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The Journey Known as "Teaching"
Transcript of The Journey Known as "Teaching"
Becoming the Best Teacher You Can Be...
The Ignorant History Class?
What is Social Studies?
Why do we teach social studies?
is important to teach about history, geography, economics, and civics?
Decisions, Decisions, Decisions
Teaching in the Age of GOOGLE
How are classrooms different today than 125 years ago?
What is the role of the teacher in the classroom?
What are the skills, knowledge, and dispositions that students should have in order to be successful after high school?
What are standards?
Why do we need/have standards in education?
What makes Colorado's standards unique?
What is curriculum?
"An organized plan of instruction that engages students in mastering the standards."
Curriculum is the responsibility of the individual school districts
The District Sample Curriculum Project: http://www.cde.state.co.us/standardsandinstruction/instructionalunits-socialstudies
What is the lesson? Does it address all the content, concepts, skills that I have planned for?
Does the lesson address the standards? How do you know?
Do I understand how the lesson connects with the previous / next unit of study?
Where does this unit fit into the curriculum?
What instructional strategies will I use? Will these strategies be best for getting students to demonstrate the concepts and skills for this lesson?
Will this lesson support student demonstration of 21st Century skills?
21st Century Skills:
Critical thinking and reasoning
What do you think it means to be an "intentional" teacher?
What does it take to teach intentionally?
What types of decisions do you think you need to make in order to teach "intentionally"?
Why am I have students do this lesson/activity?
What do I hope my students will learn from this lesson/activity?
How do I select an appropriate instructional strategy?
How do I know that my students learned ______?
What do I do if they haven't learned _________?
How do you decide what to teach about _____ (standards, curriculum)?
What is the best way to teach ___________ (planning, delivery)?
How do I know if my students learned ______ (assessment)?
How well did I teach today's lesson (reflection)?
What does concept based instruction "look like"?
How do the generalizations reflect the concepts/understandings that we want students to have about history, geography, economics, and civics?
There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption germs. There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread, and meat would go into the hoppers together. This is no fairy story and no joke; the meat would be shovelled into carts, and the man who did the shovelling would not trouble to lift out a rat even when he saw one—there were things that went into the sausage in comparison with which a poisoned rat was a tidbit.
What was the lesson? Did it address all the content, concepts, skills that I have planned for?
Did the lesson address the standards?
What instructional strategies did I use? Were these strategies the best for getting students to demonstrate the concepts and skills for this lesson?
Did this lesson support student demonstration of 21st Century skills?
Were my assumptions about student background knowledge and skills accurate?
Were any elements of the lesson more effective than others?
Did some aspects need improvement?
Were the needs of all learners met?
What levels of mastery did students reach?
What changes would I make to correct areas in need of improvement?
How can I best use my strengths to improve the lesson?
Stephanie Hartman, PhD
Social Studies Content Specialist
CO Dept of Education