Can balanced integration be achieved? These elementary lessons balanced art and social studies helped students learn state and presidential symbols and how we use symbols as a means of communication.
Dean Vesperman, Indiana University, Bloomington, IN; Donna J. Bernens-Kinkead, Monroe County Community School Corporation, Bloomington, IN; Liesl S. Loudermilk, Monroe County Community School Corporation, Bloomington, IN; Gladys Newsom, Monroe County Community School Corporation, Bloomington, IN
Through the discussion of case studies from six elementary teachers' classrooms, the participants will obtain insights and strategies for authentic integration in social studies.
Janet Alleman, Michigan State University, East Lansing, MI; Michelle Bauml, Texas Christian University, Forth Worth, TX; Linda Bennett, University of Missouri, Columbia, MO; Sherry Field, Arkansas Tech University, Russellville, AR; Elizabeth Hinde, Arizona State University, Phoenix, AZ; Mary Ledbetter, UT Elementary School, Austin, TX; Andrea
In nine years of teaching chess and as a Para Educator, I noticed patterns of the young femalesâ€™ disengagement from their chess club, which educators can overcome exercising certain strategies.
Chouchanik Airapetian, University Washington Bothell, Edmonds, WA
Elementary teachers share a professional collaboration model used to teach civics across grade levels, applying Project Citizen and student mentoring to foster inclusion, differentiation, and meaningful participation among all learners.
Stephanie Serriere, Penn State University, State College, PA; Lorraine McGarry, State College Area School District, State College, PA; Elizabeth Cullin, State College Area School District, State College, PA; Jennifer Cody, State College Area School District, State College, PA
In this poster session, presenters share design features, key components, and participant evaluations of a Professional Development Model designed to increase geographic literacy in underserved and at-risk school populations.
Gwenda Rice, Oregon Geographic Alliance, Corvallis, OR; Judith Lowery, Western Oregon University, Monmouth, OR; Therese Clark, Oregon Geographic Alliance, Springfield, OR; Shirley Lomax, Western Oregon University, Monmouth, OR
Investigate how individuals and groups have protested (violent and non-violent) injustices over time by analyzing primary sources using engaging instructional strategies. Participants will receive lesson plans and content resources.
Natalie Bolten, University of Missouri, St. Louis, MO; Heather Gillman, Covington Independent Schools, Covington, KY
Meet with Smithsonian educators to engage in classroom activities that integrate reading and American history. And learn about free online resources from Smithsonian's History Explorer and OurStory.
Jenny Wei, Smithsonian Institution- National Museum of American History, Washington, DC
Using authentic work samples, instructional footage, and interviews, the results of a multi-region, environmental curriculum pilot on children's understanding of sustainability and their roles as â€œsolutionariesâ€ will be explored.
Elizabeth Crawford, University of North Carolina Wilmington, Wilmington, NC; Nancy Luke, Western Carolina University, Cullowhee, NC
An innovative approach to ELA integration with historical fiction used as the instructional force behind content instruction. Result: An array of student created products, including an intricate reading response journal.
Rick Lumpkins, Shepherdsville Elementary School, Shepherdsville, KY; Michele Grey, Shepherdsville Elementary School, Shepherdsville, KY
Elementary teachers collaboratively designed and implemented a lesson aimed at helping students authentically debate Indian Removal. Students examined multiple historical perspectives before recommending a policy decision to Andrew Jackson.
James Howell, Auburn University, Auburn, AL; John Saye, Auburn University, Auburn, AL