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Social Studies planning (PowerPoint)

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Social Studies planning (PowerPoint) Powered By Docstoc
					Social Studies
   Integrates across the curriculum
   Provides opportunities for students
     to readand study text materials
     Appreciate art and literature
     Communicate orally and in writing
     Observe, take measurements, develop and display
      data
     Conduct inquiry
     Synthesize findings using knowledge/skills taught
      across curriculum
Who Teaches What, When??
 What?       Scope
 Why?        Rationale
 When?       Sequence
 How?        Synthesis
 Developmental Considerations of Time,
  Space, Distance, Intellectual Development
Pros and Cons of Textbooks
   Pros:                       Cons
   Professional authors        Infrequently field tested
   Revisions-5yrs.             Less than 10% revised /5
   Supplemental materials       yrs.
   Coverage of standards       Specific student needs
   Bias reduced                 not addressed
                                Coverage not always
                                 inclusive or mindful of
                                 exceptional student
                                 needs
Constructivism
 Not mimetic activity
 Helps learner internalize and
  reshape/transform new information
 Direct action on Physical objects
 Interaction with others (Piaget and
  Vygotsky)
Professional Characteristics of
Constructivist Teacher
 Presenter
 Observer
 Questioner and Problem Poser
 Environment Organizer
 Public Relations Coordinator
 Documenter of Learning
 Theory Builder
Learning Goals
 Goals: Broad statements of intended
  outcomes for student learning that can be
  subject specific and can address human
  development
 Example: Students will understand the
  main causes of urban air pollution.
Learning Objectives

 Performance-detailed statements of what
  you expect students to do; uses action
  verbs and criterion that specifies
  conditions
 Example: When presented with pairs of
  paintings, the student will be able to select
  which painting is the work of an
  Impressionist artist.
Categories of Objectives
   Cognitive learning (Bloom’s Taxonomy)
   Psychomotor Learning (such as observing,
    imitating, practicing, adapting
   Affective Learning (such as responding, valuing,
    organizing, internalizing)
   Behavioral objectives specify behaviors
    students will demonstrate as they progress
    through Learning Activities and may include
    minimum performance

				
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