Constructing a Powerful Approach to Teaching and Learning in Elementary Social Studies

by Grant, S.G.; VanSledright, Bruce

• ISBN13: 9780395811214
• ISBN10: 039581121X
• Additional ISBN(s): 9780618443604
• Edition: 1st
• Format: Paperback
• Copyright: 2000-08-01
• Publisher: Cengage Learning
• More Book Details
• Purchase Benefits

Summary

The authors' contemporary framework uses four commonplaces of education--learners and learning, the subject matter of social studies, teachers and teaching, and classroom learning environment--to help future teachers create powerful learning experiences for their students. The text's teaching/learning model focuses on constructivism, or how new teachers construct their own knowledge. It puts readers into classroom situations with numerous demonstrations of elementary social studies teaching, and provides substance and powerful strategies to help teachers implement today's standards.

Table of Contents

Preface	xi
To The Student Constructing a Powerful Approach to Teaching Social Studies	1	(14)
PART ONE The Commonplaces: A Framework for Powerful Social Studies Teaching	15	(194)
The Commonplaces of Education: Creating a Framework for the Social Studies Classroom	17	(23)
Introducing the Commonplaces of Education	19	(15)
Learners and Learning	21	(3)
Subject Matter	24	(2)
Teachers and Teaching	26	(4)
Classroom Environment	30	(4)
Looking at the Commonplaces in Interaction	34	(3)
Chapter Summary	37	(1)
Teaching Resources	38	(2)
Learners and Learning: Understanding What Students Know About Social Studies and How They Come to Know It	40	(39)
Knowing and Learning About Social Studies	44	(21)
What Do Children Know About Social Studies?	44	(7)
Drawing Conclusions About What Children Know	51	(6)
How Do Children Learn About Social Studies Ideas?	57	(5)
Where Do Children Get Their Ideas About Social Studies?	62	(3)
A Constructivist View of Learning Social Studies	65	(11)
Behaviorism: Assumptions About Learning	65	(2)
Constructivism: Assumptions About Learning	67	(2)
The Problems of Constructivist Views	69	(6)
The Promise of Constructivist Views	75	(1)
Chapter Summary	76	(1)
Teaching Resources	77	(2)
The Subject Matter of Social Studies: Taking a Threads Approach	79	(28)
Social Studies Subject Matter: But There's Just Too Much Here!	84	(8)
Defining the Social Studies	86	(1)
The Traditional Social Studies Curriculum Pattern	86	(3)
Other Curriculum Sources	89	(3)
Social Studies Subject Matter: The Threads Approach	92	(7)
Transforming the Social Studies Curriculum with the Threads Approach	92	(3)
Understanding the Threads: Returning to Ramona Palmer's Classroom	95	(1)
Other Examples of the Threads Approach in Practice	96	(3)
Social Studies Subject Matter: You Must Choose	99	(5)
Choosing by Default	100	(3)
Embracing the Choosing Process: What to Teach	103	(1)
Chapter Summary	104	(1)
Teaching Resources	105	(2)
Teaching Social Studies I: Working with Big Ideas	107	(30)
Teachers and Teaching	115	(7)
Teaching Is More Than Classroom Management and Teaching Methods	116	(4)
The Teaching Act: Two Considerations	120	(2)
Putting It All Together with Big Ideas	122	(12)
Big Ideas: What They Are Not	122	(1)
Looking for Big Ideas in Practice	123	(2)
Big Ideas: What They Are	125	(5)
Constructing a Big Idea	130	(4)
The Big Idea: Key to Pedagogical Action	134	(1)
Chapter Summary	135	(1)
Teaching Resources	135	(2)
Teaching Social Studies II: Choosing Teaching Strategies, Curriculum Materials, and Assessment Techniques	137	(41)
Pulling the Pedagogical Plan Together: Teaching Strategies, Materials, and Assessment	139	(1)
The Pedagogical Plan: Teaching Strategies	140	(8)
Teaching Strategies for Individual Learning	140	(2)
Teaching Strategies for Small-Group Learning	142	(4)
Teaching Strategies for Whole-Group Learning	146	(2)
The Pedagogical Plan: Curriculum Materials	148	(11)
Using Textbooks	150	(1)
Using Other Texts	150	(5)
Using Maps and Globes	155	(3)
Using Computers and Other Technologies Wisely	158	(1)
The Pedagogical Plan: Assessment	159	(10)
Assessment as an On-Going Part of Instruction	160	(1)
Considering a Broad Range of Learner Outcomes	161	(2)
Matching Assessments with Purposes	163	(4)
Portfolios	167	(2)
Influences on Teachers' Content and Instructional Decisions	169	(6)
Personal Influences	169	(1)
Organizational Influences	170	(2)
Policy Influences	172	(1)
Cross-Current Influences	173	(2)
Chapter Summary	175	(1)
Teaching Resources	176	(2)
The Classroom Environment: Creating a Genuine Community	178	(31)
The Complex Nature of Social Studies Classrooms	180	(2)
Traditional Classroom Environments	182	(6)
Discourse in the Traditional Classroom	182	(3)
Organization in the Traditional Classroom	185	(2)
Dispositions in the Traditional Classroom	187	(1)
The Promise of Genuine Classroom Communities	188	(12)
Discourse in Genuine Classrooms	189	(2)
Organization in Genuine Classrooms	191	(4)
Dispositions in Genuine Classrooms	195	(5)
The Genuine Classroom Community: Moving Forward	200	(7)
The Genuine Classroom: How to Know If You're Getting There	200	(4)
Negotiating the Genuine Classroom Community	204	(3)
Chapter Summary	207	(1)
Teaching Resources	207	(2)
PART TWO Putting the Commonplaces into Action	209	(78)
Purposes, Goals, and Objectives for Teaching and Learning	211	(28)
Goal Frameworks and Good Citizens	213	(5)
Good Citizens Are Good Workers	214	(1)
Tom Simpson
Good Citizens Are Knowledgeable and Informed	215	(1)
Ramona Palmer
Good Citizens Are Well-Rounded Human Beings	215	(1)
Tina Roberts
Good Citizens Are Social Activists	216	(2)
Sara Atkinson
Educational Goal Frameworks and the Supporting Arguments	218	(7)
Educating Workers	219	(1)
Providing a Liberal Democratic Education	220	(2)
Nurturing a Humanist Perspective	222	(1)
Encouraging Social Change	223	(2)
Sources for Guidance About Goals	225	(9)
The Standards Movement	226	(4)
Definitions of Social Studies	230	(2)
Variations on the Definition of Good Citizenship	232	(1)
Caveat Emptor (Buyer Beware)	233	(1)
Building a Goal Framework	234	(2)
Some Parting Thoughts	236	(1)
Teaching Is More Than Technique	236	(1)
Our Choice: The Liberal Education Goal	236	(1)
Chapter Summary	237	(1)
Teaching Resources	238	(1)
Unit Planning and the Commonplaces	239	(26)
Pulling It All Together: The Commonplaces	240	(5)
Using the Commonplaces to Analyze Classroom Situations	241	(2)
Using the Commonplaces to Understand Typical Classroom Problems	243	(2)
Pulling It All Together: The Unit Plan	245	(17)
What Is a Unit Plan?	245	(1)
What Does a Unit Plan Look Like?	246	(11)
How Do I Develop a Unit Plan?	257	(2)
What Purpose Does a Unit Plan Serve?	259	(3)
Chapter Summary	262	(1)
Teaching Resources	263	(2)
Becoming a Reflective Social Studies Teacher	265	(22)
Defining Reflective Practice	266	(4)
Becoming a Reflective Teacher: Personal Growth	267	(1)
Becoming a Reflective Teacher: Professional Responsibility	268	(2)
Reflectiveness in Teaching: An Illustration	270	(10)
The Context of the Exchange	270	(2)
A Reflective Conversation	272	(5)
Analyzing the Conversation: Five Types of Reflection	277	(3)
Reflection and the Social Context of Teaching	280	(2)
Breaking the Silences Around Teaching Practice	281	(1)
Reviewing Our Key Themes: Some Parting Thoughts	282	(2)
The Commonplaces of Education	282	(1)
Constructivist Learning Theory	283	(1)
Big Ideas and the Subject Matter Threads	283	(1)
Ambitious Teaching	283	(1)
Genuine Classroom Communities	284	(1)
Goal-Mindedness and Reflection	284	(1)
Chapter Summary	284	(1)
Teaching Resources	285	(2)
Appendix Children's Literature: Choosing Content Resources	287	(4)
Glossary	291	(4)
References	295	(4)
Index	299