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Sunday, November 29, 2020 | History

1 edition of Adapting instruction in the social studies to individual differences. found in the catalog.

Adapting instruction in the social studies to individual differences.

Adapting instruction in the social studies to individual differences.

  • 136 Want to read
  • 33 Currently reading

Published by National Council for the Social Studies in Washington .
Written in English

    Subjects:
  • Individualized instruction,
  • Social sciences -- Study and teaching -- United States

  • Edition Notes

    SeriesYearbook -- 15th, 1944.
    ContributionsNational Council for the Social Studies
    The Physical Object
    Pagination1 v.
    ID Numbers
    Open LibraryOL18729704M


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Adapting instruction in the social studies to individual differences. Download PDF EPUB FB2

National Council for the Social Studies. Adapting instruction in the social studies to individual differences. Washington, D.C.: The Council, (OCoLC) Document Type: Book: All Authors / Contributors: Edward A Krug; G Lester Anderson; National Council for the Social Studies.

around whom Social Studies teaching would be centred should be determined by the individual differences of the learners. Adaptive teaching was explained as an approach aimed at achieving a common instructional goal with learners considering their individual differences. Differentiated teaching and individualized instruction were.

Examines current concepts of remediation in considering their appropriateness for application in the social studies classroom. Concludes that special needs teachers and subject area teachers should collaborate during all phases of instruction in order to provide the best learning environment.

Points out the need for training in adaptive teaching by: 5. Rather than requiring individuals to adapt to means of instruction, the desired objective is to adapt the conditions of instruction to individuals.

This objective can be realized if learning can be designed to take account of an individual's profile of Adapting instruction in the social studies to individual differences.

book and cognitive skills. (Author/GC)Cited by: 1. Differentiated instruction, otherwise known as responsive instruction, is a philosophy that encourages teachers to modify curriculum, instructional strategies, and student products based on the readiness levels, interests, and learning profiles of individual students.

W anda Jackson’ s 8th-grade social studies and will cater to each students' individual the metacognition teachers use to adapt their instruction within the complexity of classroom.

Social studies instruction provides a forum for students to acquire and assimilate information—including the influence of language and beliefs on day-to-day life.

Time, Continuity, and Change. The nature of social studies requires an understanding of the passage of time and the realization that some things change and some things stay the same. Goals of social justice.

Social justice doesn’t manifest in a singular fashion, nor is it achieved through a specific means of instruction. Students studying this field use critical examination of themselves, others, institutions and events to find patterns of inequality, bigotry or discrimination, then explore possible solutions to the problems they’ve identified.

Social Studies School Service, 6 for example, sells sets such as “America Revisited:,and ,” as well as “U.S. History Photo Aids” on. Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring.

The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors.

Strategies for Teaching Culturally Diverse Students There are many school factors that affect the success of culturally diverse students the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few.

Of all of these factors, the personal and academic relationships between teachers and their students may be the. The social studies curriculum standards should remind curriculum developers and others of the overarching purposes of social studies programs in grades pre-K through to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse democratic society in an interdependent world.

contained in the Social Studies adaptations were selected to illustrate a range of possible adaptations that could be used across social studies processes and indicators.

Note: The adaptations listed below are based on effective instructional practices for all students. Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices.

The following article takes the mystery out of adapting materials and strategies for curriculum areas. Program 31 Issues in Social Studies: Dealing With Controversial Issues.

This program examines how social studies teachers in any grade level can encourage open and informed discussions with their students while dealing with controversial issues.

Topics range from stereotypes and gender–based discrimination to the conflict in the Middle East. Differentiation is the process of modifying instruction to meet the needs of diverse learners.

In a fully differentiated classroom, each student has their own personalized instruction and materials. In a Social Studies Skill Builder, students explore the regional differences within Nigeria by designing an educational Web page about the country’s three distinct regions.

Resources and Power in Post-apartheid South Africa Essential Question: How might ethnic group differences affect who controls resources and power in a society. These resources detail easy modifications to incorporate in your curriculum for students with special needs.

Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class.

Replicable examples of the kinds of reflective practice that will enable teachers to animate classroom instruction and create a dynamic social studies curriculum. An analysis of how teachers adapt and shape state and district level curricula and classroom materials to fit the specific needs of their students―a model of how to develop an Reviews: 5.

This book provides educators with strategies, models, and examples for adapting the classroom, curriculum, and instruction to address each student's academic and social success. Team communication, monitoring, and evaluation are also discussed, and blank forms are provided to support teacher planning.

Differentiated instruction as Tomlinson () defines, it is a philosophy of teaching that is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interest, and learning profiles. A chief objective of differentiated instruction is to take full advantage of every.

Description. For Social Studies in Early Childhood/Primary Education and Curriculum in Early Childhood/Primary Education courses. Highly regarded in the marketplace, this sound resource provides a multitude of practical ideas, suggestions, and activities that prospective early childhood teachers can use to interest young children in social studies and integrate social studies with other.

Research has also found that the effectiveness of combining imagery with text varies with the content to be learned, the conditions under which performance is measured, and individual differences in spatial ability, prior knowledge, and general learning ability. Teaching a Class With Big Ability Differences.

Techniques for meeting the needs of students with diverse abilities and interests. via individual learning contracts. Be forewarned that students need intensive instruction and patience as they compose their own contracts.

classroom instruction should adapt to learners by experimenting with. In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital. Substitute Curriculum i Sometimes called “functional curriculum” Provide different instruction and materials to meet a learner’s individual.

In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name the capital. Substitute Curriculum z Sometimes called “functional curriculum” Provide different instruction and materials to meet a learner’s individual goals.

When routinely utilized. studies nominally focussed on individual differences have continued the tradition of small samples or single-case studies (e.g. Peters, ). As illuminating as these studies have been in defining those patterns of individual variation that are possible, the extent and nature of such variation will remain controversial until large samples are.

Digital literacy refers to an individual's ability to find, evaluate, and compose clear information through writing and other media on various digital platforms. Digital literacy is evaluated by an individual's grammar, composition, typing skills and ability to produce text, images, audio and designs using technology.

The American Library Association (ALA) defines digital literacy as “the. Literacy instruction is one area in which knowledge of the individual student is especially helpful. Depending on culture and life history, an ELL may have solid literacy skills in a language similar to English, in a language that is completely different from English, or very little prior literacy skills at all.

in social studies. Recognize different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs). Recognize different forms of evidence used to make meaning in social studies (including primary and secondary sources, such as art and photographs.

pace and sequence of instruction, and find the relevant information on the CBI without getting lost (Chen, ). Therefore, educators should be more concerned with “how learners navigate through CBI systems and how individual differences can predict those paths” (Chen and Macredie, ).

Also, Graff, found that. Nonmasters received corrective instruction while masters did enrichment activities. While grouping may be thought to be a negative practice in education, Kulik and Kulik () reported the results of fifteen studies on student self-concept.

In seven studies, self-concept was higher for students in grouped classrooms; in six studies, self. Social studies texts also contain a great deal of academic vocabulary—content-specific terminology with meanings specific to history or government.

For example, when students read in Section 10 of the U.S. Constitution that a state may not make gold or silver tender, they may think that states can't make money that is soft or easily crushed. Explore books that contain text that truly engages students in reflecting, questioning, and making personal connections on issues such as diversity, identity, values, and social norms.

A teacher who is instructing in a demographically diverse population should build up a classroom library which has a rich variety of multicultural texts.

The ten themes may serve as the organizing tool for a Social Studies curriculum at any level and they invite the inclusion of information from all the Social Studies as well as from other subjects. Part 2: Essential Skills for Social Studies. These skills: Are used throughout the Social Studies but particular skills may be more emphasized.

content instruction that focuses on learning from text, understanding and producing academic language, genre differentiation, and academic writing; understanding of home-school differences in interaction patterns or styles and individual differences among the wide range of English-language learners; and.

SOCIAL STUDIES SKILLS AND STRATEGIES enables students to apply knowledge proficiently in a variety of contexts in repeated performances. They promote the participation of studies in civic life and develop their ability to address societal conflicts and problems. Throughout pre K education, such skills and strategies must be developed through.

During classroom interactions and instruction, teachers must keep the special cultural. needs of their diverse student population in mind. Please note, however, that students’ cultures include much more than national origin or race.

The National Council for Accreditation of Teacher Education (NCATE) now defines diversity as differences among. Social studies education is more than just learning about history. It is learning about the world we live in and the people around us. Social Studies is a part of our daily lives.

It encompasses every topic, and demands a lot of attention. The National Social Studies Standards provide an understanding of what we should teach children. Ways to adapt instruction for students with diverse learning needs in inclusive settings are suggested.

Strategies and accommodations for students with learning differences are proposed concerning: the learning environment, learning procedures, progress measurement, instructional methods and materials, and classroom management techniques.

plans instruction and assessment that minimize the effects of negative factors and enhance all students' learning. • Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of community resources, community problems) impact student learning, and plans instruction and assessment with awareness of social.Demonstrate ability to access resources for adapting curriculum to individual student needs such as developmentally appropriate motor skills.

Demonstrate ability to access resources for adapting instruction to the setting such as classroom, gymnasium, and playground.This Encyclopedia is the first attempt in a generation to map the social and behavioral sciences on a grand scale. Not since the publication in of the International Encyclopedia of the Social Sciences, edited by David L.

Sills, has there been such an ambitious project to describe the state of the art in all the fields encompassed within the social and behavioral sciences.