ESU 4 Social Studies Cadre

Toby BossESU 6

Agenda• Social Studies Standards Update (what can be reported at

this point)• Craft Knowledge• Engagement Strategies

– Line up – friendly controversy• Fold the line• Split the line

– Run the Tournament– Flash Cards – Academic Games

• Differentiation

Craft Knowledge

• Name it.• Describe it.

– who, what, when, how

• Say why it’s good.– why

“…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.”

(Burney, 2006)

Craft Knowledge Record

Using the Form

• Add each concept or technique to the form• We will use this in the final activity

Primacy-Recency Effect

• During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle.

• Applies from the time period from state change to state change.

Primacy-Recencyfrom How the Brain Learns by David Sousa

Engaging Students• On some good days we

may have 70% of our students engaged in learning.

• Good teachers make sure that it is a different 70% that is engaged throughout our time with the students and all students are engaged at some point in time.

So why is it necessary to change up instruction?

As your brain gets numb-er Your brain gets dumber

Changing STATES

Change up instruction 5-10 min. for pre-adolescents, and

Every 10-20 minutes for adolescents into adults.

Thinking About It

• Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you?

• Because the brain needs a chance to refocus and start again.

• When you stand up blood flow to the brain increases.

The Importance of Processing Time

• The brain needs time to create connections and pathways to create long term memories.

• The hippocampus can only hold so much • Example of glass of water.• Too much, to fast, it won’t Last.• 10-2 or 5-1 rule

Synapses or Brain BreaksJudith Willis

• Change activates and turns on different parts of the brain.

• Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time.

• Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild.

• Brain breaks (synapses) help to replenish.

Lecture

Reading Audio-visual

Demonstration

Discussion GroupsPractice by doing

Teach others/immediate use of learning

Average Retention Rate after 24 hours

5%10%

20%

30%

50%

75%90%

Adapted from David Sousa’s figure 3.9in his text, How the Brain Learns p 95

Boosting Retention

Art and Science of Teaching

• Question #5: What will I do to engage students?– What do I typically do to use physical

movement?– What do I typically do to use friendly

controversy?– What do I typically do to use academic

games?

Line Up

• Students line up along a continuum based on their opinion.

• Based on a prompt.• Ours will be Reality TV• Let’s generate a list of social studies prompts.

Run the Tournament

• On a notecard list 5 important historical events.

• The more diverse events the better• Let’s get a list of the 8 best

Running the Tournament• This activity is designed to help you become familiar

with several topics, not necessarily to determine a winner.

• Become familiar with the concept that is on your card.

• Place the cards on the table in a bracket• From each pair decide which card moves on to the

next round.• Complete the rounds until a single card is left.• You may select a runner up from all of the cards that

did not advance.

Flash Cards

• The students need to possess academic vocabulary

• Flash cards can be used for a variety of activities:– Inside- outside circle– Run the tournament– I have.. Who has…– Who am I?

• Flash card demo

Research on The Use of Games to Improve Student Learning

Marzano Research Lab reports the results of three meta-analyses.

Student growth in classrooms that used games ranged from a 13 percentile gain to an 18 percentile gain.

This is significant.

TABOOThis favorite game is a

great tool for students to practice vocabulary and summarize. The object is to get someone to say the word using clues that don’t use the “taboo” words.

22

president

ObamaWhite HouseRepublicanWashingtonLincoln

TABOO

Star WarsLuke SkywalkerDarth VaderYodaMoviePrincess Leia

TABOO

Abraham LincolnCivil WarPresidentAssassinationJohn Wilkes BootheFord’s Theater

Create Your Own

• Write a taboo term or concept on a notecard

• List up to 5 taboo words

Who am I?• On note cards, teacher writes names of people

studied in class, vocabulary words, places or things from content.

• Student puts on top hat (or baseball cap) or sticky note, and chooses a card without looking at it. The other student tapes the card to the hat, or put the sticky note on his/her back.

• The student determines the name on the card by asking yes or no questions.

Who am I?

•Let’s play. •In your group, pick one person to turn away from the screen. •The name appears on screen. •The “It” person asks yes or no questions until he or she answers correctly.

Who Am I?

• Bill Gates

Who Am I?

• Jacqueline Kennedy

Social Studies Examples: Who am I?Elementary

• Daniel Boone• Amelia Earhart• Abraham Lincoln

• Albert Einstein• Dwight Eisenhower• Sigmund Freud

Social Studies Examples: Who am I?Middle School

Social Studies Examples: Who am I?High School

• Joan of Arc• Ulysses S. Grant• Aristotle

Other Examples?

What Am I?

• The Constitution• Republic• Democracy• Free trade• States Rights• Electoral College

Create a list

• Create a list to use for “who, or what am I?”

Don’t forget to use physical movement.• Stand up and stretch (the oxygen effect)• Body representations (acting out

important content) e.g. have four students do a visual representation of a cell

• Give one, get one (standing, students compare notes and identify additions)

• Vote with your feet (Correct? Partially correct? Incorrect?)

Talk a Mile a Minute

Presidents

LincolnWashington

JacksonWilsonFord

CarterClinton

Things associated with the American Civil War

Robert E. LeeUlysses S. Grant

GettysburgSlavery

AntietamEmancipation Proclamation

Abraham Lincoln

Things associated with the 1960’s

JFK AssassinationWoodstockBob Dylan

Cuban Missile CrisisCivil Rights March on Washington

RFK Assassination1968 Democratic Convention in Chicago

LBJ

Name that Category

Things you find in a tackle box

Types of music

Things a shark would say

Nursery Rhymes

Actors

200 POINTS

100 POINTS 100 POINTS

50 POINTS 50 POINTS 50 POINTSLiquids

Things that happened in the 1970’s

Types of government

Things Albert Einstein would

say

States Song Titles

Battles

200 POINTS

100 POINTS 100 POINTS

50 POINTS 50 POINTS 50 POINTS

Things you find in China

Types of weapons

Things MLK Jr. would say

Rivers Cities Presidents

200 POINTS

100 POINTS 100 POINTS

50 POINTS 50 POINTS 50 POINTS

Summary

• How can academic games help students learn?

• What games do you want to try?• Talk a Mile a Minute, Name that Category

and a Jeopardy power point are posted on the ESU 4 SS wiki at http://esu4socialstudiescadre.wikispaces.com/Resources

+

Differentiation

June 21, 2011

Different Kids…

Different Ways

One Description

"Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get at' and express learning."

--Carol Ann Tomlinson

Or…

• The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile.

What Can Be Differentiated?

ContentWhat we teach

ProductThe end result of

learningHow students

demonstrate their learning

ProcessHow students

come to understand

Affect & Learning EnvironmentHow students link

thought and feeling

How the classroom looks and feels

+ Varying Product Vary when end results of learning allow for different

ways to demonstrate learning Hold students accountable for the essential

skills/information Encourage challenge and choice

Readiness: Bloom’s Taxonomy, Webb’s Depths of Knowledge

Profile: Multiple Intelligence Theory, Learning Styles Theory Interest: Menus, Student Choice

Allow students to generate product ideas when appropriate

assessments or demonstrations of learning

Product Examples• Choice (Tic-Tac-Toe) Board• RAFT• Tiered Tasks• Variety of Format Choices

– Traditional test– Portfolio– Demonstration– Essay– Blog, brochure, presentation…

Examples

• From the new teacher program:• State Changes – Go Animate• See examples on the ESU 6 new teacher wiki

at: http://esu6eis11.wikispaces.com/home• The key is to let the kids choose – you don’t

have to know how to use all the tools.• Tools are listed on the ESU 4 SS wiki.