"If the textbook contains the answers, then what are the questions?"

I recently used the word oxymoron in response to the question on creativity vs. intentionality. Unfortunately, the concept of the textbook containing the answers, while not rising to the level of being an oxymoron, is highly dubious. It was not that long ago when we had the opportunity to view a film on the textbook industry. So this brings in question three aspects of the above quote. One, how valid are the textbooks? Two, are the answers accurate? Three, in reality are we asking the right questions to begin with?

Bob James, in reflecting on this question aptly states, “I can’t recall ever being in a course in which the content was explicitly framed around important, thought provoking questions during class….” I think Mr. James addresses what is becoming a common theme for those in “progressive” education. I am reluctant to just write the expected “correct” answer, which is essential questions and/or backward design. While I agree with both those concepts, these concepts are what I am being taught, so I become concerned about churning out answers that would be expected.

There is a great need to look both at the questions and the answers, as both the field of education and the country are at a great crossroad. The stakes could not be higher. I just watched a video two hours ago about 241 teachers just being fired in DC, not for budgetary reasons, but for incompetence. Michelle Rhee, the person in charge of the firings, was asking the right question. The right question is "are our students learning?” The answer was they are not. She held the teacher’s accountable. That is a start. Still so very far to go.

Annual Plans - the big advantage

My first reaction is that there are numerous advantages to the annual plan and few, if any, disadvantages. The main advantage of the annual plan is that it fits perfectly in the backward design. As we are just learning, the backward design is the best approach to get to where you want to go. The main concept is that you are first figuring out what you want as the desired learning result. Next, you would be figuring out the evidence the student must demonstrate to show they have reached the desired result. After that, you would do the planning for the project.
It is interesting to see how we have been doing everything in the reverse order, although in thinking this through, I do not completely believe that we have been doing this in the reverse order. On some levels we have to be thinking of the desired result, as we are carrying out our plans in forward order. This change in strategy would mostly impact the middle level. For once you decide on the desired result or the lesson plan, the necessary information one must obtain is the evidence that the goal will be achieved.
I specifically look back to one lesson that I had planned on doing. I had the idea for my lesson for at least 3 weeks and was excited about the idea. It was not until I flushed out the idea that I realized a major component of the idea was not “doable.” This process became clear when I was exchanging emails with my field experience teacher. Had I planned from the backward design, the flaw in my planning could have become apparent much sooner. The flaw was in the middle part of the process
This concept ties into the annual plan as we are figuring out the desired result, so when we arrive at our location, we will be in the correct spot.
The only potential disadvantage that I see is getting used to working backwards, as it is a different orientation. Starting with resources when designing units is essential, in that if you cannot find the resources than you cannot implement the plan.

A Meaningful Well-Planned Social Studies Lesson

There are many aspects to draw from in Maxim’s book Social Studies for Constructivist Classrooms, Chapters 1 and 3, regarding the attributes of a meaningful, well-planned Social Studies lesson. I will start by citing some excellent examples that are addressed in these chapters. At the end of chapter 3, the most compelling case for a well-planned lesson is centered on Thematic Units. The crux of the thematic unit is aptly addressed as “extended blueprints of instruction, created by teachers around a central idea; they contain an orderly sequence of lessons that provide a sense of cohesiveness, or unity, to classroom instruction. Experiences cut across traditional subject lines and are comfortably integrated with other subjects… It is an idea that centers education in a true “child’s world” where children are able to attach what they’re learning to the real world.” (p. 133)

Some other issues Maxim talks about as to important attributes are “when learning is fun, students become more interested and open to acquiring new knowledge.” (p. 6) Lastly, in quoting Maxim he talks of “effective social studies teaching, then, begins with a clear understanding of the subject’s distinctive instructional goals…include the categories of knowledge, thinking skills, and democratic values and beliefs.” (p.18).

Maxim’s reference to attaching learning to the real world is critical. Social studies used to be centered on the memorization of dates and events, without enough of a context to give the subject matter relevancy. I look back to one week ago when you asked us our memories of Social Studies. I am not sure, but you might have been as surprised as I was that there were a number of students who actually did have positive experiences. I also remember clearly stating a loud “no” in answer to the value of my Social Studies experience. My experience had virtually no real world relevancy and was about as far from “fun” as one can get.
One result of my social studies education is I would be challenged on the show “Are you smarter than a fifth grader?” as I would guess I got about half the states in the correct location on the map of the US. There was no context, no relevancy, so I am sure I learned the states and proceeded to forget them as time went on. Yet, last night, when learning the capitals in a fun, challenging way I went from knowing about 20 capitals to knowing 48 of the 50 capitals (just tested myself to see if I retained what I had learned).

In summary, relevance, challenge, and fun are three components that can contribute to a meaningful, well-planned Social Studies lesson. The thematic unit is but one approach for this type of lesson.