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Creating Social Studies Units with Differentiated Instruction

Buffalo State College teacher candidates developed integrated social studies units with differentiated instructional strategies for Westminster Community Charter School teachers. The project enhanced curriculum understanding, student engagement, and community connections.

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Creating Social Studies Units with Differentiated Instruction

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  1. Developing Integrated Social Studies Units Using Differentiated Instructional Strategies

  2. Project Summary • Under the guidance of experienced teachers, Buffalo State College (BSC) teacher candidates developed integrated social studies units that incorporated differentiated instructional strategies. These units with all supporting materials were presented to Westminster Community Charter School (WCCS) as resources for WCCS teachers. The project was framed within a service learning context as a means by which to provide requested materials for teachers to improve social studies instruction and meet the needs of all students in their classrooms.

  3. Participants • BSC Teacher Candidates A. Fall 2008 Semester (n=13) B. Spring 2009 Semester (n=15) • WCCS Cooperating Teachers A. Fall 2008 Semester (n=5) B. Spring 2009 Semester (n=7) C. (NOTE: Five participated in both semesters) • WCCS Librarian/Media Specialist (n=1) • Grades involved – K, 3, 4, & 5

  4. Action Plan • September/January– TCs oriented to the WCCS community • October/February – TCs and CTs introduced to the project goals and begin planning • November/March – Meetings before school & e-mail communication to develop unit plans • December/May – Presentation/celebration of completed projects

  5. Data Gathered • TC pre- and post-survey • CT pre- and post-survey • Student survey

  6. Findings • Deepened relationship between BSC and WCCS • Better understanding of the NYS social studies curriculum within the context of teachers’ lives • TCs ability to imagine how to create standards-based engaging social studies curriculum • Greater understanding of concept-based curriculum, on-going assessment, and differentiated instruction • Importance of public presentation of work

  7. Recommended Changes • Explore ways for TCs to teach (at least a part of) their units in classrooms • Require TCs to collect data on students’ responses to the project • Integrate culturally responsive pedagogy to make a greater connection to the WCCS community • Involve students and parents in the presentation/celebration at the end of the semester

  8. Discussion • Responses? • Questions? • Suggestions/ideas? For more information, please contact: Dr. Pixita del Prado delprapm@buffalostate.edu 878-4112

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