I’m sure most of you are doing the same thing I’m doing right now. Spending time with family and friends, watching football, catching up on that book you’ve been dying to read, eating too much Chex Mix, and enjoying the occasional nap.
But if you need a break from all of the holiday cheer, we’ve got you covered. Between now and the first week in January, you’ll get a chance to re-read seven of the most popular History Tech posts from 2017. Enjoy the reruns. See you in a couple of weeks!
I’ve never tried it but people I know who have done the escape room thing say the experience is awesome. If you’re not familiar with the concept, head over and take a quick peek at one example from the TV show The Big Bang Theory.
The idea is that you are “locked” into a room with a time limit. There are clues scattered around that you must find and figure out. These clues eventually lead to a key or passcode that you can use to escape from the room and win the challenge.
Escape rooms are great examples of the research that suggests the brain loves solving problems and novelty. When we experience new and intriguing tasks, reward chemicals are released – cementing learning and retention.
So it shouldn’t be a surprise that a couple of teachers adapted the escape room idea to their classrooms. James Sanders and Mark Hammons developed an activity that they titled BreakoutEDU. But instead of escaping from an actual room, BreakoutEDU players solve clues to open a series of locks and boxes with the ultimate goal of getting into the final Breakout box.
And the cool thing? Read more
We all love the Stanford History Education Group. Great lessons. Aligned assessments. Perfect balance between process and content. Focus on historical thinking skills. And just this week, a rebranding of the site and the addition of civic literacy tools.
But what happens if you can’t find what you need for your content in their list of 132 US and world history lessons? Go back to the lecture?
Nope. I’ve been preaching for years that we should be using the structure and process of those 132 lessons to create our own. Extra work? Sure. But if you follow the SHEG model, you know that what your kids are going to get is good for them.
But it can be daunting. What are the steps? What should go where? How should I create the questions? What documents to use?
Some of those questions were answered Saturday when Read more
I’ve always liked the idea of Likes & Wonders. Asking kids to think about art, for instance. Or during gallery walks of student products.
But I haven’t really thought much about the idea of using the same sort of thinking process during live presentations by students. So yesterday was a new learning experience for me when I got the chance to play a part in PBL guru Ginger Lewman’s two day Passion-Based Learning session.
Ginger was working with a small group of high school teachers, walking through some PBL steps and asking teacher groups to do sample presentations. Along with a few other ESSDACK folks, I sat in on one of the presentations as a “student” listening to the presentation.
And it was cool to see the Likes and Wonders idea applied to student presentations.
We’ve all seen it. A kid or group of kids get up. They do three or four or 15 minutes of a presentation. Chances are, the preso isn’t that good. And the classroom audience is completely disengaged. Kids in the audience have either already presented and don’t care anymore or they’re presenting next and are freaking out.
The whole point here is get kids to think historically and practice literacy skills. So what to do when presentations aren’t that good and the audience is nowhere to be found? Read more
Here in the great state of Kansas, we’re busy working to develop and implement a standards-based assessment tool that needs to measure a ton of things. Historical thinking. Reading. Writing. Problem solving. Connecting past with contemporary issues.
Oh . . . and civic engagement.
And not just the book learnin’ civic engagement as in . . . there are three branches of government and you need to vote and people can demonstrate and there is a Bill of Rights and it’s a good idea to help others.
Our Kansans Can state board vision requires civic engagement that involves students actually doing something. Getting out of the classroom. Increasing voter registration. Raising awareness and funds for malaria mosquito nets. Organizing a Breast Cancer 5K run. Creating and staffing an after-school club for latch key kids. Buddy programs that connect new students with current students.
So how do you measure that? What can that look like K-12? Yeah . . . well. We’re not completely sure yet. But lots of people are working on it – including official KSDE civic engagement guy and social studies guru Don Gifford. Don recently communicated some of his personal professional learning with Kansas educators and I want to share what he’s starting to figure out. Because it seems like the sort of stuff that can help not just Kansas teachers but Read more
As we ask our kids to read more fiction as well as non-fiction texts, it can sometimes be difficult finding just the right content. The good news is that there are resources online that can help. Here five of the most helpful: Read more
I’m sure most of you are doing the same thing I’m doing right now. Spending time with family and friends, watching football, catching up on that book you’ve been dying to read, eating too much, and enjoying the occasional nap.
But if you need a break from all of the holiday cheer, we’ve got you covered. Between now and the first week in January, you’ll get a chance to re-read the top ten History Tech posts of 2016. Enjoy the reruns. See you in a couple of weeks!
I’ve talked about Kevin Roughton a couple of times. Kevin’s a middle school teacher in California and is doing some cool stuff with his instruction. We’ve been talking the last few days about some earlier Historyball posts and during the conversation, he shared an interesting lesson he uses to teach historical bias and to encourage document analysis.
I asked if I could share and Kevin said sure. And I started thinking . . . what would this look like for me? Can I adapt this to fit what I do?
Because we often struggle trying to envision this sort of activity in actual practice, I think teachers sometimes revert back to what they know and feel comfortable with. And that’s not always a good thing. What we feel comfortable with isn’t always quality instruction.
So today’s tip? Read more