With not being in class right now, I took the time to browse around on the NCSS website. I read the article Social Studies in Action from the Executive Director Larry Paska.
So the big takeaway/ big idea that hit me when reading this is what does a teacher need to do during the summer to prepare for the new school year?
Obviously the focus of the article is on the content of social studies but it did make me think that maybe teachers don’t have as much time off over the summer as I once thought (which it ok). I know it is required to do continual development which I guess summer does seem like the best time to do that. But the article asks several questions in regards to what you should do (or ask yourself) in summer to prepare. This isn’t something I have thought about before so I’m glad its in my mind now.
Comment about the readings form Ch. 1 and 2
I think the overall aspect of Ch 1 puts most of the focus on planning which falls in line with the article I discussed above. As Shoob and Scout share “planning is the foundation of good instruction” (p. 25). Starting with the classroom and environment created by the teacher prior to day one, to planning lessons, to instruction, it will be imperative to “be ready” for the students. I wonder how the planning and preparedness for my student teaching will be different/the same as when I go into my first year of teaching. Even though I won’t be in charge on day one of my student teaching and it won’t be my classroom, how much input will I have on things? Regardless of that, I should be able to have a front row seat to how someone else does this which will allow me to takeaway the good, and discard the bad that I experience. Another chunk of the chapter focuses on knowing your students and connecting with your students in order to be an effect teacher. While this was a huge topic of discussion in Classroom and Behavior Management, I still wonder how long should it take to really know your students. Is it a week, a month? I’m sure a lot goes into determining this but my guess is it just depends on how much time a teacher puts into getting to know each student. Sure the assessments will give you the bulk of information you need to know about where the student falls, but I have a feeling that until you make personal connections with a student is when you truly see who they are.
With the main focus of chapter two focusing on background knowledge, this again is based on knowing your students. Shoob and Strout mention in the opening of the chapter “learning new content is strongly tied to their background knowledge about a subject” (p. 29). I thought of background knowledge as what a person already knows about a thing or topic, as either you know or you don’t. It never occurred to me that getting someone to the point of understand (the big idea) is building their background knowledge to make the connections needed to understand the “big idea”. In other words, teaching is about creating or building upon background knowledge to get to the next level. The foundation of teaching rests with background knowledge. This would explain why people are not as successful when learning things through memorization and being told to “just do it like this because this is how you do it.”
Mike,
We missed you in class this evening, but I’m glad you spent some time exploring the NCSS web site. Did you read the post “The Difference Between Teaching and Learning?”
I think many people are under the assumption that teachers have the summer off. However, most teachers spend summer tweaking lessons and planning for the new year.
Can you expand on your entry and respond to the video and readings?
I did not read that one but will go back and take a look at it. It was the article, “Social Studies in Action.” I added comments about the readings but not sure what video you are referring to.
Mike, I would like to respond to your comment about how much involvement you will have over the class in your student teaching experience. Each supervising teacher has their own way of doing business. Ideally, your supervising teacher will clearly understand their role in supporting you through a lesson. I am hopeful that your input in planning a lesson will be valued and you will have the opportunity to work collaboratively with your supervising teacher. As far as how long it will take to really get to know your students…provide strategic opportunities each day to get to know your students. For example, ask them to draw a picture about what comes to mind when you say the word “kindness.” As you walk around the room you can ask students to explain their picture to you. You will find out a lot about your students that way.
Hi Mike,
Thanks for coming back to this to add some more thoughts. I find Chapter 2 to be particularly helpful and am often reminded that folks do think about background knowledge as what students already know. I like to call that prior knowledge. What do they come to class knowing? I like to think of background knowledge as what we can provide them to prepare them for instruction. Building that knowledge sets purpose for instruction and builds confidence when they encounter terms that might have been unfamiliar were it not for a quick strategy that put those terms on their radar and just made them more aware as they read.