This poster presentation shows how to use E-lesson plans that help preservice teachers to demonstrate their pedagogical content knowledge as they plan instructional activities and integrate children literature.
Alberto Lopez-Carrasquillo, Northeastern Illinois University, Chicago, IL
Join us and learn our secrets to increasing rigor and relevancy through vetted instructional strategies and online formative assessments integrating 21st Century skills in inquiry, critical thinking, literacy, and technology.
Rebecca Bush, Ottawa Area Intermediate School District, Holland, MI; David Johnson, Wexford-Missaukee Intermediate School District, Cadillac, MI
Session focuses on how to create an everyday digital learning environment in the history classroom that blends flipped classroom instruction with project-based learning strategies.
Matthew McDonald, Porter Traditional School, Woodbridge, VA, @mattmcd44
Using primary sources examine differing perspectives of the Little Bighorn Battle. Share highlights of an educational journey to the Little Bighorn site to create relevant lessons using an inquiry format.
Becky Firth, Northwest Council for Computer Education TPS, Coeur d'Alene, ID; Kathy Dorr, Northwest Council for Computer Education TPS, Coeur d'Alene, ID
Students of history are expected to think, read, write, speak, and listen like a historian. The precedent must therefore come from the teacher‚Äîan active historian.
Hadyn Call, Utah State University, Logan, UT
Help students develop a claim, support it with evidence and communicate their conclusions through a variety of engaging strategies. It‚Äôs the document-based question without the essay.
Julie Kuo, Lexington High School, Lexington, MA, @MissKuo
The story of the Hunts Point Slave Burial Ground Project, begun two years ago by NYCDOE staff developers Brian Carlin and Phil Panaritis and teachers at PS 48, the Bronx.
Philip Panaritis, NY City Department of Education, New York, NY; Brian Carlin, NY City Department of Education, New York, NY; Justin Czarka, PS 48, NY City Department of Education, New York, NY
In this presentation, we will offer an introduction to differentiated instruction as well as a hands on learning opportunity utilizing literature circles in the social studies.
Adam Jordan, Madison County Middle School, Comer, GA, @aj_wade; Todd Hawley, Kent State University, Kent, OH
Civic practice requires discernment: don‚Äôt just accept what you hear. Document-based history trains students to ‚Äúgo to the source,‚Äù giving citizens-to-be the tools they need to find out for themselves.
Ray Raphael, Humboldt State University, Arcata, CA
Report of a project taking high school students into their local community to observe/evaluate historical commemorations, then return to the classroom to apply skills to US History lessons
Michael Lovorn, University of Pittsburgh, Pittsburgh, PA; Michael Lovorn, Pittsburgh, PA; Michael Lovorn, Pittsburgh, PA