Teaching Methods in Social Studies

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[...] Differentiated learning then is practiced based on the belief that students learn best if they are able to make timely connections between their experiences and diverse interests and the curriculum. (McBride 2004) proposes that the greatest learning happens when students are compelled to learn a little more than what they can do without the teacher's assistance. If all students must learn common concepts, then the most appropriate way to equal gifted children with their average and "below average" counterparts would be through scaffolding. In so doing, the teacher has three options. [...]

[...] Classroom discipline is said to rest in the students' perception of their success. Differentiated learning is the best avenue for incorporating all these strategies because when a teacher knows her students well enough, she not only ably attends to their academic needs but also simultaneously manages their behavior. References Brooks, J. G. (2004). To see beyond the lesson.Educational Leadership, 8-12 McBride, B. (2004). Data-driven instructional methods: "One-strategy-fits-all" doesn't work in real classrooms. T.H.E Journal, 31(11), 38-40. McCoy, J. D., and Ketterlin-Geller, L. [...]

[...] Grading and differentiation: Paradox or good practice? Theory into Practice, 262-269 Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades.ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Tomlinson.C., Hertberg, H., Brighton, C., Callahan, C., Moon, T., Brimijoin, Conover, L., & van Garderen, D., & Whittaker, C. (2006).Planning differentiated, multicultural instruction for secondary inclusive classrooms.Teaching Exceptional Children, 12-20. Voltz, D. (2003). Personalized contextual instruction.Preventing School Failure, 138-43. [...]

[...] Teaching Methods in Social Studies Competency Based Curriculum (CBC) requires application of different competencies to run class well. Doing this in practice, however, requires more than the conventional theories about sound classroom management. In developing appropriate structures to manage a class, an instructor not only requires deep understanding of contextual factors inherent, but also the capacity to modify and accommodate differences for effective learning (Tomlinson Aug). This is where differentiation as a management tool is vital. Differentiated learning involves the provision of various avenues through which students may acquire content, process ideas and make sense of the same. [...]

[...] She can moderate the contents of instruction to fit all groups. She can also modify the techniques and processes of instilling sense to students about a topic. Finally, she can moderate how to assess the outcome of learning or the products thereof so that everyone is seen to have attained learning objectives. As opposed to special educators who have had to develop Individualized Education Programs for each of their students because of evident learning disabilities in their students, CBC educators are compelled to design activities and materials rather than modify lessons after teaching them because of evidence learning. [...]