Social Studies: Knowledge Building Instructional Experiences

Select Learning Experience

Determine the Knowledge Building Instructional Experiences students will engage in: 

• Reading to Learn: Students interact with a secondary source in order to build background knowledge on a topic. This learning experience is oftentimes facilitated through a whole group read-aloud. Strategic questioning throughout the reading of the secondary source is a must during this learning experience. 
• Targeted Source Analysis: Students interact with a targeted primary source that allows them to apply their knowledge of a topic in order to continue to build a deep understanding of a social studies phenomenon. This can be done independently, in small groups, or as a whole group exercise. 
• Mini-Lecture: Teacher prepares an introduction to New Materials that is concise and can be applied immediately within the lesson. This learning experience should have a clear organizational structure (i.e. 2-3 key topics) that is easily identified in the delivery of the mini-lecture. Images and other visual supports are a must during this learning experience

Plan Learning Experience

• Read and Annotate all reading materials prior to introducing to students. 
  • Script out strategic questions that will help students to make connections between knowledge of the topic and source they are exploring. 
• Determine Lexile Level of any Reading
  • Make adjustments for students as needed. 
• Plan pauses that allow for student processing of the material. 
  • Turn and Talks
  • Stop and Write
  • Mini-Whole Group Discussions
• Plan for opportunities to check for understanding to inform instructional actions. 
  • Polls
  • Mini-Quizzes
  • White-board Multiple Choice Questions
• Plan how students will engage with the source analysis: 
  • Whole Group Source Analysis
  • Partner Analysis
  • Independent Processing
• Plan your visual presentation - What will students see that will help support their learning? 
  • What vocabulary terms will you need to highlight for students using visuals to make them more meaningful?
• Plan how you will connect the source to the knowledge of the topic or theme you are targeting.

• Use a timer to keep you on track with your instructional planning. 
• Monitor student learning during the student processing opportunities. 
  • Use a clipboard with students names
  • Monitor students work digitally (i.e. Nearpod)
  • Create a path for strategic monitoring of your classroom. 
• Hold students accountable to answer Check for Understanding questions. 
  • No student is allowed to opt out to ensure data is true to what is happening in the entire classroom. 
• Adjust for data received during Check for Understanding opportunities. 
  • Address whole group trends (Whole Group Misconceptions)
  • Check in with students who need support (one-off misconceptions)

ALL STUDENTS ARE:

• Actively engaged in processing of material. [All students are involved in the processing opportunities].
• Discussing or being able to talk out their understanding of the content in meaningful ways.
  • Turn and Talks or Partner Check ins
• Answering the check for understanding in order to ensure accurate data.