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How do I help ALL students engage in MEANINGFUL SOCIAL STUDIES?. Objectives: Identify and apply strategies to modify social studies instruction for various types of learners. But first….
Identify and apply strategies to modify social studies instruction for various types of learners.
Is this time consuming? Yes!
Is it worth the time? Yes!
*These are all things you should see yourself doing in your lesson plans!
If our goal is to help ALL students experience Meaningful Social Studies, our consideration of the instruction doesn’t end with Sped and ESL students…..
Level of emotionality-- Some cultural exists in the extent to which outward signs of emotions are displayed in interactions with others. Some are dramatic with voice volume and tone and gestures and facial expressions. Cross cultural interpretations of the intensity of emotion can be difficult
Degree of motivation and vocalizations- Some cultures it is not uncommon to only have one person speak at one time. In other cultures it is seen as rude. In some a higher level of physical activity and verbal exchange may be natural and others there might be a compartmentalization of activities.
How consideration of others is shown– Some cultures consideration of others is shown by refraining from behaviors that may offend the sensibilities of others. Others consideration is more often shown by being tolerant of the behaviors of others
Attitudes towards personal space– This varies from culture to culture. Two feet is the accepted space. Some cultures fail to recognize this.
Attitude towards sharing– ideas about personal ownership vary by culture. This influences the idea of sharing. Some emphasize communal property—what’s mine is yours ad what’s yours is mine. Others are less inclined to embrace this philosophy.
Manner in which respect is shown to authority figures– Some show respect of authority figures by not making eye contact and in others the opposite is true. Some cultures questioning authority would be considered disrespectful and in others it is valued and a part of critical thinking.
Response to varying management styles– some cultures permissive management styles are viewed as a way to encourage the child’s individuality and self-expression. Other cultures this would be seen as a weakness or lack of concern
Using small group instruction and cooperative learning—brings about peer interactions and peer tutoring
Promoting teacher-student interactions– ask frequent questions and affirm student responses
to promote educational equality for all students, male and female, minority or majority, abled or disabled
To enable all students to learn and develop the knowledge skills and attitudes needed to successfully participate in and contribute to an increasingly diverse society (Banks 2002)
Prejudice reduction-- focuses on the characteristics of children’s racial attitudes and on strategies that can be used to help students develop more positive racial and ethnic attitudes
Empowering school cultural and social structure– need restructuring of schools so that students from diverse racial ethnic and social class groups will experience equality and a sense of empowerment
*Fill out Graphic Organizer for class on Thursday. You will be discussing the articles you read with your group.