another group, etc.

Steps

References:

Myread – Classroom Organization


6

Basic Function:

Lists provide students with an easy way to think about and

record prior knowledge. It can also be used as an

organizational tool for tasks, assignment ideas, etc. They can

be created quickly and require little materials.


When introducing a new topic, teachers can use brainstorming

and lists as an engagement activity or as a way to assess

students’ prior knowledge. This can be done in smaller groups

or as a whole class.

Strategy: Brainstorming with Lists

1) A topic is introduced to the class and students are to

list everything they know about the topic. This can be

done in small or large groups (i.e. in groups of three or

as a class).

2) Once students finish their lists, they would come back

together as one large group. The class as a whole

would then talk about the information they listed and

share their ideas.

3) At this point, reviewing the information as a class is

beneficial. It ensures that all students are given the

same information.

Steps

References:

Brianstorming – The Writing Center

http://writingcenter.unc.edu/handouts/brainstorming/

7

Basic Function:

T-charts provide a more visually inclined way to

organize and present information. This can be done in

smaller groups or as a class.


T-charts could be used in Social Studies to illustrate

two opposing view points. It can also be used to

organize elements of two categories that fall under

one topic. For example, the topic can be effective

listening. One category can focus on what it looks like

while the other can address what it sounds like.

Strategy: Brainstorming with T-Charts

1) A topic is introduced to the class and a T-chart

is created, either as a whole class or in smaller

groups.

2) Then students fill in the chart with their

opinions and/or ideas.

3) Lastly, the chart(s) are reviewed as a class.

Steps

References:



MyRead – Classroom Organization


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Basic Function:

Strategies such as clustering, mapping and webbing

allow students to explore issues or topics. Through the

visually recorded products, connections are made and

ideas are organized. Students should leave the activity

with a better idea of the relationships between the

given issues or topics.


Cluster maps and webs can be used in Social Studies

to help students discover the links and relationships

between specific topics and/or issues.

Strategy: Brainstorming with Clustering/Mapping/ Webbing

1) The teacher assigns a theme or topic.

2) Then students identify key words.

3) The key words are organized according to

order of similarities and connections.

4) Next, the information is arranged into a

diagram using lines and/or arrows to create a

visual representation.

Steps

References:



MyRead – Classroom Organization


9

Basic Function:

A KWL Media Chart is a strategy students can use to visually

display what they already know, what they want to know and

what they have learned about a given topic.


A KWL chart could be used in a Social Studies classroom as

an engagement activity and as a great way to reflect on a

lesson.

Strategy: Brainstorming with KWL Media Charts

1) The teacher shows the class an image.

2) A three-column chart is created with the titles KWL

(What We Know, What We Want to Know and

What We Learned).

3) Under the column titled “What We Know,” students

write down what they already know about the

subject. This can be complted individually or in

groups.

4) Under the “What We Want to Know” section

students record any questions they have about the

given subject.

5) The “What We Learned” column is later filled in

with information the students learned about the

subject. This is completed at the end of the lesson and

helps students to reflect.

Steps

References:

KWL Reading Method

http://www.studygs.net/texred3.htm

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Basic Function:

With the class dived into pairs, the teacher asks a

series of questions. Students share their answers with

their partner.


This strategy encourages students to work with

different people and to get to know each other. It is

also beneficial as it allows students to answer

questions in a one-on-one setting rather than to the

whole class, which can sometimes be intimidating to

students who are shy.

Strategy: Icebreakers Using Paired Questions

1) Students are organized into pairs. This can be

done using another method such as the

continuum line or numbered heads.

2) The teacher asks the entire class questions.

3) Directed only at their partner, students

answer the questions.

Steps

References:

40 Icebreakers

http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf

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Basic Function:

This strategy is a great way to encourage student

interaction. It assists children in talking to different

people and learning about others in their class.


Students are often tempted to work with the same

people during every activity and project. This is

especially true when groups of friends are in the same

class. This strategy attempts to change that and have

students get to know others in their class.

Strategy: Icebreaker Using Human Scavenger Hunt

1) Students are given a sheet of 40 statements.

2) Using the sheet, students must travel around

the room to find a peer who matches each

statement.

3) When a student finds a peer who matches a

statement, they must have them sign their

sheet. Each student can only sign once.

4) When students are finished, review their

findings as a class.

Steps

References:

Human Scavenger Hunt

http://www.slideshare.net/phricee/human-scavenger-hunt-icebreaker

12

Basic Function:

This strategy is a great way to encourage student interaction. It

assists children in talking to different people and learning about

others in their class.


Students are often tempted to work with the same people

during every activity and project. This is especially true when

groups of friends are in the same class. This strategy attempts

to change that and have students get to know others in their

class.

Strategy: Icebreaker Using Top Ten Commonalities

1) Students are divided into smaller groups using a method

like numbered heads or colored cards. Each group is

provided with paper and a clipboard that will be used to

record their commonalities.

2) The process begins with one student writing down a

commonality they think the group shares.

3) The clipboard is then passed around the group with

each student drawing a checkmark beside the

statement if it is true. If the statement is not true for

one student, they can cross it out. The clipboard is

then passed to the next person. This step is repeated

until ten commonalities are found.

4) When students are finished, review their findings as a

class.

Steps

References:

Meeting Icebreakers

http://www.administrative-assistant.net/meeting-ice-breakers.html

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Basic Function:

This strategy allows students to experiment with

different roles. They can be the interviewer or the

person answering the questions.


The Hot Seat activity is a great engagement activity. It

is interesting and involves the whole class. Depending

on the topic or term, students can also learn from the

strategy.

Strategy: Hot Seat/Twenty Questions

1) A student takes the hot seat position.

2) The student can choose a term and research it

in advance or the teacher can provide both

the term and research.

3) The rest of the class will ask the student in the

hot seat questions to help them guess the

term. The students must ask “yes” or “no”

questions and can only ask one question each.

4) The class as a whole must find the meaning of

the term within twenty questions. If that limit

is reached and no correct guess is made, the

hot seat student can share the meaning of the

term.

Steps

Reference:

TAG: Citizens Theatre

http://citz.co.uk/images/fileuploads/Intro_to_Drama_Resource_Pack_v2.pdf

14

Basic Function:

Sponge activities can be utilized

when a student finishes an

assignment early. Rather than acting

as a time filler, this strategy should

be enriching and fun.


This strategy could be incorporated

into the Social Studies classroom in

various ways. One example that

could be used is an exit slip.

Strategy: Sponge Activity

Reference:

Educational Sponges

http://tepserver.ucsd.edu/courses/tep129/EducationalSponges.pdf

15

Basic Function:

Entrance slips are handed out at the beginning of

class to collect information about students’

knowledge. The responses gathered can be used to

improve the educator’s instructions or lessons. It

can also bring attention to students who need

further instruction.


Teachers can use the collected information to

address the class or individuals. Educators may

also use the data gathered to modify their

instruction and/or lesson.

Strategy: Entrance Slips

1) The teacher reviews the previous lessons

learning targets.

2) A prompt is created to assess the

students’ levels of understanding and is

handed out at the beginning of their next

lesson.

3) The entrance slips are gathered and the

class’s and/or individual student’s

proficiency is assessed.

Steps

Reference:

Saint Paul Public Schools

http://thecenter.spps.org/entrance_slip

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Basic Function:

This strategy allows students to experiment with different roles. They

can be the teacher or the student depending on their position within

their group. With both roles, students are interacting and learning

from their peers.


Stay or Stray is a very innovative and exciting activity to use in the

classroom. With this strategy students are in charge of their learning

and take on the role of recorder or teacher. Information is shared in

an engaging manor and learning becomes more meaningful due to

the unusual approach. With such freedom, students are given a

chance to explore and interact.

Strategy: Stay or Stray

1) With the class split up into small groups, each is given a

different topic to teach.

2) Time is given for students to summarize information,

making sure to highlight the most important facts.

3) Then students decide on the role of each group member.

One member must remain at the table acting as the

recorder while the remaining students go from table to

table teaching their peers about their topic.

4) Next, the teacher signals students to start the activity and

stay or stray. At this point, those teaching go from table to

table sharing their information with the other groups’

recorder. The teacher will once again signal groups to

rotate. This continues until all groups have met.

5) Once all groups have met, those who strayed will return to

their table where the recorder will share their notes.

Steps

Reference:

Engaging Learning Activities:

http://www.slideshare.net/MandieFunk/engaged-learning-strategies

17

Basic Function:

Discrepant Event activities puzzle students and encourage

problem solving. Only guided through the process, students are

expected to predict the reasoning behind the event.


This strategy can be used as an engagement activity, as an

introduction to a new topic, or as a critical thinking warm up in

the Social Studies classroom. It is quite versatile and enjoyable

for all.

Strategy: Discrepant Event

1) A description is put together with certain pieces of

information omitted, creating a problem to be solved.

2) Next, in small groups or individually, students

brainstorm and come up with questions to ask the

teacher. These questions must allow for only yes or

no answers.

3) The questions are asked. While answers are being

given and information is being revealed, students

should take notes to assist them in making an

educated guess.

4) When the questioning period has ended, students

may make a guess based on their notes. Both, their

guess and reasoning should be shared.

Steps

Reference:

Discrepant Event

http://www.tcnj.edu/~minogue/Course%20Materials/Discrepant%20Events_activity.pdf

18

Basic Function:

Writing prompts or essay prompts are assignments

that direct students to write about a particular

topic in a particular way.


This strategy can be used as an engagement

activity or as an assessment tool in the Social

Studies classroom. For example, students could be

asked, “If you could travel any where in the

world, where would you go?” They would then

answer the prompt and explain their reasoning

through writing.

Strategy: Writing Prompt

1) First, students are given a writing prompt.

2) Students consider their response.

3) Finally students reply through writing.

4) If used as an assessment tool, the piece of

writing would be handed into the teacher.

Steps

Reference:

Time 4 Writing

http://www.time4writing.com/writing-resources/understanding-writing-prompts/

Strengthening Student Thinking and Writing About World History

http://publications.socialstudies.org/yl/2502/250216.pdf

19

Basic Function:

In contrast to the more open-ended writing prompt, the TEES

Paragraph offers a more structured approach to writing. It

helps ensure that all students include the required information

in their paragraph.


This strategy could be used in the classroom not only to help

students get started with their writing but also as a checklist at

the end of their writing. This way no information or required

elements are left out. It is a great way to check for

understanding in Social Studies.

Strategy: TEES Paragraph

1) Students are given a question and a TEES Template

handout.

2) First students write a topic sentence that clearly states

the main idea of their paragraph.

3) Next, evidence is provided to support the topic

sentence.

4) Now students expand their evidence with additional

facts. This provides the reader with more details.

5) Lastly, the student writes a summary sentence to

wrap up the paragraph. It should connect the topic

sentence and evidence.

Steps

Reference:

Strengthening Student Thinking and Writing About World History

http://publications.socialstudies.org/yl/2502/250216.pdf

20

Basic Function:

R.A.F.T stands for Role Audience Format Topic. It is

a useful strategy that helps students learn about and

understand a topic from muliple perspectives.


The R.A.F.T. strategy involves a writing assignment

that encourages students to analyze content from

mulitiple perspectives and for different audiences.

The strategy motivates students by allowing choice

and involving them in the topic in a personal way.

Strategy: RAFT

1. Choose a book or topic and identify the

essential purpose of the reading or lesson.

How will writing help meet that goal?

2. Identify a number of roles the students can

assume as they write about the topic.

3. Decide who the audience will be and what

format the writing will follow.

4. After the students have read the assignment,

have them choose from the R.A.F.T. options.

Writing can be done individually or in groups.

Steps

Reference:

Learning Through Listening

http://www.learningthroughlistening.org/Classroom-Teaching-Tools/Strategies-and-Activities/Strategies/R-A-F-T-Strategy/349/

21

Basic Function:

Students are given a topic and asked to represent what they’ve learned using five different forms of communication: a written factual description, map or diagram, pictogram or comic, a written puzzle, mystery or quiz and a pantomime or dance. Ways to be used in Social Studies:

This strategy could be utilized in many different ways in the Social Studies classroom. Educators could use it to teach geography, culture, explorers, etc. Its possibilities are endless.

Strategy: Many Media, Same Message

1. Students are given topic 2. They write a factual description about the

topic. 3. They create a map or diagram concerning

the information they learned. 4. Next, students produce a pictogram or

comic about the same topic. 5. Students get creative and write a puzzle,

mystery or quiz. 6. Now it’s time to perform a dance or

pantomime.

Steps

Reference:

Elementary How To Do It

www.faculty.virginia.edu/raymondjones/pdf/readingskills.pdf

22

Basic Function:

StoryPath uses the components of a story, the scene, characters

and plot (critical incidents), to organize curriculum into

meaningful and memorable learning experiences. This strategy

uses an inquiry approach where the teacher asks key questions

to guide students along the pathway of learning. Some

materials are needed: chart paper, story that can be tied to the

Social Studies curriculum or historical document, paint,

markers, paper, scissors, glue and pencils.

Ways to be used in Social Studies: It applies to the Social Studies classroom as it gives students an

organizational way to pull out critical incidents in stories

(Social Studies Themes) or historical events.

Strategy: StoryPath

1. Pick a story or historical document to present to the class.

2. As a class, pick out the critical event that takes place. 3. Students create a mural (the backdrop) of the setting

of critical event. 4. Characters that are present during the critical event

are created. Ensure that characters coincide with the mural presented.

5. Present critical incident using the characters and the mural.

6. Teacher poses a question to the students about the critical event. This question ensures that students critically evaluate the situation that was highlighted. This is a great way to get students thinking on their own about themes in Social Studies.

Steps References:

Storypath

http://fac-staff.seattleu.edu/mmcguire/web/

Interact

http://www.teachstorypath.com/

23

Response to Caring as Classroom Practice

January 10, 2013

In Caring as Classroom Practice, Chrystal Johnson and Adrian Thomas discuss how Social

Studies teachers can integrate caring in their classroom. As pointed out at the beginning of the

article:

Social studies in the early grades illuminates relationships between people. Children often

have a difficult time attuning themselves to the feelings of others. Young children believe

the world and everything in it revolves around them. But children also gravitate toward a

sympathetic understanding, which can provide them with new choices for resolving a

conflict (p. 8).

24

The combination of caring and social studies is beneficial to young children in relation to

learning and in terms of creating and sustaining healthy relationships. To obtain such an inviting

and positive environment, there are three goals that must be reached.

The first important objective for Social Studies teachers striving to create a caring setting

in their classroom is to demonstrate caring. This means demonstrating the behavior you wish to

see. Johnson and Thomas explain: “Teachers can model how dialogue works, and can guide

students in deliberative discussions. Furthermore, teachers can include positive emotional

support and encourage student responsibility” (p. 10). These actions are not limited to a

classroom setting, a teacher can model caring behavior anywhere, on the playground, in the hall,

etc.

Another important goal is integrating caring: “Caring as a classroom practice means not

just creating a sense of community; it means making sure that we differentiate instruction to

meet the needs of all learners” (p. 10). This aspiration directly correlates with expected learning

outcomes. Teachers can assist young learners by allowing revisions and providing clear and

encouraging feedback. These tactics can help students reach their full potential.

Thirdly, teachers can incorporate caring into their classroom by putting caring into

action. This means teachers and students caring outside the classroom walls. Johnson and

Thomas suggest:

As a class, students can engage in conversations about why humans care for each other,

or refuse to care, in various situations. Once they have explored this “big question,”

students could implement a service-learning project that demonstrates the characteristics

of a caring society. They could organize a winter coat drive, collect toys for homeless

25

children, or create a drop off station in the hallway for canned food for donating to a

food bank (p. 10).

A classroom that celebrates caring while encouraging discussion and respect is not only

beneficial to the social studies curriculum but to all subjects. However, as Johnson and Thomas

point out, caring is especially important in a Social Studies classroom as students are “more

likely to redirect self-interest toward the common civic goals that are permeating the classroom

setting” (p. 11). With so many positive features, teachers should assist caring in the classroom

through demonstration, integration and action.

Reference:

Johnson, C. S. & Thomas, A. (2009). Caring as classroom practice. Social

studies and the young learner, 22(1), 8-11.

26

Response to Critical Thinking in a World of Accelerating Change and Complexity

January 10, 2013

In an ever-changing world filled with technology, the form in which we access the news

and information in general is always shifting and multiplying. With these medias, comes a lack

of editing and credibility. Though this may not seem like a problem to the average adult, one

must think of it in the eyes of a child. On Youtube for example, anyone can post a video

and/or comment. There is really no submission process where intelligent and caring

individuals decide whether videos should be posted or not. Therefore, anyone can watch the

information being offered and consider it to be true. For that reason, it is important to teach

today’s students to be critical thinkers:

27

Acquiring critical thinking skills will enable students to make critical distinctions

between the real and unreal, the true and the false, the deep and the superficial. It

also enables students to take the high ground, to systematically foster fair-

mindedness, and to develop ethical reasoning (p. 388).

In Critical Thinking in a World of Accelerating Change and Complexity, Linda Elder and Richard

Paul discuss this topic and identify ways to develop such thinking skills in students. They

offer questions for teachers to use to get students thinking. According to Elder and Paul,

“these questions will eventually come naturally to students, moving them further along the

road to thinking clearly and reasonably about major issues” (p. 388)

In Critical Thinking in a World of Accelerating Change and Complexity, Elder and Paul

first suggest examining the analysis of thought with our students and teaching them that

whenever we think “we think for a purpose; within a point of view; based on assumptions;

leading to implications and consequences, we use concepts, ideas and theories; to interpret

information” (p. 388). Within this concept students should question purpose, questions in

general, information, data and experience. Along with conclusions, concepts, assumptions,

consequences and perspectives. This includes asking questions like, “[h]ave we failed to

consider any information or data that we need to consider?” and “[w]hat assumptions

underlie this particular social rule or taboo? Are these assumptions justifiable?” (p. 389).

Through these questions, students can further develop their understanding of reasoning and

truly think about the information they are reading or listening to.

Elder and Paul also discuss the idea of assisting students in their understanding of

intellectual standards: “the standards by which thinking can be reasonable judged” (p. 390).

28

In Critical Thinking in a World of Accelerating Change and Complexity it is suggested that

students question clarity, precision, accuracy, relevance, depth, breadth, logic and

fairness. This includes listening to information and wondering, “[h]ow could we check

that to see if it is true?” and “[a]re you sympathetically representing the viewpoints of

others?” (391).

In the Social Studies classroom, students learn about different cultures and the

world around them. This world now includes a plethora of information that does not

always speak the truth. In order to prepare students and positively direct their perception

of people and places we must do as Elder and Paul suggest in Critical Thinking in a World

of Accelerating Change and Complexity and assist them in becoming critical thinkers:

By teaching them to ask the right questions and develop the thinking abilities

needed to analyze these issues and engage in powerful reasoning about them, we

can provide our students with lifelong skills that enable them to make a

constructive and positive contribution to society (p. 391).

Reference

Elder, L. & Paul, R. (2008). Critical thinking in a world of accelerating change

and complexity. Social Education, 72(7), 388-391.

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Response to Lesson Study: Teachers Collaborating in Lesson Development

January 21, 2013

In Teachers Collaborating in Lesson Development, Janie Hubbard writes about the process as

well as benefits of lesson studies. With a focus on four second grade social studies teachers’

experience with collaborative professional development, Hubbard discusses the process, the

feedback received and how readers can get started with lesson studies at their own schools.

At the beginning of the article, while defining a lesson study and its process, Hubbard

clearly notes:

The focus of the meetings is to develop a specific lesson with a targeted

research theme. Teachers examine their practice by planning, teaching,

30

observing, and critiquing the lesson together. The process encourages participants

to engage in practices based on powerful experiences and deep reflection (p. 25).

Then she goes on to share how to start a lesson study and the steps to take. First, a group

of interested educators must be gathered. Next, those involved should find resources and

research the “lesson study procedure” (p. 28). Now it is time to present the plan to

administration and explain the procedure. Fourthly, the team must gather and choose a

facilitator and note-taker. An outside advisor must also be selected to be part of the

study. For the fifth step, a theme and topic must be chosen before moving it to the

“exploratory part of the lesson planning process” (p. 29). Once that is accomplished a

lesson plan can be created. Next, a meeting should be held before the observation: “This

is when the team explains the lesson to the observers, and the teacher who will be

teaching the lesson offers pertinent information about the students” (p. 29). Finally the

lesson takes place as observers take notes. The team should then debrief, discuss the

lesson and students’ reactions.

The reactions of the four second grade social studies teachers, confirm that their

experience in the lesson study was beneficial. One participant stated:

I think it’s very beneficial to me personally… We all have different learning styles

and different approaches to thinking, and it’s good to hear everybody else’s

views. Just bouncing ideas off each other was a good experience. It was just more

fun (p. 27).

Another participant commented specifically on the critique aspect of lesson studies:

31

Well, I really thought the part where we owned the lesson made [the group’s

debriefing] very beneficial because we could all look constructively and critique

the lesson without anybody taking it personally. I thought that was the real

strength of it. Collaborating on a lesson allows you to criticize it and let it grow

(p. 27).

All the feedback included in this article speaks to the advantage of working in a group. It

provides honest constructive criticism and an abundance of ideas and suggestions.

As Hubbard stresses in this article, “lesson study is not a quick fix. The aim is not

to perfect all lessons” (p. 28). Rather “the attention should be given to working

comprehensively with the issues involved with teaching any lesson (p. 28). With that

said, it can be done at any school using the steps listed in the article. It is a beneficial

practice as its main concern is observing students and how they learn rather than

focusing on the teacher. Teachers can use their own classroom and students to

experiment with new lessons, strategies and methods. They can use lesson studies to

solve immediate problems and gain insight into what really works. Lesson studies are

needed and should be used. As Hubbard writes, “[t]his is how learning occurs in other

professions: practitioners observe each other in their craft” (p. 29).

Reference:

Hubbard, J. (2007). Lesson study: Teachers collaborating in lesson development. Social

studies and the young learner, 19(4), 25-29.

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Going Places: Geography on the Internet

January 22, 2013

Throughout elementary, middle school and high school, I remember maps hanging in

the classroom. They were always at the front of the room rolled up and hanging above the

chalkboard. Though they were difficult to put away and rarely proportionate (Greenland was

always gigantic), they were an integral part of every social studies, geography and history

lesson. Today, a map seems to rarely be seen or used. During my internship, I did not see one

map throughout the school. This is due to our current dependency on technology and our

preference to simply “look it up online”. In Going Places: Geography on the Internet, Margaret Hill

discusses maps and where to find them on the World Wide Web.

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As Hill points out in this article, not all maps found on the Internet are

necessarily good or appropriate for the classroom. This can be due to the map’s style,

difficulty and/or file size. Therefore, teachers must choose maps depending on their

lesson, the grade they are teaching and the quality of the technology they are using. This

may sound overwhelming but as Hill points out, there are services to assist teachers in

this exact situation. For example, the standards-aligned SCORE History-Social Science

website, of which Hill works for, assists its users in finding helpful maps using certain

criteria’s:

…we clearly identify the most useful online map resources, and we include

helpful comments, such as alerting the reader if a listed website will be difficult or

slow to use if he or she is not sitting in front of a powerful computer. Map

resources useful for each grade level are located at the bottom of the home page

for that grade. (p. 9).

Maps are an important element that should be used in every classroom in every

subject. Maps are not only for Geography and History class. They can also be utilized in

subjects like Language Arts. When reading a novel or short story, for example, that

makes reference to a city, country or continent, the teacher can point it out on the map.

This helps expose students to geography while assisting them in creating a mental image

of what they’re reading. Though maps are non-existent in the common classroom now,

that is no excuse to eliminate them from our lesson plans. As Hill argues, there are many

useful resources available on the Internet. One just has to know what they are looking

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for. Tools like the standards-aligned SCORE History-Social Science website are very

useful when looking for a map for a certain grade with a specific style and file size.

Reference:

Hill, M. (2002). Going places: Geography on the Internet. Middle level learning, 13, 9-11.

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Response to Racing Around the World: A Geography

Contest to Remember

January 24, 2013

In Response to Racing Around the World: A Geography Contest to Remember, author, C.

Steven Page, offers a great idea for the economically strained Social Studies classroom. Using

the popular television show The Amazing Race as inspiration, Page suggests a classroom

activity called Racing Around the World. This competition engages students while helping

them to understand distances, travel times and cultures.

After reading this article, I would definitely use Racing Around the World in my

classroom. Though, as Page mentions, it takes some preparation time, it is well worth it for the

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amount of interest and enjoyment it creates. Racing Around the World allows students

to get a taste of world travel without leaving the classroom. Not to mention, it can easily

be used to complement the curriculum:

Plan a travel route that covers countries that your class will study during the year.

Make sure to choose major cities that have international airports. Obtain the

latitude and longitude of each city using the index at the back of a good atlas.

Refer to a travel or airline website to determine realistic ticket prices (p. 11).

With so many benefits and so much fun, Page’s Racing Around the World game

seems to be an obvious device to incorporate into the elementary Social Studies

classroom. It is a chance to get students excited about travel while exposing them to

culture. I wish I could have played it as a student.

Reference:

Page, C. S. (2010). Racing around the world: A geography contest to remember.

Middle level learning, 38, 11-12.

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Response to Historical Thinking in Elementary Years: A Review of Current Research

January 29, 2013

In Historical Thinking in Elementary Years: A Review of Current Research, Amy von Heyking

discusses the subject of History. Often inappropriately combined with Social Studies, History

has been misused in schools for far too long: “Rather than being recognized as a unique form

of inquiry, this approach meant that history was used in the service of a social science decision-

making or problem-solving approach” (von Heyking, 2004). The appropriate age to introduce

History has also been an issue in the past. Due to the subject matter of History and its usual

focus on government and other abstract concepts, it was thought to be too complex as it was

“beyond the cognitive capabilities of most elementary children” (von Heyking, 2004).

Over the last decade, the curriculum has changed and two major improvements have

been made. First, history as a subject and its function in the classroom has changed. Secondly,

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with clearer insight into the “cognitive capacities of elementary school students”, history

is now included in early elementary education. Historical thinking benefits young

students with six main beneficial elements. The first advantageous element is

significance. Historical significance requires students to assess and decipher what is

important and what is irrelevant. Secondly, there is Epistemology and Evidence, which

helps students to understand where and how historians gather their information. With

this area of study, evidence is questioned along with interpretations of events. Next there

is continuity and change. This concept illustrates that things change over time but some

things can remain constant. The fourth element is progress and decline, which looks at

the “complex nature of change and social responsibility” (von Heyking, 2004). As von

Heyking shares, a simple activity highlighting the idea of progress and decline could

involve students considering the improvements and downfall of particular eras in

history. Fifthly, there is empathy and moral judgment, which, as Gerda Lerner states,

requires students to “enter past worlds with curiosity and respect” (von Heyking, 2004).

Lastly there is historical agency. This element examines “how and why things change”

(von Heyking, 2004). These six elements clearly demonstrate the significance of History

and its potential in the elementary classroom.

History is a vital subject that should be introduced to children at a young age. Though

the concepts associated with its curriculum can sometimes be quite complex, there are

ways to ease students into the subject and simply touch upon some main ideas. History

can be so exciting and beneficial to students. As von HeyKing states:

…because children so readily appreciate that history is about real people, history

teaching at the elementary school level can potentially encourage a sense of

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efficacy, can help them understand that they themselves are historical actors (von

Heyking, 2004).

Reference:

von Heyking, A. (2004). Historical thinking in elementary years: A review of current

research. Canadian Social Studies, 39(1).

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Response to History + Mystery = Inquiring

Young Historians

January 31, 2013

History is an enormously important subject that should be introduced in early

elementary. It not only allows students to learn about the past, but also to examine concepts

and to ask questions. With that said, how do we teach it to young children. In History + Mystery

= Inquiring Young Historians, Kirchner, Helm, Pierce and Galloway ask that exact question:

How do you begin to teach the progression of U.S. history and the themes and

questions that humans have struggled with over time to the elementary school

learner? How do you teach students to “do” history and “think” history? Creating 21st

century learners that can problem solve and demonstrate critical thinking and

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communication skills is not a small task (p. 14).

In response, they propose the idea of incorporating mystery into the history classroom.

Using clues and evidence to come to a conclusion can help to grab the students’

attention and sincerely intrigue them.

How is mystery used? What are the steps? First, the teacher creates a question

based on the curriculum. Kirchner, Helm, Pierce and Galloway suggest making the

question broad so that multiple perspectives can be examined. Next, the students

investigate and interpret clues using their notes. Now students use their notes and the

clues as evidence to create a hypothesis. Next, the students explain their hypothesis

using performance assessment. Lastly, students take time to reflect on their detective

skills and the accuracy of their prediction.

Incorporating mystery into the History classroom is great idea. It helps to not

only grab the students’ attention but to also maintain it. Its gets students asking

questions and thinking about more complex concepts. Though the set up of this

approach takes a little extra time, it provides so much excitement and so many benefits.

I plan to use this technique for teaching history in my own classroom.

Reference:

Galloway, M.. Helm, A., Kirchner, J. & Pierce, K. (2011). History + mystery =

inquiring young historians. Social studies and the young learner, 23(3), 14-15.

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Response to Planning and Teaching

with Multiple Perspectives

February 5, 2013

In Response to Planning and Teaching with Multiple Perspectives, Joyce H. Burstein and Lisa

Hutton discuss the importance of incorporating multiple perspectives in the Social Studies

classroom. This helps to ensure that a diverse number of voices and viewpoints are heard. It

also assists students in building “historical thinking skills by comparing, contrasting, and

analyzing the different perspectives of people involved in historical events” (p. 15). Though this

approach takes more work when compared to the idea of using a single textbook, it is well

worth it. One must simply find material with variation, evaluate resources and provide vantage

points.

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When searching for material with variation, one should begin with primary and

secondary sources. Burstein and Hutton suggest contrasting newer, more contemporary

texts with traditional texts. Next the teacher must evaluate resources by using multiple

perspectives to examine available books. This includes textbooks, children’s books, etc.

This will help to explain events or concepts from many different perspectives. Now it is

time to present this information to the students. Burstein and Hutton suggest designing

“learning experiences that can be much more than the traditional spoken lecture-and that

help students understand the different perspectives” (p. 16). After putting so much effort

into finding great material, one does not want to bore their students by sharing the

information in a boring manner and have all that hard work go to waste.

Social Studies is an interesting subject. With the right approach, students can

enjoy the learning process. I feel that Burstein and Hutton’s approach to teaching with

multiple perspectives is a great one. It gives students a well-rounded view of events and

concepts. I definitely plan to use this technique in my classroom:

By incorporating multiple perspectives, teachers provide rich opportunities for

children to think like historians, and to use their critical thinking skills in solving

the puzzle of how history is documented (p. 17).

Reference:

Burstein, J. H. & Hutton, L. (2005). Planning and teaching with multiple perspectives.

Social studies and the young learner, 18(1), 15-17.

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