(Reposted from History Tech)
Many of you are ready to jump off the end of the pier – sometime in the next few weeks, kids are heading back to your classrooms.
To help energize your first awesome week with kids, here are six great ways to kick off the school year. Use what you can. Adapt what you can’t.
What not to do
But before we get too far along with what we know works, it’s probably a good idea to think about what doesn’t. I’ve mentioned Fourteen Things You Should Never Do on the First Day of School before but it’s still a great reminder of what it looks like when we’re doing it wrong. Mark Barnes suggest that your goal should be a very simple one during the first few days of school:
You have many days to assess students’ strengths and weaknesses. You have months to discuss high stakes testing and standards. You’ll spend weeks probing the textbook.
The first day of school should be dedicated to rapport-building and to joy.
Your goal should be that students go home that night and tell their parents: “I’m going to love history class because my teacher is awesome!”
So what should we be doing the first week?
Kids need to be in groups. They need to be solving problems. They need to get a taste of some social studies and play with some social studies tools. They need to know that it’s okay to fail. Find out more about them. They should practice a few critical thinking skills. Maybe a little tech here and there. Have fun.
Need some specifics? Start with these six: Continue reading Six Super Sweet Social Studies Strategies for Back to School
Elementary kids freak me out. They’re sticky. They smell funny. And they throw up. All the time. Seriously. All the time. Every day.
My wife teaches elementary kids. She. Is. A. Saint.
And she tells me that her kids don’t throw up every day. I want to believe her but I’m not convinced.
The point? I could never teach elementary kids. So I feel a little weird saying this but . . . Continue reading Notable Books, Notable Lessons: Finding ways to put social studies back into K-8
Several weeks ago, I had the chance to work with a group of high school teachers as we brainstormed new Inquiry Design Models. Any time I get the chance to spend time with a bunch of other social studies teachers, not much can ruin the day. Seriously . . . a whole day talking, sharing, playing with, and exploring the best social studies tools, resources, and strategies?
And during our time together we messed around with a tool that I had almost forgotten about.
The Pie Chart.
The Pie Chart is a powerful graphic organizer / writing scaffold / assessment tool / Swiss army knife. It does it all and is drop dead simple. I first learned about the Pie almost a decade ago from social studies super star Nathan McAlister.
Nate was part of our Teaching American History grant as the summer seminar master teacher and used the Pie Chart as a hook activity to kick start a conversation about the causes of the Civil War.
Steps he took: Continue reading Need a super simple assessment tool? Make a pie.
Happy Monday! Anyone have a countdown to the end of school? As we near the final stretch of another crazy school year we once again face the challenge of keeping kids excited and engaged. I thought I would share something that I discussed at the end of last school year to give you a couple of ideas to keep those creative juices flowing.
So, it’s April . . . track meets, warm weather, field trips, crazy schedules, finals, and we’re supposed to keep kids engaged? Maybe one of the greatest challenges in education is the end of the year. How do we find creative ways to keep kids interested in learning?
One popular survival mechanism is plugging in a movie that is connected to your curriculum. Do you really think the kids will find it much fun to watch Gettysburg and complete a worksheet connected to the movie? Sometimes we are required to give a semester final but to ask the kids to take a long drawn out test that you may not be interested in grading when the school year is done lacks a lot of appeal. Frankly, the last month of a school year can be a real struggle and make you feel like our friend pictured above, but it doesn’t have to be that way. You just need to inject a little creativity into your year-end routine.
So as we get near the end of the year, try one of these game changers: Continue reading It’s the most troublesome time of the year . . . engaging kids at the end
We’ve all been there. You just finished putting together a great instructional lesson or unit. Kids are gonna love it. They’re working together. Doing research. Creating stuff, not just consuming it. The historical thinking will be off the charts.
Then you realize . . . you haven’t created the rubric yet.
You know that clear expectations and feedback are critically important to the learning process. You know that rubrics can help you in assessing what students know and are able to do. So you sit back down and eventually decide to use four scoring columns instead of five. Six rows of criteria instead of three. Clear descriptors. Nine point font all crammed into your matrix so that it fits on one page. Definitely tons of feedback gonna happen from this beauty.
But it’s worth it, right?
Mmm . . . using a great rubric can speed up the grading and assessment process but they can also create other issues besides the amount of time it takes to create them. A student shows creativity way beyond what the rubric asks for in a way that you hadn’t anticipated and your columns and rows aren’t able to reward that. Or a kid spells everything correctly but the grammar and punctuation is terrible. Maybe she nails the document analysis but fails to use evidence in her claims and your rubric has those two things together.
And is there any way – other than individual conferences – to really know whether students actually go deeper into your scored rubric than to look at the final grade circled in the bottom left hand corner?
Yes, analytic rubrics are useful. I’m not saying rubrics shouldn’t be part of your assessment toolkit. They can help you develop and create assignments that are aligned to your end in mind. They can provide clear expectations for students and a way to share feedback. But they can also be difficult to design correctly and may seem so overwhelming to students that the expected feedback we want never really sinks in.
And, sure, holistic versions are much quicker to create and use. So that’s nice. But they fail to provide specific and targeted feedback. You get a kid who wants to know why they got a two instead of a three or worse, he won’t ask at all. Missing the whole point of providing feedback in the first place.
So . . . why not look at a third way to the rubric game? And use some tech to make it even better? Continue reading Using single-point rubrics & Checkmark to make your life easier & your kids smarter