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Ask open-ended questions; urge students
to draw and evaluate their own conclusions; ask questions and assign
tasks beyond the recall level; vary assessment beyond objective test
items at the recall level
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Structure activities so that students
“uncover” major concepts
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Call on non-volunteers; model and promote
cooperative and respectful interaction; implement activities which
teach cooperation and respect; reward positive and productive
interaction
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Implement learning tasks which engage a
variety of intelligences and learning styles; reward students who are
willing to risk failure; protect students from ridicule; celebrate
success
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Provide activities which allow students
to process content in a variety of ways; ask open-ended questions
which require higher level thinking; use assessment tools which
evaluate thought processes as well as content knowledge
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Select documents, letters, maps, graphs, tables, and other sources for
students to analyze in order to learn course content; encourage
students to find appropriate primary and secondary sources as they
conduct research
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Model the use of computers and other tools in instructional
applications; provide a setting in which students have a regular
opportunity to use technology; use prompts which allow students to use
higher level thinking skills in applying technology
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Regularly develop and administer authentic assessment items; use and
distribute rubrics which emphasize understanding; use objective items
which require students to apply their knowledge in analyzing
information; provide regular and specific feedback
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Frequently work in groups but is accountable for individual
achievement; collect and analyze data to draw and support conclusions;
read more than one account of important events; process information
they have recorded as notes
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Frequently simulate events or situations in social studies to build
meaningful knowledge; often work on tasks which address real-world
problems or situations.
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Often work in mixed ability groups; practice in structures which
require cooperation and mutual respect; regularly help each other in
learning tasks
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Treat classmates with respect, discussing ideas rather than
personalities; volunteer often; work willingly in various groups in
the classroom; respond positively to feedback
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Use organizers to apply a variety of thinking processes (cause/effect,
compare/contrast, predictions, supporting a perspective, etc.); show
willingness to engage in tasks requiring thinking beyond the recall
level
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Appear comfortable working with documents and other primary sources;
use organizers and other strategies to evaluate and analyze sources;
create products requiring them to draw conclusions from primary or
secondary sources other than the textbook
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Routinely use computers and other technology to learn and apply social
studies content; develop projects and presentations using technology;
use the Internet and other electronic resources to conduct and
organize research
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Often assume the role of historian, social scientist, or other
professional as they simulate real life tasks in applying social
studies concepts and information
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Academically rigorous curriculum
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Experiential, inductive, hands-on learning
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High levels of positive, productive, and cooperative interaction from
students of all ability levels
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“Student-friendly” environment – attention to their affective needs
and learning styles
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Emphasis on skills beyond
the recall level, particularly critical thinking skills
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Regular use of a variety of rich primary and secondary sources;
de-emphasis of the textbook as the principal classroom resource
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Integration of technology into the social studies curriculum
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Use of assessment as a learning tool which employs authentic contexts
and assesses deep understanding, rather than memorization of facts
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