August Fourth!? Seriously? August already?
I had noticed that it had warmed up and that summer was in full swing. But already the start of school?
I spent a few days in Georgia leading some conversations around literacy in the social studies and they started with kids last week. So for them, this post is ten days too late. But I’m hoping that for most of you, there are a few days before your first contact day.
And to help jumpstart your first awesome week, here are seven great ways to kick off the year. Use what you can. Adapt what you can’t. And be sure to add your own ideas in the comments. Read more
When you buy your ticket to the Dunkirk – and you know you will – make sure that it’s to an iMax theater.
Because this is the type of movie that will kick you in the butt no matter what kind of screen you see it on so you might as well go all in with the super big surround screen. Christopher Nolan shoot the film with the iMax format in mind and it shows.
Dunkirk is an incredibly visually and emotionally compelling story that highlights an event that we as Americans rarely think about. I’ve always been a fan of using visuals and multimedia to help create emotional connections in the brains of students. Especially a story like Dunkirk that can help kids connect with our content.
So how might you use Dunkirk and other movies as part of your instructional strategy? Read more
Using drama, reader’s theater, and role playing has always been a go-to strategy for social studies teachers.
These tools can have a powerful impact on learning but they need to be used wisely and carefully. If we don’t intentionally think about how and why we incorporate these tools into our instruction, things can go quickly askew. The people at the Smithsonian National Museum of American History can help with that.
In a recent post titled How (Not) To Teach With Drama, Naomi Coquillon shares a few guidelines and recommendations for classroom educators on using theater in history teaching. Together Naomi’s suggestions together with the companion post, Teaching with Drama, for full effect.
Get the full details at the O Say Can You See page but get a few spoilers before heading out: Read more
I’ve been spending a ton of time this summer working with groups around the country, helping facilitate conversations around reading and writing in the social studies.
It’s always a good day when I get the chance to sit with social studies teachers, sharing ideas and best practice, talking about works and what doesn’t. And the cool thing is that I always walk away smarter because teachers are super cool about sharing their favorite web site or tool or handy strategy.
This week was no different. I learned about a simple but powerful summarizing strategy called Somebody Wanted But So.
Summarizing is a skill that I think we sometimes take for granted. We ask our kids to read or watch something and expect them to just be able to remember the content and apply it later during other learning activities. We can easily get caught up in the Curse of Knowledge, assuming that because we know how to summarize and organize information, everyone does too.
But our students often need 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