A study focusing on the instructional
practice of a social studies teacher who has both a high level of efficacy with the IWB and is a frequent user would be informative.
Not exact matches
Whereas Australia has made Asia an important focus
of its national curriculum, Canada, where education is a provincial matter, could follow the model
practiced in the US, where a network
of universities across the country acts as hubs for
teachers to deepen their understanding
of Asian geography, history,
social studies and arts, so they can introduce that content into their classrooms.
Professional organizations, such as the National Council
of Teachers of English, the International Literacy Association, the National Council
of Teachers of Mathematics, the National Science
Teachers Association, and the National Council for the
Social Studies, offer a variety
of resources to foster the current and future development
of educational
practice.
A recent
study conducted by the American Federation
of Teachers (AFT), one
of the world's largest
teacher unions, found that many U.S. school districts routinely
practice social promotion, despite public policies — and sometimes laws — meant to prevent it.
For example, past Specialized
Studies candidates have included physicians interested in understanding the education
of medical students, a career military officer interested in translating classroom
practices into training,
social entrepreneurs leading innovative educational ventures in the U.S. and abroad,
teachers and administrators interested in implementing cutting edge reform in unique settings, as well as so many others who have benefited from designing their own courses
of study.
After graduation, the Grand Rapids, Michigan native is ready to begin his teaching career as a middle school
social studies teacher in his adopted hometown of Boston, putting this lesson — and the others learned in the Teacher Education Program (TEP)-- into pr
teacher in his adopted hometown
of Boston, putting this lesson — and the others learned in the
Teacher Education Program (TEP)-- into pr
Teacher Education Program (TEP)-- into
practice.
As well as offering workshops and presentations, we now offer an online lesson -
study approach, in which
social - learning cohorts
of teachers apply these insights to classroom
practice via our new online course on Building Student Motivation.
Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide
teachers with a scholarly foundation in literacy
studies that recognizes how advances in technology influence literacy
practices; (b) to support
teachers in building their pedagogical knowledge
of digital texts and tools as well as
social practices influencing composing
practices; and (c) to provide
teachers with a setting for direct application
of the theories and
practices discussed in class as they worked with children in a writing camp.
Rather than take standalone courses focused on technology, preservice
teachers must have frequent opportunities to observe,
practice with, and explore the integration
of computer - based tools in
social studies instruction.
These preservice
teachers engaged in series
of reflective dialogues blending theory and
practice — the hallmark
of praxis — with their classmates, with other preservice
teachers from around the country, and with
practicing social studies educators from around the world.
During both their individual and combined interviews the participating
teachers repeatedly expressed frustration about their lack
of comfort with best
practices for utilizing the IWB in their
social studies instruction.
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Hammond and Manfra's (2009) giving - prompting - making model
of technology - based
social studies pedagogy was used to frame the
teachers» instructional
practice.
Also, development
of a strategy to communicate, disseminate, and revisit evaluation
of the effectiveness
of in - service
teacher training and mentoring models would significantly benefit the field and result in an increasingly comprehensive approach to preparing
social studies teachers to use technology effectively in the classroom, while also providing a model for influencing policy and continually improving
practice.
Additionally, while the benefits
of instructional technology in the
social studies classroom have been reported by many researchers in the field (e.g., Berson, 1996; Bolick, 2006; Friedman & Hicks, 2006; Manfra & Lee, 2012; Swan & Hofer, 2013; Waring, 2014; Waring & Bentley, 2012) and the need for
teacher preparation is critical,
teachers often refer back to more familiar instructional
practices (Lortie, 1975).
Thus,
social studies researchers need to take this prime opportunity to shed additional light on the work that we do, especially in regard to the integration and utilization
of emerging technologies in the areas
of social studies and the training
of teachers and
teacher candidates, through the dissemination
of research, theory, and
practice in a variety
of outlets and contexts (NCSS, 2014).
I discuss my own use
of geospatial technologies with
teacher candidates in a
social studies teacher education program as a method to prompt new ways
of thinking about the world and the pedagogy they may eventually use in
practice.
Designed to facilitate more authentic and deeper learning,
teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop students» mastery
of other K - 12 English / language arts and
social studies skills such as analyzing and synthesizing primary and secondary sources; using evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and
practicing good citizenship skills while collaborating and compromising.
Over the course
of the large - scale, 3 - year research
study, more than 200 fourth - grade
teachers from more than 80 schools will receive training on
practices to improve reading and
social studies knowledge, reaching more than 5,000 students.
In our work with preservice
social studies teachers, we have used a number
of strategies to help them understand and apply models and
practices for effectively integrating technology into their future classrooms — thus, strengthening the link between technology, pedagogy, and content.
As someone familiar with many
social practices of Web 2.0, Ed Cator seemed to recognize the value and place
of «wild thinking, creating one's own definitions and rules... being «naughty»... and constructing knowledge» with other
teachers across time and space; however, this
study, coupled with published and anecdotal evidence in
teacher education, suggests that many preservice
teachers,
practicing teachers, and even doctoral students in
teacher education have had limited opportunities for professional collaboration or serious epistemic roles in education — especially in school - based professional development and university - based
teacher education.
The hands - on learning board and 200 full - color activity cards in the LOGiCO system provide hours
of independent, self - correcting
practice in - Reading Math Science
Social Studies Visual Discrimination Benefits
of LOGiCO: Offers differentiated
practice at three different, color - coded levels
of difficulty Promotes learning independence, enthusiasm, and self - confidence Builds skills and conceptual knowledge required for success in school LOGiCO Classroom Package Includes 200 Activity Cards, 6 LOGiCO Learning Boards, Skill Divider Tabs, Scope and Sequence Skills Chart, and
Teacher's Notes.
FEATURES Flexibility for whole - class
practice, small - group guided
practice, independent or partner work, learning stations Clearly stated objective for each activity that allow you to differentiate Focus on foundational skills and concepts Engaging puzzle format for a fun challenge Immediate feedback for self - checking INCLUDES 24 Student Activity Books (4 copies
of each title, 32 - pages each) 8 Answer Cases 1
Teacher Guide Level 3 Titles Literacy Foundations: Phonics & Fluency Language: Conventions Language: Vocabulary Literature: Comprehension Skills Science Informational Text: Comprehension Skills
Social Studies Informational Text: Comprehension Skills
The Simple Rigor ® model
of combining independent student learning and
practice with
teacher - led instruction is a good match for the flipped classroom, especially in the content areas like science and
social studies.
Many
social studies teachers have found that integrating the Carmen Sandiego story line with instruction and
practice in the development
of databases can produce significant added value to the curriculum.
Although
social studies researchers have gradually shifted their focus to expert
teachers in order to describe what makes them effective, he sees the teaching profession as having a unique problem in that most examples
of excellent
practice remain unknown to anyone outside the classroom.2
Based upon our research, our reading
of the literature, and our own
practice as
teachers and
teacher educators, we have focused our attention on pedagogy as the most promising starting point for considering technology use in
social studies.
As well as offering workshops and presentations, we now offer an online lesson -
study approach, in which
social - learning cohorts
of teachers apply these insights to classroom
practice via our new online course on Building Student Motivation.