Actions for Instructional strategies for middle and high school social studies : methods, assessment, and classroom management

Email RIS file
Bookmark
Report an Issue

Instructional strategies for middle and high school social studies : methods, assessment, and classroom management / Bruce E. Larson

Author
Larson, Bruce E.
Published
New York, NY : Routledge, Taylor & Francis Group, 2017.
Copyright Date
©2017
Edition
Second edition.
Physical Description
xvi, 309 pages : illustrations ; 27 cm

Availability

Browse Nearby on Shelf
I Want It
I Want It

Finding items...

Contents
Machine generated contents note: 1.The Social Studies -- Chapter Goals -- Introduction -- Knowledge/Skills/Dispositions -- The Social Studies in Middle and High School -- Defining the Curriculum -- Making It Work in Your Classroom -- What Should You Teach? -- A Hierarchy of Curriculum Influence -- National Standards and the College, Career, and Civic Life Framework -- The Common Core State Standards -- District Plans -- Departmental Plans -- Practical Suggestions for Determining Classroom Curriculum -- Making It Work in Your Classroom -- Chapter Review -- Notes -- References -- 2.The Learner, and the Classroom Learning Community -- Chapter Goals -- Adolescent Development and Instruction in the Secondary School -- Learning -- Learning Style Preferences -- Multiple Intelligences -- Growth Mindset -- Making It Work in Your Classroom -- Diverse Characteristics and Needs of Middle School and High School Students -- Making It Work in Your Classroom -- Ethnic and Cultural Diversity -- Teaching English to Students of Other Languages -- A Brief Glossary for Teaching Students with English as a Second Language -- Making It Work in Your Classroom -- Exceptionalities -- Gender Considerations -- Poverty in Schools -- Making It Work in Your Classroom -- Contexts of Teaching in a Changing and Technological Society -- Making It Work in Your Classroom -- Motivating Students to Learn and Its Relation to Planning -- "Flow" Experiences and Motivation -- Self-Efficacy and Locus of Control -- Making It Work in Your Classroom -- Guiding Principles for Developing a Classroom Learning Community -- Differences between Management and Discipline -- Relational Teaching -- Approaches to Classroom Management -- Creating the Learning Environment -- Making It Work in Your Classroom -- Chapter Review -- Notes -- References -- 3.Preparing Learning Targets and Assessing Student Learning -- Chapter Goals -- The Purpose of Learning Targets -- Long-Term and Short-Term Targets and Goals -- Making It Work in Your Classroom -- Domains of Learning -- Making It Work in Your Classroom -- Content, Skills, and Social Interactions (CSS): A Different Approach for Thinking About Learning Targets -- Four Elements of a Target: The ABCDs of Target Writing -- The Role of Targets in Daily Social Studies Lesson Plans -- Making It Work in Your Classroom -- An Introduction to Assessment -- Making It Work in Your Classroom -- Rubrics -- Diagnostic, Formative, and Summative Assessment -- Two More Important Assessment Terms -- Making It Work in Your Classroom -- Chapter Review -- Notes -- References -- 4.Long[—] and Short[—]Range Planning -- Chapter Goals -- Yearlong Scope and Sequence -- Making It Work in Your Classroom -- Four Commonplaces in School -- Making It Work in Your Classroom -- The Unit Plan -- Interdisciplinary Unit Plans -- Making It Work in Your Classroom -- The Lesson Plan -- The Importance of Reflection When Planning -- Action Research -- Chapter Review -- Notes -- References -- 5.Lecture and Interactive Presentations -- Chapter Goals -- Overview -- A Description of Lecture, Presentations, and Research Findings -- Step-by-Step Procedures for Planning and Implementing Lectures -- Logistics for Lecture and Presentations -- Classroom Management and Student Motivation -- Reality Check -- Appropriate Assessment Techniques to Use with Lecture -- Enhancing Lecture with Technology -- Making a Lecture More Meaningful for ELLS -- Guidelines for Deciding If a Lecture Is Appropriate for the Content of a Lesson -- Presentations from Guest Speakers and Storytellers -- Making It Work in Your Classroom -- Chapter Review -- Note -- References -- 6.Questioning -- Chapter Goals -- Overview -- Defining Questioning -- A Description of Questioning, and Research Findings -- Step-by-Step Procedures for Planning and Implementing Questioning -- Reality Check -- Leading Effective Questioning Sessions -- The Role and Purpose of Student Questions -- Socratic Seminars -- What Does a Really Great Socratic Seminar Look Like? -- What Does a Bad Socratic Seminar Look Like? -- Logistics for Questioning -- Making It Work in Your Classroom -- Classroom Management and Student Motivation -- Appropriate Assessment Techniques to Use with Questioning -- Enhancing Student Learning with Technology -- Making Questioning More Meaningful for ELLS -- Guidelines for Deciding If Questioning Is Appropriate -- Chapter Review -- Note -- References -- 7.Concept Formation -- Chapter Goals -- Overview -- A Description of Concept Formation, and Research Findings -- Step-by-Step Procedures for Planning and Implementing Concept Formation -- Reality Check -- Logistics for Concept Formation -- Classroom Management and Student Motivation -- Appropriate Assessment Techniques to Use with Concept Formation -- Enhancing Concept Formation with Technology -- Making Concept Formation More Meaningful for ELLs -- Guidelines for Deciding If Concept Formation Is Appropriate for the Content of a Lesson -- Making It Work in Your Classroom -- Chapter Review -- Notes -- References -- 8.Cooperative Learning -- Chapter Goals -- Overview -- A Description of Cooperative Learning and Research Findings -- Step-by-Step Procedures for Planning and Implementing Cooperative Learning -- Three Common Types of Cooperative Learning -- Reality Check -- Logistics for Cooperative Learning -- Classroom Management and Student Motivation -- Appropriate Assessment Techniques to Use with Cooperative Learning -- Enhancing Cooperative Learning with Technology -- Making Cooperative Learning More Meaningful for ELLs -- Guidelines for Deciding If Cooperative Learning Is Appropriate for the Content of a Lesson -- Making It Work in Your Classroom -- Chapter Review -- Notes -- References -- 9.Simulations, Role[—]Play, and Dramatization -- Chapter Goals -- Overview -- A Description of Simulations, Role-Plays, Dramatization, and Research Findings -- Reality Check -- Step-by-Step Procedures for Planning and Implementation -- Reality Check -- Logistics for Simulations, Role-Plays, and Dramatizations -- Classroom Management and Student Motivation -- Appropriate Assessment Techniques to Use with Simulation, Role-Play, and Dramatization -- Enhancing Simulation, Role-Play, and Dramatization with Technology -- Making Simulations, Role-Play, and Dramatizations Meaningful for ELLs -- Guidelines for Deciding If Simulations, Role-Plays, or Dramatizations Are Appropriate -- Making It Work in Your Classroom -- Chapter Review -- References -- 10.Discussion and Debate -- Chapter Goals -- Overview -- Description of the Strategy and Research Findings -- Reality Check -- Step-by-Step Procedures for Planning and Implementing Discussion and Debate -- Logistics for Classroom Discussion and Debate -- Classroom Management and Student Motivation -- Appropriate Assessment Techniques to Use with Discussion and Debate -- Enhancing Discussion with Technology -- Making a Discussion More Meaningful for ELLs -- Guidelines for Deciding If Disaission/Debate Is Appropriate for the Content of a Lesson -- Making It Work in Your Classroom -- Chapter Review -- Notes -- References -- 11.Inquiry and Student[—]Directed Investigations -- Chapter Goals -- Overview -- Defining Inquiry and Student-Directed Investigation -- A Description of Student-Directed Investigation, and Research Findings -- Step-by-Step Procedures for Planning and Implementing Student-Directed Investigations -- Making It Work in Your Classroom -- Logistics for Using Inquiry and Student-Directed Investigations -- Classroom Management and Student Motivation -- Appropriate Assessment Techniques -- Enhancing Student Learning with Technology -- Making Student-Directed Investigations More Meaningful for ELLs -- Guidelines for Deciding If Inquiry and Student-Directed Investigations Are Appropriate -- Making It Work in Your Classroom -- Chapter Review -- Note -- References.
Subject(s)
ISBN
9781138846777 (hbk.)
1138846775 (hbk.)
9781138846784 (pbk.)
1138846783 (pbk.)
Bibliography Note
Includes bibliographical references and index.
View MARC record | catkey: 26143873