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 5^th and 6^th 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

Chapter 6: The Learning Cycle: Teacher Scaffolded Social Constructivism

Summary:

            A detailed vignette of Ms. Rahimi and her sixth grade class introduced the chapter--an example of how constructivism can be the primary educational approach for student learning.  Jean Piaget was a philosopher and scientist who studied the minds of children through their cognitive stages of development (from birth to adolescence).  All children have "specialized mental structures" that they use to classify or organize their knowledge.  This is called 'schemata.'  Piaget found that as children develop, their schema tend to change and adapt to their new knowledge, referred to as 'adaptation.'  However, adaptation does not take place without the following three components:  assimilation, equilibrium, and disequilibrium.

Assimilation- "the mental process that takes place when individuals attempt to integrate new life experiences into an existing schema--in other words, trying to link a new experience to something that already know."

Equilibrium- when a child makes a meaningful connection then their state of "cognitive comfort" is in balance, or stable.

Disequilibrium- when a child is unable to establish a connection  to their already existing schema, then their state of "cognitive comfort" is unbalanced

 Constructivist learning is "strategic problem-solving process by which learners are intrinsically driven to construct meaning from a new learning challenge" (p.267).

Social Constructivism- teacher-peer, peer-peer collaboration, and a variety of materials/tools for exploration that lead to "initiative, experimentation, and collaboration."

-         physical tools versus mental tools  (must be passed from generation to generation)

 Vygotsky- language and learning are intertwined

-         Zones of Development (zone of actual development, ZAD & zone of proximal development, ZPD)

-         Scaffolding = necessary within the ZPD! (adult help/guide/assistance)

 Teacher's Role within a Social Constructivist Classroom?

-          positive interactions, and the classroom is a "community of learners"

-          Learning Cycle- "a commonly suggested teaching approach designed to facilitate learning through a teacher's supportive assistance" (student-centered)

                        1.  Exploration   2.  Concept/skill development   3.  Concept/skill application

 Exploration- makes connections to students' previous experiences, motivates students,       

establish the purpose/goal, WOW factor!

-       -    classroom discussions and questions: existing knowledge, thought association, rapid recognition, quick lesson review, open-ended questions

--         utilizing manipulatives, REALIA (real things), multimedia (gain student interest!)

-          use of diagrams, charts, word sorts, other visual displays/images

-         Make sure the students know WHY they are learning what they are learning (need a sense of purpose for the material to become memorable)

Concept/Skill Development-  "builds on the exploration phase by putting forward the main experience that will develop the concept or skill more fully" (teacher assists students)

-         Teacher must master the basic content/understandings/big ideas prior to teaching

-         Teacher must know how to organize the content in the most meaningful manner for student learning to take place (sequential, chronological, etc.)

-         Factstorming- what is important/relevant to topic?

-         Helping children to acquire skills (map reading, outlining information, using computer programs, planning an interview etc.)

-         Materials/Resources made available (enactive versus iconic versus symbolic)

-          Learning and language are essential- students must be able to communicate their thoughts!  (instructional conversations!) Page 297 lists the "art of questioning"

-         Graphic organizers

Concept/Skill Application Phase- "students have the opportunity to apply and practice a new skill or concept through special projects or independent activities"

-          creativity/choice/alternative projects (students display what they have learned)

-          teacher- "enriching, reinforcing, extending" the concepts/skills ( VARIETY & CREATIVITY)

-        

Quotes:

"A major element of constructivist teaching is to make available absorbing materials and intriguing situations that appeal to the child's spontaneous and real activity" (p. 267).

"Adults or more competent/knowledgeable peers might provide this assistance to enable students to execute tasks within their ZPD" (p. 269).

"The learning cycle is a student-centered teaching approach intended to crate conceptual change through interactions within the social environment" (p. 271).

"The instructional model is based on the idea that learning occurs in a social context; therefore, the classroom must be thought of as a community of learners who build knowledge together" (p. 270).

 Questions, Claims, and Evidence, Chapter 8

           This chapter addresses the importance of students having access to many different sources of information.  They categorize information into two groups:  internal and external experts.  Information from students or student groups in the classroom are referred to as internal experts and any information not from the classroom is external expert.  External examples would be guest speakers, internet resources, textbooks, videos, and magazines.  Access to print is when a teacher makes nonfiction trade books available within her classroom, and they stay in her classroom throughout the year.  "Think alouds," "stop and shares," and other forms of group discussion and talk facilitate the internal expert source of information.  In order for the students and the teacher to determine progress or a conceptual change in ideas, it is "vital that students record their initial understanding in some way" (p. 113).  "Quick Writes," graphic organizers, concept maps, and pre/posttests help to capture those initial thoughts.  After learning information, students need to be able to share, or show their newfound knowledge.  Teachers should be creative and flexible in creating prompts or activities that will help showcase or demonstrate the students' knowledge.  Lastly, the teacher must be adept at assessing student writing or alternative projects.  How do you know that your students learned something?  What was the big idea or the conceptual understanding?  The teacher should consider the range of sources for that assessment can come from.  Overall, the more writing in science the better!

"A conceptual understanding provides an opportunity for students to show the relationship between facts and the application of those relationships to a new situation" (p. 119).

Ready, Set, Science, Chapter 8

            Chapter 8 summarizes the big ideas and concepts that had been presented in the previous chapters.  The text is supported by acclaimed research within science education.  Once the objectives, standards, and goals are defined for both students and teachers, then the resources and materials must be made available.  Teachers must commit themselves to the latest content, pedagogy, technology, and learning instruction.  Science is not a discipline that is set in stone, but instead, it changes with time.  The most successful science programs will be built upon the intertwined four strands of proficiency.  The chapter focuses on the standards, curricula, instruction, assessments, and professional development, when implementing a meaningful science program.  Teachers, like students, are "investigators and learners."  They have a responsibility to themselves to focus on inquiry throughout every process.  As a teacher I will focus on the content knowledge, the ways in which students best learn science, my pedagogy as to how I will teach science, and the ways that I will educate myself in support of my classroom.  Since many schools do not have successful and high-priority science programs in place, it is the responsibility of the entire school-wide community of administrators, curriculum writers, and teachers to take a stand in favor of supporting science learning

"As research has made clear, teachers have not had access to the kinds of professional learning opportunities necessary for effective science teaching" (162).

Connections:

            I enjoyed chapter 8 of Questions, Claims, and Evidence, because I was able to relate my latest ideas for my unit plans to the book's ideas.  I like the references and examples to the "initial understandings" part of the book.  By giving students a Quick, Draw, Write, or by having them write down their "Before" knowledge or feelings about a particular subject, you are later able to see the transformation in their thinking.  Additionally, I think it is important to expose students to internal and external sources of expert knowledge.  Although this was not mentioned in the text, I would also want my students to be able to differentiate between what is fact and what is opinion.  Sometimes students take everything they read for being true, or fact.  However, this is certainly not the case, especially when students speak to other peers or read magazines and newspapers.  By exposing children to multiple sources, you are helping to think critically and to analyze those sources.  They are able to compare and contrast their own ideas or beliefs with others.  Especially with science and social studies, I do not want my students to take my word as the only right or wrong answer.  I want them to explore the concepts and dig up the facts for themselves.  Luckily, this is all a part of inquiry--the big concept when I will be teaching science.

Question:

Given the variability within the ways that students demonstrate their science learning (authentic assessments/written papers/projects etc.) what is the best way to assess those projects?  Does there always need to be a summative assessment at the end of a lesson/unit or may a formative assessment be acceptable, if not just as useful?

"Celebrating the Life and Legacy of Rosa Parks" by Loraine Stewart

            This particular article addresses the ways in which teachers can and should provide students with a variety of ways (literature) to examine and analyze the major historical events within our nation.  Too often than not, teachers look at history through a one-way lens and they pass on inaccurate facts and/or myths to the students.  For example, the article focuses on Rosa Parks and the misleading ways that educators often portray her.  It is the "Rosa was tired and passive" myth or the belief that she was set up by others to stage her protest and arrest.  However, none of these are true.  Well before the Montgomery Bus Boycott, Rosa Parks was a fervent activist and leader within the African American community.  She was a member of the Montgomery chapter of the NAACP, one of the few black women registered to vote, and was an optimist supporter of desegregation within the schools.  The fact is, the myths tend to cloud over the facts for some reason or another.  In order for students to gain a broader perspective about Rosa Parks and her involvement within the Civil Rights Movement--not just the Montgomery Bus Boycotts--the newest children's books regarding her story "acknowledge the broader context of her life's story." 

The following books have been recommended by Loraine Stewart:

Rosa by Nikki Giovanni; picture book

Don't Know Much About Rosa Parks by Kenneth Davis; answer and question format (grades 3-7)

Dear Mrs. Parks.  A Dialogue with Today's Youth; compilation of students letters with questions to Parks, 3^rd person account

If A Bus Could Talk by Faith Ringgold; historical fiction that accurately portrays Civil Rights Movement and the Boycott

"The Brown v. Board of Education Decision"

           By middle school the majority of students have encountered the historical case, Brown v. Board of Education.  However, how many of those students can tell you more about the case besides the typical "Brown v. Board of Education overturned Plessy v. Ferguson...stating that separate but equal facilities for whites and for blacks was no longer allowed."  Students understand the case based upon rote memorization of the most basic facts.  This particular articles address that landmark case in more depth.  It also provides wonderful resources for 5^th and 6^th grade students as they study the Civil Rights Movement in America.  Students must be adept at examining and analyzing primary and secondary sources.  History can be told through sources just as much as it can be "retold" through the textbooks.  The websites provide historical background information, in-depth context, a variety of teaching activities and lessons, reproducible worksheets, and a plethora of topics that will teach students (and teachers) about the landmark Supreme Court case!

Rosa Parks Myth: Books for Everyone

            Whether you are looking for a historical fiction book, descriptive biography, brilliant picture book, or a "quick and neat" fact book, there is a Rosa Parks book that fits every one of those categories.  Over sixty-years have passed since the infamous Montgomery Bus Boycott.  Rosa Parks has become and will continue to be one of the most historical figures in our nation's history--especially during the Civil Rights Movement.  It does not comes as a surprise to me that she would be the topic of so many adult, young adult, and children's books.  Personally, I have read Eloise Greenfield's Rosa Parks and I was captivated by the amount of information that I had not previously known.  Before reading that book, I myself, was victim to the "Rosa weak and tired myth"--I am ashamed to say.  Therefore, I know the importance of the saying, "you cannot believe everything you hear."  I firmly believe that if you are in charge of your own learning (which all adults should be) then it is up to you to educate yourself using a variety of resources, experiences, and discussions with other people.  As a teacher it is up to me to help my students learn.  I provide the activities, the lessons, the stimulation, and the experiences.  Although one book may read one way, another book about the exact same subject will read another way.  By giving my students multiple resources, viewpoints, and perspectives, I am helping them to become active participants in their learning.  They become more adept at critical thinking, analyzing, and debating.  Overall, I hope I am able to introduce my students to a Rosa Parks unit because of my own interest in her life and the ways that she impacted the world around her.  When that time comes I will already have a handful of resources and ideas.

Questions, Claims, Evidence, Chapter 7

            In a classroom full of twenty or so curious students, there are bound to be many types of evidence floating around the room.  Many students do not naturally "pick up" on the ability to analyze evidence.  The teacher should model the best way to analyze information and to make a claim.  By analyzing evidence within a whole-group setting, students become more comfortable analyzing their evidence independently.  The teacher's role is that of a negotiator once students choose a claim.  It is important for students to share their claim and evidence with their peers.  Constructive feedback from peers allows students to justify their reasons even more and it facilitates a debate-like atmosphere (essential to critical thinking).  Every student should have the opportunity to voice his or her opinion so that they may "negotiate new meanings and question old understandings" (p. 104).

"But remember, learning is about negotiations and if we don't let students think about what they've just done, they'll do exactly what they have been told to do--hurry up and find an answer" (p. 94).

Ready, Set, Science, Chapter 7

            The teacher has a great responsibility within the classroom because he or she supports the learning of his or her students and allows them to engage with the many faucets of inquiry.  When designing units or activities, the teacher should relate the processes to the big ideas or concepts.  Additionally, everything should be relevant and meaningful to the students.  Although some topics may be meaningless to students (based upon their lack of experiences with that topic), teachers CAN make the information meaningful by carefully planning their instruction in a sequential manner.  Additionally, students must be able to build off their prior knowledge and develop their new skills and theoretical knowledge as they advance within their lessons.  Today, the majority of science classrooms run off of "activity-mania" atmospheres.  The classrooms tend to be very teacher-centered and "cook-book" like--everything is laid out step-by-step.  However, this particular textbook has focused on the ways to structure student thinking that support inquiry and student-centered learning.  The teacher should help every student feel a part of the science community.  One way to do that would be to assign roles within the processes of the science classroom.  Students should also have opportunities to reflect upon science and the concepts that they are learning.

The point of the theory chart was to reinforce the notion that science involves a process of revising thinking over time as new evidence arises" (p. 139).

Connections: 

Chapter 7 in Ready, Set, Science has been my favorite chapter of the book so far.  It was a summative chapter--meaning, it contained many of the core ideas that had been discussed in the previous chapters.  It was not overly "wordy" or hard to understand.  As a future teacher, I feel as though it succinctly presented worthwhile and meaningful information.  Sequential instruction is necessary within every grade.  Students need to learn the prerequisite skills or knowledge before learning something of a higher level.  The same is true for anything that I learn.  When I am introduced to a concept or theory that requires the use of additional knowledge that I have not yet learned, I become frustrated.  I am sure that a child would feel the same way.  In order to maximize a student's learning, sequential and sometimes-chronological presentation of material is essential!  I also enjoyed the reference to "activity-mania" classrooms because of my knowledge of the term (after reading the article within class).  Lastly, I found the metacognition chart on page 143 interesting.  Immediately my eyes gravitated towards the 3^rd grade roles because of my placement within a 3^rd grade classroom.  As I read everything about science in the classroom I become more excited to roll up my sleeves and put it to practice within the real world.

Question:  After being in the classroom for two science lessons, I have noticed how the students tend to get off task with the materials used for the activity.  What is the best way to stress appropriate behavior within the science classroom, any tips or tricks?