Instructional Methodologies in Social Studies

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Instructional Methodologies in Social Studies

• August 12, 2005
• Carol Curtiss, Region XIII
• carol.curtiss_at_esc13.txed.net

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1. What do you want students to know and be able
to do?

• TEKS/SEs
• Understand the timeframe and context of events
• Understand relationships between events
• Understand how people influenced events and how
  events influenced people
• Understand about point of view and bias
• Concepts and vocabulary

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2. How will you know they know it? What evidence
will you accept?

• Nationally normed tests (ITBS, SAT, NAEP)
• State assessment (TAKS)
• District benchmark
• Campus/team assessments
• Classroom assessments
• Pretests and Post-tests
• Formative and Summative

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3. How will you ensure they learn it?

• What children learn depends not only on what
  they are taught but also how they are taught,
  their development level, and their interests and
  experiences...
• These beliefs require that much closer attention
  be paid to the methods chosen for presenting
  material.

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• The last decades of research in human learning
  have presented new insights into the ways that
  learners are active in constructing their own
  understanding. Constructivist learning theories
  have shown the limitations of viewing 'learning'
  as something we can 'give' to students that they
  will 'receive' or learn in exactly the same form,
  at exactly the given time.

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Instructional Methodologies

• Direct Instruction
• Indirect Instruction
• Experiential Learning
• Independent Study

Check the ones you use. Rank what you feel are
the top 5 most effective methodologies.
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Direct Instruction

• Lecture
• Drill and Practice
• Didactic Questions

(I need your attention object of today's lesson
why do you need to learn this? Watch me do it.
Let's do it together. Check your work with mine.
Now, you try it alone practice to mastery)
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Lecture

• Interactive
• Focused purpose
• Chunked into 8-10 minute segments
• Graphic, organized notes
• Processing time

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(No Transcript)
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Column Notes
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Window Paning
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How do you get to Carnegie Hall?How do
students get better at using thinking skills?
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Drill and Practice - SKILLS

• Compare and Contrast
• Organize information
• Use graphic organizers
• Read for main idea
• Summarize
• Make generalizations
• Predict
• Draw inferences and conclusions
• Read the question

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Indirect Instruction

• Reading for Meaning
• Reflective Discussion
• Concept Formation
• Concept Mapping

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Reading for Meaning

• Set purpose
• Analyze
• Sticky Note Notes
• Take Graphic Notes
• Process what has been read
• Oral
• Written
• Visual
• Kinesthetic

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Reflective Discussion

• Didactic Socratic Questions
• Ask/post a big question
• Small groups and then big group

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Concept Formation

• Teacher presents input
• Students build the rules
• Debrief

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Concept Mapping
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Experiential Learning

• Field Trips
• Simulations
• Role-Playing

TCI InterAct
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Independent Study

• DBQ
• Webquest
• Learning Contracts
• Homework
• I-Search
• Learning Centers

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DBQ

• Focused
• Use of primary sources
• Tailored to individual needs
• Maintain high rigor
• Graded with rubric

http//www.esc13.net/ships/ http//regentsprep.org
/Regents/ushisgov/essays/index.htm
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Webquest

• Tailored content, process, product
• Independent
• Individual needs
• High level of rigor
• Integration of technology

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Webquest

• Sample - http//www.ci.maryville.tn.us/mhs/decades
  /index.htm
• How to - http//projects.edtech.sandi.net/staffdev
  /buildingblocks/p-index.htm
• Matrix - http//webquest.org/matrix0.php
• More Examples - http//webquest.sdsu.edu/webquest.
  html
• Multiple grade levels concept focus
  http//www.manteno.k12.il.us/webquest/high/SocialS
  cience/AmericaAtWar/america.htm

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I-Search

• Research, but with focus on the process
• Eliminates cut-and-paste reports
• Interview/communication skills
• Clearly defined rubric
• Choice

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RAFT

• Role
• Audience
• Format
• Topic

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I-Search

• Research, but with focus on the process
• Eliminates cut-and-paste reports
• Interview/communication skills
• Clearly defined rubric
• Choice

Macrorie, K. (1988). The I-Search Paper.
Portsmouth, NH Boynton/Cook Publishers.
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• 1. Focus What I know about my topic
• 2. Plan What I want to know about the topic and
  how I might be able to find out
• 3. Search How I went about finding out
• 4. Conclusion What I learned

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Tiered Assignments
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• Frymier's position holds that low-motivated
  students likely will prosper, counter-intuitively,
  in low-structured teaching with low-structured
  materials (including textbooks).

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• Simply stated, differentiated teaching and
  instructional materials chosen for use by
  students with sharply different, specified,
  personal characteristics are more likely to yield
  higher achievement and state test scores than are
  undifferentiated practices.
• O. L. Davis Jr., Editor of the Journal of
  Curriculum and Supervision and Catherine Mae
  Parker Centennial Professor of Education, The
  University of Texas at Austin, Department of
  Curriculum and Instruction, SZB 406, Austin, TX
  78712 e-mail oldavisjr_at_mail.utexas.edu.

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Better learning will not come from finding better
ways for the teacher to instruct, but from giving
the learner better opportunities to construct.
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Physical and Human Geography

• Birdseye View Panoramic Maps
• http//www.birdseyeviews.org/
• Library of Congress American Memory Site
• http//memory.loc.gov/ammem/gmdhtml/gmdhome.html
• http//memory.loc.gov/ammem/ndlpedu/collections/pm
  ap/thinking.html
• Given a panoramic map, answer the questions
  regarding the physical and human characteristics
  and their effects

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Carol Curtiss919-5288carol.curtiss_at_esc13.txed.ne
t