Ways that work ppt teachback
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This document summarizes a teach back session presented to 3rd-6th grade teachers on integrating social studies into the classroom. It discusses how the presenter's ACE training emphasized lesson integration and technology usage. Several hands-on activities are described from the book Ways That Work that teachers can use, such as a trade fair, cultural data disks, and shadow puppets. The presentation concludes that social studies should not be isolated but rather integrated with other subjects like language arts, and provides evaluation questions for the teachers.
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The document discusses online learning principles based on pedagogical approaches and learning styles. It describes 8 learning styles: visual, aural, verbal, physical, logical, social, solitary, and naturalist. It provides strategies for teaching each style online, including using visual aids, audio recordings, discussions, hands-on activities, problem solving, group projects, individual exercises, and connecting to nature. The document also outlines a four quadrant approach to online learning content including e-tutorials, e-content, assessments, and discussion forums.Love to Learn: James Henri - Creating A Learner's Paradise
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
[THVInstitute13] Promoting Historical Thinking with Placed-Based Learning & C...
[THVInstitute13] Promoting Historical Thinking with Placed-Based Learning & C...Teaching the Hudson Valley
Presentation given by Alexander Pope at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"Thv pope
The document discusses using local history to teach historical inquiry skills outlined in Common Core standards. It recommends investigating places, people and events in students' own communities to make history accessible and relevant. Examples of local history projects are given, such as creating profiles of schools or brochures of neighborhoods based on archival research and oral histories. The goal is for students to answer their own questions about the local area and produce authentic work like information sheets or presentation to share what they learn.
Heutagogy for Primary Schools
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Learning and Teaching Style - Day 2
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
Marc aronson 1
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
Differentiation in teaching and learning through the use of technology
Keynote from FLUID Denmarks conference on Differentiated instruction in UC Sjælland, Slagelse:
In his keynote Hróbjartur Árnason will investigate differences a teacher can expect to experience between
learners and elaborate why and how a teacher can differentiate the teaching and how various technological
tools can support such differentiation and which pedagogical principles and approaches together with useful
tools can enhance students learning. Hróbjartur Árnason is Assistant Professor for Adult & Continuing Education
at the University of Iceland. Hróbjartur has extensive experience of educating and training adult educators, both in informal settings as well as part of the Masters Programme on adult education he leads at the University of Iceland.
Activities in teaching speaking
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
Teaching TolerancePublished on Teaching Tolerance (httpww.docx
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
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Chapter 2
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Chapter 3
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Ways that work ppt teachback
- 1. Rationale • This teach back has helped me put into practice what I have learned at ACE. ACE taught me the importance of lesson integrations and the use of technology in the classroom. As a Social Studies teacher, I believe that I should not isolate the subject. It works well with Language Arts/Reading. I read the book Ways That Work: Putting Social Studies Standards into Practice by Tarry Lindquist. I then created this teach back to present to the 3rd -6th grade teachers at my school. I think it benefited them because many times Social Studies is the forgotten. Since it is not currently tested here in Florida, the teachers tend to focus on Reading and Math. Social Studies can easily be integrated with Language Arts. I also included some fun Social Studies activities. Many times, teachers feel the need to teach from the textbook. I believe that it should only be used as a resource Angela Gulin 6th Grade World History Teacher American College of Education
- 2. Ways That Work Putting Social Studies Standards into Practice
- 4. What is Social Studies? • Integrated study of the social sciences and humanities to promote civic competence. • The purpose of social studies is to help young people develop the ability to make informed and reason decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
- 5. Integrated Skills • Have students apply language arts skills through social studies -Compare/Contrast historical events -Write personal letters to historical figures -Persuasive speeches • Organizational strategies, grammar, and writing skills are all approached, applied, and extended through social studies content
- 6. Authentic Assessment (peak experience) • Instead of giving a test, have students apply their newly acquired knowledge and skills in a way they will remember it. -play -presentation -reenactment -performance -exhibit -demonstration -game
- 7. Here are some activities mentioned in the book -Trade Fair -Cultural Data Disks -Shadow Puppets
- 8. Trade Fair • To give students a better understanding of trading and bartering they should bring some handcrafter or homemade wares to school (cookies, bookmarks, clay beads). • Students then simulate a marketplace with their desks and trade with their classmates • After trading, ask students “what just happened?” • The discussion that follows is a good time to introduce vocabulary words like supply, demand, and scarcity
- 9. Cultural Data Disks • Designed to emphasize the relationships between environment and culture • Students create a civilization • In the outer part of the disk should have the labels climate, natural resources, form of government, population, and chief products • The inner part of the disk should be labeled shelter, clothing, traditions, education, food, and economic system. • After creating their civilization and filling in the labels the students will analyze how the outer labels affect the inner labels.
- 10. Shadow Puppets • Students develop short plays to demonstrate their understanding of the Bill of Rights. • In groups of three, they create characters who demonstrate what might have happened if we had lost this right in the past or what might happen if we lost the right today.
- 11. • Studying people, places, and environments helps students move their locus of comprehension from the personal to a broader, more elastic plane. It is more of a journey than a destination. We need to permit our students to end a unit of study with questions, perhaps with more questions than when we began. Social Studies should not be forgotten in the classroom. It can be integrated with other subjects easily. Social Studies Matters
- 12. Activities Created By Me • Jeopardy Game (Chapter Review).ppt • Harriet Tubman Vocabulary Lesson (Social Studies & Language Arts).pptx • Five Regions of the USA 3rd grade Webquest.pptx
- 13. Evaluation • What do you see as your greatest gift/ability when teaching Social Studies? • What do you see as your greatest challenge when teaching Social Studies? • Would you recommend this session to colleagues? • What did you like the most about the lessons?