Beyond the Facts: Teaching

for Understanding in the

Social Studies Classroom

March 16, 2015

A Common Stereotype

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.

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.

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.

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.

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

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?

Modeling Strategies/Lessons

Specific lessons and strategies to be modeled

depends on time available and make up of the

audience.

Wrap Up

Questions?