Social Studies Reviewer Finals

SUCCESSFUL STRATEGIES FOR SOCIAL STUDIES TEACHING 3. Strategies for Collaboration

AND LEARNING
- There are three essential strategies for collaboration. They
FIVE PRINCIPLES OF TEACHING OF EFFECTIVE TEACHING AND are focus on results, shape relationships, and structure for
LEARNING resilience. Use of these key strategies will enable your
1. Education for Learners with Special Needs collaboration to move quickly and respond effectively to
changing environments. Next, the module will help you
- Means the special educational arrangements which are in examine how to apply these key strategies to help your
place for people with disabilities. All children including collaboration make decisions, accomplish tasks, and work
children with disabilities and children with special needs. through problems.
2. Foundations for Effective Instruction Results - Many grant programs focus on the results that
projects will have specific to their target population. In AFL
- Treat students with the same respect you expect from
grantee’s case those populations are adolescents and their
them, keep confidences.
families, which is undoubtedly very important. However, if
- Get to know your students. Learn their names quickly and you do not have specific objectives you want to accomplish
recognize his or her individual qualities. to help the system improve, then all you have achieved
could be forgotten. Keeping the larger picture in mind is
- Be fair, positive, and consistent. Be the kind of person
vital. As you and your partners come together to discuss
young people can like and trust – firm, fair, friendly,
desired outcomes, it will become clearer how your
courteous, enthusiastic, and confident. Admit your mistakes
collaborative can accomplish your goal. Following are some
and keep your sense of humor.
key components for determining your desired results and
- Let the students know you care. Determine jointly with the moving your partnership forward.
class what is and isn’t acceptable in terms of behavior and
Relationships - Entering collaboration also means you are
achievement.
entering into a relationship with another agency. Some of
- Begin class on time and in a businesslike manner. Have the ways you can go about strengthening your relationship
routines to follow each day as students enter and leave is to build trust. To build trust, each agency will need to
your room. discuss their self-interest. What do they want to get out of
the collaboration and what will make the collaboration a
success for all involved? Defining and clarifying roles within
the collaboration and building a communication plan are
 also important elements to building the relationship DIRECT INSTRUCTION STRATEGIES
between agencies.
 Instructional Principle:
Resilience - Resilience is the capacity to keep on doing the  When teachers explain exactly what students
work throughout the life of the program. Some people use are expected to learn, and demonstrate the
the word “sustainability” steps needed to accomplish a particular
academic task, students learn more.
4. Written Language
 Direct instruction rejects (or at least sets aside)
 Will be concerned with linguistic, psycholinguistic, the assumption that students will
educational, and sociolinguistic accounts of the spontaneously develop insights on their own.
structure and functions of written language, the Rather, direct instruction takes learners through
processes and acquisition of reading and writing, the steps of learning systematically, helping
and the use and development of literacy in different them see both the purpose and the result of
social and cultural settings. The journal focuses on each step. The basic components of direct
scientific reports in areas such as theoretical instruction are:
linguistics and cognitive models of written language
1. Setting clear goals for students and making sure they
processes, reading and writing in educational
understand these goals.
contexts and in literacy campaigns, literacy and
technology, and literacy as a marker relating to 2. Presenting a sequence of well- organized
gender, ethnicity, and class. assignments.

5. Study Skills 3. Giving students clear, concise explanations and

illustrations of the subject matter.
 study skills must be practiced for you to improve. It
is not enough to simply "think about" studying; you 4. Asking frequent questions to see if the students
must do it, and in the process use information from understand the work.
what you do to get better. This is the central idea of
5. Giving students frequent opportunities to practice
this page. All that follows depends on this single
what they have learned.
concept. There is a saying that goes like this:
"Practice doesn't make perfect; perfect practice  Direct Instruction
makes perfect." If you want to be an achiever, take  best to use when teaching knowledge acquisition
this saying to heart. involving facts, rules, and action sequences
  teacher-centered (teacher provides information, Another reason is to spark student’s interest (i.e., if they think the
facts, rules, action sequences) textbook looks boring): make it relevant to real-life or explain any
 teacher is lecturer (most often) questions or misunderstandings they have. For students to master
 common form: lecture-recitation with learning they need additional instruction from the teacher to give
explanations, examples, and opportunities for clarity to the information and to ensure their comprehension of it.
practice and feedback
INDIRECT INSTRUCTION STRATEGIES
 instructional methods: lecture, collaboration
 uses the first three of Bloom’s taxonomy:  Indirect Instruction
Knowledge, Comprehension, and Application  Indirect means that the learner acquires a
 largely verbal, lecture and teacher-student behavior indirectly by transforming, or
question/answer practice for understanding constructing, the stimulus material into
 steps: present objectives and goals (may use a set meaningful response or behavior that
induction), present content sequentially in small differs from both (1) the content being used
steps (may use a graphic organizer), model skills or to present the learning and (2) any previous
processes with specific and concrete methods (use response given by the student - best to use
an advanced organizer to access prior knowledge), when teaching concepts, abstractions, or
check for understanding before moving from one patterns
point to the next (with corrective feedback), ask  best to use when the learning process is
students questions and have them summarize in inquiry-based, the result is discovery, and
their own words or re-teach a partner (give period the learning context is a problem
practice and feedback)  student-centered (student is an interactive
 full-class instruction participant)
 organize learning around questions you pose  teacher is facilitator
 provide detailed and redundant practice  small group instruction
 present material sequentially so students can  instructional methods: discovery learning,
master a new fact or rule before moving on cooperative learning, all student-guided
 classroom is formally arranged to facilitate  uses all parts of Bloom’s taxonomy
recitation and assessment during practice including Analysis, Synthesis, and
Evaluation
When to use: If there is a workbook and textbook that help student
 Indirect instruction involves organizing
practice, you would more likely use direct instruction if the material
content, inductive and deductive reasoning,
within required much breaking down or subdividing the material.
examples and non-examples, student
 experiences, questions, student’s self- disprove their hypotheses. The data is analyzed to
evaluation, and group discussion form a strategy or answer.
 Projects, reports: Projects, reports Provide these
When not to use: When objectives other than learning facts, rules,
guidelines to ensure student success in giving oral
or behavior sequences are desired, direct instruction would be less
reports: Select a topic Research the topic at the
efficient than inquiry or problem-solving strategies. Direct
library and on the internet Decide on a thesis and
instruction relates more to lower levels of Bloom’s taxonomy. Do
find evidence to back up your thesis statement
not use if students already have a grasp of lower-level learning
Create a written outline on paper Write notes to
concepts of the topic.
yourself on paper or on index cards on the main
OBSERVATIONS ON INDIRECT STRATEGIES points of the report Practice speaking the report to
yourself Practice the oral report in front of a mirror
 Inductive Instructional Approaches: Practice the oral report in front of a friend or family
1. Inductive Instructional Approaches the inductive member Select the appropriate attire for giving the
instructional approaches can be used to help oral report Give the oral report with your notes in
students inductively process information. Specific hand.
strategies for inductive approaches include Concept  Social Instructional Approaches:
attainment Inquiry lessons: project or problem 2. Social Instructional Approaches These approaches
Projects, reports are interpersonal. They include strategies such as:
 Concept Attainment: Concept Attainment is a Discussions Cooperative Learning Panels and
process where students are given positive and Debates Role playing Simulations & Games
negative examples of an issue. Based on the
examples, the students form a hypothesis that  Roles within the group help keep students
names the issue. More examples of positive and accountable and on task.: Roles within the group
negative are given. Students eliminate some help keep students accountable and on task. Some
hypotheses that are not appropriate. roles or jobs can include Group facilitator Materials
 Inquiry Lessons (problem or project-based manager Recorder Reporter Thinking monitor
learning): Inquiry Lessons (problem or project-  Group rules might include
based learning) Students are given a question or Group rules might include You are responsible for
problem to solve. Based on their prior knowledge your own behavior and your own work. You must
and guidance from the teacher, they form a be willing to help any group member who asks. You
hypothesis. Students gather data to prove or may only ask the teacher for help when everyone
else in your group has the same question. (This one
 help students resolve problems and not come to discussions can also be held using outside experts.
the teacher for every issue) Debates are arguments carried out according to
 Successful groups include the following elements: agree upon rules and used in the classroom to
Group goals: the success of the group depends on engage students and help them make connections
the efforts of all the members promotes a caring to the curriculum. Great Debates
environment where students help another learn.  Role Playing: Role Playing Helps explore and
Individual accountability: students are individually increase understanding of feelings and/or actions
responsible for learning material Equal opportunity: Teacher provides background information that
interpersonal and communication skills that explains the situation to be role played, identifies
promote successful group interaction. and describes the roles that are needed, and sets
 Dryad (paired learning) is a form of cooperative the stage for the role play Set up area and do the
group learning. : Peer tutoring – one classmate role play Teacher then leads the reflection of the
tutors another Cross-age coaching – one student role play
coached by another from a higher grade level Think-  SIMULATIONS & GAMES Promote problem solving
pair-share – two students examine a new concept and decision making in a seemingly real-life
about to be studied Team learning –students study situation Provide the opportunity for students to
and learn in teams of two experience consequences of their choices Can be
 Flexible Grouping for the delivery of instruction is purchased: example: www.interact-
the cornerstone of appropriate differentiation for simulations.com
the gifted student as well as all students. The use  Independent Instructional Approaches:
of Flexible Grouping assures Success for Every 3. Learning centers and stations Contracts and
Student. : Flexible Grouping for the delivery of independent work, Independent Instructional
instruction is the cornerstone of appropriate Approaches
differentiation for the gifted student as well as all  Learning centers & stations:
students. The use of Flexible Grouping assures Centers can be an excellent method for teaching
Success for Every Student. students effectively. They: Enhance student
 Panels and Debates: Panels and Debates Panels: In response. Provide a less intimidating environment
a panel discussion, a small group acts as experts to Allow teacher s to focus on specific areas of study.
answer the questions of the people in the larger Allow students to work independently on a specific
group. In a classroom setting, students are selected skill can reinforce, a skill introduce new concepts, or
to become experts on a topic and are given at least provide motivation. Can be used in any area of
a day to prepare for the discussion. Panel study.
Basic principles and theories of teaching learning social Structure of Knowledge in the Social Sciences/Studies
studies sciences  Theory
Social Studies as Citizenship Education  Generalizations
 Related Ideas
Primary Goal of Social Studies  Concepts
 Facts (names of places, dates, events, persons, procedures)
 To develop citizens who are committed to the ideas and
Structure of Knowledge in the Social Sciences/Studies
values of our democratic republic and who can use
Collaborative and Experiential Learning
knowledge about their community, nation, and the world
along with skills of data collection and analysis, Theoretical background
collaboration, decision-making and problem solving.
 Students who have these commitments, knowledge and  Cognitivism
skills will be the most capable of shaping our future and  Social constructivism
sustaining and improving our democracy.
Experiential Learning
National Objectives of Social Studies
David Kolb (1984) – “Learning is the process whereby knowledge
A good and effective citizen in a democratic society: is created through the transformation of experience.

 Develops and inquiring mind Collaborative learning

 Is well informed and useful
Educational approach to teaching and learning that involves small
National Objectives of Social Studies groups of learners working together to solve a problem, complete
a task, or create a product (Laal & Laal, 2012).
 Participates in the solution of social, economic, and political
problems Key elements:
 Advances the causes of nationalism
 Positive interdependence
National Objectives of Social Studies  Considerable interaction
 Has strong moral and spiritual values  Individual accountability and personal
 Respects the dignity and worth of an individual responsibility
 Social skills
 Group self-evaluating
  Teacher as facilitator economic concerns of individual counties, and how the world
functions as the result of communications between multiple
Benefits
nations.
Academic benefits:
 Students understand change and how the world and
 Promote critical thinking skills nations developed
 Involves learners actively in thinking process
Studies study the history of world civilizations, how they rose,
 Higher achievement and greater productivity
how they fell, and where current nations stand in history.
Social benefits: Students learn why nations are in certain areas, from geographic
reasons like resources and landmass, to reasons such as war or
 Helps to develop a social support system for learners
technological advancement.
 Establishes a positive atmosphere for modeling and
practicing cooperation.  Students learn skills essential for citizenship
 Develops learning
Social studies inform students about the ways our democracy
When? functions, such as how citizens are represented by elected
officials and how the voting process works. Students explore
Learning objective:
America’s founding documents and civic institutions to
 Skills, attitude understand how they, as future citizens, will fit into the
 Higher levels (Blooms Taxonomy) democratic process. Typically, these courses also require
students to participate in community events and service-learning
Purpose and Importance of Social Studies
projects to understand how citizens work together to create a
Why teach social studies? functioning society.

Social studies impart essential knowledge for students hoping to  Students develop critical thinking skills by analyzing
make informed decisions in the future. Some important benefits decisions made by famous leaders in history
of a quality social studies education include:
Everyone learns from their mistakes. Students have the benefit
 Students become better judges of world affairs of learning from other peoples’ mistakes as they explore
successful and unsuccessful decisions made throughout history
By exploring world governments, conflicts, alliances, and political by world leaders
affiliations, students gain a holistic view of how nations interact
with each other. Students will determine the causes of war,
Purpose and Importance of Social Studies  Social studies encompass multiple subject areas, including
history, geography, and economics. Educators combine
Social studies teachers mix expansive content knowledge with
these areas in lessons that provide opportunities for
innovative methods of teaching that knowledge. Typically, social
greater student inquiry, giving students opportunities to
studies teachers focus on instructing students at the elementary
participate in group discussions about major events or
and middle school level, though some high schools offer courses
issues around the world. Students explore any potential
in the subject.
problems and propose solutions related to these events,
Because students at this age are eager to find their place in the allowing for debate and communication-building exercises.
greater overall society, teachers focus on growing this interest
in civic engagement. The goal of any social studies teacher is to
help students learn from the past so they can become better
informed and help themselves and their societies in the future.

Competencies of a Social Studies Teacher

 The best way to accomplish this, according to the

National Council for Social Studies, is by providing
teaching and learning opportunities that are “meaningful,
integrative, value-based, challenging, and active.” Social
studies teachers push their students to dive deeply into
history and the global discussion, fostering the growth of
interdisciplinary skills used in multiple subject areas
along the way. In social studies classes, students typically
conduct research on specific topics and build
information-gathering and communication skills as they
craft papers and reports. They might then present these
reports to their classrooms, while the social studies
teacher asks in-depth questions to the rest of the class
about the report.