Page 336 - Powerful Social Studies for Elementary Students 4th Edition

308 Powerful Social Studies for Elementary Students
TABLE 14.1 CONTINUED
Principle/
Related What it Looks Like up Close:
Chapter Explanation A Snapshot Examples of Enactment
T: You want to know when to bring your money. We need to tell them when it is, right? S: And where it is.
S: And how much it is.
(Brophy, Alleman, & Knighton, 2009, p. 191).
Subsequent questions include: What else might you include in the advertisement? Why? What advertising techniques might you use (e.g., bandwagon, testimonial, and so forth)?
9. Strategy Teaching Chapter 10
The teacher models and instructs students in learning and self- regulation strategies.
Many students are unable to develop effective learning and problem solving on their own, however, they can acquire them through modeling and explicit direction from the teacher. Instruction includes demonstration and opportunities to apply the skills. Explanations of purpose for the skill and how the skills will be used are helpful and effective.
After teaching about food groups and balanced meals, the teacher leads her students through analyses of the food groups included in repre- sentative meals from the United States, Mexico, and China. She begins with the U.S. meal because it is the most familiar and allows her students to apply what they are learning within a familiar context. She asks questions that lead them to determine whether the meal of Salis- bury steak, potatoes, and corn contains some- thing from the milk group. When the students answer no, she says “So I probably better have a nice big glass of milk with my meal.” Later she asks if the meal includes representatives from the fruit group, again yielding a negative response. This time she says, “I only need to have two or three fruits a day. Maybe I had a glass of orange juice for breakfast and an apple with my lunch, so I already had my two fruits for today. So there’s my meal.” After modeling task-relevant reasoning in this fashion as she led her students through the analysis of the U.S. meal, the teacher then shifts from primarily modeling to primarily attempting to elicit such reasoning from the students themselves as she leads them through analyses of the Mexican and Chinese meals. Finally, the day’s home assign- ment called for students to assess (and share with their families) the nutritional content of their meals that day.
In other lessons in the food unit, the teacher models reading the labels on food packages to get information about their ingredients that would allow her to draw influences about
the probable healthfulness of the food. She then models application of this information when making decisions about snacks, and
so forth (Brophy, Alleman, & Knighton, 2009, p. 185).
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