April 2009 Archives

Social Studies Final Blog

By DANIELLE LYNN WALLICK on April 24, 2009 9:34 AM | 1 Comment | 0 TrackBacks

            Unfortunately, the gravity of high-stakes testing has squeezed some critical components of a social studies program outside of the classroom.  School districts tend to focus on reading, writing, math, and most recently science--subjects that are being tested to reflect the effectiveness of schools.  The question is: what can a teacher do to make sure social studies is taught?  Social studies is a patriotic subject that reflects the history and laws of lands, the attitudes of many peoples, and the sense of civic values in which students are best able to uphold the "...duties of citizenship in a participatory democracy"  (NCSS, 2009).  As a pre-service teacher I know the value of social studies education within the classroom because of my own experiences as a student and my recent knowledge of theory and curriculum.  It is my responsibility to allow my students to experience those opportunities.

            In order to make sure social studies is taught I am a firm believer in the power of subject integration.  Math, science, reading, and writing can all be taught with an emphasis on social studies.  Ideally, I will teach social studies at least three days per week.  However, if this is impossible to do, I will teach social studies within other subjects as a means of integrating subjects.  A wonderful activity that would integrate social studies and writing would be the creation of a classroom Constitution.  This activity would best benefit 5th and 6th grade students.  The students would study the Constitution of the United States of America--the people who drafted the supreme law and the historical time period--and then they would create a classroom Constitution outlining the rights of the teacher and the students.  This particular activity aligns with my firm belief in the teacher philosophy of Essentialism.  I believe that there is a certain amount of "core knowledge" that students need to know and understand in order to be productive participants within our ever-globalized nation.  However, my teaching ideologies and beliefs tend to straddle all four of the major teaching philosophies:  Essentialism, Existentialism, Progressivism, and Perennialism.  Overall, social studies cannot be overlooked in the classrooms of today.  I will end with this powerful quote:  "Dynamic social studies is based on a conviction that civic education is fundamental to the preservation of our constitutional democracy and, therefore, the primary component of all education in the United States " (Maxim, p. 211).  Its is paramount to the future productiveness of our citizens.


 Maxim, G.  (2005).  Dynamic Social Studies For Constructivist Classrooms:  Inspiring Tomorrow's Social Scientists

Social Studies: Chapter 2 Blog

By DANIELLE LYNN WALLICK on April 24, 2009 9:33 AM | 1 Comment | 0 TrackBacks
Diversity in the Classroom:  The Children You Will Teach

"...if we focus on children's likenesses-their common bonds--then they will be able to celebrate their differences with pride" (pg. 48).

What is a tourist approach to multicultural education?  when special activities/lessons/projects are put into the school day because of an observed Holiday or celebration during the time that the lesson is taught

Cultural Awareness is even more important in today's world that it has ever been in the past!  Why?  technology has shrunk our world!

The infusion approach "extend equal recognitions for all groups and to help all people achieve equal opportunity in our classrooms and throughout society"  (pg. 49).

The multiculturalism of a classroom should be embraced and extended upon by culturally responsive teachers!
- Cultural responsiveness- being sensitive to and capable of functioning in a culturally diverse environment!
Culturally responsive teachers are accepting of all diversity within the classroom!  They also consider the uncontrollable factors that influence students' lives.  Oftentimes, cultural factors are the most influential.  
- cultural pluralism- many groups within society...it is no longer a melting pot...it is a salad mix!
- cultural identification (ethnicity)
"In our contemporary global community connected by the Internet, cellular phones, and convenient travel, it is easy to network with a broader variety of people and learn about their culture" (pg. 52).
How to teach in a diverse area?
1.  know your community
2.  seek family support
3.  give equal attention to all groups- no favorites!
4.  fill the room with fascinating, different things!
5.  invite visitors/guests to the room!
6.  use a variety of resources (especially the arts!)

Never devalue the language of a student! 
Bilingual Education: According to Freeman Freeman (1993),
1.  Environmental Print - printed in both English and child's native lang.
2.  Culturally conscious literature 
3.  Language buddies
"Bilingual education, like all dimensions of a multicultural education, is based on a commitment to school success for all of our nation's children" (pg. 61).

Exceptional Children (students with disabilities and gifted students)
- Inclusion - by law, Public Law 94-142  "least restrictive environment", 1990 Public Law 101-476
How to teach students with disabilities?
1.  learn about each specific disability
2.  maximize interactions between children with disabilities and nondisabled children - hence, inclusion
3.  individualize your progam
4.  assess your classroom environment
5.  choose books/integrate to help children learn about and appreciate exceptionality
"Inclusion involves changes in attitudes, behaviors, and teaching styles" (pg. 67).
Gifted Students (Characteristics):  verbal skills, abstractions, power of concentration, intellect, behavior

Gender, Gender Typing, Gender Constancy
1.  Avoid stereotyping masculine and feminine roles
2.  Use gender-free language whenever possible
3.  Make sure your classroom materials present an honest view of males and females
4.  Balance the contributions of men and women within social studies
Social Class, Student SES (explanations for lower achievement of low-SES children)
1.  low expectations-low self-esteem
2.  learned helplessness (home or school?)
3.  resistance cultures
4.  tracking (fair or unfair?)

"To affirm individual differences, teachers must eliminate bias from the elementary school environment"  (pg. 78).

Earth Day, April 22nd

By DANIELLE LYNN WALLICK on April 22, 2009 9:33 AM | 1 Comment | 0 TrackBacks
From my personal experiences, April 22nd was always a day that I looked forward to within my elementary classrooms.  Earth Day was one of the few days out of the school year that we would focus on being environmentally-responsible citizens.  In 1st grade through 5th grade we would work in the school garden and plant flowers in front of the school building.  I make a conscious effort to conserve water at every moment possible.  I try to take "quick" showers and I always turn off the water as I brush my teeth. When I am in the classroom, I stress to my students to conserve water too.  When I am out running errands I always plan ahead so that I will not be making trips time after time.  I like to drive the most direct routes and I always try to "kill two birds with one stone."

Additionally, my school has been an effort to recycle as part of a new school initiative.  Each classroom is equipped with a blue recycling bin (for paper-waste).  My mentor teacher and I always tell the students to throw away their paper scraps into the blue bin.  A few times we have found bottles and candy wrappers in the recycling bin and we remind students of the purpose of the recycling bin.  As a class I would enjoy creating a classroom pledge that will remind students of the purpose of recycling and their responsibility within the classroom.  For example:  I pledge to be a conscious and responsible student of room 26 by recycling the proper materials into the proper waste bins.  That way, each student is learning accountability for their own actions and they are being reminded of the proper disposal of waste products.

Social Studies: Chapter 8 Blog

By DANIELLE LYNN WALLICK on April 13, 2009 7:00 PM | 0 Comments | 0 TrackBacks
Inquiry and Problem Solving:  Cognitive Constructivism in Action

Social Constructivists- "communities of learners" and "expert" adults or more knowledgeable students  teach the less abled students

versus

Cognitive Constructivists- "learner-centered environment where the making of knowledge is carried out by individual students in a fashion that supports their interests and needs" (339).

- Is development a natural biological process?
- Teacher is a facilitator- provide the necessary resources and opportunities for exploration of ideas/activities, etc.
- What is problem-centered instruction?  John Dewey, "anything that creates doubt and uncertainty in learners)

"Time, patience, and your belief in the importance of student-directed learning are the key ingredients of a successful transition" (341)- There WILL be a transition period!

What is in a problem-centered instruction classroom?
- classroom displays aka "mini museums" - to spur the minds of children, their natural curiosity will be poked
- Have your students ever been to a museum?  Hold a discussion about museums
- Have the mini-museum artifacts relate to the unit or topic, introduce excellent observation skills in students!  (I wonder, I feel, I see, I hear, I think, I feel)

-  Social Studies should have just as many questions as Science!
- Self-Directed Learning:  They have the ability to discover "something" by themselves
What do I know?  What else do I need?  Where can I find this out?

Inquiry and Problem Solving in the Classroom!
Page 348: Dewey's components of inquiry (almost like a scientific process)
1.  Locating Problems or Questions
2.  Generating Hypotheses
3.  Gathering the Data (surveys, descriptive research, historical research)
4.  Organizing and Analyzing Data (webs, charts, tables, summaries)
5.  Sharing Results (how do you want to present...what is the objective?)

Creative Problem Solving AKA CPS
- allows students to create novel solutions
- creativity is subjective to the viewer/grader
1.  Novel or original behavior
2.  An appropriate and productive result
- fluency, flexibility, originality, elaboration
The Engineer, The Social Studies Major, The Grizzly Bear (systematic versus intuitive)

Teresa M. Amabile (1989) Model of Creativity (3 parts)
1.  Domain knowledge and skills
2.  Creative thinking and working skills
3.  Intrinsic Motivation

Ground Rules of the CPS Model
1.  Produce a large number of ideas (brainstorming)
2.  Criticism is taboo
3.  Combine and improve ideas
4.  Stretch yourself (ideas should "pop")

- Idea Finding (brainstorm solutions to the problem)
 - use thought-provoking questions
- Action Planning (the "doing" phase)




Social Studies: Chapter 7 Blog

By DANIELLE LYNN WALLICK on April 6, 2009 10:09 AM | 0 Comments | 0 TrackBacks
Chapter 7 focuses on Cooperative Learning: Student-Assisted Social Constructivism

- Classroom vignette, KWL chart (know, what or need to know, learn)
- "study buddies" and specialized research groups (landscapes)
- created dioramas for each landscape
Cooperative learning brings academic and social objectives together (more than one student, not independent!)
Defined: "an instructional model in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of any social studies topic" (p. 318).  AKA positive interdependence 
- Cooperative learning assists social constructivism 
- Students must know what is expected of them and how they are to work in groups 
These are a few of the factors that influence cooperative learning:
1.  following directions
2.  keeping focused on the task
3.  completing responsibilities on time
4.  asking for help when you need it
5.  listening skills
- Cooperative learning can become inefficient if students are unable to exhibit the cooperative learning skills for working in a group
Some management techniques (for the teacher) that will aid in the creation of cooperative learning groups: 
1.  define the skill clearly and specifically (not overly wordy!)
2.  ask students to characterize the skill (modeling)
3.  practice and reinforce the skill (time and experience are essential!)

Valuable Quote:  "Rather than lecturing students about appropriate group behaviors, they must practice the skills that will enable them to fulfill their roles in cooperative learning groups" (p. 322).

Teacher Responsibilities:  determining the students in the groups, selecting a cooperative group strategy, choosing a reward system (rather than using a reward system I would prefer using a system based upon encouragement)  * Rewards tend to promote external motivation because they are dependent upon an outside force whereas encouragement does just the opposite!

Choosing Groups:
Before choosing the students for the groups, KNOW THY STUDENTS! (also, teacher should choose the groups!)
- the younger the students, the less members in each group
- heterogeneous grouping (different strengths and abilities)
- other social factors and personalities (which students are friends, which are quiet, etc.)
- group name and assignments (examples: group captain, recorder, materials manager, coach, monitor)

Selecting a Cooperative Learning Strategy:
- Think-Pair-Share Discussions (most used)
- Think-Pair-Square
- Numbered Heads Together, 4 steps
- Jigsaw (Elliot Aronson, 1978)
- Pick Your Spot (Ellis and Whalen, 1990), 4 steps
- Student Teams-Achievement Divisions (STAD), Robert Slavin, 1995

Choosing a Reward System:
- Academic versus Non-academic rewards versus Social Rewards
I prefer social rewards!

"Research seems to indicate that the benefits of cooperative learning activities, done well, help students improve their learning and experience joy and satisfaction in assisting one another" (p. 332).  

"Cooperative classrooms do not emerge spontaneously" (p. 333).

As a teacher, experience will help me determine what cooperative learning activities fit best with my lessons or with my objectives.  It would be a wise decision of me, as a professional, to collaborate with colleagues, attend professional development workshops, and read texts about the topic.

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