Sandbox workshop
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Sandbox workshop



Presented at OHASSTA 2010 and Feb. 2011

Presented at OHASSTA 2010 and Feb. 2011



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    Sandbox workshop Sandbox workshop Presentation Transcript

      • O.H.A.S.S.T.A, 2010
        Sandbox 101 Susan Pannell Rachel Collishaw
      • Sandbox 101
      • What is “sandbox teaching”?
      • Benefits; how it serves both students and teachers
      • How it works
      • Photo Gallery
      • Application to teaching history in Ontario
          • Curriculum support material (CHC2P/D, CHW3M)
          • How to get set up….(Materials and sourcing)
      • Sandbox 101 , What is it?
      • Using sandboxes in the classroom
        • A way to engage students
        • A teaching strategy
        • An assessment piece
      • Sandbox 101 , Benefits?
      • Engages students – both ‘P’ and ‘D’ level, ESL
        • Especially the ‘P’ level student
      • Is an activity directed teaching strategy
        • appeals to the ‘tactile’ learner
        • differentiated instruction
        • Results in students demonstrating what they know and understand about the topic (example: trench warfare)
      • Marketing History
        • Intrigues other students – promotes history electives within the school
      • Sandbox 101 , Benefits?
      • Accommodates both the Spec. Ed and ESL student
      • Serves as an assessment piece
        • Formative and summative
        • Quick and easy to mark
      • It’s fun!!!
      • Sandbox 101 , How it works?
      • 6 sandbox; 4-5 students per
      • Activities require students, working in groups, to demonstrate what they know and understand about various topics
        • Trench warfare, WW1 Battles, D-Day and Archeological Digs
      • Activities include both an opportunity for feedback and assessment (Formative and
      • Sandbox 101 , Application for teaching history
      • Directly ties to the curriculum
        • CHC2P/S/D
        • CHW3M
        • As well as CGC2P/D, CGF3M
        • Probably more
      • Sandbox 101 , Application for teaching history
      • Student have the opportunity to model battle strategies, conditions, and battlefield geography
        • Have to use their knowledge to create an accurate rendering
        • Are engaged and participating because it is fun!
        • Learn from immediate and direct feedback
          • Teacher can ask: Why did you do this? Or that?...
          • Students can circulate and see other groups models – learning from one another and providing feedback
      • Sandbox 101 , Application for teaching history
      • Group work that works
        • Activity and assessment can be done in one period
          • Group member’s attendance does not influence the product or assessment
        • All students are engaged and participating
          • All feel capable (of playing in the sand) and are less likely to sit back and let others do the work for them
          • Students learn from each other
          • Unlikely students take various roles, including leadership, within the group
        • Students feel proud of their product – not discouraged
      • Sandbox 101 , Application for teaching history
      • Teaching Strategy
        • Students learn (example - battle strategies; over-the-top ) by creating a rendering of it and defending it to the teacher - why they built it the way they did
        • Mistakes made during the modeling activity are learned from corrected for summative assessments
        • Incorporated differentiated teaching strategies to our toolbox (as educators)
      • Sandbox 101 , Application for teaching history
      • Assessment and evaluation
        • Provides an excellent activity and product where students demonstrate curriculum expectations
        • All 4 assessment categories can be assessed for all students
          • including the reluctant writer
          • the ESL student
          • Students with accomodations
        • Assessment / evaluation is quick and immediate
        • Lends to differentiated assessment and evaluation
      • Archaeological Dig
      • Students submit an itemized report and dig evaluation
      • Students make inferences and apply knowledge
      • Can be formative or summative
      • Photo Gallery
      • Getting started
      • 6 sandboxes
        • IKEA – under the bed plastic storage containers with lids ($20)
          • Plastic – waterproof
          • With lids – stacking
      • Sand
        • Any hardware store (home Depot)
      • Toy plastic soldiers - I provide them !
        • dollar stores
      • Additions
        • Wire, toothpicks, popsicle stick, paper, fabric….. students provide or improvise
          • Is what brings them up from a level 1+/2- to a 3 or 4
      • Curriculum support material
      • Sue’s website
        • For Grade 10 resources
      • Rachel’s website
        • For Grade 11 resources
      • Getting Started
      • Students bring in all materials
        • Divide tasks among group members
        • String, trowels, tape, baggies, labels,etc.