Young children understand stories and love to have books read to them often to the point that they memorize and can recite a favorite story from memory. Narratives establish supportive conditions in the brain for learning and remembering (McTighe and Willis, 2019). As young learners brains develop, their imaginations also run wild, and they love to pretend. Combining these two elements, the role-play with the narrative, is the basis for the Storypath learning method.
Teachers should offer a wide variety of literacy support in their social studies curricula, otherwise students can fall behind.
Do you remember your favorite teacher?
Who could ever forget that teacher? Who could ever forget the special way that teacher inspired you and made you a better student and person at the same time?
A recent conversation with a seven-year-old has given me a lot to think about. I started with the typical questions and eventually worked my way to the topic of school. “What do you think of school?”
Service learning has been a cornerstone of my educational approach for over a decade. In service learning, students apply the scientific method to real-world problems and offer real-world solutions.
As educators we strive to provide students with hands-on learning opportunities as much as we can. What we too often forget is the emotional impact of learning by doing.
Let’s face it, ancient history isn’t the easiest subject to get middle and high school students excited about.
If you’re new to hands-on learning, or have used it for some time, you may be asking yourself, “What do I look for when selecting hands-on learning resources?”
Many social studies teachers want to inspire their students to apply what they are learning in class outside of school.
This geography activity makes maps applicable to student lives bygetting students out of their chairs and interacting with the material.
