Standard 1: Pedagogy

Standard 1: Pedagogy

Demonstrates knowledge of central concepts, tools of inquiry, and structures of the disciplines(s) s/he teachers and can create learning experiences that make these aspects of subject matter meaningful to students.

As I sat off to the side of the playground pouting as I watched my friends having lots of fun chasing each other around on their bicycles, my father said to me, "you're never going to learn to ride that bike until you get on it and fall off a few times." Dad was right. No matter how much I read about riding bikes or watched my friends ride theirs, I did not acquire that particular skill until I tried it for myself. They will always learn better by experiencing the real application of a concept over being told about it. For this reason, I enjoy creating lessons that allow for students to touch, see, smell, taste, and feel as much about the concept being taught as possible. Hands-on learning and focus on relevant and meaningful content, then, is my preferred pedagogical approach to teaching.

Making it "real"

Newly into my 7th grade student-teaching placement, I stepped into teaching social studies as the class began learning about the founding documents. The students, not thrilled at being asked to learn about the Declaration of Independence and the U.S. Constitution, asked questions like "why do we have to learn this stuff, these guys are all dead," and "why does this matter to us now?" These are great questions, in my opinion. After all, how many of us were forced to memorize information that we never used again for the sake of passing a test? How unfortunate that educators still ask students to learn information without finding a way to make it relevant. With instructional time at such a premium, instructing to a test is a tragic waste of time and effort on everyone's part!

To answer my students, we talked about how the Declaration and the Constitution provides a framework for what are now all of our laws that we live by and the rights we have as citizens. I asked them to give examples of the kinds of rules they have to live by at home and we discussed what it would be like without rules. They began to see that their own home lives were microcosms of the larger society and their understanding of the usefulness and uniqueness of the Constitution began to take root. To make the concepts they were learning about governance and society even more real to them, I introduced a unit that they are still working to complete, a unit I call "Creating a New Nation."

In the "Creating a New Nation" unit, students form groups. These groups are given a scenario, then each group is responsible for creating their own constitution, governmental system or heirarchical structure, creating their own flag and national anthem (or rap), and then explaining their projects to the class in an oral report accompanied by a multi-media presentation.

Linking instruction to standards

Within larger instructional units, mini-lessons on pertinent sub-topics (what I call 'popcorn' lessons) provide specific instruction or information necessary to the completion of a larger project. In

the "Creating a New Nation" unit, students are required to design and make their own flags for their respective fledgling nations and then in a written summary explain their design including color choice and layout. In this example, then, the history of our flag becomes more alive and relevant as they must understand that information in order to proceed with their own task. The flag they design and their written explanation allows them to use an atypical representation of learning that nonetheless demonstrates student learning information that addresses instructional standards for that discipline (see lesson plan below).

Accommodating multiple learning styles

Through the "Creating a New Nation" instructional unit, students integrate prior knowledge, new learning, group planning, written and oral presentation, and a self-evaluation of their learning. Learning goals are clearly evident and assessable through written work and a final oral presentation that includes use of technology for a slideshow and audio presentation of their national anthem, artwork for their flag and the written work they turn in representing their new nation's system of governance.

The enthusiasm the students show for this type of project is infectious. Students research deeper into the concepts they are learning about in order to produce a quality project and because the research is their idea more than a directive from the teacher, they more readily assimilate the information. They apply the concepts they are learning in meaningful ways and demonstrate their learning through their presentations, which encourages metacognition. As a teacher, this pedagogical approach is unbeatable on so many levels and highly adaptable to multiple disciples including science, language arts, even mathematics!

You’re a Grand Old Flag!

Mini-lesson

Subject Area: Social Studies

Topic: National Flags

Grade Level: 7^th grade

Instructional Goals:

Students will be able to:

1. recognize and discuss ways in which people in the United States identify with other people in their country (shared values);

2. recognize and discuss the significance of a national flag (as a symbol of shared values and national unity).

Instructional Objectives (Assessment procedures – summative evaluation):

1. Given oral questions, students will be able to accurately answer question about the American flag.

Instructional Strategies (formative evaluation):

Teacher Strategies:

· Present handout Fast And Furious Facts About America’s Flag handout

o Assess students’ pre-knowledge of concepts of shared values through questioning

o Assess students’ understanding of the importance of a symbol of unity by asking for other examples of symbols of unity or of national pride (e.g. Bald Eagle, national parks, U.S. Constitution)

· Present information using auditory cues

o As students listen, teacher begins reading facts on handout. Teacher also assigns a student to read, then teacher will rephrase the reading. Teacher will then ask for students to answer questions regarding facts just read.

Student Activities:

· Participate in research and creation of a unique national flag with

respect to a pre-assigned “Creating a New Nation” group project.

Assessment method during instruction (formative evaluation):

· Students will answer teacher questions about the material presented

on the American flag.

· Students will demonstrate understanding of concepts behind the

creation of a national symbol of unity such as a flag by creating one of

their own to represent their own “new” nation.

Accommodations: Below-level learners can demonstrate conceptual understanding by contributing to the creation of a unique national flag.

Maine Learning Results:

Social Studies

CIVICS AND GOVERNMENT

C. FUNDAMENTAL PRINCIPLES OF GOVERNMENT AND

CONSTITUTIONS

Students will understand the constitutional principles and the democratic

Foundations of the political institutions of the United States. Students will be able to:

MIDDLE GRADES 5-8

4. Explain the importance, in a pluralistic society, of having

certain shared political values and principles.

Jen Winchester

teacher2b@jenwinchester.com