Grade 7 Social Studies Instruction

Overview of Content• Use of TCI• Use of Multiple Intelligences• Group Projects in Grade 7

Grade 7 Social Studies Instruction

Overview of ContentUse of TCI• Use of Multiple Intelligences• Group Projects in Grade 7

TCI Resources @ http://teachtci.com

Howard Gardner’s Learning Styles

1. Verbal-Linguistic

2. Logical-Mathematical

3. Visual-Spatial4. Body-

Kinesthetic5. Musical-

Rhythmic6. Interpersonal7. Intrapersonal

From Howard Gardner’s Frames of Mind: The Theory

of Multiple Intelligences

8. Naturalist9.

Existentialist/Spiritualist Does high-stakes multiple-

choice testing honor all Learning Styles?

What now?

Now the goal is to provide opportunities for students to LEARN and DEMONSTRATE WHAT THEY’VE LEARNED

using their

Multiple Intelligences.

For Example:

Thinking Maps & Graphic Organizers

Illustrated Dictionaries

Tests and Quizzes

Group ProjectsHomework

BooksOpen

Response & Multiple Choice Questions

Word Walls

Time Lines2D & 3D ArtSongs & MusicCookingTeaching

PostersPowerPoint

PresentationsDrama/Skits/

Reader’s Theatre

PoetryDance

Great Wall of ChinaBy Roger S. Thomas, to the tune of Great Balls of Fire

They shake our nerves and they rattle our brains

You know the Huns drive us all insane

You know they will our children kill

Goodness, gracious Great Wall of China

I laughed at walls ‘cause I thought they were funny

Huns came along and they moved me, honey

I changed my mind! The wall’s just fine!

Goodness, gracious Great Wall of China

Build that wall – ooh, it looks good from the Gulf of Liaodong

Defend us from the Huns like a good wall should

Twelve feet wide, twenty-five feet high

Hold back the Huns each time they try, try, try, try

You know it’s over fourteen hundred miles long

Across the mountains, deserts, steppes – it stays strong

For all theses years we’ve had no fears

Goodness, gracious Great Wall of China

Grade 7 Social Studies Instruction

Overview of ContentUse of TCIUse of Multiple Intelligences• Group Projects in Grade 7

Rick Stiggins says, “Intrinsic motivation to learn is suported when the learner meets the following

criteria:

• Has a sense of control & choice

• Gets frequent & specific feedback on performances

• Encounters tasks that are challenging, but not threatening

• Is able to self-assess accurately

• Encounters learning tasks related to everyday life.” Classroom Assessment for Student Learning, p.39

Alignment between Instruction and Assessment

• Using multiple intelligences instruction is a source of authentic formative assessment.

• How have students used multiple intelligences to learn and demonstrate their learning?

Let’s try it! Let’s develop a collaborative lesson idea or assessment using something from this pd

session or these formative assessments.

What are Formative Assessments and

Why Should We Use

Them?–Summaries and

Reflections–Lists, Charts, and

Graphic Organizers–Visual

Representations of Information–Collaborative

Activities

MY SOCIAL STUDIES TEXTBOOK PAGESUMMARIES & REFLECTIONS

SUMMARIZING A CONCEPT OR A TOPIC IS AN EFFECTIVE WAY TO DEVELOPING A

DEEP UNDERSTANDING OF YOUR CONTENT.

MATRIXLISTS, CHARTS, AND GRAPHIC ORGANIZERS

WHEN STUDYING A UNIT THAT HAS SEVERAL IDEAS, PEOPLE, PRINCIPLES, OR OTHER ITEMS TO COMPARE, THE MATRIX STRATEGY CAN HELP STUDENTS MAKE SENSE OF THE INFORMATION. THE MATRIX IS A VISUAL TOOL THAT HELPS STUDENTS MAKE COMPARISONS AMONG ITEMS. UNLIKE A VENN DIAGRAM, THE MATRIX CAN BE USED TO COMPARE AND CONTRAST MANY ITEMS AT ONCE.

UNIT COLLAGEVISUAL REPRESENTATION OF INFORMATION

A UNIT COLLAGE IS A STUDENT-GENERATED, ONGOING, VISUAL SYNTHESIS OF A TOPIC STUDIED IN A CLASS. IT INCLUDES ON ONE PAGE A GROUP OF EIGHT TO TEN DRAWINGS, SYMBOLS, CAPTIONS, AND SO FORTH THAT CAPTURE THE ESSENCE OF A UNIT OF STUDY.

FOUR MORE!COLLABORATIVE ACTIVITIES

FOUR MORE! INTEGRATES COLLABORATION, MOVEMENT, AND INDIVIDUAL ACCOUNTABILITY. STUDENTS BEGIN WORKING ON THEIR OWN, THEN MOVE AROUND THE CLASSROOM FOR A BRIEF PERIOD OF INTERACTION AND INFORMATION GATHERING WITH CLASSMATES.

THEN, STUDENTS HEAD BACK TOT HEIR SEATS WHERE THEY INDIVIDUALLY ELABORATE UPON WHAT THEY'VE RECORDED, ADDING DETAILS TO THE MAIN IDEAS THEY HAVE GAINED FROM THEIR PEERS.

DO YOU REMEM BER OUR LEARNING TARGETS?

• AT THE END OF THIS SESSION, GRADE 7 TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 SOCIAL STUDIES STANDARDS FOR GRADING PERIOD 1.

• AT THE END OF THIS SESSION, GRADE 7 TEACHERS CAN IDENTIFY AND DEVELOP FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS STUDENT LEARNING IN SOCIAL STUDIES.

IN CONCLUSION, REMEMBER...

YOU ARE REQUIRED TO TEACH THE KENTUCKY’S PROGRAM OF STUDIES AND THE KCAS 4.1 STANDARDS

THERE IS A DIFFERENCE BETWEEN THE CURRICULUM AND THE CURRICULUM MAP

PROVIDE STUDENTS WITH A CONTENT OVERVIEW TO HELP THEM MAKE SENSE OF THE TIME LINES OF WORLD HISTORY

PROVIDE STUDENTS WITH THE OPPORTUNITY TO USE THEIR MULTIPLE INTELLIGENCES TO LEARN AND DEMONSTRATE THEIR LEARNING

USE A VARIETY OF AUTHENTIC FORMATIVE AND SUMMATIVE ASSESSMENTS TO LEARN AND DEMONSTRATE THEIR LEARNING