It's a set of actions that form the basis for what students should experience in an inquiry -
based social studies classroom.
Not exact matches
«The tendency to
base classroom observation on the gender and race of the child may explain in part why those children are more frequently identified as misbehaving and hence why there is a racial disparity in discipline,» added Walter S. Gilliam, director of The Edward Zigler Center in Child Development and
Social Policy and associate professor of child psychiatry and psychology at the Yale Child
Study Center.
I was a founding faculty member of Mid-Pacific Institute's eXploratory Program, a core subject curriculum with project -
based learning as the primary focus of student work, with 10 years of experience in the
Social Studies classroom.
This fall, in seven
classrooms in three states, the guide served as the
basis for an exploratory
study by Selman and Elizabeth seeking to delve into how a transmedia curriculum may affect students» motivations to read and learn and how it may affect their
social and ethical development.
Historic Maps in K - 12
Classrooms Map -
based resources and lessons for
social studies, history, and geography.
FOR GOOGLE
CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to
Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer
based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?
FOR GOOGLE
CLASSROOM Included in this resource: • Title page • Do Now / Motivation student - centered question • The Algonquian reading passage with graphic organizer • Application / Closing / Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation
based on environment, role of women Adheres to
Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer
based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?
How do teachers use text - or web -
based primary sources in the history /
social studies classroom, and why?
This makes them a great choice for
classrooms where students need to meet Common Core state standards and
social studies standards
based on the College, Career & Civic Life Framework.
These two philosophies come to a head in a
classroom like John Bierbaum's, who teaches
social studies in Normal, Ill. «I feel really strongly that as a teacher, I should be judged
based on a standard,» Bierbaum said.
Importantly, some teachers talked about a desire to model their use of technology
based on colleagues who created student - centered, technology -
based projects in their
social studies classrooms.
Over the next several months, the chat remained small in numbers, discussing topics like project -
based learning (PBL), critical thinking, and using maps in the
social studies classroom.
Minimal research exists relating specifically to the use of Web -
based or digital primary sources in the
social studies classroom.
The Historical Scene Investigation (HSI) project: Examining the use of case
based historical instruction in the fifth grade
social studies classroom.
Perhaps evidence that the giant is still sleeping is the relative lack of computer -
based tools designed for the
social studies classroom.
Social studies teachers» use of
classroom -
based and web -
based historical primary sources.
Prior to these roles, Devin taught
social studies at ACORN Community High School, where she was selected as the model instructional
classroom teacher for a network of 15 schools and led the rollout of the school's first portfolio
based assessments.
Mentored field experiences begin with a one - day - a-week school placement in freshman year, include pre-practicum experiences in schools, and culminate with full - time student teaching in a
social studies classroom during senior year, affording preservice teachers the opportunity to design and implement inquiry -
based, content - rich units of
study, and to assess students» learning.
Strong technical skills, particularly in integrating technology in the
classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of
Social Studies, Science, Language Arts, Health, and Mathematics
based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the
classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
As the consumption -
based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and
social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of
social studies classrooms.
Summary: This article reports on a
study based on «a
classroom model theory positing that teachers» well - being promotes better teacher - student relationships, effective
classroom management skills, and effective
social - emotional learning.»
History and
social studies teachers» use of
classroom and Web -
based historical primary sources.
A longstanding tradition exists in
social studies for the use of
classroom -
based simulations, however, which are decidedly gamelike.
Efforts with preservice teachers described here have been informed by the authors» successes assisting in - service teachers with understanding how technology can empower inquiry -
based teaching practices in
social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors» institutions.
Our faculty use cutting - edge teaching methods and
classroom management techniques in the
social studies classroom and implement inquiry -
based and multicultural
social studies curricula, while supporting students in becoming educational leaders who practice
social responsibility and work for more caring and just societies.
Techbook brought Deerfield a valuable support for their science and
social studies classrooms and also helped educators make the pivot toward inquiry -
based learning.
While the search reveals a large literature
base for various ways to incorporate technology into the
social studies classroom and observes that billions of dollars are spent on placing computers in
classrooms around the country, still some
social studies teachers do not use technology.
Viewing, critiquing, and discussing authentic cases of
social studies teachers utilizing various technology resources to implement inquiry -
based learning activities in their
classrooms.
Employs cutting - edge teaching methods and
classroom management techniques in the
social studies classroom and implements inquiry -
based and multicultural
social studies curricula.
When computer -
based games and simulations were used, they were typically part of the
classroom reward structure and did not approach the level of integration for instructional purposes observed during the New
Social Studies (Clegg, 1991; Ehman & Glenn, 1991).
Summary: This article reports on a
study based on «a
classroom model theory positing that teachers» well - being promotes better teacher - student relationships, effective
classroom management skills, and effective
social - emotional learning.»