Social studies for the elementary and middle grades : a constructivist approach
著者
書誌事項
Social studies for the elementary and middle grades : a constructivist approach
Pearson/Allyn & Bacon, c2008
3rd ed
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Building on the success of previous editions, Social Studies for the Elementary and Middle Grades discusses flexible strategies for teaching today's diverse learner, the structure of the knowledge to be learned, how to help students reconstruct present ideas, and how to translate theory and recent research into lesson plans and units.
Packed with activities, up-to-date technology, teaching strategies, and a constructivist approach, this text demonstrates how to use developmentally appropriate strategies to help students construct important social studies ideas and skills.
目次
Each chapter includes a combination of the following features: Exploratory Introduction, Chapter Overview, Chapter Objectives, Building on Diversity, Using Technology, a Learning Cycle Lesson Plan and Making a Literature Connection and Expanding on this Chapter.
Chapter 1: Meaningful Social Studies and the Student
Social Studies in the Elementary and Middle School
Development: What is Powerful Social Studies?
Education for Active Citizenship
Social Studies is Essential
Defining Social Studies
Social Studies Curriculum
Expansion: Planning Powerful Social Studies Lessons
Chapter 2: Teaching for Meaningful Learning in Social Studies
How is Social Studies Best Taught in Today's Classroom?
Development: Applying What We Know About Meaningful Learning to Social Studies Curriculum
Using Constructivist Theory in Social Studies Instruction
Using Behavioral Learning Theory in Social Studies Instruction
An Effective Strategy to Assist Students in Conceptual Change
Phases of a Learning Cycle Lesson
Choosing Activities Appropriate to Each Phase of the Learning Cycle Lesson
Student Assessment in Each Phase of the Learning Cycle
Writing Your Own Learning Cycle Lesson
The Optimal Length of Time for a Learning Cycle
Working with the Learning Cycle: Summary
Expansion: Principles of Teaching and Learning that Support the Curriculum Standards for
Social Studies
Chapter 3: Helping Students Learn through Multiple Assessments and Evaluation
Assessing and Evaluating Social Studies Learning
When Evaluation and Assessment Are Needed
Guiding Principles for Assessment and Evaluation
National Testing of Social Studies
Assessment and Evaluation beyond Testing
An Interview with Mark High about How He Uses Assessments to Help Improve Instruction
Modes of Assessment
Identifying Assessments Within a Lesson Plan
Action Research and Reflection: Becoming an Effective Social Studies Teacher
Chapter 4: Helping Students Develop Social Studies Inquiry Skills
Development: Using Inquiry Skills to Develop Students' Social Studies Ideas
Early Inquiry Skills
Social Studies Inquiry Skills
Data-Gathering Skills
Data-Organizing Skills
Data Processing Skills
Communicating Skills
Observations, Inferences, and Hypotheses
Observations
Inferences
Hypotheses
Developing and Using Guiding Hypotheses
Attitudes and Dispositions Promoting Powerful Social Studies
Curiosity
Respect for Evidence
Reserving Judgment
Flexibility
Responsibility to Others and to the Environment
Values, Morals, and Aesthetics
Teaching Lessons in which Students Use Integrative Thinking Skills
Critical Thinking
Problem Solving and Decision Making
Investigating
Creative Thinking
Creating Conditions Promoting Student Thinking in Social Studies
Lesson Characteristics
Planning Activities to Teach Inquiry Skills
Expansion: Implementing a Learning Cycle Lesson Teaching an Inquiry Skill
Exploratory Introduction of the Skill
Lesson Development
Expansion
Assessing the Use of Inquiry Skills
Hierarchy of Inquiry Skills
Chapter 5: Helping Students Construct Concepts
Concept Teaching Starts With Reflection and Practice
Development: Facts as Social Studies Content
Forming Concepts
Identifying All Important Attributes of a Concept
Types of Concepts
Interrelationships Among Concepts
Differences in Complexity and Abstractness of Concepts
Powerful Concept Teaching
Identifying All Essential Attributes of the Social Studies Concept
Identifying Examples and Non-Examples of a Concept
Identifying Students Everyday Thinking About the Concept
Using a Learning Cycle to Teach a Concept
Teaching Concepts Differs From Teaching Facts
Use Operational Definitions in Teaching Concepts
Teaching Concepts of Varying Complexity and Abstractness Differently
Teaching Interrelationships Among Concepts
Expansion: Assessment of Concept Learning
Chapter 6: Helping Students Use Inquiry to Build Generalizations
Development: Forming Generalizations
Defining Generalizations
Distinguishing Generalizations from Facts and Concepts
Using Generalizations to Make Predictions
Types of Generalizations
Teaching Powerful Generalizations
Characteristics of the Exploratory Introduction Phase
Characteristics of the Lesson Development Phase
Characteristics of the Expansion Phase
Formative Evaluation and Assessment
Inquiry Teaching and the National Standards in Social Studies
Chapter 7: Using Instructional Strategies That Help Students Learn
Development: Developing Your Social Studies Pedagogical Content Knowledge (PCK)
Teaching Dimensions that Support Meaningful Learning
Best Practices: Teaching Strategies that Support Meaningful Learning
An Interview with Mike Yell on Cooperative Learning
A Continuum of Knowledge and Instruction
Matching Instructional Strategies to Student Needs
Expository, or Direct, Instructional Methods: Lower Student Control
Guided Discovery Instructional Methods: Mixed Teacher and Student Control
Inquiry and Problem-Solving/Decision Making Instructional Methods:
Greater Student Control
Matching Types of Instructional Activities to Each Phase of the Lesson
Useful Instructional Activities for the Lesson Development Phase
Useful Instructional Activities for the Expansion Phase
Expansion: Classroom Management Strategies for Powerful Social Studies
Advanced Planning
Giving Directions
Distributing Materials
Organizing the Beginning
Grouping Students
Using Classroom Rules
Creating Lesson Smoothness
Being a Facilitator
Assessment Considerations
Chapter 8: Helping All Students Experience Meaningful Social Studies
Development: Meaningful Social Studies for All Students
An Interview
"Best Practices" Giving All Students Greater Control of Their Social Studies Learning
Social Studies Education for Students with Disabilities
General Instructional Strategies for Inclusive Classrooms
Factors to be Considered in Adapting Social Studies Curricula and Instruction
Social Studies Education in a Culturally Diverse Society
Sample Strategies for Multicultural Social Studies
Role Models and Relevancy
Culture and Gender Differences in Student-Teacher Interactions
Helping the English Language Learner Participate in Social Studies
Recognizing and Scaffolding Language Learning
Instructional Strategies for Helping ELL Students Understand Social Studies Content
Assessment of Social Studies Learning for All Students
Chapter 9: Helping Students Relate to Individuals and Communities
Respect for Diverse Students and for Oneself as a Teacher
The Classroom Environment: Encourages Student Control Over Learning
The Curriculum Respects Diversity
Development of Self-Concept in Diverse Students
Independence and Responsibility
Jealousy
Fears
Aggressive Feelings, Bullying, and Conflict Resolution
Friendship
Empathy and Helpful Pro-social Behaviors
Self-Esteem
Values and Moral Education in a Diverse Society
Three Aspects of Morality
Moral Development Theories
Teaching Approaches in Values Education
Assessing How Diverse Students Relate to Individuals and Communities
Chapter 10: Helping Students Become Citizens in a Democratic Society in an Ever More Interdependent World
Development: Defining Citizenship in a Democratic Society
Developing Political Awareness
Citizenship and Standards
Key Concepts and Values
Assessing Civic Education in U.S. Schools
Resources for Citizenship EducationAn Interview with a Teacher: Emily Wood
Media Resources
Law-Related Education
Participating in Democracy
School-Based Community Service Projects
Participation in Student Government
Political Participation
Chapter 11: Helping Students Understand Local and Global Societies
Development: Global Education: An Evolving Definition
Approaches to Global Education
The Cultural Approach to Global Education
The Problems Approach to Global Education
Interdisciplinary Connections
Teaching Global Education
Resources for Teaching Global Education
Computers and the Internet
Book Series
Resources for Current Events
Chapter 12: Helping Students Interpret History
Development: Definitions of History
History in Schools
Standards for History
Benefits of Studying History
Students and the Learning of History
Using Timelines to Develop Chronology
Resources for Teaching History
Locating and Using Historical Resources
People as Resources
Artifacts and Museums
The Community as a Resource
Documents as Resources
Diaries, Letters, and Pictures as Resources
Visual Literacy and History
Reenactments and Drama
Biographies and Historical Literature
Expanding Your Skills in History
Chapter 13: Helping Students Interpret the Earth and Its People Through Geography
Development: Defining Geography
An Interview with Billy Fitzhugh, A Second-Grade Teacher
Standards for Geographic Education
Geography and the National Social Studies Standards
The Five Themes of Geography
Geography Education Standards and the Six Elements of Geography Education
Resources for Teaching Geography
Developing Geographic Concepts, Generalizations, and Skills
Research Findings on Geographic Education
Research on Map and Globe Skills
Helping Students Learn and Use Map and Globe Skills
Shapes and Patterns
Symbols
Directions
Distance
Grid Systems
Remote Sensing and Digital Maps in the Teaching of Geography
Numbers: The Amount or Quantity on Maps, in Atlases, and in Textbooks
Reading and Maps
Chapter 14: Helping Students Make Economic Decisions
Development: Economic Literacy
An Interview with Nancy Braden about Teaching Economics
Defining Economics
National Social Studies Standards Related to Economics
Voluntary National Standards in Economics
Economic Concepts and Values
Microeconomic Concepts
Macroeconomic Concepts
International Economic Concepts
Measurement Concepts and Methods
Economic Decision-Making Skills
Economic Goals and Values
Children and the Learning of Economics
Approaches to Teaching Economics
Resources for Teaching Economics
Chapter 15: Planning Units of Various Lengths and Formats
Development: Planning the Appropriate Focus for Social Studies Units
Descriptive-Focused Units
Thinking Skills-Focused Units
Conceptual and Thinking Skills-Focused Units
Units that Integrate School Subjects
Theme Units
Issue and Problem-Solving Units
How to Choose Appropriate Topics for Integrated Units
Planning Integrated Units
Developing Integrated Units
Step 1: Generating Ideas for the Topic of a Unit
Step 2: Researching the Topic
Step 3: Developing Focus or Guiding Questions
Step 4: Identifying Special Needs among Students and Making Accommodations
Step 5: Naming the Unit
Step 6: Developing Intended Learning Outcomes
Step 7: Categorizing Intended Learning Outcomes
Step 8: Creating an Idea Web
Step 9: Developing a Rationale and Goals
Step 10: Beginning the KWL Chart
Step 11: Developing Learning Objectives
Step 12: Developing an Assessment Plan
Step 13: Developing Lesson Plans
Step 14: Developing Accommodations for Technology
Step 15: Implementing the Unit
Step 16: Evaluating Student Learning
Step 17: Reflecting on the Unit
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