Has your district made the shift to using digital resources and technology in the classroom? Some have and many more are in the process of doing so. This change raises the question: what digital skills do teachers need? Primarily, teachers need training on digital pedagogy, the devices that students will be using, and issues that may arise as a result of going paperless.
Many teachers struggle to motivate their elementary students to learn, especially when teaching social studies. Students struggle to understand why learning historical facts and figures matter and find the subject content boring. In an age when connecting with history matters more than ever, how do we make our K-8 social studies classrooms challenging and exploratory?
The discipline of economics is often bewildering to students and non-specialists, full of complex theories and challenging charts. Teaching everyday words like market, scarcity, depression, opportunity, and choice becomes much more complicated in the context of economics classes. In addition, the impact of economic theories and policies is not always clear cut; what may benefit some can be harmful to others. Economic policies fall on an ideological spectrum, making classroom discussions of current economic events especially challenging.
Simulations encourage students to “learn by doing.” The goal in using simulations in the classroom is for students to understand a concept or historical experience by acting it out. Creating a kinesthetic experience isn’t quite the same as reading about something in a book.
February marks the start of Black History Month, which celebrates the achievements of African Americans in United States history. From the Civil War to the Civil Rights movement, learn about women who may not always be recognized by history textbooks, but deserve recognition for their contributions in the fight for equality.
There is a quote by Tony Robbins that resonates with me when teaching: “the path to success is to take massive determined actions.” As an educator, this gives me several things to think about and question during instructional planning.
When educators think about reading aloud to students, they often picture circle-time in an elementary classroom where a teacher reads a short story to the class. However, research and evidence-based practices support the fact that reading out loud at any grade level can provide various student benefits. From improved literacy and information processing skills to building active listening and student confidence, K-12 classrooms can provide the setting to read texts out loud. Here are four advantages that students can gain as a result of reading activities in the social studies classroom.
A pedagogical shift towards teaching social studies in conjunction with other subjects, and not as an isolated topic, has slowly emerged on the horizon in public schools for the last five years. In some states, standardized state tests in social studies have been discontinued for students in 6th and 7th grades because they are considered non-essential. Teachers continue to ask why social studies content is being pushed aside for language arts, math, and other STEM-based curricula. Social studies, especially at the secondary level, is a disappearing and often thought of as less important curriculum, but it doesn’t have to be.
Ask any teacher in any discipline at any grade level and they will tell you that literacy is one of their biggest concerns and challenges. What they mean by “literacy” can vary considerably, but generally we can take it to mean successful interpretation of the signs, symbols, and meanings someone else is trying to communicate. Literacy is often used to describe deciphering texts. In a child’s early years, basic phonics is the most common form of literacy, and as students get older, literacy comes to mean understanding the written word in all its variations.