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Mr. B's Classroom (Pedagogy (Ogle, D. Building Literacy in Social…

- - - - Students will not learn to consider multiple perspectives, critique what they read, or develop an argument if history lessons focus solely on memorizing names and dates or filling in bubbles on a Scantron sheet. A better idea is to frame history around the discipline’s central goal: evidence-based interpretation.
      - Reading historically means that no one text should be considered absolutely trustworthy, but each is a clue to a larger story.
    - - Students need accurate history coupled with historiography... recognizing both the good and the note so good element within historical individuals can also make it easier to accept that societies also contain the good and not so good.
      - Essential Skills
        
        Read critically, assessing whether those ideas are supported by evidence and placing a source in context with other sources and other knowledge.
        
        Understand the difference between primary and secondary sources, realizing the importance and role of each.
        
        Apply the principles of historiography to a source, locating the speaker and audience in social structure and time, and assessing the impact of that time and location upon the questions raised and the answers supplied.
        
        Write a coherent essay, creating an effective introduction, organizing a "storyline," justifying assertions with evidence, coming to a conclusion, and referencing sources correctly write effectively in other formats, such as drafting a letter to a public official or textbook editor, composing a list, writing a newspaper article, or creating a website.
        
        Speak effectively, perhaps including debate or mock-court formats.
        
        Read a map, grasping compass directions and knowing enough.
        
        Geographic twigs to use the map effectively.
        
        Understand, critique, and create tables of data.
        
        Cause change in society.
        
        Read effectively, finding the main ideas in a text (or movie, etc.).
    - - Confronted with a historical text, a historian first asks who wrote it and when, as well as its author’s perspective or motives (“sourcing”). Historians also ask what was happening when and where the text was created (“contextualization”), and compare the details of one text to another (“corroboration”). Through this process of questioning texts, historians analyze and make sense of historical documents as they develop an interpretation of the past.
  - - - Simulation
        
        The ability to interpret and construct dynamic models of real-world processes.
      - Appropriation
        
        The ability to meaningfully sample and remix media content.
      - Multitasking
        
        The ability to scan one’s environment and shift focus as needed to salient.
      - Distributed Cognition
        
        The ability to interact meaningfully with tools that expand mental capacities.
      - Collective Intelligence
        
        The ability to pool knowledge and compare notes with others toward a common goal.
      - Judgment
        
        The ability to evaluate the reliability and credibility of different information.
      - Transmedia Navigation
        
        The ability to follow the flow of stories and information across multiple modalities.
      - Networking
        
        The ability to search for, synthesize, and disseminate information.
      - Negotiation
        
        The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
      - Performance
        
        The ability to adopt alternative identities for the purpose of improvisation and discovery.
      - Play
        
        The capacity to experiment with one’s surroundings as a form of problem-solving.
  - - - M— measurable by providing timely evidence: In most cases, the assessment should be defined in the learning goal statement, and it should provide you with ongoing data or evidence that learning is improving. Goals that are tied to end-of-year assessments or standardized tests do not provide ongoing evidence that learners are achieving the learning targets, so it’s best to use rubrics and formative assessments for measuring goal achievement. Chapter 4 will expand on this idea.
      - A—attainable by all students within a reasonable time frame: Learning goals need to consider the readiness of all learners to move forward. If students cannot achieve learning goals within the time frame of the lesson, those who are struggling can be overlooked. Here’s where scaffolding can help you develop goals that all the learners in your classroom or learning environment can achieve. Also, if your goals hold students to unrealistic, absolute levels of achievement or do not account for learner variability, they may prove to be demotivating to you and your students. Chapter 3 will expand on this concept.
      - R—results oriented, yielding student-based learning: Learning goals need to be learner focused. Learning goals that define what the teacher will do during the lesson do not result in student outcomes.
      - T—time bound and regularly measured: You should define learning goals for accomplishment within a specific time frame and assess them via regular observation and checks for understanding. Moreover, the needs of your learners—not artificial or tangential constraints, such as scripted curriculum or administrative pacing decisions—should drive time for accomplishment.
      - S—specific to a student-based outcome: The learning goal should clearly state what you expect students to know or be able to do as the outcome of the lesson. As outlined earlier in this chapter, goals that describe completing an activity or that use vague verbs are not specific.
- - - - “the knowledge and attitudes necessary for students to learn, appreciate, and effectively use words”
- - - - Students’ understanding of time, continuity, and change.
      - Students’ knowledge of text structures, identifying author’s point of view, identifying problems and considering alternative solutions, and considering issues from multiple perspectives.
      - Students’ knowledge of facts, concepts, and interpretations or analyses to build arguments about historical events, a topic, or social phenomenon.
      - Students’ ability to analyze historical texts using multiple sources of evidence.
      - Students’ use of textual evidence to support their analysis of primary and secondary sources.
      - Students’ ability to analyze images, graphs, charts, maps, etc.
      - Students’ ability to clearly communicate, synthesize in-formation, apply knowledge, and generalize learning to other settings.
      - Students’ use of critical thinking skills as they investigate an issue or event, and develop a position, providing evidence for their conclusions.