Engage your students AND keep your sanity with classroom-tested tools. Tools for Teaching Social Studies delivers a wealth of practical solutions for classroom successall grounded in solid educational philosophy. A lifeline for new social studies teachers and a source of inspiration and ideas for experienced teachers, this book offers you a boost at every stage of your career. Based on a master teacher's four decades of experience, this top-notch toolkit is packed with strategies:
- Learn five key teaching principles that put you and your students on the path to success.
- Discover your unique style.
- Connect with your students.
- Set and achieve realistic professional and personal goals.
- Stay organized and manage your time effectively.
- Empower yourself as a teacher.
- Avoid burn-out.
- Facilitate effective group work.
- Create engaging learning plans.
- Make the right use of social media. And much more!
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 0.70(d)|
|Age Range:||12 - 17 Years|
About the Author
Jim Parsons, PhD, has been a professor at the University of Alberta for 40 years. He is the author of over 100 books and 200 educational articles. He is an active educational researcher and the editor of two journals: The Canadian Journal for Teacher Research and the Northwest Journal of Teacher Education. His areas of interest are research, social studies, and religious and moral education.
Mariah Schroder is a recent graduate of the Faculty of Education at the University of Alberta. She received the Roger S. Smith Award for undergraduate research in 2014. Her research and areas of interest are social studies pedagogy and First Nations' education, specifically the reconciliation of traditional and emergent knowledge.
Read an Excerpt
This book is about teaching and learning. And, although these are just two words, they are more than simply two thingsteaching and learning involve an entire toolbox of strategies, skills, wisdom, and relationships. A lot of things go into teaching, and it can take more than a lifetime to learn them. Teaching is a vocationnot a job. For us, a vocation is something you give your life to; a job is something you do to make money.
We wrote this book to help teachers become better at their vocation. What does it take to be a good teacher? We believe good teachers engage a set of qualities that become the essential characteristics of who they are. We say “engage” because we believe teaching is a life of action. Teachers don't spend much time staying still. The phrase “reflective practitioner” is often used to explain teaching. We agree that teachers must reflect about their work; they should read, think, and talk with colleagues. But, in our experience, reflective practitioner does not mean “sitting and thinking about.” Such reflection simply doesn't often happen. Instead, we believe in the idea of praxis as envisioned by Paulo Freire.
Paulo Freire believed in action that is informed by and linked to values. He believed people become literate as they speak with one another. However, this dialogue isn't just about deepening understanding and learningit is part of making a difference in the world. We believe teachers should make a difference in the world. We hope this book moves us toward that goal.
This is the second edition of the book. The first edition was written largely by Jim Parsons, who spent years collecting his teaching ideas and the insights he has shared with his undergraduate students while teaching social studies curriculum and instruction. This edition was written differently. Although much of that first edition has remainedmuch of it updatedthe process of writing differed. Most of the book was written as a conversation or dialogue between these teaching ideas and the impact they have on young teachers. We hoped to write it in a very Freire-styled manner. Freire believed dialogue is a co-operative activity involving respect, a process of enhancing community and building social capital that will lead toward social justice and human flourishing. In our particular model for creating this book, the author team shared an engaged space: Jim and eight undergraduate students from his social studies curriculum and instruction course. These students met together weekly for three hours to dialogue through the ideas. This book is the result of that dialogue.
This is not to say that Jim didn't engage a theoretical framework for the work. As a working researcher whose last three projects have been on student engagement, instructional leadership, and teacher professional learning and teacher efficacy, many of the beliefs that ground this book come from the impact of those research findings. Specifically, Jim's research findings have pushed him to believe in three types of actions:
1. Classrooms should focus on conversational pedagogies. Research supports the belief that students learn more when they talk to each other in the classroom (using frameworks such as project-based learning).2. Children of all ages learn better when classrooms are hospitable. In other words, classrooms should be spaces where all children feel at homesafe, cared for, and understood.3. The focus for thinking about teaching should be on what students do, not on what teachers do.
In all this work, we have tried to pull together practical and workable ideas that at their core help teachers focus on these three actions. We believe children of all ages should talk more in their classrooms, and these classrooms should be safe spaces where children feel at home and cared for. The main role of teachers is to create such safe spaces where children learn. We hope this book helps teachers consider and work to create these classroom spaces.
Table of Contents
Section 1: Being a TeacherLinking it together: Thinking about teachingTool 1.1 Finding your teaching identityTool 1.2 Becoming an empowered teacherTool 1.3 Setting teaching goalsTool 1.4 Supporting yourselfTool 1.5 Managing your expectationsTool 1.6 Managing your timeTool 1.7 Participating in professional developmentSection 2: The Practice of TeachingLinking it together: The importance of planningTool 2.1 Using the program of studies/curriculumTool 2.2 Planning a unitTool 2.3 Writing a lesson planTool 2.4 Building a community of learningTool 2.5 Establishing class routinesTool 2.6 Staying organizedSection 3: Engaging StudentsLinking it together: Meeting students' needsTool 3.1 Telling storiesTool 3.2 Using student-centred learningTool 3.3 Using group workTool 3.4 Encouraging homework and study routinesTool 3.5 Fostering inclusionTool 3.6 Promoting social justiceTool 3.7 Engaging diversityTool 3.8 Working with FNMI studentsTool 3.9 Addressing mental healthTool 3.10 Communicating with parentsSection 4: Teaching Literacy SkillsLinking it together: Literacy includes skills of understandingTool 4.1 Presenting course contentTool 4.2 Taking notesTool 4.3 Using textbooksTool 4.4 Reading and discussionTool 4.5 Reviewing vocabularyTool 4.6 Writing position papersTool 4.7 Writing social studies essaysTool 4.8 Writing reports using picturesTool 4.9 Writing on the computerTool 4.10 Writing tribute poems or essaysTool 4.11 Writing and using personal value dilemmasTool 4.12 Preparing and structuring debatesTool 4.13 Asking good questionsTool 4.14 Teaching chronology and concentricityTool 4.15 Teaching critical analysisSection 5: AssessmentLinking it together: Make assessment frequent, varied, fair, and positiveTool 5.1 Planning your evaluation schemeTool 5.2 Recording and calculating marksTool 5.3 Writing thought-provoking multiple-choice questionsTool 5.4 Creating quick quizzesTool 5.5 Creating a good final examTool 5.6 Grading social studies essaysTool 5.7 Using rubricsTool 5.8 Using alternative assessment strategiesTool 5.9 Separating grades from feedbackTool 5.10 Getting feedback from studentsSection 6: TechnologyLinking it together: Integrate technology into the curriculumTool 6.1 Integrating technologyTool 6.2 Choosing social mediaTool 6.3 Using moviesTool 6.4 Keeping track of movies and video materialsTool 6.5 Incorporating musicTool 6.6 Using computer applicationsSection 7: Research and Experiential LearningLinking it together: Connect with students' livesTool 7.1 Synthesizing and generalizingTool 7.2 Distinguishing between fact and opinionTool 7.3 Creating safe spaces for sharingTool 7.4 Encouraging tolerance, understanding, and critical thinkingTool 7.5 Promoting student voices and governmentTool 7.6 Encouraging reflectionTool 7.7 Bringing history to lifeTool 7.8 Using oral historyTool 7.9 Building living librariesTool 7.10 Using fieldtripsTool 7.11 Using statisticsTool 7.12 Using newspapers as a resourceTool 7.13 Searching and researching