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
2
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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
http://www.myread.org/organisation.htm#numberedheads
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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:
Brianstorming – The Writing Center
http://writingcenter.unc.edu/handouts/brainstorming/
MyRead – Classroom Organization
http://www.myread.org/organisation.htm#numberedheads
8
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.
Ways to be used in Social Studies:
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:
Brianstorming – The Writing Center
http://writingcenter.unc.edu/handouts/brainstorming/
MyRead – Classroom Organization
http://www.myread.org/organisation.htm#numberedheads
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.
Ways to be used in Social Studies:
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
10
Basic Function:
With the class dived into pairs, the teacher asks a
series of questions. Students share their answers with
their partner.
Ways to be used in Social Studies:
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
11
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.
Ways to be used in Social Studies:
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
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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.
Ways to be used in Social Studies:
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
13
Basic Function:
This strategy allows students to experiment with
different roles. They can be the interviewer or the
person answering the questions.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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
16
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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.
Ways to be used in Social Studies:
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.
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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.
29
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.