Sandbox workshop
Upcoming SlideShare
Loading in...5

Sandbox workshop



Presented at OHASSTA 2010 and Feb. 2011

Presented at OHASSTA 2010 and Feb. 2011



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as OpenOffice

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

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.