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ACTIVITY

ACTIVITY. Choose a topic in your aspect of Social Studies and develop a rationale for teaching it at a specific grade level. Citizenship Transmission.

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ACTIVITY

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  1. ACTIVITY • Choose a topic in your aspect of Social Studies and develop a rationale for teaching it at a specific grade level.

  2. Citizenship Transmission You believe that Social Studies should teach students to be good citizens. Your goal is to develop students who are patriotic, law abiding, democratic, and knowledgeable about current events. You believe in the Citizenship transmission conception of Social Studies.

  3. Reflective Inquiry You believe that Social studies should teach children how to find information so that they can solve problems and make their own decisions. You believe the Reflective Inquiry concept of Social Studies.

  4. Social Science You wish students to study history and geography in a disciplined way. You believe that if students can think like historians and geographers, they will be better equipped to understand their own environment and their own place in it. You believe in the Social Science conception of Social studies.

  5. Critical Reflective You think that the ultimate goal of Social Studies is for students to critique the existing social order and take actions that will lead to equality and justice for all people. You believe in Critical Reflective conception of Social Studies.

  6. The Teacher as a Decision Maker • Decision about content • Decision about learning behaviors • Decision about teaching behaviors • Two major types of content decisions: • Philosophic decisions—determine ends • Scientific decisions—determine means

  7. Decisions about Content • The “what to be learned” must be determined before decision about “how students will learn it.”

  8. Philosophic Decisions • Determine “ends” in education • Determine general goals • Decisions are usually derived from values and beliefs • Curricular goals are determined by culture

  9. THE THREE-PHASE APPROACH TO TEACHING • Planning • Implementing • Assessing

  10. The Three Phase Approach to Teaching Goal Influence Influence Implementation Strategies Assessment Strategies

  11. PLANNING • Goals • Objectives

  12. Goals and Objectives in Teaching • What are goals in teaching? • “Ends” in education derived from values and beliefs that society deems worthwhile for the culture of its members. • The school curriculum is derived from the goals that reflect the values of society. • The teacher derives major instructional objectives from the curriculum.

  13. Instructional Objectives • An instructional objective is a statement that makes precise the intended learning and the perceivable student behavior that will validate its achievement.

  14. Two primary attributes of instructional objectives: • Goals for the three domains--A precise description of a cognitive, affective or psychomotor learning that is the intended outcome o the student’s effort.

  15. The Three domains of learning Affective Psychomotor Cognitive

  16. Examples of 3 domains • The student will write a descriptive paragraph (cognitive). • The student will choose poetry for leisure reading (affective). • The student will throw a ball from first to second base (psychomotor).

  17. Examples of 3 domains (cont.) • Conditions under which the student’s perceivable behavior or product will occur and criteria by which to judge that learning as successful, e.g.: • Given 15 minutes, the student will solve two-step problems with 90% accuracy.

  18. Instructional Behavioral Objectives • Conditions of performance: Given a definition and examples of an adjective as a part of speech, • Behavior: Students will identify adjectives in sentences • Criteria for Performance: correctly in at least 8 out of 10 sentences.

  19. Specific vs. vague objectives • Specific objectives use verbs such as write, list, identify, measure, solve, draw, explain, define, model, etc. • Vague non-observable outcomes use verbs such as know, understand, comprehend, appreciate, etc.

  20. OBJECTIVES: • Are for the learner, that is, what students will do, e.g., • The student will write one-page summary of the story. • The student will solve two-step word problems. • The student will contribute ideas to the group discussion.

  21. Make up three specific objectives that would relate to the following curriculum goals • Students will know about the State of Oregon. • Students will understand the economic impact of the Columbia River on the states of Oregon and Washington.

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