Instructional Strategies Specific to Social Studies Why vary

Instructional Strategies Specific to Social Studies

Why vary instructional strategies? To meet the diverse needs and interests of learners To make teaching and learning more interesting and dynamic To vary assessment

Some instructional strategies conducive to social studies: • Lecture/Direct Instruction • Discussion • Debate/Socratic • Method • Cooperative Learning • Simulation • Role-Play

Lecture/Direct Instruction (Also known as the didactic method) • Not always the most exciting or engaging style of instruction. • Expectation of students is to stay quiet, listen, and take notes. • Students who make frequent, relevant responses during a lecture learn more than passive observers. • If graphic organizers or formative assessments such as thinkpair-share used, direct instruction can be more effective. • 20 minutes is maximum time an average adolescent can pay attention to a lecture

8 Recommendations for good lecture planning: 1. Fit the lecture to the audience 2. Focus topics – you select what is included and excluded 3. Organize points for maximum clarity 4. Select appropriate examples and illustrations 5. Provide many opportunities for student feedback 6. Repeat important points 7. Be enthusiastic!

Cooperative Learning • Structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success. - Round Robin - Round table - Write Around - Think-pair-share activities - Jigsaw Teacher must provide clear guidance!

Successful cooperative learning Clear groups Clear instructions Each member has a role Opportunity for private peer review

Discussion Establish ground rules before discussion Be aware of any interpersonal tension between students Consider using discussion strategies – Paideia, fish bowl, two cents, tally keeping

Debate/Socratic Method: An interactive dialogue focused on a specific text A Socratic questioner should: a) keep the discussion focused b) keep the discussion intellectually responsible c) stimulate the discussion with probing questions d) periodically summarize what has and what has not been dealt with and/or resolved e) draw as many students as possible into the discussion. http: //www. paideia. org/socratic-questioning/

• Theatric Strategies: • Simulation, role play, & dramatization • Students interact in diverse and complex learning settings. • Often overlap between the three Can incorporate technology and create some very fun projects – high level of engagement possible! http: //www. edutopia. org/blog/simulations-can-change-history-classes-matt-levinson

Simulation Focuses students on a change in environment, like set design, and asks them to take on a functioning role within that set Personality remains the same Students experience simulated phenomena and then debrief about their experience Ex. , Mock court trial

Role Play Learners take on different roles, assuming a profile of a character or personality Some background info provided, but students tasked with research to make the presentation as accurate as possible

Dramatization An actual production with set, script, actors, costumes, etc. Ex. , a culminating research project that scripts a historical event https: //www. teachingchannel. org/videos/greek-mythologyfinal-project-getty - 7 min