Author Andi Stix, Ed.D. Editorial Project Manager Emily R. Smith, M.A. Ed. Contributing Author Frank Hrbek. Editor-in-Chief Sharon Coan, M.S. Ed.

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1 Andi Stix, Ed.D.

2 Author Andi Stix, Ed.D. Contributing Author Frank Hrbek Publisher Corinne Burton, M.A. Ed. Product Manager Phil Garcia Editorial Project Manager Emily R. Smith, M.A. Ed. Editor-in-Chief Sharon Coan, M.S. Ed. Project Consultants Corinne Burton, M.A. Ed. Karen Goldfluss, M.S. Ed. Imaging Alfred Lau Cover Design Lesley Palmer Shell Education 5301 Oceanus Drive Huntington Beach, CA ISBN Shell Education Reprinted, 2007 Made in U.S.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. #3881 Social Studies Strategies for Active Learning ii Shell Educational Publishing

3 Teacher Resources Table of Contents Foreword Overview of the Philosophy How to Use This Book The Role of the Teacher Theories on Intelligence Higher-Level Thinking Activities Strategies for Grouping Students Personalizing Instruction Assessment and Evaluation Conclusion Thematic Guiding Questions References Brainstorming Strategies Carousel Brainstorming KWL Charting Venn Diagrams and T-Charts Web Design Concept Attainment Discussion Strategies Accountable Talk Lobbyist Hearing Magnetic Debate Stix Discussion Socratic Seminar Bartering Negotiations and Settlements Shell Educational Publishing iii #3881 Social Studies Strategies for Active Learning

4 Deductive Reasoning Strategies Table of Contents (cont.) Making Decisions Vote On It! Identity Crisis The Real Deal Art Integration Strategies Fan Fold Designs Mystery Boxes Slide Show Alive Merging Time Lines Language Arts Integration Strategies Flexogeneous Reading Groups Playlets The Scavenger Hunt Prewritten Play Primary Sources Strategies Introduction to Primary Sources Documents Photographs Posters Cartoons Maps Artifacts Sound Recordings Film Recordings Assessment Strategies Introduction to the Rubric Bank The Rubric Bank Blank Pages to Practice Making Rubrics Teacher Resource CD-ROM Contents About the Author/Acknowledgements #3881 Social Studies Strategies for Active Learning iv Shell Educational Publishing

5 Brainstorming Strategies Carousel Brainstorming Introduction This exercise is designed to identify the collective thinking of a group in a non-evaluative environment. Each cooperative group walks up to an open-ended question posted on chart paper, discusses it, brainstorms answers or solutions, and writes down responses within a given amount of time. When you carousel students or rotate the groups to new locations, they repeat the exercise with a new question. This time students must read the responses from the previous group(s) before they begin to write down new ideas. They, in turn, must use deductive thinking. Materials different colored markers chart paper masking tape Pre-Activity: Preparation 1. Consider the different questions that you would like students to answer concerning a particular time in history. Tape chart paper at eye level in different locations around the room. Then, divide the class into cooperative groups of four or five students each. 2. You can generate a list of open-ended questions, or you can have the students generate the list. 3. Students should first jot down their ideas privately. Then they can share them with their cooperative group, consolidating their ideas to make one comprehensive listing for the group. Ask students to prioritize their favorites. 4. Next, call on a spokesperson from each group to submit one idea, which is then recorded. Continue this process, rotating from group to group. Once an idea is listed, it may not be stated again by another group. Students may choose to use a check mark on their paper next to an idea that has been stated by another group. This skill is called active listening. It is important for students to be aware that if another group offered an idea similar to or the same as theirs, it means that it is an important idea. The fact that two or more groups thought of the same idea gives it relevance and importance. 5. Or, you may choose to generate the questions for the class. Make sure that the questions are written in an open-ended format. Open-ended questions provoke a higher-level response from students and responses can easily be written. Instead of writing a question starting with who, what, when, where, or why, try the following: In what ways... Describe in detail... For what reasons... Generate a list of... Explain in detail... Compare and contrast as many... #3881 Social Studies Strategies for Active Learning 30 Shell Educational Publishing

6 Brainstorming Strategies Carousel Brainstorming Pre-Activity: Preparation (cont.) 6. These questions should prompt students to consider aspects of history that you will be studying. Below are sample open-ended questions for a unit on the westward movement across America: Describe in detail the personality and character traits of the people who packed family and possessions into wagons and traveled 4 6 months across the wild, unknown continent, looking for a new home. Generate a list of vocations or jobs of people who actually went to the West. For what reasons did people choose to migrate? In what ways did snakes, scorpions, bison, grizzly bears, antelope, and other wild creatures affect their journey? 7. If students helped to write the questions, have them determine the four to six most important questions, which will then be used in the strategy. The number of cooperative groups in the class determines the number of questions. Therefore, if you have six cooperative groups, you need to choose six of the questions to answer. 8. Write each question separately on the top of a piece of chart paper. Number each question on the top of the page (in this case, 1 6). 9. Use masking tape to post the chart papers on the walls. Allow ample room around each chart, so that a group can converge around it. 10. Assign each cooperative group a number (in this case, 1 6). 11. Give each group a different colored marker. They should keep the same color marker with them for the entire activity, as all responses with that colored marker serve to identify the work of each particular cooperative group for you. Activity I: Basic Carousel Brainstorming 1. Explain the strategy to the class: Each cooperative group will walk up to the chart with the same number as allocated to their cooperative group. They will be given a short period of time to answer the question written on the top of the chart. 2. The groups should discuss their ideas and responses to the question. Then, a recorder for the group should write down the group s responses on the chart paper. 3. After a specific time frame (2 4 minutes), rotate the groups to the next chart paper. Groups should also rotate the role of recorder. Groups cannot repeat previously stated responses, but they can continue to add new ideas to the list or add on to previously recorded ideas. 4. Repeat the same procedure for the remaining questions until the system is exhausted. Using this format, groups carousel around the room, rotating among the questions. 5. Give students an additional minute each time they rotate to a new question. This extra time will give them the opportunity to read what other groups have written. Even though they are not allowed to write the same thing another group has written, they are allowed to make comments on the side of the sheet to extend an answer. Shell Educational Publishing 31 #3881 Social Studies Strategies for Active Learning

7 Brainstorming Strategies Carousel Brainstorming Activity I: Basic Carousel Brainstorming (cont.) 6. Now that the strategy has been explained to the class, it is time for negotiable contracting of criteria for assessment. Ask students to place themselves in your position as the teacher. Now that they have a good idea of the task, what criteria should be used for evaluating the activity? 7. Students should first jot down their ideas privately. Then they can share them with their cooperative groups, consolidating their lists. Next, call on a spokesperson from each group to submit one idea, which you write on large chart paper. Continue with this process, rotating from group to group. Once an idea is listed, it may not be stated again by another group. This skill is called active listening. It is important for students to be aware that if another group offered an idea similar to or the same as theirs, it means that it is an important idea. The fact that two or more groups thought of the same idea gives it relevance and importance. They may want to put a star or check next to that idea on their own papers. If the students have not thought of a certain criterion that you think is important and meaningful, add the item to the list and explain your reasoning to the class. Then, negotiate with the students to agree on 4 or 5 of the criteria to use for assessment. 8. The following are sample ideas of criteria for assessment: Students listen and respond to others in your cooperative group. Students make meaningful contributions. Students encourage peers to explain themselves if they are not clear at first. Students write down the ideas clearly and succinctly for others to read. 9. It is now time to have the students begin the activity. 10. Following the activity, discuss the validity and historical accuracy of the posted answers. 11. It is a good idea to repeat this activity at the end of the unit. The activities and readings from the unit they are about to study will help students in answering the questions more accurately and thoroughly later. 12. This activity can also be used as assessment to determine what a class has learned at the middle or at the end of a unit. It can even be used as a review activity before an exam. Please note that individual assessment is difficult. Activity II: Studying Young-Adult Literature 1. Whereas the first description of using carousel brainstorming is used before or as a review for studying a unit in history, this section describes how it can be used when students have read young-adult literature. Note: Please read the section titled Flexogeneous Reading Circles (pages 196 through 199) before continuing with this activity. 2. Divide the class into the second level of cooperative grouping as described in the Flexogeneous Reading Circles section (pages 196 through 199), in this case using the jigsaw strategy where there is one expert representative from each book. #3881 Social Studies Strategies for Active Learning 32 Shell Educational Publishing

8 Brainstorming Strategies Carousel Brainstorming Activity II: Studying Young-Adult Literature (cont.) 3. Allow students to generate a list of questions they would like to answer about their books. Have them brainstorm the list in their cooperative groups. Then, students should prioritize their favorites. Have each group share its favorite three questions with the class. Students can then decide which questions they would like to answer. The number of cooperative groups in the class determines the number of questions. Therefore, if you have six cooperative groups, you need to choose six favorite questions to answer. (This is explained more in-depth in Activity I: Basic Carousel Brainstorming on pages ) 4. Or, you can assign open-ended questions. Below are sample open-ended questions for this exercise: Describe in detail how the environment has an effect on the main character of the book. Describe in detail the conflicts or problems that the young adolescent faces in the book. Describe in detail the tensions between the main character and the other characters in the book. Describe in detail the historical events that are creating tensions in the story. Describe in detail the strengths or the weaknesses of the main character of the book. Explain in detail which of these strengths you find admirable and which weaknesses you can relate to and understand. In what ways is the setting as described in the book different from your hometown or city? Generate a list of qualities that the young adolescent has in your story that are similar to or different from your own. As a friend to the main character, how would you help him or her if you lived back in that time? Describe in detail the events of the story and relate them to similar events in your personal experiences. Describe in detail the main issue and how you believe it could be resolved and brought to a satisfactory conclusion. If you were living back in that historical time period, what would you want to change the most? Describe in detail what you find most appealing about that particular historical time period that you would like to experience. 5. Follow the same procedures as outlined in Activity I: Basic Carousel Brainstorming (pages 31 32). Students will walk away with a greater understanding of the time period as they listen to the stories about how young adults lived at the time. Shell Educational Publishing 33 #3881 Social Studies Strategies for Active Learning

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