Exploring Social Studies Instructional Practices: Professional Development Series

 
 
Exploring
Instructional
Practices in
Social
Studies
July 26, 2016
 
DESE
DESE
Social Studies
Social Studies
Professional
Professional
Development Series
Development Series
 
Introductions: Making Connections
Introductions: Making Connections
Be ready to share your chain once your small group
Be ready to share your chain once your small group
introductions are completed.
introductions are completed.
 
Introductions
Introductions
Social Studies: Giraffes and Elephants
Social Studies: Giraffes and Elephants
Social Studies: Questions and Answers
Social Studies: Questions and Answers
Break
Break
Debbie Jameson, ELA Director, and Lisa Scroggs, ELA Assistant Director
Debbie Jameson, ELA Director, and Lisa Scroggs, ELA Assistant Director
Nick Kremer, Missouri Writing Project
Nick Kremer, Missouri Writing Project
  
  
Reading and Writing through History:
Reading and Writing through History:
  
  
World War II and the Bomb
World War II and the Bomb
Working Lunch
Working Lunch
Tom Tobias, Arts Education Director-- 
Tom Tobias, Arts Education Director-- 
Defining Arts Integration: Reading
Defining Arts Integration: Reading
     
     
Portraits as Biography
Portraits as Biography
SS Pedagogy
SS Pedagogy
 
Social Studies
Social Studies
Professional Development Series: Day 2
Professional Development Series: Day 2
Anchor Experiences
Anchor Experiences
 
Giraffe
 
 Bend over, hands clasped in front of you
 
Elephant
 
 Stand straight, hands clasped above head
 
Alone
 
 Group together with other people
 
Group
 
  Move away from others
 
Sit
 
  Stand up where you are: Small jump in place
 
Stand
 
 Sit where you are
 
Against wall 
  Move to center area
 
Center of area 
 Move near a wall
The Elephant and the Giraffe
There once was an elephant who had a
giraffe as his best friend. Often the elephant
would lean against a wall alone and sit,
waiting for the giraffe. The elephant’s friend
liked to go to the center of an area of grass
and stand with the giraffes. Meanwhile, the
patient elephant would lean against the wall
and sit until the giraffe left the center of the
area of grass to come over and lean against
the wall to stand by his friend.
 
Learning something
Learning something
new
new
 
 
Scary at first, but got easier with
Scary at first, but got easier with
 
 
each successive effort
each successive effort
Didn’t get better until I tried it
Didn’t get better until I tried it
(couldn’t just observe)
(couldn’t just observe)
Different people mastered at a
Different people mastered at a
different pace, but with time and
different pace, but with time and
practice everyone could master
practice everyone could master
Needed multiple opportunities to
Needed multiple opportunities to
practice
practice
Used examples from peers with
Used examples from peers with
each try to get better
each try to get better
Received feedback from teachers
Received feedback from teachers
with each try to get better
with each try to get better
 
 
 
 
Stretching social studies
Stretching social studies
pedagogy
pedagogy
 
 
 
Scary at first, but got easier
Scary at first, but got easier
with each successive effort
with each successive effort
Didn’t get better until I tried it
Didn’t get better until I tried it
(couldn’t just observe)
(couldn’t just observe)
Different people embraced at
Different people embraced at
a different pace, but with time
a different pace, but with time
and practice everyone
and practice everyone
embraced
embraced
Needed multiple
Needed multiple
opportunities to practice
opportunities to practice
Received feedback with each
Received feedback with each
try to get better
try to get better
Used examples from peers
Used examples from peers
with each try to get better
with each try to get better
 
Social Studies: Questions and Answers
Social Studies: Questions and Answers
Aaronson  Model Activity
Aaronson  Model Activity
1
2   3   4
        4   3   2   1
1
2   3   4
          4   3   2   1
 
1
2   3   4
      4   3   2   1
 
4   3   2   1
 
      1   2   3   4
 
 
Debbie Jameson, ELA Director
Lisa Scroggs, ELA Assistant Director
Nick Kremer, Missouri Writing Project
Social Studies and ELA:
Challenges and  Opportunities
 
Talk with someone you did not know until
Talk with someone you did not know until
today, about how you might use Giraffe
today, about how you might use Giraffe
and Elephant or Aaronson model in your
and Elephant or Aaronson model in your
classroom or work.
classroom or work.
 
Working Lunch:
 
Defining Arts Integration:
Defining Arts Integration:
Reading Portraits as Biography
Reading Portraits as Biography
Tom Tobias, Arts Education Director, DESE
Tom Tobias, Arts Education Director, DESE
“Do I have to be creative?”
 
THE VOICE YOU HEAR WHEN YOU READ
SILENTLY
    is not silent, it is a speaking-
    out-loud voice in your head:  it is spoken,
    a voice is saying  it
    as you read.  It's the writer's words,
    of course, in a literary sense
    his or her "voice" but  the sound
    of that voice is the sound of *your* voice.
    Not the sound your friends know
    or the sound of a tape played back
    but your voice
    caught in the dark cathedral
    of your skull, your voice heard
    by an internal ear informed by internal abstracts
    and what you know by feeling,
    having felt.  It is your voice
    saying, for example, the word "barn"
    that the writer wrote
    but the "barn" you say
    is a barn you know or knew.  The voice
    in your head, speaking as you read,
    never says anything neutrally- some people
    hated the barn they knew,
    some people love the barn they know
    so you hear the word loaded
    and a sensory constellation
    is lit:  horse-gnawed stalls,
    hayloft, black heat tape wrapping
    a water pipe, a slippery
    spilled *chirr* of oats from a split sack,
    the bony, filthy haunches of cows...
    And "barn" is only a noun- no verb
    or subject has entered into the sentence yet!
    the voice you hear when you read to yourself
    is the clearest voice:  you speak it
    speaking to you.
-        -----Thomas Lux, 
The New Yorker, 
July 14, 1997
 
1.
What essential idea might you use this poem to teach?
 
2.
How might you use this poem as the basis of an anchor
experience? (memorable, relevant, applicable)
 
Think, Pair, Share
 
 
 
Contact me with questions or ideas any time:
Contact me with questions or ideas any time:
  
  
Dixie.Grupe@dese.mo.gov
Dixie.Grupe@dese.mo.gov
Share the ideas you’ve gathered today  with your
Share the ideas you’ve gathered today  with your
 
 
peers
peers
Check the Social Studies DESE page for new
Check the Social Studies DESE page for new
information and opportunities
information and opportunities
Send me your email to add to our informal
Send me your email to add to our informal
 
 
Wiggio group.
Wiggio group.
The Department of Elementary and Secondary Education does not
discriminate on the basis of race, color, religion, gender, gender
identity, sexual orientation, national origin, age, veteran status, mental
or physical disability, or any other basis prohibited by statute in its
programs and activities. Inquiries related to department programs and
to the location of services, activities, and facilities that are accessible by
persons with disabilities may be directed to the Jefferson State Office
Building, Director of Civil Rights Compliance and MOA Coordinator
(Title VI/Title VII/Title IX/504/ADA/ADAAA/Age Act/GINA/USDA
Title VI), 5th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City,
MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-
2966; email civilrights@dese.mo.gov
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Join the DESE Social Studies Professional Development Series to delve into instructional practices in social studies. Connect with educators, explore pedagogy, and engage in hands-on activities like the Elephant and Giraffe exercise. Learn from ELA directors, Missouri Writing Project experts, and Arts Education directors on integrating arts and history. Embrace learning through feedback, practice, and collaboration. Enhance your social studies teaching skills in a supportive environment.


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  1. DESE Social Studies Professional Development Series { Exploring Instructional Practices in Social Studies July 26, 2016

  2. Introductions: Making Connections Be ready to share your chain once your small group introductions are completed.

  3. Social Studies Professional Development Series: Day 2 Introductions Social Studies: Giraffes and Elephants Social Studies: Questions and Answers Break Debbie Jameson, ELA Director, and Lisa Scroggs, ELA Assistant Director Nick Kremer, Missouri Writing Project Reading and Writing through History: World War II and the Bomb Working Lunch Tom Tobias, Arts Education Director-- Defining Arts Integration: Reading SS Pedagogy Portraits as Biography

  4. Anchor Experiences

  5. The Elephant and the Giraffe Giraffe Bend over, hands clasped in front of you Elephant Stand straight, hands clasped above head Alone Group together with other people Group Move away from others Sit Stand up where you are: Small jump in place Stand Sit where you are Against wall Move to center area Center of area Move near a wall

  6. There once was an elephant who had a giraffe as his best friend. Often the elephant would lean against a wall alone and sit, waiting for the giraffe. The elephant s friend liked to go to the center of an area of grass and stand with the giraffes. Meanwhile, the patient elephant would lean against the wall and sit until the giraffe left the center of the area of grass to come over and lean against the wall to stand by his friend.

  7. { { Stretching social studies pedagogy Learning something new Scary at first, but got easier with each successive effort Scary at first, but got easier with each successive effort Didn t get better until I tried it (couldn t just observe) Didn t get better until I tried it (couldn t just observe) Different people mastered at a different pace, but with time and practice everyone could master Different people embraced at a different pace, but with time and practice everyone embraced Needed multiple opportunities to practice Needed multiple opportunities to practice Used examples from peers with each try to get better Received feedback with each try to get better Received feedback from teachers with each try to get better Used examples from peers with each try to get better

  8. 1 2 3 4 4 3 2 1 4 3 2 1 1 2 3 4 1 2 3 4 1 2 3 4 4 3 2 1 4 3 2 1 Social Studies: Questions and Answers Aaronson Model Activity

  9. Social Studies and ELA: Challenges and Opportunities Debbie Jameson, ELA Director Lisa Scroggs, ELA Assistant Director Nick Kremer, Missouri Writing Project

  10. Working Lunch: Talk with someone you did not know until today, about how you might use Giraffe and Elephant or Aaronson model in your classroom or work.

  11. Defining Arts Integration: Reading Portraits as Biography Tom Tobias, Arts Education Director, DESE Do I have to be creative?

  12. THE VOICE YOU HEAR WHEN YOU READ SILENTLY is not silent, it is a speaking- out-loud voice in your head: it is spoken, a voice is saying it as you read. It's the writer's words, of course, in a literary sense his or her "voice" but the sound of that voice is the sound of *your* voice. Not the sound your friends know or the sound of a tape played back but your voice caught in the dark cathedral of your skull, your voice heard by an internal ear informed by internal abstracts and what you know by feeling, having felt. It is your voice saying, for example, the word "barn" that the writer wrote but the "barn" you say is a barn you know or knew. The voice in your head, speaking as you read, never says anything neutrally- some people hated the barn they knew, some people love the barn they know so you hear the word loaded and a sensory constellation is lit: horse-gnawed stalls, hayloft, black heat tape wrapping a water pipe, a slippery spilled *chirr* of oats from a split sack, the bony, filthy haunches of cows... And "barn" is only a noun- no verb or subject has entered into the sentence yet! the voice you hear when you read to yourself is the clearest voice: you speak it speaking to you. - -----Thomas Lux, The New Yorker, July 14, 1997

  13. Think, Pair, Share What essential idea might you use this poem to teach? 1. How might you use this poem as the basis of an anchor experience? (memorable, relevant, applicable) 2.

  14. Contact me with questions or ideas any time: Dixie.Grupe@dese.mo.gov Share the ideas you ve gathered today with your peers Check the Social Studies DESE page for new information and opportunities Send me your email to add to our informal Wiggio group. The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, veteran status, mental or physical disability, or any other basis prohibited by statute in its programs and activities. Inquiries related to department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Director of Civil Rights Compliance and MOA Coordinator (Title VI/Title VII/Title IX/504/ADA/ADAAA/Age Act/GINA/USDA Title VI), 5th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735- 2966; email civilrights@dese.mo.gov

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