Transcript Chapter 4 Deconstruction as a Critical Teaching Skill

Chapter 4: Deconstruction as a
Critical Teaching Skill
Learning Topics
Understanding Learning Goals and Expectations
Effective Lesson Planning
Data Based Decision Making for the Improvement of Instruction
copyright © 2011 by Pearson Education Canada
4-1
Social Studies: Innovative Approaches for Teachers
Curriculum goals may be
called many other things.
•
•
•
•
•
•
•
•
Aims
Expectations
Competencies
Objectives
Ends
Outcomes
Ends sought
Purposes
copyright © 2011 by Pearson Education Canada
4-2
Social Studies: Innovative Approaches for Teachers
Knowing how to examine, analyze, and use curriculum goals
for Social Studies, requires that the teacher have and use
the following curriculum skills:
• Professional knowledge – to see the pattern and intent in each
goal
• Pedagogical content knowledge – to know how to teach an
idea, what students are likely to misunderstand, and how to
use effective examples to support understanding
• Knowledge of the standards of the discipline – to ensure that
learning time is connected and directed toward the attainment
of high levels of learning related to significant knowledge
copyright © 2011 by Pearson Education Canada
4- 3
Social Studies: Innovative Approaches for Teachers
• A solid personal philosophy of learning – so that learning is
going somewhere, rather than consisting of unconnected, low
level activities
• Experience – to know how to approach learning in the most
beneficial and efficient manner in respect to the learning time
available
• Imagination – to manage learning experiences that help
students transcend time and location to develop deep
understanding
• Rich resources – so that teachers can select and provide for
diversity and variety to promote breadth and detail in learning
copyright © 2011 by Pearson Education Canada
4-4
Social Studies: Innovative Approaches for Teachers
Curriculum Goals can be provided at
many levels for the same course.
SYSTEM GOALS
-reflect the goals of the entire program, including all subject areas at all grade levels
Example: The student is able to apply inquiry to the investigation of events in the past and present.
PROGRAM GOALS
– reflect the combined goals of all subjects within the program for a grade level.
Example: The student is able to use language conventions appropriately to describe events from the
past.
COURSE GOALS
- reflect the combined goals of all units within the subject of Social Studies for the grade level.
Example: The student is able to analyze the causes of an event and provide evidence to support their
opinions.
INSTRUCTIONAL GOALS
– reflect the changes in knowledge, skills, and attitudes anticipated as the result of specific learning
experiences.
Example: The student is able to identify four push and four pull factors that affected development of the
Canadian prairies.
copyright © 2011 by Pearson Education Canada
4-5
Social Studies: Innovative Approaches for Teachers
Goals are influenced by many
considerations.
Add Figure 5 here
copyright © 2011 by Pearson Education Canada
4-6
Social Studies: Innovative Approaches for Teachers
Situated Learning Goals
Learning goals should be:
1. Socially situated- Learners should have
opportunities to learn within a community of
learners.
2. Situated in key content- Learners must have
opportunities to be immersed in the key
concepts and ideas that reflect the goals for
learning.
copyright © 2011 by Pearson Education Canada
4-7
Social Studies: Innovative Approaches for Teachers
Learning goals should anticipate the
common types of conceptions that students
may hold about the topic.
• Preconceptions - Students do not yet understand the
concept fully.
• Misconceptions - Concepts are internalized incorrectly
when some aspect is misunderstood in the learning
process.
• Alternative frameworks – Concepts are internalized in
unique, imaginative, and possibly misconceived forms
because students relate embedded ideas in unanticipated
ways.
(Adapted from Driver and Easley (1978), Pupils and paradigms: A review of literature related to concept development
in adolescent science students, Studies in Science Education 5: 61-84)
copyright © 2011 by Pearson Education Canada
4-8
Social Studies: Innovative Approaches for Teachers
Using Springboard Stories to Address
Learning Goals in Social Studies
• Springboard or touchstone experiences create
emotive responses in young learners.
• Emotive responses help learners to remember
key ideas.
• Springboard or touchstone experiences provide
opportunities for integration across subject areas.
copyright © 2011 by Pearson Education Canada
4-9
Social Studies: Innovative Approaches for Teachers
Creating springboard or
touchstone experiences
What types of springboard experiences could you
use with students in a unit of study about early
settlers?
Find some examples of touchstone books that you
might use with young learners to help them
understand a new Social Studies topic.
copyright © 2011 by Pearson Education Canada
4 - 10
Social Studies: Innovative Approaches for Teachers
Goals should be stated to:
• Avoid “serial pop-up activities” that fail to
address deep understanding.
• Involve students in the “mindful exploration of
the world around them”.
(Smith, 1999, p.7).
copyright © 2011 by Pearson Education Canada
4 - 11
Social Studies: Innovative Approaches for Teachers
Guideline goals are written to
encompass large related ideas.
Example:
Grade 3 students will identify geographic and environmental
factors that explain the location of various urban and rural
communities.
In order to achieve this goal, students will also need to be able to:
 Identify what a geographical feature is
 Identify what an environmental factor is
 Identify an urban community
 Identify a rural community
 Generate criteria for a comparison
 Use actual, photographic, and electronic sources to identify and sort features
 Sort by criteria
 Recognize patterns and anomalies
 Generalize
copyright © 2011 by Pearson Education Canada
4 - 12
Social Studies: Innovative Approaches for Teachers
Deconstructing Learning Goals
Deconstruction involves the
thoughtful examination of guideline
goals so the teacher can determine
what students need to learn to be
successful in achieving the overall
goals.
copyright © 2011 by Pearson Education Canada
4 - 13
Social Studies: Innovative Approaches for Teachers
Lesson Planning
Effective lesson planning includes many
components that must be carefully considered to
ensure the learner’s success.
Effective lesson plans include:
• identifying learning goals
• identifying social skills goals that will support
learners’ success as part of a community of
learners
copyright © 2011 by Pearson Education Canada
4 - 14
Social Studies: Innovative Approaches for Teachers
• Pre-assessing the learners to determine the types of
conceptions they have about the topic
• Motivating learners
• Determining the most effective orientation for the new
learning
• Providing guided practice
• Supporting generalizations
• Embedding assessment and evaluation into the learning
• Providing exemplars
• Promoting metacognition
copyright © 2011 by Pearson Education Canada
4 - 15
Social Studies: Innovative Approaches for Teachers
Data Based Decision Making
About Learning
Teachers use data about the learning to determine
the next steps they should take to ensure success
for each learner.
With young learners, data is frequently collected
through observation.
copyright © 2011 by Pearson Education Canada
4 - 16
Social Studies: Innovative Approaches for Teachers
Using Data to Make
Instructional Decisions
• Add Figure 8 from Chapter 4 here
copyright © 2011 by Pearson Education Canada
4 - 17
Social Studies: Innovative Approaches for Teachers
Many learning goals will direct
students to narrate, describe,
or make maps.
The inquiry question “What are its interesting
characteristics?” can be investigated by using three inquiry
skills:
• narration
• description
• map making
copyright © 2011 by Pearson Education Canada
4 - 18
Social Studies: Innovative Approaches for Teachers
Map Making Skills for Young Learners
Map making requires young learners to
understand complex concepts such as one-toone correspondence and scale.
Mapping skills need to be deconstructed into
smaller skills and sub-skills must be taught and
practised.
copyright © 2011 by Pearson Education Canada
4 - 19
Social Studies: Innovative Approaches for Teachers
Chapter Review
 Clear and carefully considered goals for the Social Studies program
guide orientation, and strategies, and focus subsequent events.
 Teachers need sophisticated curriculum knowledge to analyze
guideline goals and help them provide the intended program of
Social Studies.
 Professional knowledge, knowledge of discipline standards, a
personal philosophy of learning, experience, imagination, and access
to rich resources help the classroom teacher analyze and implement
the stated goals of the Social Studies program.
 Curriculum goals should be analyzed to uncover and clarify intended
connections among the content, processes, and student products
created in response to the curriculum.
 Education goals should reflect the nature of knowledge organized in
the discipline of Social Studies, the nature of society, and the nature
of the learner.
copyright © 2011 by Pearson Education Canada
4 - 20
Social Studies: Innovative Approaches for Teachers
• Curriculum goals are often referred to by other names (e.g.,
aims, competencies, outcomes, etc.).
• Curriculum goals can be stated at different levels to provide
direction for the province/territory, school system, and
classroom.
• Many factors in the school, community, society, and learner,
influence the development of curriculum goals.
• Situated learning goals will provide transformative,
constructivist learning direction for classrooms.
• Students may hold a variety of inaccurate conceptions about
topics that will require the teacher’s attention during
instruction; goals for implementation should take these
conceptions into account.
copyright © 2011 by Pearson Education Canada
4 - 21
Social Studies: Innovative Approaches for Teachers
• Many strategies can be useful to surface students’ prior
knowledge about a topic before specific goals for new
instruction are identified.
• Springboards are learning experiences that become
memorable anchors for students’ learning because they
create strong emotive responses and address key concepts of
the program.
• Resources need to be selected carefully to support program
goals.
• Clear goals help to ensure that learning time can be used
productively and efficiently.
• Goals must reflect the standards of the discipline of Social
Studies.
copyright © 2011 by Pearson Education Canada
4 - 22
Social Studies: Innovative Approaches for Teachers
• Goals stated in provincial/territorial guidelines need to be
deconstructed by teachers to identify the embedded
knowledge, skills, and attitudes that will need to be taught for
the success of the student in achieving the overall goal.
• Background knowledge, concepts, and skills need to be
acquired before students will benefit from engagement in
complex learning tasks such as inquiry.
• A comprehensive conception of the interrelated elements of
sound lesson planning will help teachers maximize
instructional time.
• Data can support our decisions about how we approach
effective instruction in Social Studies.
• The skills of narration, description, and map making will
support students’ ability to address inquiry that seeks to
examine the characteristics of a situation or event.
copyright © 2011 by Pearson Education Canada
4 - 23