Page 337 - Powerful Social Studies for Elementary Students 4th Edition

CHAPTER 14 What Is the Research Base That Informs Powerful Social Studies Teaching? 309
TABLE 14.1 CONTINUED
Principle/
Related What it Looks Like up Close:
Chapter Explanation A Snapshot Examples of Enactment
10. Co- operative Learning Chapter 2
Students often benefit from working in pairs or small groups to construct under- standing or help one another master skills.
Sometimes co-operation learning calls for students to help one another accomplish individual learning goals. Other times students work together to accomplish a group goal by pooling their resources and sharing the work.
Students are involved in a transportation unit and the teacher assigns an essay focusing on the impact of road construction on just in time delivery services so necessary in the manufacturing world. The teacher explains that like with other journal entries and essays, he expects students to do this individually. He stresses, however, the value of first brainstorm- ing in small groups. At the end of the allotted period, students appear eager and waste no time in starting writing. The high level of student engagement and confidence was obvious.
11. Goal- oriented Assessment Chapter 3 Chapter 9
The teacher uses a variety of formal and informal assessment methods to monitor progress toward learning goals.
Effective teachers use multiple forms of assessments for determining stu- dent progress and for planning instructional improvements. The best assessments align with the instruc- tional practices used.
The laboratory performance assessment model is being implemented. The teacher considers this an excellent fit for the community unit. Displays of maps, local bus passes, photographs and products illustrating goods and services found in the com- munity, local advertisements, local government documents, a community newspaper, and so forth are among the artifacts found at the various sta- tions. Students are familiar with all of these mate- rials used during formal instruction. Now, they are having that opportunity to individually manipu- late the materials and respond to the questions that accompany them. Bloom’s taxonomy was clearly used for designing the questions.
12. Achieve- ment Expectations Chapter 2
The teacher estab- lishes and follows through on appropri- ate expectations for learning outcomes.
At minimum, the teacher expects all students to progress sufficiently to enable them to perform satisfactorily at the next level. Students are held accountable for participating in les- sons, learning activities, and complet- ing all of the assignments.
During a transportation lesson, the teacher models self-talk regarding thinking and reason- ing with the expectations that all students will be able to provide responses. “Talk in your head. You can think of lots of ways to move things on land.” “Your last job is to tell me something that people have done to make transportation easier. Give me a thumbs-up when you have an idea ready. Be thinking about more than one idea, because someone else might think of the same idea and say it before you do.” If a student
is unable to respond now, but might be able
to develop a response if given extra thinking time, the teacher may say that she is going to move on but will come back to the student when he or she has an idea ready. She even socializes her students to ask for extra thinking time in these situations. (Brophy, Alleman, & Knighton, 2010, p. 109).
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