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Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
Sandbox workshop
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Sandbox workshop

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Presented at OHASSTA 2010 and Feb. 2011

Presented at OHASSTA 2010 and Feb. 2011

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

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