The Social Studies Learning Community

Teachers and Staff,

     The Social Studies Website is always under construction.  I would really love any feedback you might have about how to make it more useful for you.  Is there anything that you would like to have easier access to, or other information that I might be able to provide?  All comments are welcome!  Thank you!

This is a strategy I just recently read about and shared at the Middle School Curriculum Meeting.  I really like it because it gives the teacher a good pulse on the students' understanding of a concept and lets you know whether or not  reteaching is needed for part, or all, of what your objective was.  It is called "whip around" because it takes only a little bit of time to "whip around the room," but it also can "whip around" your instructional plan into the right direction. 

I read about this as a closure activity, but I think you can use it at any point you want to stop and check for understanding. Write down the main points that you want your students to grasp.  Ask them a probing question, such as, "Write three of  the most important things to remember about the beginning of World War I" Have them jot their answers on a scrap piece of paper and then stand.  Go around the room having the students read their three to five points and as they listen to one another, if they have the same thing written (exactly. . .so you can hear slight variations) then they can check that off their list.  Go around the room until everyone has read all of their answers.

As they read their answers, tally mark next to the points that you wanted them to grasp.  Look for patterns.  Students will avoid points that they don't understand well, or they will give you misinformation that needs correcting.  This takes only a few minutes and gives you and the students immediate feedback on what they are really taking away from the learning. You may close the class knowing exactly what review point you will begin with the next day.

Check out Checking for Understanding by Douglas Fisher and Nancy Frey

Beginning in 2005-2006, the curriculum and instruction department invited any interested teachers to take part in job-embedded staff development. Regardless of grade level or content, teachers gathered together to discuss instruction.  Through a book study of Integrating Differentiated Instruction + Understanding by Designby Carol Ann Tomlinson and Jay McTighe, teachers embarked on the task of applying what they learned to something they could then use in the classroom.  Teams of teachers formed so that collaboration could happen and the design of instruction could begin.  From high school Chemistry to first grade science, teachers then got back together at the end of the year to share the learning experiences with one another and to discuss future plans.  What was created?  High quality lessons that have now been posted to D2SC for all district teachers to view and use if they wish.

This year, many of the same teachers returned for another dose. Many new faces have joined in to learn more about Understanding by Design and how it applies right back in the classroom.   This year, there are six groups of teachers focused on social studies content. If you are the type of learner that flourishes in job embedded learning where your classrooms are the test areas, joining a lesson design cadre may be the perfect outlet for you!