Social Studies Assessment, Curriculum and Instruction

Reciprocal Learning and Teaching

In the Reciprocal Learning Strategy, the emphasis is on collaborative rather than independent learning. Students are taught to help one another. In this strategy, students work together as peer partners, each functioning in turn as the “doer” and the “guide” in completing the task. Peer feedback doesn’t mean students “grade” each other or score papers. Instead the goal is for students to clarify for each other what is correct or incorrect.

The Reciprocal Teaching Strategy is a dialogue between teachers and students.

Reciprocal Teaching is an instructional activity that takes place as a dialogue between teachers and students regarding segments of the text. In this activity, the teacher and the students take turns assuming the role of teacher in leading the dialogue. This technique can be used in all subject areas for content reading and was originally designed to teach poor readers to use reading strategies employed by good readers to enhance reading comprehension. Students interact with the text to construct meaning. Readers utilize prior knowledge and experiences, information presented in the text, and their stance taken in relation to the text to derive their interpretations. Reciprocal Teaching helps poor readers develop these skills through the use of predicting, clarifying, questioning, and summarizing.

Some education researchers believe providing feedback is the most powerful thing that a classroom teachers can do to enhance student achievement. Peer feedback is underused, yet is highly effective and flexible.

http://www.curriculumfutures.org/instruction/a03-05.html

Reciprocal Teaching

Palincsar (1986) describes the concept of reciprocal teaching as an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies:

summarizing question generating clarifying predicting

The teacher and students take turns assuming the role of teacher in leading this dialogue.

Research Base: For the past five years, Palincsar and Brown (1985) have conducted a series of studies to determine the effectiveness of reciprocal teaching. The effectiveness was evaluated by having the students read passages about 450 to 500 words in length and answer 10 comprehension questions from recall. The students completed five of these passages before reciprocal teaching instruction began and one during each day of instruction. Performance on these assessment passages indicated that all but one of the experimental students achieved criterion performance, which we identified as 70 percent accuracy for four out of five consecutive days. These results were in contrast to the group of control students, none of whom achieved criterion performance. Furthermore, teachers observed fewer behavior problems in their reciprocal teaching groups than in their control groups.” (pp. 19-20)

www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm

Developing Projects

This site from Intel: Innovation in Education describes how a unit on trade can be developed into a class project.

The Curriculum Framing Questions suggest some important connections between this online unit and the activities suggested in this module:

Essential Question: What distinguishes one community from another?

Unit Questions:How is trade important to our community? How does physical geography affect the economics of our region? Content Questions: What products do we import and export, and where do they from and go? What modes of transportation are used for trading? Part Two of this unit seems to be particularly relevant to this module:

Trade and Economics: Where did it come from? Where did it go? There is also a simulation activity in which students practice trading.

Cause and Effect

Given a set of data or other information, student must be able to establish a convincing relationship in writing of the cause and effect. For example: When writing your essay, keep the following suggestions in mind: Remember your purpose. Decide if you are writing to inform or persuade. Focus on immediate and direct causes (or effects.) Limit yourself to causes that are close in time and related, as opposed to remote and indirect causes, which occur later and are related indirectly. Strengthen your essay by using supporting evidence. Define terms, offer facts and statistics, or provide examples, anecdotes, or personal observations that support your ideas. Qualify or limit your statements about cause and effect. Unless there is clear evidence that one event is related to another, qualify your statements with phrases such as “It appears that the cause was” or “It seems likely” or “The evidence may indicate” or “Available evidence suggests.” To evaluate the effectiveness of a cause and effect essay, ask the following questions: What are the causes? What are the effects? Which should be emphasized? Are there single or multiple causes? Single or multiple effects? Is a chain reaction involved?

This site, www.delmar.edu/engl/wrtctr/handouts, reminds us that simply seeing cause and effect is not sufficient and suggests the following steps when writing a cause and effect essay: Clearly distinguish between cause and effect Develop your thesis statement Find and organize supporting details Use appropriate transitions

Cause and Effect Paragraphs

In a cause and effect paragraph, causes explain the effect of what is described in the topic sentence. In other words, effects are the main ideas of the paragraph and causes are the supporting details. The chart below shows this relationship. The chart is a graphic explaining a paragraph about the growth of cities.

EFFECT(Topic Sentence)CAUSES(Supporting Sentences)Cities have grown very large. [There are several reasons for this.] Factory jobs attracted people.(Cities have grown very large.) Better schools attracted families to move to the city.(Cities have grown very large.) Places of leisure, entertainment, and culture made city life appear more interesting.

For more examples of how to write cause and affect paragraphs, you will find the following website to be very useful: lrs.ed.uiuc.edu/students/fwalters/cause.html

KWLH Technique

Students learn more efficiently when they know the goals of a module and/or lesson. If students are aware of an intended outcome they know what to focus on. Critical thinking and production are enhanced when students have clear goals or targets as reference for their efforts.

In order to engage in problem-solving or analyzing issues that will assist them in accomplishing their goals, students need to gather new information and link it to what they already know. This process is referred to as “constructing meaning.” Finding out what prior information students have about a topic/subject helps them bring meaning to any new information acquired. One strategy they can use to help them construct meaning is a strategy called the KWLH technique.

K – Stands for helping students recall what they KNOW about the subject. W – Stands for helping students determine what they WANT to learn. L – Stands for helping students identify what they LEARN as they read. H – Stands for HOW we can learn more (other sources where additional information on the topic can be found).

The KWLH Technique is just one of many graphic organizers that help students organize their thinking for decision-making and problem solving. This site will provide you with information on a number of other strategies: http://www.writedesignonline.com/organizers

KWLH Strategy

The KWLH teaching technique is a good method to help students activate prior knowledge. It is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active thinking during reading.

K – Stands for helping students recall what they KNOW about the subject.

W – Stands for helping students determine what they WANT to learn.

L – Stands for helping students identify what they LEARN as they read.

H – Stands for HOW we can learn more (other sources where additional information on the topic can be found).

Source: http://www.ncrel.org

Using the KWLH Strategy

The KWL strategy developed by Donna Ogle, is a good method to activate prior knowledge and to help students organize information for learning. However, many teachers use the KWLH version, which puts a special emphasis on how we can learn more from other sources of information. Reminder: K – what we know W – what we want to learn L – what we learn H – how we can learn more from other resources This site provides additional information on the procedural steps for using the KWLH strategy

http://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html

Jurisprudential Approach to Teaching Social Studies

According to several studies, students taught using a jurisprudential approach will develop a greater interest in contemporary issues and increased skill in analyzing these issues.

This approach, according to Shaver1, may be used to involve students in an in-depth analysis of public policy issues. The approach is based on the following assumptions: <ulControversy over public issues is inevitable because different people have different views of the world as a result of their different backgrounds (ethnic, religious, socio-economic, family, etc.). Important social values (values or principles for judging worth) that people hold may conflict with each other in specific cases. (For example, in a zoning issue a person's freedom to use land he owns as he pleases may conflict with the general welfare in one or more ways.) There is an analytic perspective that is useful in analyzing issues and in making decisions with regard to them. The perspective includes these elements: Consciousness of differing points of view or frames of reference. Knowledge of how to use language with some precision. (This involves being aware of the meanings of words, of how some words have emotional attachments, of how the same words may have different meanings for different people, and of how to resolve disputes over the meanings of words.) Knowledge of how to determine and validate factual claims. Knowledge of identify, define, and weigh values relevant to the issue. Knowledge of how to make a reasoned decision, taking into account language problems, factual uncertainties, and value discordances. ¹Shaver, J.P., Social studies. In Cawelti, G. (ed.) (1995). Handbook of research on improving student achievement. Arlington, VA: Educational Research Service, 147-48.

Issue Analysis

http://www.wtc.k12.mn.us/is

Issue analysis closes the loop in a research assignment for students. Students who are asked to research a topic should be expected to use this information for problem solving, decision making or issue analysis. If the instruction loop (gathering information, thinking about the information, and applying the information) is not completed, students will have difficulty remembering what they have researched. It may be helpful to use the following checklist to help students understand when they have reached the level of issue analysis in their thinking:

Evaluation Checklist for Issue Analysis Topic selected has controversial componentsQuestions or points of view of the topic are clear Bibliography is complete and properly formatted Background information is summarized Each source is examined for bias and audience. Areas of conflict, compromise, or agreement are identified Positions and solutions are evaluated (including motives of groups or individuals, feasibility and practicality, impact on policies, and consequences)

Taking a Position on an Issue

This discussion paper by Dr. John Malouff and Dr. Nicola Schutte argue for the need for teachers to take a more active role in the teaching of problem solving. Too often in our rush to teach social studies facts and information, we forget that the reason we teach this information is for students to use it in solving real life problems:

http://www.cybertext.net.au

Writing in the Social Studies Classroom

“The Writing Report Card: Writing Achievement in American Schools, a recent study by the National Assessment of Educational Progress (NAEP), directly links writing effectiveness to the development of skills in critical thinking.” This quotation comes from an ERIC Research Document and supports the notion that writing is as much a social studies skills as it is a language skill. Every opportunity should be taken to have students improve their thinking skills by using writing to organize their thinking and to reinforce their learning. This document further points out:How writing is linked to learning What approaches to the teaching of writing in social studies offer the most promise Which of these approaches works best How we can include writing in the social studies curriculum

Primary Sources

A primary source is firsthand testimony or direct evidence regarding a topic. A primary source is material that is contemporary to the events being studied. Such sources include diaries, letters, magazine articles, government documents, and maps. A primary source offers the first record of an event—this might include pictures or the words of witnesses. Additional information about primary sources can be found at: http://memory.loc.gov/learn/lessons/primary.html http://odur.let.rug.nl/~usa/D/ http://www.library.yale.edu/ref/err/primsrcs.htm

Use of Primary Sources

Often primary sources or sources that require a higher level of thinking are avoided because of their high concept load. However, as this activity suggests, these sources can be made accessible to students if students first develop an understanding of the social studies vocabulary used the vocabulary in context. In addition, if students are shown how to break the article into smaller elements, they feel less intimidated by it.

Teachers need to challenge students to make greater use of primary sources so that they can draw their own conclusions about specific events in history. This site will lead your students to a multitude of primary sources on early American history: http://personal.pitnet.net/primarysources.

Use of Primary Sources

These suggestions for using primary sources were compiled from the National Digital Library’s Educators’ Forum held in July, 1995 and from the Library staff. Educators at the Forum, like many throughout the country, know that history comes alive for students who are plugged into primary sources. These suggestions for student activities can help you enhance your social studies curriculum using authentic artifacts, documents, photographs, and manuscripts from the Library of Congress Historical Collections and other sources.

memory.loc.gov/learn/lessons/primary.html

The suggestions were compiled in several different categories with sample activities to illustrate how to use the primary resources. The categories include:

Source Type: Objects Sample Primary Sources: artifacts, tools, weapons, inventions, uniforms, fashion

Source Type: Images Sample Primary Sources: photographs, film, video

Source Type: Audio Sample Primary Sources: oral histories, interviews

Source Type: Statistics Sample Primary Sources: census data, land surveys, maps, ordinances, blueprints, or architectural drawings

Source Type: Text Sample Primary Sources: cookbooks Sample Primary Sources: advertisements Sample Primary Sources: journals, letters, diaries Sample Primary Sources: documents in the original handwriting or language

Source Type: The Community Sample Primary Sources: family photographs (of ancestors and their homes), memorabilia, souvenirs, recipes, ancestors’ clothes, ancestors’ papers, oral histories, local historical societies, genealogical information

Sample Primary Sources: physical surroundings

Verifying the Credibility of Primary and Secondary Sources

With the introduction of the Internet, there is an abundance of information. Much of it is accurate and extremely useful. However, a large amount of it is incomplete, misleading and/or inaccurate. It is the responsibility of the researcher to separate the “good” information from the “bad”.

http://www.sir.arizona.edu/syllabi/fall/fl02/622/VIintro.html

Before you use a source you need to ask the following questions: Is the source a primary or secondary source? Facts from a primary or firsthand source are often more trustworthy than secondhand information.

Is the source an expert on the subject? An expert is someone who is respected in the field and considered an authority.

Is the information complete? Is information presented on all sides of an issue, not just facts that support the author’s opinion?

Is the information current? Generally, you want the very latest information.

Is the source biased? A biased source is one that favors one side or opinion over the others. Because of this, a biased source is not always a reliable source of information.

http://www.thewritesource.com/eval.htm

Wednesday, January 12, 2011CCSSO Announces 2011 National Teacher of the Year FinalistsFL, IL, MD and MT Public School Teachers in Running to Receive Nation’s Top Teaching HonorContact:Kate Dandokated@ccsso.org202-336-7034

The Council of Chief State School Officers (CCSSO) announced the four finalists for the 2011 National Teacher of the Year today. The National Teacher of the Year Program, sponsored by the ING Foundation and Target, is a project of CCSSO in partnership with University of Phoenix and People to People Ambassador Programs. 

 ”Teachers are one of the most important factors to ensuring student success. These four individuals exemplify what it means to truly engage students,” said Gene Wilhoit, CCSSO Executive Director. “In order to deliver on our promise to provide a first rate education to every child, we must continue supporting and learning from highly effective teachers like our National Teacher of the Year finalists.”

Rhonda Mims, President of the ING Foundation adds, “ING realizes the important responsibility corporations have in helping to improve education, which is why we are proud to sponsor the premier program that recognizes our nation’s teachers and highlights their outstanding contributions to education. Congratulations to the finalists for their dedication to the profession and selfless efforts to improve student achievement.”

“Target has a long-standing commitment to education that focuses on helping kids learn and schools teach, ultimately paving a path to graduation,” said Laysha Ward, President, Community Relations and Target Foundation. “Sponsoring a program that honors the critical role teachers play in engaging and inspiring students is a natural extension of this commitment.”

The four finalists for 2011 are listed below. Additional information, including quotes from each finalist can be found here.

Cheryl Conley-2011 Florida Teacher of the Year
Conley is a fourth grade teacher at Osceola Magnet Elementary School in Vero Beach, Florida. She has taught a total of 11 years, the last four at Osceola Magnet, a school of 536 students.

Annice M. Brave-2011 Illinois Teacher of the Year
Brave is an eleventh and twelfth grade English and journalism teacher at Alton High School in Alton, Illinois. She has taught for 23 years, the last fifteen at Alton High which has 2,039 students.

Michelle M. Shearer-2011 Maryland Teacher of the Year
Shearer is a tenth through twelfth grade chemistry teacher at Urbana High School in Ijamsville, Maryland. She has taught at this school of 1,655 students for nine of her fourteen years in the education profession.

Paul Andersen-2011 Montana Teacher of the Year
Andersen is a ninth through twelfth grade science teacher at Bozeman High School in Bozeman, Montana. He has been an educator at Bozeman High, a school of 1,850 students, for nine of his sixteen years as a teacher.

President Barack Obama is expected to recognize the national honoree and the state representatives in May 2011.

A panel of educators, representing 14 national education organizations, chose the finalists from the 2011 state teachers of the year in all 50 states, the District of Columbia, the Department of Defense Education Activity, and four U.S. extra-state jurisdictions. The organizations represented on the 2011 National Selection Committee are: American Association of Colleges for Teacher Education, American Association of School Administrators, American Federation of Teachers, Association for Childhood Education International, Association for Supervision and Curriculum Development, Association of Teacher Educators, National Association for the Education of Young Children, National Association of Elementary School Principals, National Association of Secondary School Principals,  National Association of State Boards of Education, National Congress of Parents and Teachers, National Education Association, National Middle Schools Association, and National School Public Relations Association.

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 The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. www.ccsso.org.

About ING
ING is a global financial institution of Dutch origin offering banking, investments, life insurance, and retirement services to over 85 million residential, corporate and institutional clients in more than 40 countries. With a diverse workforce of about 107,000 people, ING is dedicated to setting the standard in helping our clients manage their financial future.

In the U.S., the ING (NYSE: ING) family of companies offers a comprehensive array of financial services to retail and institutional clients, which includes life insurance, retirement plans, mutual funds, managed accounts, alternative investments, direct banking, institutional investment management, annuities, employee benefits and financial planning. ING holds top-tier rankings in key U.S. markets and serves nearly 30 million customers across the nation.

ING’s diversity management philosophy and commitment to workplace diversity, diversity marketing, corporate citizenship and supplier diversity fosters an inclusive environment for employees that supports a distinctive product and service experience for the financial services consumer.

For more information, visit www.ing.us

About the ING Foundation
The ING Foundation’s mission is to improve the quality of life in communities where ING operates and its employees and customers live. Through charitable giving and employee volunteerism, the foundation focuses on programs in the areas of financial literacy, children’s education, diversity, and environmental sustainability.

For more information, visit www.ing-usafoundation.com, or connect with us on Facebook or Twitter, or call Audria Belton Benn at 770-980-5715

About Target
Minneapolis-based Target Corporation (NYSE:TGT) serves guests at 1,752 stores in 49 states nationwide and at Target.com. In addition, the company operates a credit card segment that offers branded proprietary credit card products. Since 1946, Target has given 5 percent of its income through community grants and programs; today, that giving equals more than $3 million a week. For more information about Target’s commitment to corporate responsibility, visit Target.com/hereforgood.

About University of Phoenix
University of Phoenix is constantly innovating to help students balance education and life in a rapidly changing world. Through flexible schedules, challenging courses and interactive learning, students achieve personal and career aspirations without putting their lives on hold. During the quarter ended August 31, 2010, 470,800 students were enrolled at University of Phoenix, the largest private university in North America. University of Phoenix serves a diverse student population, offering associate’s, bachelor’s, master’s, and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit www.phoenix.edu or call Danica Ross at 310-242-2051.

About People to People Ambassador Programs
People to People Ambassador Programs (www.peopletopeople.com) provides premier international educational travel opportunities for students, athletes and professionals. From hands-on experiences to community service opportunities, more than 400,000 Student Ambassadors, Citizen Ambassadors and educators have travelled and connected with people and cultures around the world. People to People Ambassadors have traveled to 47 countries on all 7 continents. Annually thousands of teachers travel the world with People to People Ambassador Programs furthering the educational opportunities of students and educators worldwide.

Reasoning Strategies

Hilda Taba believed that students make generalizations only after data are organized. She believed that students can be led toward making generalizations through concept development and concept attainment strategies.

In A Teacher’s Handbook to Elementary Social Studies, Hilda Taba describes generalizing as a higher order of thinking when compared to forming concepts.

According to Joyce and Weil, Hilda Taba utilized three main assumptions in developing her teaching model (Joyce & Weil, 2000, p. 131). Thinking can be taught. Thinking is an active transaction between the individual and data. Processes of thought evolve by a sequence that is lawful. Taba developed three effective strategies in the inductive model that enable students to form concepts, interpret data and apply principles.

http://imet.csus.edu/fundamentals/inductive/