Sandbox workshop

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Presented at OHASSTA 2010 and Feb. 2011

Presented at OHASSTA 2010 and Feb. 2011

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Transcript

  • 1.
      O.H.A.S.S.T.A, 2010
      Sandbox 101 Susan Pannell Rachel Collishaw
  • 2.
      Sandbox 101
    • 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
        • Curriculum support material (CHC2P/D, CHW3M)
        • 7. How to get set up….(Materials and sourcing)
  • 8.
      Sandbox 101 , What is it?
    • Using sandboxes in the classroom
      • A way to engage students
      • 9. A teaching strategy
      • 10. An assessment piece
  • 11.
      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
      • 12. differentiated instruction
      • 13. 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
  • 14.
      Sandbox 101 , Benefits?
    • Accommodates both the Spec. Ed and ESL student
    • 15. Serves as an assessment piece
      • Formative and summative
      • 16. Quick and easy to mark
    • It’s fun!!!
  • 17.
      Sandbox 101 , How it works?
    • 6 sandbox; 4-5 students per
    • 18. 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
      box
      summative)
  • 19.
      Sandbox 101 , Application for teaching history
    • Directly ties to the curriculum
  • 23.
      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
      • 24. Are engaged and participating because it is fun!
      • 25. Learn from immediate and direct feedback
        • 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
  • 27.
      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
        • 28. Students learn from each other
        • 29. Unlikely students take various roles, including leadership, within the group
      • Students feel proud of their product – not discouraged
  • 30.
      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
      • 31. Mistakes made during the modeling activity are learned from corrected for summative assessments
      • 32. Incorporated differentiated teaching strategies to our toolbox (as educators)
  • 33.
      Sandbox 101 , Application for teaching history
    • Assessment and evaluation
      • Provides an excellent activity and product where students demonstrate curriculum expectations
      • 34. All 4 assessment categories can be assessed for all students
        • including the reluctant writer
        • 35. the ESL student
        • 36. Students with accomodations
      • Assessment / evaluation is quick and immediate
      • 37. Lends to differentiated assessment and evaluation
  • 38.
      Archaeological Dig
    • Students submit an itemized report and dig evaluation
    • 39. Students make inferences and apply knowledge
    • 40. Can be formative or summative
  • 41.
      Photo Gallery
  • 42.  
  • 43.  
  • 44.  
  • 45.  
  • 46.
      Getting started
    • 6 sandboxes
      • IKEA – under the bed plastic storage containers with lids ($20)
        • Plastic – waterproof
        • 47. With lids – stacking
    • Sand
      • Any hardware store (home Depot)
      CHC2P/D
    • 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
  • 48.
      Curriculum support material
    • Sue’s website
      www.susanpannell.wikispaces.com
      • For Grade 10 resources
    • Rachel’s website
      www.collishaw.pbworks.com
      • For Grade 11 resources
  • 49.
      Getting Started
    CHW3M
    • Students bring in all materials
      • Divide tasks among group members
      • 50. String, trowels, tape, baggies, labels,etc.