Sentences with phrase «social studies teachers do»

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.

It's also an area in which many social studies teachers do not have experience, so providing quality professional development has been a high priority for the district during the overhaul.

While a 14 - year - old might manage to learn something about the Constitution from a social studies teacher he doesn't like, a 4 - year - old is incapable of learning much from an adult he does not trust.

For NTR Resident Ciana Calhoun, her fourth grade social studies teacher did just that.

Not exact matches

Jeremy Mettler, social studies teacher at Batavia (New York) High School, puts it this way: «Students all have them and they love using them, but they don't realize they're walking around with a computer in their pocket.»

On the site, I explain and demonstrate instructional and classroom management strategies; explore technology, books, research and professional development tools that can make us better; help teachers fine - tune the design of their materials; examine the emotional and social forces that impact the way we do our work; and conduct my own little grass - roots studies on topics that I think need more attention.

Our team also observed control - group classrooms to gather information about what business - as - usual social studies instruction was like, and to determine whether any control - group teachers used PBL (none did).

For the team at Huntington, the survey, which was given to more than 1,000 students and 130 teachers, revealed an issue that did not surprise social studies teacher Ken Donovan: empathy.

Wood, who began his career as a social studies and history teacher in South Carolina, says he didn't really understand the impact of policy on what he did in the classroom until U.S. Secretary of Education Richard Riley invited him to Washington in 1993 to write the guidelines and serve as chief reviewer for the department's new Technology Innovation Challenge Grants program.

In a Trinidad Garza social studies class, Engelhart recalls how a teacher introduced her students to robber barons — unethical American businessmen in the late 19th century, and later big businesses throughout the 1930s and 70s: «I want you to read this information about the robber barons, and then write down two questions: one about a fact that you don't understand and what you need to know about it, and a thinking question: How?

In an economics course, for example, social studies teacher Michael Flannery doesn't lecture about the impact of industrialization.

If teachers are honest, they will admit that they struggle to find time to teach social studies, and if they do, it's crammed into the last minutes of the day, or perhaps creatively combined with other lessons.

Although combining subjects for more rich learning is a core of the Community Roots curriculum, teachers don't integrate social studies into every subject, particularly when it comes to reading and basic math.

Given those challenges, pollsters / analysts Steve Farkas and Ann Duffett have delivered an invaluable service in their new study «High Schools, Civics, and Citizenship: What Social Studies Teachers Think and Do,» released today (Full disclosure: The study was commissioned and published by my shop at AEI).

Adam Steiner (@steineredtech) recommends the blog post of social studies teacher Jay Barry, who notes the trend that «many boys stop reading for pleasure in middle school and those that are reading often choose books that do not challenge them as readers.»

Combine NAEP data with a recent American Enterprise Institute (AEI) study on what social studies teachers think and do.

So for your social studies teacher who doesn't think being college - ready is right,... I would argue that it is criminal to have low expectations for kids because it guarantees that they won't achieve much of anything.»

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?

Students increasingly compose within social media environments and teachers should capitalize on this affinity, as did Dr. Reynol Junco at Lock Haven University, in a study where his students used Twitter and other social media tools to increase their overall grade point averages (see video).

In addition to the work that teachers do in their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstacles.

Pollsters / analysts Steve Farkas and Ann Duffett have delivered an invaluable service in their new study «High Schools, Civics, and Citizenship: What Social Studies Teachers Think and Do.»

«I think we don't have to validate or accept the really divisive, disrespectful words that we hear from candidates or campaigns,» says Kelly Sherwin, an eighth grade social studies teacher at an independent school in Cleveland.

Elementary teachers who do find time to teach social studies often report integrating the social studies disciplines with

Laura Fuchs, a social studies teacher, said in a statement to chancellor Kaya Henderson in 2011 that short visits from master educators don't show the full picture of teachers» efforts in the classroom.

How do teachers use text - or web - based primary sources in the history / social studies classroom, and why?

She also obtained her National Board Certification and was the sixth social studies teacher in Pennsylvania to do so.

So, as I was saying, we, the board, had to appoint a replacement (well, we didn't have to, but we decided we would) and the only person to apply for the opening was — you guessed it — the angry, laid - off social studies teacher.

In survey responses, some teachers and principals reported that they spent less time on other subjects as a result of the promotion policy — some 40 percent said that they were spending less time on social studies and science — although 57 percent said they did not spend less time on those subjects because of the new policy.

Returning to the example of digital history from the social studies, there is important work to be done beyond just helping experienced teachers and preservice teachers gain awareness about the availability of digital primary sources or tools.

The opportunity for social studies teachers to integrate primary sources into the classroom and engage their students in doing history has now become more of a reality due to increased access to archival material, once only available to historians visiting the archives.

Teacher Wes Upton has just one question for ninth graders in his social studies class at Ben Davis Ninth Grade Center in Indianapolis: Do you like rats?

The concerns are focused on whether or not social studies teachers integrate computer - based resources and, when they do, whether this integration warrants an appropriate use — one that improves student learning outcomes.

A disconnect appeared between the teachers» knowledge of what the board can do, as seen in other content areas, and their ability to translate that knowledge to the social studies.

The data indicate that when the teachers were observed utilizing an IWB in their social studies instruction, they shifted away from the student - centered instructional practices observed when they did not use the device.

The teachers found the social studies lessons on the Exchange to be little better than a worksheet, which did not fit within their approach to teaching the social studies.

One person who is doing this kind of work extraordinarily well is Jahana Hayes, who is a high school social studies teacher in Waterbury, Connecticut, in addition to being the 2016 National Teacher of thteacher in Waterbury, Connecticut, in addition to being the 2016 National Teacher of thTeacher of the Year.

The research focus on the IWB may have resulted in the teachers feeling pressure to utilize the device in their social studies instruction when they would not normally have done so.

I do remember in eleventh - grade my social studies teacher took our class to see the movie «Glory.»

Although the results of this case study are not generalizable, they do provide insight into what might be considered the typical teacher's use of the IWB in the social studies.

Why did these two teachers, who stated that their social studies pedagogy was student centered and were observed employing student - centered instruction when the IWB was not used, rely solely on teacher - centered instruction when it was used?

This access was uncharted territory for social studies teachers and students alike, which did not go unnoticed.

Our Middle School English Language Arts / Social Science Teacher will... Be a part of a highly... Ability to study curriculum and do the intellectual work needed to deliver instruction at a high...

«This system doesn't make sense,» said John Simms, an Albuquerque middle - school social studies teacher who was rated effective, but who said his value - added score tells him nothing useful about how to improve.

We noted that in science and social studies, teachers don't teach reading directly and teachers typically set up every single activity as a hunt for answers.

That is, teachers» social studies content and general pedagogical knowledge did not improve over the course of the year.

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).

First, preservice teachers emphasized the importance of using technology in social studies education, if done right.

Phase 2» Though the «Fields of Dreams» project had the potential for helping social studies teachers bring out the geographic aspects of social studies for their students, it did not happen.

Teacher educators and veteran social studies teachers should, therefore, not be surprised if young teachers do not immediately take to Twitter or other social media for PD, but there is likely still merit in introducing young educators to professional social media use (e.g., Krutka, 2014).

To more fully answer the second question (How do preservice social studies teachers use handheld technology in their social studies teaching?)