Social Studies and Student-Centered Instructional Strategies by Andi Webb March 30, 2015 Collaborative Conference for Student Achievement in Greensboro, NC Alderman Road Elementary / Cumberland County Schools A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

Andi Webb K-5 Instructional Coach A link to my wiki:

Participation Norms Minimize side conversations Please turn cell phones off or on vibrate Listen attentively and be active participants Suspend judgments and take time for reflection Have fun and enjoy learning!

Outcomes Understand the action research process Understand challenges with teaching social studies Understand how student-centered instructional strategies can positively impact social studies instruction Be able to effectively implement showdown, exit slips, think-pair-share, value line cards, and chunking in your own classroom See the data for yourselves! Share strategies with each other and learn from all

What is the Governor’s Teacher Network? Includes 450 teachers from among 1,400 applicants Developed by Governor McCrory in partnership with NCDPI Instructional lessons, activities, and professional development have been developed through this initiative Access will be made to NC teachers through HomeBase

What is Action Research? Main Goals Include: Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research? A systematic research process to: ● Identify an area of focus (critical, challenging issue) ● Develop an action research plan ● Implement action research plan in classroom/school ● Collect, analyze, and interpret data ● Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Social Studies and Student-Centered Instructional Strategies Is social studies instruction in the elementary classroom positively affecting student learning given the small amount of instructional time available? It is imperative to teach all subject areas in the elementary classroom, including social studies. Student-centered instructional strategies can help teachers most the most of the limited amount of time they have. Elementary teachers would benefit from reviewing my research. This innovation will benefit students by providing engaging, student- centered instructional strategies to help them master grade level social studies standards.

Problems of Practice Why do you think teachers struggle with effectively teaching social studies? Use the ½ sheet of paper to write down your thoughts. I’ll hold up 3 fingers and when I get to one, hold up your paper! This is the “Showdown” strategy.

Problems of Practice What is a student-centered instructional strategy you use in your classroom or one you know works well? Use the other side of the ½ sheet of paper to write down your favorite strategy. I’ll hold up 3 fingers and when I get to one, hold up your paper! We’re using the “Showdown” strategy again and recycling!

What Does Peer-Reviewed Research say about my focus area? “Exit slips are one of the easiest ways to obtain information about students' current levels of understanding.” ~Robert Marzano Turn and talk to someone near you for one minute or less. How can student-centered instructional strategies benefit teaching?

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement I examined the impact of utilizing student-centered instructional strategies in social studies lessons in a 4th grade classroom. The strategies included the use of exit slips, think-pair-share, value line cards, and the chunking method of teaching.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study The study will compare and contrast the effectiveness of utilizing student- centered instruction to the regular Social Studies instruction by the classroom teacher utilizing the scores from a pre and post-assessment. The study will also compare perceptions of both students and the teacher with the use of student-centered instructional strategies as effective learning tools.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants One experienced 4 th grade teacher and eighteen students in a heterogeneous 4 th grade class representing a cross-section of subgroups within the school community.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables The types of student-centered instructional strategies – Showdown, Value Line Cards, Exit Slips, Think-Pair-Share, Chunking Instructional time utilized: Four 45 minute lessons Regular Instruction: Approximately 160 minutes of social studies instruction by the classroom teacher

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions Describe the classroom teacher’s present social studies instruction in a 4 th grade classroom focusing on content (Social Studies Essential Standards), and instructional strategies? Identify high yield, student-centered instructional strategies that can be utilized in Social Studies instruction. How do students perform when using student- centered social studies lessons? What are student perceptions of student-centered learning? What are the teacher’s perceptions of student- centered instructional strategies and Social Studies instruction?

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention The researcher will develop and teach one, 45 minute, student-centered Social Studies lesson in a 4 th grade classroom for 4 weeks (in place of the normal Social Studies instruction). The student-centered strategies to be utilized are: – Engagement Strategies - Response boards/Response systems – Formative Assessment Strategy - Exit Slips – Cooperative/Discussion Strategy - Think-Pair- Share – Differentiating Strategy - Chunking The lessons to be developed and taught will be based on the Social Studies Essential standard: 4.G.1. Understand how human, environmental, and technological factors affect the growth and development of North Carolina. Students will be given a pre and post-assessment based on the instruction of this standard according to the NC DPI unpacking documents.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Students actively engaged in social studies!

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom

Think-Pair-Share while Chunking Based on what has been shared, which student-centered instructional strategy are you most likely to use? We will use the “think-pair-share” strategy. Based on the classroom teacher’s perceptual survey, her favorite was….

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Add video here

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected AM #1 1% 74% AG #2 5% 94% AM #3 9% 98% AO #4 23% 88% BB #5 36% 103% FL #6 23% 103% HB # 7 9% 98% IC #8 25% 89% JT #9 0% 80% KM #10 27% 103% LC #11 27% 89% LH #12 21% 94% LW #13 9% 98% MH #14 5% 98% NW #15 23% 94% RW #16 36% 103% YF # 17 0% 71% ZA #18 23% 98% Pre-Test Post Test

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Mean Pre-Assessment: 16.77% Mean Post Assessment: 93.05% This is an improvement of 76.28%. Student and Teacher Perceptual Surveys showed excellent results!

Value Line Cards Value line cards use yes, no, and maybe. Let’s use an example from standard 4.G.1.3 to model this. Is deforestation/habitat reduction worth the convenience of having stores nearby and creating jobs for people?

Exit Slips Use the exit slip at your table to list one thing you will do differently in your classroom or school as a result of learning about student-centered instructional strategies.

References Leming, J., Ellington, L., & Schug, M. (2006). Social Studies in Our Nation's Elementary and Middle Schools: A National Random Survey of Social Studies Teachers' Professional Opinions, Values, and Classroom Practices. Social Education, 70(5). Kagan, S. (2009). Kagan Cooperative Learning. San Clemente: Kagan Cooperative Learning. Marzano, R. (2009). The Art and Science of Teaching / Helping Students Process Information. Educational Leadership, 67(2), Marzano, R. (2010). The Art and Science of Teaching / Reviving Reteaching. Educational Leadership, 68(2), Marzano, R. (2012). The Art and Science of Teaching / The Many Uses of Exit Slips.Educational Leadership, 70(2),

Conclusion of Presentation Thank you for your participation. Contact Information: Name: Andi Webb School/District: Alderman Road Elementary/ Cumberland County Schools Phone: (910) Wiki:

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