1. ALTERNATE TEACHING PARADIGMS Methods that are developmentally appropriate, meet students’ diverse learning needs, and recognize the importance of learning that occurs in social contexts. Methods that are developmentally appropriate, meet students’ diverse learning needs, and recognize the importance of learning that occurs in social contexts.  Constructivist teaching  Multiple intelligences

2. Constructivist Teaching Incorporates Social and Information Processing Strategies such as: Incorporates Social and Information Processing Strategies such as:  Cooperative learning  Concept formation  Critical thinking  Inquiry learning  Project-based learning

3. Concept Teaching and Learning in Literacy-Based Social Studies--A Constructivist Approach Which of these pictures will qualify as examples of the concept “family”? Which of these pictures will qualify as examples of the concept “family”? How do you know that each of the pictures you have chosen is a “family”? How do you know that each of the pictures you have chosen is a “family”? What would you need to know if you are not sure whether the picture depicted a family? What would you need to know if you are not sure whether the picture depicted a family? What does “family” mean? What does “family” mean?

5. How many of you would like to know what the pictures are really? Equilibration and Disequilibration Equilibration and Disequilibration Scaffolding is the type of assistance that constructivist teachers provide. Scaffolding is the type of assistance that constructivist teachers provide.

6. The pictures are: Ê Lee Mong Kow family, Victoria, B.C. Canada. Ë Arctic hares family Leporidae Ì Hutterite family, Alberta Í Quatsino Indians at a potlatch Î Group of East Indians at North Pacific Lumber Co., British Columbia. Ï A.G. Johnson, proprietor of Poplar Creek Store, British Columbia

7. Concepts, Generalizations and Discriminations “All higher order thinking is based on the thinker’s possession and use of concepts, generalizations and discriminations” (M. Hunter, 1994). “All higher order thinking is based on the thinker’s possession and use of concepts, generalizations and discriminations” (M. Hunter, 1994).

8. Constructivist Teaching Practice What is Constructivism? What is Constructivism? a A theory about knowledge and learning based on the notion that humans construct their own knowledge on the basis of their own experiences.

9. What is constructivist teaching? Helps learners to: Helps learners to: a construct their own knowledge a focus on what they currently know a be receptive to new information a fit the new information into current knowledge structure or revise the current knowledge structure, and a become aware of what they know and use their knowledge.

10. Five Basic Elements Ê Activating prior knowledge Ë Acquiring knowledge Ì Understanding knowledge Í Using knowledge Î Reflecting on knowledge

11. Will this orange sink or float? What do you think will happen if I peel the orange? Will it still float or will it sink? What do you think will happen if I peel the orange? Will it still float or will it sink? What happened? What happened? Why do you think the unpeeled orange floats? Why do you think the unpeeled orange floats? Why do you think the peeled orange sinks? Why do you think the peeled orange sinks? What properties of the peel do you think are important? What properties of the peel do you think are important?

12. Why do you think? The focus of the learning activity is the crucial “Why do you think?” questions. The focus of the learning activity is the crucial “Why do you think?” questions. “Why do you think questions lead to: “Why do you think questions lead to: Fdiscussion that draws out students’ intuitive beliefs Fforming hypotheses, and Fsetting students on the road of experimentation that will follow.

13. Ê Activating Prior Knowledge Schema Theory (Schemata) Schema Theory (Schemata) v Individuals understand what they read only as it relates what they already know. v Prior knowledge is crucial to the successful construction of meaning for all learners.

14. How can you activate prior knowledge? Predicting the consequences of a demonstration or experiment. Predicting the consequences of a demonstration or experiment. Brainstorming elements of phenomenon or causes of events. Brainstorming elements of phenomenon or causes of events. Performing actual skill, procedure or process prior to instruction. Performing actual skill, procedure or process prior to instruction. Simply asking students what they know about the topic. Simply asking students what they know about the topic.

15. Activating and assessing prior knowledge Activating and assessing prior knowledge Fig. 1: The K-W-L Strategy (Ogle 1986)

16. Ë Acquiring knowledge Families Nuclear Extended Single-parent different groups relationships members of groups refer to are refer to ? have ? provide e x a m p l e s Fig. 2: Semantic Map for Families

17. Acquiring knowledge Students encounter knowledge that fits their existing knowledge structures. Students encounter knowledge that fits their existing knowledge structures. Students need to see the “big picture” (wholes) and its related parts. Students need to see the “big picture” (wholes) and its related parts. Focusing on wholes (concepts and generalizations) means to identify a few major ideas and to make them the center of instruction. Focusing on wholes (concepts and generalizations) means to identify a few major ideas and to make them the center of instruction.

18. Ì Understanding knowledge something frozen that you eat ? strawberrypeachchocolate cold ? smooth What is it? What is it like? What are some examples? Fig. 3: Concept of Definition Procedure (Word Maps) Schwartz & Raphael (1985).

19. GROUP WORK member General concept member category WHAT IS IT? Comparisons Illustrations Properties WHAT IS IT LIKE? WHAT ARE SOME EXAMPLES?

20. Í Using knowledge Problem-solving activities that are authentic, interesting, holistic, long-term, and social. Problem-solving activities that are authentic, interesting, holistic, long-term, and social.

21. Using knowledge: Semantic Feature Analysis Grid

22. Using knowledge: Venn Diagram (properties) (common properties)

23. Activities to use knowledge: construction projects construction projects research proposals research proposals research papers research papers proposals for action proposals for action data gathering investigations data gathering investigations decision-making tasks decision-making tasks policy development, etc. policy development, etc.

24. Î Reflecting on knowledge Reflection--metacognition (understanding what one knows). Reflection--metacognition (understanding what one knows). Becoming aware of strategies that lead to solutions. Becoming aware of strategies that lead to solutions. Reflection results in self-control and autonomous behavior. Reflection results in self-control and autonomous behavior. Reflection permits students to set goals and make plans to achieve them. Reflection permits students to set goals and make plans to achieve them.

25. Activities stimulating metacognition (reflection) journal writing journal writing presentations presentations simulation or role-playing simulation or role-playing planning or proposal writing, e.g. field trips planning or proposal writing, e.g. field trips comparing and evaluating one’s processes with others’. comparing and evaluating one’s processes with others’.

26. Student Assessment Formative Assessment Formative Assessment < Ongoing assessment-- information through observation, questioning, viewing students’ journals, KWL charts, etc., during instruction. < “Authentic” assessment-- teacher assesses student knowledge based on experiences that are as realistic as possible. Summative Assessment v Student journals, direct observation, questioning and by formal tests (when necessary).

27. Assignment due next period Choose a concept that you would like to teach at a particular grade level. Using the theme outline handout, provide an outline of your theme in various subject areas. Explain how you will approach your social studies outline using the 5 elements of constuctivist teaching. Choose a concept that you would like to teach at a particular grade level. Using the theme outline handout, provide an outline of your theme in various subject areas. Explain how you will approach your social studies outline using the 5 elements of constuctivist teaching.

28. Integrated Curriculum Approach to Teaching--Theme Outline Listening/Speaking Social Studies Math Reading Writing Science Special Activities Art/Music Theme