I have been known to walk down the hallways of my school in scrubs, surgical hat, and gloves.
Today’s post is written by Cheney, Kansas middle and high social studies teacher Jill Weber. Jill is the 2016 Gilder Lehrman Kansas History Teacher of the Year.
Gone are the days in which reading novels and writing essays belonged solely in an ELA classroom. All subjects are now expected to (and should) be integrating and supporting the reading and writing skills that students are taught in Language Arts class.
“But, but . . . I went to college to be a history teacher, not an English teacher. I don’t know HOW to teach ELA!”
That was me. Seriously. I was ready to fight teaching reading and writing skills as long as I could.
Until I learned some simple strategies to help me. This list is meant to help those who are struggling to add reading and writing skills into their classrooms and possibly give some new ideas to others. Continue reading 5 Easy Ways to Integrate Writing in the Social Studies
Jill Weber, 2016 Gilder Lehrman Kansas History Teacher of the Year, has joined the Doing Social Studies writing team and will be posting throughout the year. The following is a cross-post from her excellent site A View of the Web.
I used Interactive Notebooks in my social studies class for eight years. The majority of the students loved them. But I had a serious love/hate relationship with them. And after taking a long look at the pros and cons of the books and my current curriculum, I decided not to continue with the interactive notebooks last year.
While I found it a relief not having to keep up with the grading of 60+ notebooks, there was something missing from my class. I had a number of kids ask me why we weren’t doing them anymore, and others who were disappointed that the “hands on” cutting, pasting, and creativity was replaced with more writing assignments. I felt guilty that my answer was “because I just couldn’t keep up with all the grading.”
That got me thinking on ways that I could bring the interactive notebooks idea back without having all the copious grading that went with it. I talked with our language arts teacher, who uses her interactive notebooks as a tool to help organize materials and doesn’t grade it at all. I liked that idea.
But I wanted more. I wanted a way to hold kids accountable. I wanted them to take pride in the organization and appearance of the book. And, most of all, I wanted it to be used as something more than a storage device. I want it to be something they will reference throughout the year.
Then an idea started to take form. An idea to use the notebook more like a detective’s note book when trying to solve a crime.
So this year, we have: the Historian In Training Notebook or HIT books. (HIT is a cool name for a middle school activity, right? )
A few examples of possible pages . . . Continue reading H.I.T. Notebooks: A Different take on Interactive Notebooks
In my preparation classes to become a teacher, technology was a factor. I learned how to set up a website, how to save to a flash drive or floppy disk, and came up with ideas for lessons that incorporate technology for students to use.
I use none of that in the way it was intended. Everything has changed.
Technology has been a part of my teaching career each one of my 10 years. Although, I never would have guessed how fast and drastic the changes in technology has occurred in the last three years. The lengths that technology has advanced in education have shocked me, and I’ve still got a good 20 years left.
In the 10 years I’ve been working as a teacher, I have found myself on both end of the technology spectrum. I have been completely lost and not excited about new changes while relying on someone else to help me or teach me the new tech. More recently I have found that my role with technology in school has evolved to more of a leader/instructor on incorporating tech in the classroom. Never would I have thought 10 years ago that I would have an elective class that focused on using technology to broadcast various media projects created by 7th and 8th grade students.
But here I am.
Over the years, and throughout my role with technology I have found myself muttering “I wish they knew . . . “ When I struggled with technology there were things I just really wanted those who “got it” to know about me and my journey, why it was a struggle, or what caused my hesitation. Now that I’m more of a teacher in the area, I find I have a whole new set of wishes for the “other side.”
This post is not meant to point out one side as being “better” than the other. More to raise awareness for all of the teachers behind the front lines. Those of us who are expected to incorporate the vastly different technology that is placed in the hands of the students in our rooms.
I have reached out to other teachers in my district and PLN for the “wishes” they have. These come from teachers of all disciplines, ages, subjects, and technology levels.
To the “tech savvy” teacher. Here’s what those who struggle with technology wish YOU knew:
I got to know Jill Weber about five years ago when we started our second Teaching American History grant at ESSDACK. And she’s been great about opening up her classroom in a variety of ways including posting ideas and strategies on her blog A View of the Web.
Jill recently shared a post with our study group that she is allowing us to cross-post. Enjoy!
My 7th graders will be taking their first test for me this week. I thought this would be a good time to talk about what a Social Studies test in Mrs. Weber’s class looks like.
Social Studies has changed. Teachers should be implementing activities, lessons, and strategies to help students read and analyze primary sources, think critically, and “do” history. We should be teaching kids how to become historians. How to question sources, look at conflicting view points, and draw conclusions based on the evidence that is given to us.
But what does that LOOK LIKE?
And what does it look like on a TEST?
I have spent the last three years developing a method for creating unit tests/assessments that involve more analysis and application as opposed to simple regurgitation of facts.
Here’s a taste of what you will and won’t see on one of my tests.
Continue reading A Guide to a New Type of Test