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PBL for Middle School Social Studies

PBL for Middle School Social Studies

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PBL for Middle School Social Studies

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  1. PBL for Middle School Social Studies Shelagh A. Gallagher, Ph.D. Presentation at the annual meeting of the South Carolina Consortium for Gifted Education, Greenville, SC December 1-3, 2008

  2. I can see only one safe rule for the historian: that he should recognize in the development of human destinies the play of the contingent and the unforeseen.H(erbert) A(lbert) L(aurens) Fisher

  3. The causes of events are ever more interesting than the event themselves.Cicero

  4. Historians are left forever chasing shadows, painfully aware of the inability ever to reconstruct the world in its completeness however thorough or revealing their documentation. We are doomed to be forever hailing someone who has just gone around the corner and out of earshot.Simon Schama

  5. the historian’s passion for manuscripts and sources is not the desire to confirm facts and dates or to correct occasional points of error…, but the desire … to see at first hand how an important decision comes to be made. … It is a study of the complexity that underlies any generalization that we can make. Butterfield, 1931

  6. Checklist The facts AND… • History is uncertain • History is created by whoever was in the right place at the right time (and what determines the ‘right place’ and the ‘right time’…) • History is ascension and suppression • History is arbitrary (but not chance)

  7. Differentiation that is Faithful to Discipline and Child: An Organic Approach • …arising as a natural outgrowth • constituting an integral part of a whole; fundamental

  8. Which Approaches Fit Naturally?

  9. Welcome to the House!

  10. Learning Issues Board What are our Learning Issues? What do we know? What is our Action Plan?

  11. Instructional Goals of PBL Core Content Problem Solving Conceptual Reasoning Research Dispositions Thinking Skills Ethics

  12. Key Components of PBL • Initiating Instruction with an Ill-Structured Problem • Student-as-Stakeholder • Teacher as (Metacognitive) Coach

  13. The Ill-Structured Problem • Needs more information before it becomes clear • Can be solved in more than one way • Has more than one resolution • Changes sometimes with new information • Is ambiguous and unclear

  14. Student-As-Stakeholder • Real world problem solvers are not objective: we have perspective (bias) • Increases ownership • Provides a form of apprenticeship in a discipline • Authority, Responsibility, Accountability

  15. Teacher as“Metacognitive Coach”

  16. Laying out the Plan... The Flow of the Problem

  17. Engagement The Flow of the Problem Inquiry and Investigation Problem Definition Problem Resolution Problem Debriefing

  18. Engagement The Flow of the Problem Inquiry and Investigation Problem Definition Problem Resolution Problem Debriefing

  19. Embedded Instruction: Scaffolds for Self-Direction • Research Skills • Interview Techniques • Letter Writing • Analysis of Information • Rules of Historical Interpretation • Question Asking • Reflection

  20. Authentic Analysis:History as Interactions Among Individuals, Groups and Institutions

  21. Concept Icons An Individual is a particular being or thing as distinguished from a collection. Groups are a sets of people who see themselves as belonging to a common entity; share a set of goals. An Institution is an organization that is a hierarchy and has special goals; status lies within the hierarchy and structure defines position; each status has a role that is goal directed.

  22. Engaging for ALL Differentiated for Gifted Research Critical Thinking Collaboration Ethics Problem Solving Meaningful Content Concept of Significance Communication

  23. AssessmentThe Problem Log Classroom Rubrics

  24. Class Engagement Rubric Gallagher, S. A. (2008). Excluded!. Unionville, NY: Royal Fireworks Press

  25. To Know them is to Love Them…PBL Resources • ASCD Materials • PBL and the Internet

  26. New!

  27. A Sizable Dilemma

  28. Dreaded Diseases A Pox on You! Mosquito Coast

  29. Spud?

  30. Thompson’s Truths about Curriculum • The more academic learning is, the less academic it seems • Students acts as hero willing to become an unknown self • Creates a quake in the state of assumptions • Cognition without Imagination is shallow • Phasing of engagement and scholarship