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PRINCIPLES OF POWERFUL TEACHING AND LEARNING

PRINCIPLES OF POWERFUL TEACHING AND LEARNING. In Social Studies. Gayle Y. Thieman, Ed.D. Curriculum Standards for Social Studies Expectations of Excellence National Council for the Social Studies Bulletin 89.

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PRINCIPLES OF POWERFUL TEACHING AND LEARNING

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  1. PRINCIPLES OF POWERFUL TEACHING AND LEARNING In Social Studies Gayle Y. Thieman, Ed.D.

  2. Curriculum Standards for Social Studies Expectations of ExcellenceNational Council for the Social Studies Bulletin 89 • In 1992 the NCSS Board of Directors adopted the following definition: “ Social studies in the integrated study of the social science and humanities to promote civic competence….The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (NCSS Bulletin 89, p. 3) • The Principles of Teaching and Learning excerpted in this power point presentation are based on “A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy,” Social Education 57, no. 5 (Sept. 1993) pp. 213-223.

  3. MEANINGFUL • Knowledge, skills, and beliefs are connected within and across disciplines and to the world outside of class • Instruction focuses on deep knowledge or central ideas of the subject and conceptual understanding, not just recall • A few important topics are examined in depth rather than superficial coverage of many topics • Meaningful learning activities and assessments focus on essential ideas of the topic • The teacher is reflective in planning, implementation, and assessment • (NCSS Bulletin 89, p. 11) Gayle Y. Thieman, Ed.D.

  4. INTEGRATIVE • Curriculum is integrated across time and space • Across the curriculum • Teaching relates knowledge, skills, and beliefs to action • Curriculum effectively integrates use of technology • (NCSS Bulletin, 89, p. 11) Gayle Y. Thieman, Ed.D.

  5. VALUE-BASED • Curriculum considers ethical dimensions of topics and addresses controversial issues and real world problems • Students think critically and make value-based decisions about social issues • The teacher helps students examine conflicting values, costs and benefits, and develop reasoned positions consistent with democratic values • Activities provide opportunities for students to: • recognize opposing points of view • respect well-supported positions • show sensitivity to cultural similarities and differences • demonstrate commitment to responsibility • (NCSS Bulletin 89, pp. 11-12) Gayle Y. Thieman, Ed.D.

  6. CHALLENGING • Students stretch to accomplish instructional goals as individuals and as members of a collaborative group • Teacher respects students’ thinking and encourages well-reasoned statements • Teacher provides “scaffolding” to enable students to be successful • NCSS Bulletin 89, p. 12 • Students engage in higher order thinking and communicate conceptual understanding

  7. ACTIVE • Instruction involves students in reflective thinking and decision-making • Students develop understanding through active construction of knowledge, not replication • Students are involved in substantive conversation • Teacher helps students become independent learners • Activities include real life applications, simulations, roleplay • (NCSS Bulletin, 89, p. 12) Gayle Y. Thieman, Ed.D.

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