Chapter 7strategies For Social Studiesteaching And Learningresearch O ✓ Solved

Chapter 7 Strategies for Social Studies Teaching and Learning * Research on Social Studies Teaching Goodlad (1984) suggests that social studies has been one of the least-liked subjects. Ellis (2007) urges future educators to use a variety of experiences to avoid this trend. In this chapter, alternatives are offered along with explanations indicating how they should be used. Schug, et. al. (1984) found that students preferred the following social studies activities: (Listed on next slide) * Student Preferences Group Projects Field Trips Less Reading Role-Play and Simulations Class Activities Independent Work Class Discussion Student Planning Less Lecture Challenging Learning Experiences Clear Examples * Student Preferences Although Schug’s research was done over 20 years ago, children today respond in a very similar way.

To show this Ellis did his own survey and discovered that social studies can be improved if it includes more: Group Projects Field Trips Drama and Role-Play Games Computer Activity Hands-on Activities Animals Environment Student Interest Drawing and Maps Less Reading * Comparing the Two Lists In the most recent list children indicate that computer activities, animals, and the environment need to be included more often. Ellis (2007) suggests that the interest in computers is easy to explain, since tremendous advancements were made in technology in the past 20 years. Ellis (2007) suggests that children may want to study animals in order to understand how humans behave. The fact that the environment is added to the new list could be a sign that children are taking environmental issues more seriously.

Fouts (1989) found that students wish to be involved, want to work with others, and prefer a variety of teaching strategies. A variety of teaching strategies is important for two reasons. First, it makes instruction less monotonous. Second, Different students learn in different ways. One student may benefit more from direct instruction, and another may do better with hands-on activities. * Direct Instruction Strategies Direct Instruction occurs when knowledge is transmitted from a source to a receiver.

The source can be a teacher, a film, or a textbook. Direct instruction not only transmits content but also focuses on developing skills and providing explanations. Effective teachers need to use both direct and indirect approaches of instruction. If direct instruction is overused, it can prevent students from discovering things on their own. * Teacher Presentation Long presentations are not useful to young students, however, when combined with other strategies that are more student-centered, lectures are recommended. Students need the opportunity to hear a teacher explain a concept, but also require a chance to apply their knowledge.

Presentations, therefore, should be relatively short and need to concentrate on important concepts and ideas. Students should be encouraged to take notes and may be aided by having partners to discuss important information as the teacher pauses. Ellis offers 12 guidelines which promote effective teacher presentations. * Class Discussion Ellis (2007) mentions that the key to having effective classroom discussions is organization. The four basic components of a well organized classroom are: A base of information: students need sufficient information. A central focus: questions need to keep coming back to key issues.

Effective questions: questions should be based on all levels of Bloom’s taxonomy and teachers need to allow students enough time to respond. A supportive environment: it is not easy for students to speak out in front of others. Students need to be challenged but in a nurturing way. * Demonstration Demonstrations involve modeling behaviors that students observe. They are most effective when followed by corresponding student activities. An example is showing students how to determine the distance between two points on a map and then following this by asking students to participate in an activity focusing on this skill. * Indirect Instruction Strategies Indirect instruction is based on placing most of the responsibility on students for their own learning.

It is based on constructivist principles of learning and is also called “democratic learningâ€. When teachers use this approach they act as facilitators. * Indirect Instruction Strategies When teachers use indirect instruction strategies students have more of an opportunity to express their feelings, work together, and explore. Students discuss, plan, and evaluate ideas. Students work with other students more. It may seem as if teachers have less work to do, but the fact is when this approach is used effectively, it requires a significant amount of planning.

The following strategies are examples of indirect instruction strategies which apply various principles of constructivism: 1. role playing 2. interest centers 3. group investigations and projects 4. independent study and presentations 5. reflective thinking 6. brainstorming 7. creative expression 8. content analysis 9. differentiated assignments 10. jigsaw/peer teaching and cooperative learning * Role Play This strategy involves playing a role that is different from the role a person holds. Children play roles naturally. Some children often play the role of truck driver and other children play house. Role playing is also used by teachers to help students understand moods, feelings, and values. Role playing allows students to develop their language skills and to understand the perspectives of others.

Role playing humanizes history. Teachers ought to model role playing. * Interest Centers Interest centers allow students to choose activities that interest them. Interest centers should reflect the goals of the social studies program and should be appealing. Children often find games, puzzles, computers, and videos appealing. Reading centers can be made appealing if teachers include books that interest children and posters that children find attractive.

A center should allow a child to work independently without the assistance of a teacher. Teachers must spend much of their time preparing the centers and should only act as facilitators when children go there. * Group Investigations and Projects Ellis (2007) mentions that activities that involve social action are very compelling and address key issues of democracy. The efforts of students involved in these kinds of projects are often successful. Students can start these kinds of projects as early as when they are in the 1st grade. Examples: Investigating playground equipment to make it safer.

Making the school cafeteria more attractive for lunch. Banning styrofoam cups to make the environment safer. * Teacher’s Role in Group Investigations Teachers need to do a great deal of work for group investigations including: Acting as facilitators Keeping students focused on problems Helping students find resources Evaluating students on the project * Independent Study and Presentations Children need to find out what they can do on their own, and they discover this during the time they work on an independent study. Independent study can be done as a “solo†investigation or as part of a group project. It is perfect for applying the doctrine of interest when teachers allow students to choose a topic.

In order for students to be motivated they need to pick a topic themselves. Ellis (2007) discusses possible roles teachers can play to make an independent study successful. * Reflective Thinking Reflective thinking allows students to think about their work and to analyze. Teachers also use this strategy to help students think about what would happen under certain conditions. The difference between reflective thinking and inquiry is that inquiry is based on finding data to answer a question whereas in reflective thinking very often data will not be available. * Brainstorming Brainstorming is the process of coming up with ideas for an activity, a project, or a problem. Ellis mentions three essential components of brainstorming: Quantity over quality No judgments Inclusion * Brainstorming Two methods are usually used.

The first way involves the whole class with the teacher at the chalkboard recording student responses. The second method involves placing students in groups with one of the students acting as a recorder. The first way is advantageous because it is spontaneous. The second way is not as spontaneous but allows more students to participate. * Creative Expression It is important for students to be creative in school. Social studies can promote creative expression if teachers provide students opportunities to create poems, stories, and drawings. * Content Analysis Content analysis is a way that allows students to explore content more thoroughly than just merely understanding what is stated.

Content analysis focuses on subjects like bias, significance of material, and interpretation of meaning. Knowledge can be analyzed from various sources including textbooks, films, newspapers, and websites. * Differentiated Assignments Not all students in a given class have the same learning styles, and this is one main reason for using differentiated assignments. Another main idea behind the theory of using differentiated assignments is to give students choice. * Jigsaw/Peer Teaching and Cooperative Learning Aronson (1997) combined cooperative learning and individuality to form the concept of the jigsaw strategy. The jigsaw strategy is designed so that a student in a cooperative learning group has to teach his/her companions part of the material.

Each student in the group has to teach equal parts of the material. Cooperative learning is based on the idea of working together with mutual respect, interest, and collaboration. Vygotsky, Bruner, and Piaget all believed that children needed opportunities to express themselves civilly in social situations. * Research on Cooperative Learning Johnson and Johnson (2004) report that cooperative learning: Leads to higher achievement increases motivation to learn Promotes self-esteem Improves attitudes towards teachers Improves attitudes towards school * Teacher’s Role in Cooperative Learning Teachers have several roles during cooperative learning. They act as facilitators as they keep the learning process going.

They also decide who works with who. Teachers also teach students the skills needed to make the cooperative learning experience successful. * Simulations Simulations are ways to represent economic, political, cultural, and other social systems. Simulations aim to represent reality. Students play the roles and use the processes of these systems. Since this process is a simulation, compromises must be used.

If too much of a process is left out, the simulation will not allow students to experience enough of the process. Teachers must therefore make wise choices about which elements need to be included to make the activity reflect reality. * Computer Simulations Computer simulations allow students to apply their knowledge. They often represent real life situations. Oregon Trail was one of the first computer simulations. Other widely used and successful computer simulations include Where in the World is Carmen Sandiego and Science 2000. * Conclusion Ellis 2007 concludes this chapter by contrasting indirect instructional strategies with direct instructional strategies. He mentions that although indirect instructional strategies have many advantages, knowledge of events, places, and eras as well as explanations of spatial, cultural, and economic systems are often suited to direct teaching. * IMG_8039.jpg IMG_8040.jpg IMG_8041.jpg IMG_8042.jpg IMG_8043.jpg IMG_8044.jpg IMG_8045.jpg IMG_8046.jpg IMG_8047.jpg IMG_8048.jpg IMG_8049.jpg IMG_8050.jpg IMG_8051.jpg IMG_8052.jpg IMG_8053.jpg IMG_8054.jpg IMG_8055.jpg IMG_8056.jpg IMG_8057.jpg IMG_8058.jpg IMG_8059.jpg IMG_8060.jpg IMG_8061.jpg

Paper for above instructions

Strategies for Social Studies Teaching and Learning
Social studies education has undergone significant evolution in teaching methodologies and strategies, as indicated by various research findings throughout years of educational practice. This paper discusses various strategies for teaching social studies, emphasizing the importance of engagement, hands-on experiences, and different instructional approaches.

Understanding Student Preferences

The understanding of what students prefer in social studies education is essential for effective teaching. Schug et al. (1984) conducted research that revealed students’ preferences for specific types of activities. Their research highlighted that students favor group projects, field trips, role-plays, and class discussions over traditional lectures. More recently, Ellis (2007) reiterated these findings, noting the importance of incorporating modern elements such as computer activities and environmental studies into the curriculum (Ellis, 2007). The emergence of these preferences points to an evolving landscape where technology and pressing global issues are integral to student engagement.

Importance of Varied Teaching Strategies

Fouts (1989) emphasized that a diverse array of teaching strategies not only makes lessons more interesting but also caters to diverse learning styles. Some students excel under direct instruction, while others thrive in interactive or experiential settings. By employing varied pedagogical approaches, teachers can create an inclusive environment that promotes effective learning for all students (Fouts, 1989).

Direct Instruction Strategies

Direct instruction involves teachers actively delivering knowledge. This can include presentations, demonstrations, or lectures. Ellis (2007) argues that while direct instruction is essential for conveying critical concepts, prolonged lectures can hinder student engagement. Instead, short, focused presentations should be accompanied by interactive components, allowing students to engage actively with the information presented (Ellis, 2007).
1. Teacher Presentations: Effective teacher presentations should be concise, focusing on vital concepts. Students can be encouraged to take notes and engage in partner discussions during pauses (Ellis, 2007).
2. Class Discussions: Effective discussions require organization. The key components include a solid information base, a central focus, effective questioning, and a supportive environment (Ellis, 2007). This encourages critical thinking and ensures that all students can participate in the learning process.
3. Demonstrations: Demonstrations can serve as a bridge to subsequent student activities, such as modeling how to read a map, thus allowing students a hands-on opportunity to practice skills they've observed (Ellis, 2007).

Indirect Instruction Strategies

Contrary to direct instruction, indirect instruction places the onus of learning on the students. This constructivist approach nurtures a sense of responsibility in learners, as they engage in activities such as group investigations, role-playing, and reflective thinking.
1. Role-Playing: This strategy encourages empathy and understanding of different perspectives by allowing students to embody various roles (Ellis, 2007). Role-playing in history teaches students to humanize events and learn the socio-cultural contexts of historical figures.
2. Group Investigations: Projects that require social action not only engage students but also instill a sense of civic responsibility. Ellis (2007) mentions that such projects could be initiated as early as the first grade.
3. Independent Studies: Allowing children to explore topics of interest fosters autonomy and motivation (Ellis, 2007). When learners select their subjects, engagement levels tend to rise, creating a fruitful learning environment.
4. Brainstorming: This method encourages quantity over quality in idea generation, making students feel included while allowing free-flowing creativity (Ellis, 2007).
5. Creative Expression: Encouraging students to express their learning creatively through poems, stories, or art can deepen their connections to the material (Ellis, 2007).

Collaborative Learning Approaches

Cooperative learning fosters teamwork and promotes social dynamics within the classroom. The Jigsaw method (Aronson, 1997) exemplifies how cooperative learning can encourage individual responsibility within group projects, fostering an environment where students teach each other (Aronson, 1997). According to Johnson and Johnson (2004), this approach has multiple benefits, including improved motivation, self-esteem, and attitudes towards teachers and school.

Technology and Simulations

In the age of digital learning, integrating technology remains paramount. Computer simulations allow students to experience real-life scenarios in a controlled environment, enhancing engagement while providing an avenue to apply their knowledge (Ellis, 2007). For instance, simulations like "Where in the World is Carmen Sandiego" facilitate geographical and cultural learning through interactive gameplay.

Balancing Instructional Strategies

Ellis (2007) concludes that a balance between direct and indirect instructional strategies is crucial for an effective social studies program. While direct instruction delivers essential knowledge regarding historical events, cultures, and systems, indirect instruction nurtures critical thinking, collaboration, and independent problem-solving skills. Employing a blend of both strategies can optimize student engagement and learning outcomes.

Conclusion

Teaching social studies effectively requires a comprehensive arsenal of instructional strategies that cater to diverse learning preferences while integrating contemporary issues and technologies. By recognizing student preferences, utilizing both direct and indirect teaching approaches, and incorporating collaborative and technological methods, educators can foster a dynamic learning environment. Incorporating varied strategies not only maintains student interest but also promotes deeper understanding and critical thinking skills vital for engagement in a global society.

References

1. Aronson, E. (1997). Jigsaw Classroom.
2. Ellis, K. (2007). Social Studies in the Elementary School.
3. Fouts, J. T. (1989). Learning Styles: A Practical Approach to Understanding and Working with College Students.
4. Johnson, D. W., & Johnson, R. T. (2004). Cooperative Learning: A Research-Based Strategy for Promoting Collaboration in the Classroom.
5. Schug, M. C., et al. (1984). What We Know About Teaching Elementary Students Social Studies.
6. Goodlad, J. I. (1984). A Place Called School: Prospects for the Future.
7. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
8. Bruner, J. S. (1996). The Culture of Education.
9. Piaget, J. (1978). The Development of Thought: Equilibration of Cognitive Structures.
10. Borko, H., & Livingston, C. (1989). A Review of Research on Teacher Thinking.