Agenda
- Discuss Social Studies observation
- Integrated Teaching & Cross Curricular Connections
- Unit Plan Cross Curricular Connections
Ted Harrison.com
Ted Harrison was born in England in 1926. He moved to Canada and took a teaching position in the Yukon after responding to an ad stating “come teach in the land of the moose. Weaklings need not apply.”
Harrison retired to Victoria where he continues to paint lively, colourful scenes of his new surroundings.
Social Studies Observation
Except from - Fielding, J. (2006). Engaging Students in Learning History. CANADIAN SOCIAL STUDIES VOLUME 39 NUMBER 2
It is easier to comment on how not to teach history [social studies] than it is on how to teach it. I only have to recall the hundreds of negative reactions from adults when I told them I am a history teacher. "Oh! That was my worse subject." "I hated history." "History was boring." "Names and dates, that's all it was." and "I can't remember any of it!"
To my question, why didn't they like history, their response was one of the following: memory work, recall, list of names and dates, not relevant, didn't interest them, teacher talked all the time, and we didn't do anything.
On the other hand, one can also learn how history was taught effectively from the 1 or 2 people out of 10 who loved history in school. Their teachers took them on field trips, they recreated history through drama, the teacher was a great storyteller, they had great discussions - the teachers made it interesting. These people often described their history [social studies] learning with the word engaging.
Please briefly comment on the instructional strategies used during your social studies observation. Were they effective? Was it engaging? How would you characterize the state of social studies education?
It is easier to comment on how not to teach history [social studies] than it is on how to teach it. I only have to recall the hundreds of negative reactions from adults when I told them I am a history teacher. "Oh! That was my worse subject." "I hated history." "History was boring." "Names and dates, that's all it was." and "I can't remember any of it!"
To my question, why didn't they like history, their response was one of the following: memory work, recall, list of names and dates, not relevant, didn't interest them, teacher talked all the time, and we didn't do anything.
On the other hand, one can also learn how history was taught effectively from the 1 or 2 people out of 10 who loved history in school. Their teachers took them on field trips, they recreated history through drama, the teacher was a great storyteller, they had great discussions - the teachers made it interesting. These people often described their history [social studies] learning with the word engaging.
Please briefly comment on the instructional strategies used during your social studies observation. Were they effective? Was it engaging? How would you characterize the state of social studies education?
Session #3 Instructional Strategies & Unit Planning
Agenda
- Mediocre Lesson Plans
- Instructional Strategies
- Set, Development Closure
- Instructional Sequence
- Creating Unit Plans
Thanks to the IRC staff for a great display!
Session #2 Social Studies Curriculum Overview
Agenda
- History Topics Grades 1 - 10
- Geography Topics Grades 1 - 10
- Junior Curriculum Review
- Intermediate Curriculum Review
- Social Studies Connections
- Build a Better Lesson Plan intro
- History Topics Grades 1 - 10
- Geography Topics Grades 1 - 10
- Junior Curriculum Review
- Intermediate Curriculum Review
- Social Studies Connections
- Build a Better Lesson Plan intro
Session #1 Introduction
Agenda
- Goals
- Course Overview
- Activity: Social Studies Thrills & Chills
- The Purpose of Social Studies?
- Activity: Point / Counter Point - Social Studies Rocks/Sucks
- Goals
- Course Overview
- Activity: Social Studies Thrills & Chills
- The Purpose of Social Studies?
- Activity: Point / Counter Point - Social Studies Rocks/Sucks
Subscribe to:
Posts (Atom)