It’s that time of year. Right up there with Christmas morning, NCAA March Madness opening weekend, and the two meat dinner with ribs & hot links at Roy’s Pit BBQ.
Yup. It’s NCSS conference time.
I always learn so much. Meet so many people. And I always walk away better than when I walked in.
And just like always, I’ll be trying to live blog sessions that I attend. So strap in. It’s gonna be a great ride.
A few things I’m looking forward to? Read more
As more and more schools are moving away from paper textbooks and materials, teachers are working to answer the obvious question:
where can I find digital resources appropriate for kids?
If you and your building are using Mac computers or IOS devices such as iPads or iPods, at least part of the answer is the Library of Congress. The folks over there recently released six free iBooks that can be quickly downloaded and are perfect for having students interact with primary source evidence.
The Student Discovery Sets bring together historical artifacts and one-of-a-kind documents on a wide range of topics, from history to science to literature. Based on the Library’s Primary Source Sets, these new iBooks have built-in interactive tools that let students zoom in, draw to highlight details, and conduct open-ended primary source analysis.
(Aren’t an Apple school? The LOC is still an awesome place to find online and digital resources.)
The six books, Read more
I get the chance to work with all sorts of teachers, across the state and around the country. We’re all different. But when the conversation turns to teaching and learning social studies, I often hear the same thing:
“I have to lecture (or have students read their textbooks out loud, create outlines from the chapter, complete fill-in-the-blank worksheet packets, or watch a 30 year old video converted from 16 mm film) because the kids have to know their facts. It’s not fair asking them to think historically without the basic facts.”
I get it. And I don’t disagree. Kids do need the facts. But I think for too long we’ve just assumed that acquiring foundational knowledge and historical thinking are two distinct and different activities. We fill up their heads with facts and then, if we have time in the school year and after the state assessments are over, then . . . we can try some of that historical thinking stuff.
We need to stop doing that.
The brain is not a basket that we can just fill up with stuff. The brain is a bucket full of holes. The brain works very hard to find ways to forget things and if something is not important enough to be useful, it’s gonna find its way out one of the holes.
Our task is not to fill brains with facts. Our job is Read more