Shocker. Lecturing to students puts them to sleep.
Who could have guessed?
Well . . . I should have. But I didn’t. During my first few years as a middle school teacher and later, during some time I spent teaching in a college social science department, I lectured.
Early on, I didn’t know better. I was taught that way in both K-12 and in my college content courses. There were no real alternatives provided in my ed classes. And I started teaching long before established mentor programs. It was just the way things were done.
By the time I had moved on to higher ed, I had figured out – with some occasional PD and lots of help from some great educators – that there are other alternatives to constant direct instruction. But I was subtly and then very overtly encouraged to lecture rather than use some of the methods that I knew worked because “you’re not teaching middle school anymore.”
Those memories came flooding back recently while I was reading an older article focused on higher ed teaching titled 20 Terrible Reasons for Lecturing. Several of the reasons listed are almost word for word to what I heard: Read more
I love my summer reading list.
You know the one. I put together a list of stuff I want to read over June, July, and August. Of course, not once have I ever been able to actually finish the list. I always get sidetracked by something. One summer, I got distracted and went on a whole Civil War tangent. Last year, it was old presidential election books like The Making of the President 1960.
This year’s distraction?
I just ran across the latest by literacy gurus Kylene Beers and Bob Probst. And I have to be honest, not that familiar with their work. I was part of a conversation several years ago that focused on their Notice and Note book. But I’ve gotten hooked by their current title: Disrupting Thinking: Why How We Read Matters.
Beers and Probst begin Disrupting Thinking with a quick story about a company called Read more
For years, experienced social studies teachers have been asking kids to solve problems using evidence. Teaching them to practice historical thinking skills to analyze primary and secondary sources. Training them to evaluate evidence. To create arguments using that evidence.
This sort of instruction and learning wasn’t always officially encouraged. Great teachers did it because they knew it was good for kids. But our recently created state standards, the Common Core Literacy standards, and the NCSS Framework all now support this kind of quality teaching. Historical thinking skills are cool again.
And that’s a good thing. But . . . 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
I spent yesterday in Topeka, working with KSDE social studies guru Don Gifford and a few others such as @MsKoriGreen and @NHTOYMc to develop the next state assessment. Still in alpha version with beta testing in 2018-2019 but lots of fun talking about what it should look like.
It’s gonna be very cool btw – student focused, locally measured, aligned to historical thinking / literacy skills, and problem based. Look for an update on latest test goodness soon.
So we were all over the place in our conversation. Part of our discussion centered on ways to integrate all of the social studies into the work students will be doing. Including geography. So my mind went to maps. Really cool historical maps. And what it might look like when we use really cool historical maps with kids. So I got a bit sidetracked and did a quick interwebs search for really cool historical maps.
Piece of advice. Don’t do this unless you’ve got more than a few minutes to kill. Cause you will end up in a rabbit hole of geography map goodness. Plus I saved you the trouble.
During my poking around, I ran across the Library of Congress Sanborn Fire Insurance Maps collection. It’s got all the cool historical mapness you’ll need today. Read more
We’re all on the lookout for great materials and tools that can help as we design instruction. SHEG. Library of Congress. National Archives. Evidence Window Frames.
So it’s alway a pleasant surprise when a list of handy dandy tools and resources drops in your lap. About a week ago, I was searching for a specific online article that I had forgotten to Pocket. And . . . the Charlotte Mecklenburg Schools: K-12 Social Studies resource page popped up in the results.
Drew Hammill and John Nabors work as Read more