Creating Videos of Exemplary Social Studies Instruction

1. Creating Videos of Exemplary Social Studies Instruction Adam Friedman, Wake Forest University Wayne Journell, UNC-Greensboro Andy Kraft, Winston-Salem Forsyth County Schools

2. The Project • We saw a need for more/better professional development resources in social studies education • Also, we wanted to develop resources that showed a variety of teaching strategies in multiple contexts • So, we applied for a Ready for Success Grant and (much to our surprise!) we received funding for the project

3. The Project • A graduate student at UNCG taped videos of WSFCS social studies teachers • The goal was to create multiple videos per grade level from kindergarten through 12th grade • The teachers were purposefully chosen by Andy; all had demonstrated high growth/achievement with students • We wanted a wide variety of classrooms and teaching styles. We used schools that catered to both affluent and high-needs populations as well as classrooms that contained a wide range of academic and language abilities.

4. The Videos • The graduate student then edited each lesson into 15-20 minute videos that could be used for professional development • Each video included a shortened version of the lesson as well as a brief interview with the teacher • 39 videos total, all of which can be found at http://www.wsfcs.k12.nc.us/Page/81777

5. Sample Video 1 - Change • Social Studies: • K.H.1.3 Explain how the impact of life events bring change (a new sibling, moving to a new house, a new job, a new school, etc) • ELA: • RL.K.10 Actively engage in group reading activities with purpose and understanding. • RL.K. 4 Ask and answer questions about unknown words in a text • RL.K.1 With prompting and support, ask and answer questions about key details in text. • We also focused on drawing inferences from textual evidence. • Activator - This Thing - kindle book about a new baby • Book - Julius Baby of the World • Vocabulary - use think-aloud strategy. Ask questions of readers. Look at vocabulary and illustrations. • After Reading - Kids may connection to text with picture and writing. • Closure - we read poem by Shel Silverstein - “Someone ate the baby!”

6. Sample Video 2- Maps • Social Studies: • K.G.1.3 Identify physical features (mountains, hills, rivers, lakes, roads) • K.G.1.4 Identify locations in the classroom using positional words (near/far, left/right above/beneath). • ELA: • RL.K.10 Actively engage in group reading activities with purpose and understanding • RL.K.1 With prompting and support, ask and answer questions about key details in a text • W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened • Activator - Review concept of map key from yesterday - discuss types of maps and what can be found on map keys • Guided Learning - Look at Map and map key for the story. Review landforms, • Storytime - Read story paying attention to landforms and positional words. Stop and draw progress on map. • Stations: Children work in one of the stations. Either creating Red Riding Hood map, map puzzles, landform memory, or draw a map. • End - Song and review

7. Professional Development • We have been in the process of increasing publicity about the videos and using them for professional development. • Andy has used them as part of his professional development for WSFCS in-service teachers • Adam and Wayne are planning to study their use of these videos as a way to train preservice social studies teachers

8. Questions? • Contact us! • Adam: amfriedman@wfu.edu • Wayne: awjourne@uncg.edu • Andy: aakraft@wsfcs.k12.nc.us