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<ul>O.H.A.S.S.T.A, 2010 </ul><ul>Sandbox 101 Susan Pannell Rachel Collishaw </ul>
<ul>Sandbox 101 </ul><ul><li>What is “sandbox teaching”?
Benefits; how it serves both students and teachers
How it works
Photo Gallery
Application to teaching history in Ontario </li></ul><ul><ul><ul><li>Curriculum support material (CHC2P/D, CHW3M)
How to get set up….(Materials and sourcing) </li></ul></ul></ul>
<ul>Sandbox 101 , What is it? </ul><ul><li>Using sandboxes in the classroom  </li></ul><ul><ul><li>A way to engage students
A teaching strategy
An assessment piece </li></ul></ul>
<ul>Sandbox 101 , Benefits? </ul><ul><li>Engages students  – both ‘P’ and ‘D’ level, ESL </li></ul><ul><ul><li>Especially ...
differentiated instruction
Results in  students demonstrating what they know and understand about the topic (example:  trench warfare) </li></ul></ul...
<ul>Sandbox 101 , Benefits? </ul><ul><li>Accommodates both the Spec. Ed and ESL student
Serves as an assessment piece </li></ul><ul><ul><li>Formative and summative
Quick and easy to mark </li></ul></ul><ul><li>It’s fun!!! </li></ul>
<ul>Sandbox 101 , How it works? </ul><ul><li>6 sandbox; 4-5 students per
Activities require students, working in groups, to demonstrate what they know and understand about various topics </li></u...
<ul>Sandbox 101 ,   Application for teaching history </ul><ul><li>Directly ties to the curriculum </li></ul><ul><ul><li>CH...
CHW3M
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Sandbox workshop

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Presented at OHASSTA 2010 and Feb. 2011

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Transcript of "Sandbox workshop"

  1. 1. <ul>O.H.A.S.S.T.A, 2010 </ul><ul>Sandbox 101 Susan Pannell Rachel Collishaw </ul>
  2. 2. <ul>Sandbox 101 </ul><ul><li>What is “sandbox teaching”?
  3. 3. Benefits; how it serves both students and teachers
  4. 4. How it works
  5. 5. Photo Gallery
  6. 6. Application to teaching history in Ontario </li></ul><ul><ul><ul><li>Curriculum support material (CHC2P/D, CHW3M)
  7. 7. How to get set up….(Materials and sourcing) </li></ul></ul></ul>
  8. 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. 9. A teaching strategy
  10. 10. An assessment piece </li></ul></ul>
  11. 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. 12. differentiated instruction
  13. 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. 14. <ul>Sandbox 101 , Benefits? </ul><ul><li>Accommodates both the Spec. Ed and ESL student
  15. 15. Serves as an assessment piece </li></ul><ul><ul><li>Formative and summative
  16. 16. Quick and easy to mark </li></ul></ul><ul><li>It’s fun!!! </li></ul>
  17. 17. <ul>Sandbox 101 , How it works? </ul><ul><li>6 sandbox; 4-5 students per
  18. 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. 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. 20. CHW3M
  21. 21. As well as CGC2P/D, CGF3M
  22. 22. Probably more </li></ul></ul>
  23. 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. 24. Are engaged and participating because it is fun!
  25. 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. 26. Students can circulate and see other groups models – learning from one another and providing feedback </li></ul></ul></ul>
  27. 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. 28. Students learn from each other
  29. 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. 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. 31. Mistakes made during the modeling activity are learned from corrected for summative assessments
  32. 32. Incorporated differentiated teaching strategies to our toolbox (as educators) </li></ul></ul>
  33. 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. 34. All 4 assessment categories can be assessed for all students </li></ul></ul><ul><ul><ul><li>including the reluctant writer
  35. 35. the ESL student
  36. 36. Students with accomodations </li></ul></ul></ul><ul><ul><li>Assessment / evaluation is quick and immediate
  37. 37. Lends to differentiated assessment and evaluation </li></ul></ul>
  38. 38. <ul>Archaeological Dig </ul><ul><li>Students submit an itemized report and dig evaluation
  39. 39. Students make inferences and apply knowledge
  40. 40. Can be formative or summative </li></ul>
  41. 41. <ul>Photo Gallery </ul>
  42. 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
  43. 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>
  44. 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>
  45. 49. <ul>Getting Started </ul>CHW3M <ul><li>Students bring in all materials </li></ul><ul><ul><li>Divide tasks among group members
  46. 50. String, trowels, tape, baggies, labels,etc. </li></ul></ul>
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