sandbox workshop

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Presented at OHASSTA 2010 and Feb. 2011

TRANSCRIPT

  • 1.
    • O.H.A.S.S.T.A, 2010
    • Sandbox 101 Susan Pannell Rachel Collishaw

2.

  • Sandbox 101
  • 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
    • A way to engage students
  • 9. A teaching strategy

10. An assessment piece 11.

  • Sandbox 101 , Benefits?
  • Engages students both P and D level, ESL
    • Especially the P level student
  • Is an activity directed teaching strategy
    • appeals to the tactile learner
  • 12. differentiated instruction

13. Results instudents demonstrating what they know and understand about the topic (example:trench warfare)

  • Marketing History
    • Intrigues other students promotes history electives within the school

14.

  • Sandbox 101 , Benefits?
  • Accommodates both the Spec. Ed and ESL student

15. Serves as an assessment piece

    • Formative and summative
  • 16. Quick and easy to mark
  • Its fun!!!

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
  • box
  • summative)

19.

  • Sandbox 101 , Application for teaching history
  • Directly ties to the curriculum
    • CHC2P/S/D
  • 20. CHW3M

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
  • Group work that works
    • Activity and assessment can be done in one period
      • Group members attendance does not influence the product or assessment
    • 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
  • Teaching Strategy
    • 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
    • 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.

  • Archaeological Dig
  • Students submit an itemized report and dig evaluation

39. Students make inferences and apply knowledge 40. Can be formative or summative 41.

  • Photo Gallery

42. 43. 44. 45. 46.

  • Getting started
  • 6 sandboxes
    • IKEA under the bed plastic storage containers with lids ($20)
    • Plastic waterproof
  • 47. With lids stacking
  • Sand
    • Any hardware store (home Depot)
  • CHC2P/D
  • Toy plastic soldiers -I provide them !
    • dollar stores
  • Additions
    • 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
  • Sues website
  • www.susanpannell.wikispaces.com
    • For Grade 10 resources
  • Rachels website
  • www.collishaw.pbworks.com
    • For Grade 11 resources

49.

  • Getting Started

CHW3M

  • Students bring in all materials
    • Divide tasks among group members
  • 50. String, trowels, tape, baggies, labels,etc.