Not exact matches
The senior high level school
curriculum has core subjects and elective subjects of which students must
take four the core subjects of English language, mathematics, integrated science (including science, agriculture and environmental
studies) and
social studies (economics, geography, history and government).
Events such as Election Day mock voting, Veteran's Day Memorial program, and our 9/11 Remembrance
take place throughout the year and are integrated into our rich
curriculum, which includes classes in physical education, music, Spanish, art, and technology in addition to the core subjects of reading, math, science, and
social studies.
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective -
taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective -
taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will
take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective -
taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based
curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based
curriculum for 6th - 8th graders, with a particular focus on science content (Fischer),
social studies content (Selman), and academic language skills (Snow & Uccelli).
And we set out to make a
curriculum - aligned
social studies learning game that would
take our middle school students through the coursework for the entire school year.
Students
Taking Action Together (STAT) is a pedagogy tailored to help middle school students plan and, when appropriate, engage in feasible, personally meaningful
social action within the existing
social studies, history, civics, and current events
curriculum.
Rather than
taking the place of the typical
social studies curriculum, this project was an add - on for the teacher, requiring significant realignment of instructional time for work that would not directly prepare students for the state assessment.
As teachers spent more time preparing students to
take standardized tests, the
curriculum was narrowed: Such subjects as science,
social studies, and the arts were pushed aside to make time for test preparation.
Will technological innovations only ever impact
social studies curriculum and instruction on the margins — as dedicated, risk -
taking teachers integrate out - of - the - box topics such as presidential propaganda (Journell, 2009) or tackle challenging instructional models such as digital documentaries (Manfra & Hammond, 2008; Schul, 2012; Hofer & Swan, 2006)?