Download - Simonis - T4U in Social Studies Classroom
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Beyond the Facts: Teaching
for Understanding in the
Social Studies Classroom
March 16, 2015
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A Common Stereotype
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3 Interrelated Learning Goals
Acquisition (A) Help learners acquire factual information
and basic skills
Making Meaning
(M)
Help learners construct meaning (i.e.,
develop an understanding) of important
ideas and processes
Transfer (T) Support the learners ability to transfer their learning independently and effectively to
new situations.
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A-M-T - History Class Example
The Revolutionary War
Acquisition Historical facts - names, battles, locations
Skills - interpreting a map, timeline, charts
Making
Meaning
Develop an understanding that wars are not always
won by the best military force. Geography, strategy,
allies and motivation also matter.
Transfer Use their knowledge and learning to analyze other
historical and contemporary situations - America in
Vietnam or Afghanistan; Soviets in Afghanistan.
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Examples of Big Ideas in Social Studies
Students will understand that . . .
Humans interact with their environment to live, work and play, either adapting to the environment or modifying it.
Historical events may be interpreted and recorded differently by different writers based on their viewpoint or
perspective.
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Examples of Big Ideas in Social Studies
When governments are unresponsive to the complaints and demands of their citizens, revolution becomes the
only or preferred alternative.
Resources are limited. People make choices because they cannot have everything they want.
Governments make laws to keep us safe, keep things fair, protect our rights, and manage conflict.
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Instructional Strategies That Help
Students Make Meaning of Big Ideas
Concept Attainment Look for and Identify
Patterns
Simulations/Experiential Exercises
Metaphors and Analogies
Non-linguistic Representations
Reflection Revisit, Rethink, Revise
Use Multiple Contexts High Quality Classroom
Discourse/Discussion
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Initial Thoughts on
Teaching for Understanding
Use the large piece of paper at your table and
record your initial thoughts to this question How will teaching for understanding of big
ideas be different than teaching for recall of factual information?
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Modeling Strategies/Lessons
Specific lessons and strategies to be modeled
depends on time available and make up of the
audience.
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Wrap Up
Questions?