Instructional strategies for middle and secondary social studies: methods, assessment, and classroom management

308 Pages·2.395 MB·English

by  Bruce E. Larson, Timothy A. Keiper.

Instructional Strategies for Middle
and Secondary Social Studies
Instructional Strategies for Middle and Secondary Social Studies is an exciting methods-based
text that integrates appropriate management and assessment techniques with seven dis-
tinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran
teacher educators Bruce E. Larson and Timothy A. Keiper offer detailed descriptions of
a range of teaching techniques, from lectures to role-plays to student-directed investiga-
tions. It provides a practical guide for considering when to use what strategy, how to
determine that students meet learning objectives with a particular strategy, and how to
keep the learning environment positive.
Special features include:
• Clear, step-by-step descriptions of the seven categories of instructional strategies
that social studies teachers need most to engage all students and promote student
learning.
• Practical ways to manage the learning environment and assess student learning for
each of the instructional strategies.
• Rich, detailed, and social studies-specific examples to illustrate each concept or
teaching method described.
• Guidelines for deciding how each strategy might allow for diverse learners and dif-
ferentiated learning environments.
• Clear and concrete guidelines for setting course goals and objectives as well as writ-
ing unit plans and lesson plans.
For any aspiring social studies teacher who wants to make the most informed decisions
about day-to-day instructional strategies, the unique integration and contextualization
of curriculum, instruction, assessment, and classroom management that this textbook
offers will make this an invaluable resource.
Bruce E. Larson is Professor in the Secondary Education Department at Western
Washington University.
Timothy A. Keiper is an Associate Professor in the Secondary Education Department
at Western Washington University.

Instructional Strategies for Middle
and Secondary Social Studies
Methods, Assessment, and
Classroom Management
Bruce E. Larson and Timothy A. Keiper
First published 2011
by Routledge
270 Madison Avenue, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2011.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2011 Taylor & Francis
The right of Bruce E. Larson and Timothy A. Keiper to be identified as authors
of this work has been asserted by them in accordance with sections 77 and 78
of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from
the publishers.
Trademark Notice: Product or corporate names may be trademarks or regis-
tered trademarks, and are used only for identification and explanation without
intent to infringe.
Library of Congress Cataloging in Publication Data
Larson, Bruce E.
Instructional strategies for middle and secondary social studies : methods,
assessment, and classroom management / Bruce E. Larson, Timothy A. Keiper.
p. cm.
1. Social sciences—Study and teaching (Middle school)—Textbooks. 2. Social
sciences—Study and teaching (Secondary)—Textbooks. 3. History—Study
and teaching (Middle school)—Textbooks. 4. History—Study and teaching
(Secondary)—Textbooks. 5. History teachers—Training of—Textbooks. I.
Keiper, Timothy A. II. Title.
H62.L295 2011
300.71′2—dc22
2010050584
ISBN 0-203-82989-1 Master e-book ISBN
ISBN 13: 978-0-415-87705-3 (hbk)
ISBN 13: 978-0-415-87706-0 (pbk)
ISBN 13: 978-0-203-82989-9 (ebk)
Contents
List of Illustrations xi
Introduction xiii
Part I Teaching on a Solid Foundation 1
1 The Social Studies 3
Defining the Curriculum 8
Making It Work in Your Classroom 12
Expanding Your Thinking about Curriculum 14
A Hierarchy of Curriculum Influence 15
Practical Suggestions for Determining Classroom Curriculum 19
Making It Work in the Classroom 23
Chapter Review 24
2 Preparing Learning Objectives and Assessing Student Learning 25
The Purpose of Learning Objectives 25
Long- and Short-Term Objectives 27
Making It Work in Your Classroom 28
Domains of Learning 28
Making It Work in Your Content Area 31
CSS: A Different Approach for Thinking about Learning Objectives 31
Four Elements of an Objective: The ABCDs of Objective Writing 32
Making It Work in Your Classroom 35
An Introduction to Assessment 35
Making It Work in Your Classroom 40
Rubrics 40
Diagnostic, Formative, and Summative Assessment 41
Making It Work in Your Classroom 44
Chapter Review 45
vi CONTENTS
3 Planning, Managing, and Motivating 47
Yearlong Scope and Sequence 47
Making It Work in Your Classroom 50
Four Commonplaces in School 50
Making It Work in Your Classroom 52
The Unit Plan 52
Interdisciplinary Unit Plans 66
Making It Work in Your Classroom 67
The Lesson Plan 67
The Importance of Reflection when Planning 72
Action Research 75
Motivating Students to Learn and Its Relation to Planning 75
“Flow” Experiences and Motivation 77
Self-Efficacy and Locus of Control 78
Making It Work in Your Classroom 79
Guiding Principles for Classroom Management and Discipline 79
Differences between Management and Discipline 80
Relational Teaching 81
Approaches to Classroom Management 82
Managing the Learning Environment 86
Making It Work in Your Classroom 87
Chapter Review 87
4 The Learner 89
Adolescent Development and Instruction in the Secondary School 89
Learning 91
Learning Style Preferences 93
Multiple Intelligences 94
Making It Work in Your Classroom 95
Diverse Characteristics and Needs of Middle School and High School Students 95
Making It Work in Your Classroom 97
Ethnic and Cultural Diversity 97
Teaching English to Students of Other Languages 100
Making It Work in Your Classroom 103
Exceptionalities 104
Gender Considerations 105
Poverty in Schools 106
Making It Work in Your Classroom 107
Contexts of Teaching in a Changing and Technological Society 108
CONTENTS vii
Making It Work in Your Classroom 109
Chapter Review 109
Part II Instructional Strategies 111
5 Lecture and Direct Instruction 113
Overview 113
A Description of Lecture and Direct Instruction, and Research Findings 114
Step-by-Step Procedures for Planning and Implementing Lectures 117
Logistical Concerns, Including Benefits and Obstacles when Lecturing 123
Classroom Management and Student Motivation Issues 124
Appropriate Assessment Techniques to Use with Lecture 125
Guidelines for Deciding if a Lecture Is Appropriate for the Content of a Lesson 128
A Note about Presentations from Guest Speakers and Storytellers 129
Making It Work in Your Classroom 130
Chapter Review 131
6 Questioning 133
Overview 133
Defining Questioning 134
A Description of Questioning, and Research Findings 134
Step-by-Step Procedures for Planning and Implementing Questioning 138
Making It Work in Your Classroom 142
The Role and Purpose of Student Questions 142
The Technology Corner 143
Logistical Concerns and Questioning 143
Classroom Management Issues 144
Appropriate Assessment Techniques to Use with Questioning 148
Guidelines for Deciding if Questioning Is Appropriate 148
Chapter Review 149
7 Concept Formation 151
Overview 151
A Description of Concept Formation, and Research Findings 152
Step-by-Step Procedures for Planning and Implementing Concept Formation 155
Appropriate Assessment Techniques to Use with Concept Formation 160
Logistical Concerns, Including Benefits and Obstacles 161
Classroom Management Issues 162
Guidelines for Deciding if Concept Formation Is Appropriate for the Content of a
Lesson 164
viii CONTENTS
Making It Work in Your Classroom 164
Chapter Review 165
8 Cooperative Learning 167
Overview 167
A Description of Cooperative Learning, and Research Findings 168
Step-by-Step Procedures for Planning and Implementing Cooperative Learning 174
Three Common Types of Cooperative Learning 176
Classroom Management Issues 179
Logistical Concerns, Including Benefits and Obstacles 181
Appropriate Assessment Techniques to Use with Cooperative Learning 183
Guidelines for Deciding if Cooperative Learning Is Appropriate for the Content of a
Lesson 185
Making It Work in Your Classroom 186
Chapter Review 187
9 Simulations, Role-Play, and Dramatization 189
Overview 189
Defining Theatric Strategies 190
A Description of Theatric Strategies and Research Findings 191
Making It Work in Your Classroom 193
Step-by-Step Procedures for Planning and Implementation 194
Logistical Concerns for the Theatric Strategies 199
Classroom Management Issues 201
Appropriate Assessment Techniques to Use with Simulation, Role-Play, and
Dramatization 202
Guidelines for Deciding if Theatric Strategies Are Appropriate 204
Making It Work in Your Classroom 205
Chapter Review 207
10 Classroom Discussion and Debate 209
Overview 209
A Description of the Strategy, and Research Findings 210
Step-by-Step Procedures for Planning and Implementing the Strategy 212
Logistical Concerns, Including Benefits and Obstacles when Using the Strategy 224
Classroom Management and Student Motivation Issues 225
Appropriate Assessment Techniques to Use with the Strategy 227
Guidelines for Deciding if a Strategy Is Appropriate for the Content of a Lesson 230
Making It Work in Your Classroom 231
Chapter Review 232
CONTENTS ix
11 Student-Directed Investigation 235
Overview 235
Defining Student-Directed Investigation 236
A Description of Student-Directed Investigation, and Research Findings 236
Step-by-Step Procedures for Planning and Implementation 238
Problem-Based Learning 238
Logistical Concerns and Obstacles 245
Classroom Management Issues 246
Making It Work in Your Classroom 248
Appropriate Assessment Techniques 248
Guidelines for Deciding if Student-Directed Investigation Is Appropriate 253
Making It Work in Your Classroom 253
Chapter Review 254
Appendices 255
Appendix A 256
Appendix B 257
Appendix C 258
Notes 267
References 269